preparation for future executive leadership positions . These ongoing professional development opportunities for leaders have supported the development of a culture of learning throughout all levels of the organization .
By utilizing and leveraging existing resources , LAUSD is committed to investing in the development of its human capital by growing its leaders from within through continuous , differentiated learning . Providing leaders with purposeful and customized programs ensures that every school is led by an effective leader supported in turn by effective district leaders . These five principles have shaped the design of LAUSD ’ s programs and will continue to do so as it refines and expands its continuum .
Resources
• California Professional Standards for Education Leaders ( 2014 ). California Commission on Teacher Credentialing : www . ctc . ca . gov / educator-prep / standards / CPSEL-booklet-2014 . pdf
• Gross Cheliotes , L . and Fleming Reilly , M . ( 2010 ). “ Coaching Conversations : Transforming Your School One Conversation at a Time .” Thousand Oaks , CA : Corwin A Sage Company .
• Los Angeles Unified School District Teaching and Learning Framework , accessible at https :// goo . gl / IJ5YR9 .
• Los Angeles Unified School District School Leadership Framework , accessible at https :// goo . gl / v47cdd .
• PLLD website at http :// achieve . lausd . net / plld ; call the PLLD branch at ( 213 ) 241-3444 ; or email plld @ lausd . net .
• WestEd ( 2015 ). “ Moving Leadership Standards Into Everyday Work : Descriptions of Practice .”
In Los Angeles Unified School District , Martha Cortes is program and policy development coordinator ; Michelle Barker is administrative coordinator ; Ileana Dávalos is director of Professional Learning and Leadership Development ; and Marco Nava , is administrative coordinator , as well as Region 16 representative on the ACSA Equity Committee .
Helping Students take responsibility for themselves and their school
Ten years ago , Plummer Elementary School , a Title 1 campus with primarily Hispanic and some African American students , had concerns not unlike many other schools : tardy and absent students , no homework , older students picking on younger students , students running around during recess and lunch disrupting other students who were trying to play games , and a filthy school campus .
The principal at the time , Angel Barrett , and Title 1 coordinator Gregg Ridenour began working with teachers to design a service learning program in which students would participate in shaping a school community that would build pride , foster positive engagement and increase academic achievement . At that time , even with three recesses and lunches , the school had 300-400 students on the yard at any given break .
Today , the school continues this Community of Service ( COS ) program under current principal Ibia Gomez . The COS program in grades 4-6 allows classes to earn points by providing service to the school in terms of play leaders , campus clean-up , assisting the cafeteria , safety patrol and gardeners . All classes that meet a monthly point target goal receive a reward based on the units of study . For example , fifth graders studying the solar system have made space ice cream . Fourth graders studying communication may see a silent film in the auditorium .
Students also earn points when all students are in line when the warning bell rings ; their class has daily perfect attendance ; everyone brings their homework ; and all students follow the class and school rules all day . The competition is designed so that all classes can be successful and it is within the class ’ power to make any changes needed to earn the necessary points .
School staff saw immediate changes in behavior and a dramatic drop in discipline referrals with the COS . “ The first few weeks were like herding kittens ,” Barrett remembers . “ The students not only had no concept of assigned areas on the big yard , but we were trying to teach game rules to students who really were not ready to play organized games . The play leaders enabled us to provide activities and support that are more developmentally appropriate .”
Plant manager Marcos Espinos notes the benefits to the culture , the school and the environment : “ With the assistance of the cafeteria helpers , we have increased our recycling . By helping , the students have also shown pride in the school and want to keep it cleaner .”
Another of the students ’ service areas is to maintain the plants . Students have learned to care for the drought-resistant flora and not to trample them . And the greenery has given the eating areas of the asphalt yard a park-like quality .
Teacher Dan Lula has been with Plummer ES since the inception of the COS . He said the program has empowered students with leadership roles that are not overwhelming or too demanding . “ It builds a community within a community and allows the children to understand that they are an important part of the whole ,” he said . “ I have witnessed a ( fourth grade ) play leader step in and encourage a crying kindergartener , making a difference for both children .”
– Angel J . Barrett , LAUSD
# LeadershipMatters May | June 2017 31