Vivianne Robinson’s research demonstrates that educational administrators who actively participate in and lead professional learning for teaching have a significant positive influence on student learning outcomes (effect size of .84) (Robinson, Lowd, & Rowe, 2008). Capitalizing on this research, Lammersville Unified School District is building the capacity of its principals to lead their school’s Instructional Leadership Team and grade-level Impact Teams (or PLCs) in collaborative inquiry rooted in formative practice and aimed at increasing student ownership of learning.

Over the last three years, principals have sat by the side of an external Core Collaborative Consultant. Initially, the consultant led a grade-level team through:

  • diving into state assessment, diagnostic data, formative and summative data, and climate data,
  • using this data to identify a puzzle of practice and establish an inquiry question, outlining a research-based theory of action to respond to the inquiry question and address the puzzle of practice,
  • forming SMARTIE goals on the inquiry blueprint,
  • implementing the inquiry throughout the school year,
  • applying protocols periodically to analyze multiple sources of evidence and take responsive, high-leverage action, and
  • celebrating success at the end of the year.

By year two, principals led a different grade level team through protocols while the consultant provided over-the-shoulder coaching. In year three, principals coached teachers to lead the protocols while the consultant coached the principals. Additionally, in year three, principals independently led another grade-level team during their weekly common plan time.

2025-2026 School Year

The 2025-2026 school year will mark the fourth year of engaging Impact Teams (or PLCs) in collaborative inquiry, but this year it will be entirely led by the principals. Principals will lead their school’s Instructional Leadership Teams (ILT) through the triangulation of data in late spring. The ILT will identify the school’s greatest opportunity for growth by looking at CASSPP data, NWEA Map data, and climate survey data. Once the opportunity is identified, they will collaborate to determine a school-wide inquiry question, and they will conduct research to create a credible theory of action. Next, they will agree on three sources of evidence (i.e., student work, student voice, classroom observation, etc.) to collect, analyze, and respond to throughout the year.

When the staff returns in the late summer, each ILT representative will share the inquiry question and sources of evidence with their grade-level teams. These grade-level Impact Teams will then establish SMARTIE goals for their respective grade levels and an action plan for the trimester that will spell out how they will implement the Theory of Action in their context and when they will collect and analyze each source of evidence.

Throughout the 2025-2026 school year, the principal will convene the ILT monthly to monitor progress school-wide, coach team-leads, and establish additional support needed to implement the theory of action across the school. Additionally, the principal will attend grade-level Impact Teams throughout the year, engaging in team-level job-embedded professional learning. By actively participating in professional learning in this way, the principals will:

  • demonstrate a focus on quality collaboration, instructional practice, and student learning,
  • acquire deeper insight into staff challenges allowing them to provide more relevant and targeted support,
  • establish themselves as credible sources of instructional advice, and
  • cultivate a school-wide community of continuous improvement.

They will inevitably actualize Vivianne Robinson’s research, realizing the impact on student learning.

Building Principal Capacity

Lammersville’s plan to build the capacity of their principals has been strategic. Not only did they engage with The Core Collaborative’s Model Team Approach, which gradually has released consultant responsibility to principals and team members over the last three years, but they have also created and will continue to use:

  • Principal-specific PD – Twice during the 2024-2025 school year, District administration. brought in a consultant to provide targeted training on one aspect of the inquiry process for principals. In October, principals simulated an ILT and collaborated to develop an Inquiry blueprint. In April, principals engaged in data triangulation. This prepared them to lead their Instructional Leadership Teams in this process later this month.
  • Bite-size PD – Since all teams must rely on high-leverage instructional practices to build their theories of action, the District Office built 15 minute lessons principals can embed in their staff meetings. Each lesson targets a separate instructional practice and each lesson involves a simulation, which requires teachers to play the role of the students; thereby, demonstrating the impact of the instructional practice on a learner.
  • Administrative Collaborative Inquiry – Principals need to collaborate and receive peer feedback too. As a result, LUSD is splitting their leaders into Principal Impact Team in the 2025-2026 school year. Each of these smaller principal groups will conduct an inquiry around leading their ILTs and supporting their grade-level teams. Not only will this give them a source of professional support, but it will allow them to monitor their own impact and experience collaboration as their teachers are experiencing it.
  • Tiered system of principal supports for the 2025-2026 school year – As is true with any learners, we require a different amount of practice and scaffolding to become proficient with a new skill or with our understanding of a concept. LUSD is being very intentional and proactive by outlining a tiered system of support for their principals so they are successful in leading their site-based Impact Team Work. For example, all principals have received professional learning from a consultant in leading protocols (Tier 1), but for those that need more help a coordinator will be available to simulate the protocol with the principal (and outline questions he/she can ask their teams) (Tier 2), and for those needing more support a coordinator can coach the principal facilitate or co-facilitate (Tier 3).

Lammersville Unified School District has been intentional with building principals’ ability to lead and support collaborative inquiry because successful implementation of reform is not just about policy design; it’s about building leadership that can inspire, adapt, and stay the course.

References

  • Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). “The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types.” Educational Administration Quarterly, 44(5), 635-674