Summer Leadership Academy
2009-2010
Office of Leadership Development
Sheila Smith-Anderson, Executive Director
The Summer Leadership Academy:
 Provided building principals with the training
necessary to have overall school improvement with
increased student achievement.
 Aligned its course of study with CSIP Performance
Goal #1 – Academic Performance; CLRP Quality
Standards #3, Strategy 3 – Replicate Leader
Behaviors; MSIP 9.1 – Academic Performance, 9.6 Attendance, and 9.7 – Subgroup Achievement.
 Included differentiated sessions for leaders to
strengthen leadership behaviors within a cohort
atmosphere.
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Principals in Action
Academy
 Data Analysis
• Curriculum,
Instruction and
Assessment
 Relationship
Development
 Organizational and
Process Improvement
 School Improvement
Autonomy Principal
Academy
 Staffing
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Budget
Curriculum
Business Acumen
Scheduling
Governance
Continuous Cycle of
Improvement
Phoenix Academy
 Learning-Focused
 School Improvement
 Resource Allocation
 Continuous Cycle of
Improvement
 Staffing
Executive Coach
Academy
 School Environment
and Culture
 School Level
Academic Initiative
 School Processes
and
Procedures
 Staff Development
 Marketing and
Public
Relations
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Regional Business Council
John Cook School of Business at St. Louis University
Olin School of Business at Washington University
AAA Busch Middle School
Carnahan High School Staff and Students
Roosevelt High School Staff
SLPS Academic Office
SLPS Assessment and Accountability Office
SLPS Curriculum and Instruction Division
Regional Professional Development Center
Missouri Charter School Association
Expert Consultants
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Measurable outcomes for the sessions were
created, articulated, and communicated to the
principals.
All materials used during the Summer Leadership
Academy are accessible to principals through the
SLPS Leadership Portal and were available for use
for professional development with staffs prior to
the start of school.
All principals are to create specific processes within
the school that are systematic within the school
and across the District.
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School and district-wide use of the Black Board Configuration
Students being greeted by staff upon entry
Teachers who have a communicated classroom management
plan
Evidence of how students transition in the hallways that is
orderly
Relationship builders through Morning Meetings, Town Halls, or
Class Meetings
Data rooms where the data leadership teams analyze data
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From an email sent to a principal
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◦ “By the way, I have also heard from my daughter, her friends
and even many parents, how much they like having you greet
them every morning. It's a great way to start their day.”
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What Did Principals Say?
Every session was evaluated with an average of 4.7 on 5-point
scale
Comments:
 “This portion forced me to reflect on my leadership style;
information was valuable and thought provoking; I know the
changes that I am going to make.”
 “Was an eye opener; it was great to try this out in real life; this
was a valuable experience – I was able to enhance my new
learning.”
 “I had goose pimples – loved his energy and love the passion;
great team spirit; the best sessions ever!”
 “Very engaging; received a wealth of information; great protocols
to help us operationalize the processes; follow up session is
needed in order to create the type of transition plans we need;
text visual seminar was great!”
 “My staff and students will have ‘shiny eyes’’!
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