## Cultivating Equity-Focused School Leaders: The Minnesota Instructional Leadership Academy
The Minnesota Instructional Leadership Academy, offered through the Department of Organizational Leadership, Policy, and Development at the university of Minnesota, is a year-long professional learning experience designed too empower school leaders to drive equitable outcomes for all students. Participants join a collaborative learning community focused on developing practical skills and a shared understanding of effective instructional leadership.
The Academy’s approach centers on building expertise in gathering qualitative data, delivering impactful feedback to teachers, and strategically planning professional development that yields immediate results. Grounded in the research-backed 4 Dimensions of School Leadership™ and 5 Dimensions of Teaching and Learning™ frameworks, the program provides a comprehensive and evidence-based pathway for growth.
Throughout the year,participants engage in a variety of learning experiences,including five whole-group sessions,five individual sponsor-coaching sessions,four collaborative school-based learning experiences,and three dedicated district or principal coaching support sessions.
Key skills developed within the Academy include the ability to:
* Identify and address inequities in student learning opportunities.
* Facilitate constructive conversations about instruction, supported by concrete qualitative evidence.
* provide strengths-based feedback that fosters teacher growth and development.
A core component of the Academy involves four days dedicated to observing and analyzing teaching and learning in action. These observations are specifically designed to center the experiences of students who are furthest from educational justice.Whole-group sessions,strategically placed at the beginning,mid-point,and conclusion of the year,delve into critical topics such as:
* The direct link between instructional practices and equitable student outcomes.
* The impact of implicit bias and privilege on leadership decisions.
* Strategies for delivering more effective and targeted feedback to teachers.
* Developing strategic teacher learning plans with demonstrable impact.
Embedded learning opportunities, conducted in small groups, allow participants to immediately apply their new knowledge and skills through activities like:
* Conducting student learning walkthroughs.
* Observing and analyzing how students experience classroom instruction.
* Collecting objective, bias-free qualitative data to inform instructional improvements.
