Additional information about each of the three areas of practice described under the Service Delivery tab is provided here.
Inclusive Instructional and Organizational Leadership
Research on district-wide improvement shows that certain strategies enhance performance and increase equity (e.g., Fullan, 2010; Johnson, 1996; Seashore Louis, Leithwood, Wahlstrom, & Anderson, 2010; Wahlstrom, Seashore, Leithwood, & Anderson, 2010).
Capacity Building through Professional Capital
The term “capital” refers to a resource that enables an organization to accomplish its goals. In school districts, personnel are the most important form of capital. According to recent research (e.g., Fullan, 2016; Fullan & Hargreaves, 2016; Fullan, Rincon-Gallardo, & Hargreaves, 2015; Hargreaves & Fullan, 2013; Hargreaves & O’Connor, 2018), school districts rely on the combination of three types of capital. Taken together, these three forms of capital (collectively called “professional capital”) enable districts to build the capacity needed for improvement.
Inclusive Instructional Practices
SSTs and their regional partners (e.g., ESC personnel) support districts and their schools in planning instruction, delivering instruction, and assessing the effects of the instruction delivered on student learning. Inclusive instruction supports grade-level learning for all students from prekindergarten to graduation through effective teaching practices in diverse classrooms. Cultivating student engagement and providing learning supports and assessments, inclusive instructional practices enable each student to meet academic, behavioral, and social needs.