Learning-Centered Leadership Program


Learning-Centered Leadership Program

SREB’s Learning-Centered Leadership Program works with district, state and university partners to prepare aspiring principals and school leadership teams to aggressively lead improvement in curriculum, instruction and student achievement.

Training: Comprehensive custom-designed training programs, such as the Florida Turnaround Leaders Program. These proven training programs can prepare aspiring school leaders and improve the skills of current leaders.

Professional Learning: A suite of online and leadership modules and workshops that meet the professional learning needs of districts and states.

Research: Research on the preparation and development of principals and on the role of school leaders in improving school outcomes and student achievement. LCLP also focuses on timely issues in school leadership, as well as benchmark reports that evaluate state policy and practice against other states and research-based best practices.

Guidance: Ongoing guidance and technical assistance in leadership redesign, and annual forums and publications that keep policymakers aware of key issues for change.

Forum: Annual Leadership Forum that convenes policymakers, university faculty and district leaders to analyze progress on developing and supporting high-quality leaders for every school.


Learning-Centered Leadership Program Technical Assistance

Since 2000, the SREB Learning-Centered Leadership Program has worked with states to prepare and develop school principals to lead student and teacher learning. SREB asserts that policy and state action, focused on key points of leverage, will create a system able to attract high-quality future principals, prepare them to lead student and teacher learning, and keep them motivated to remain and grow in the profession.

Help for States: Strong State Policy

As a consultant, LCLP conducts reviews of policy and legislation, including leadership standards, leadership preparation program approval guidelines, licensure requirements, and principal evaluation, offering recommendations benchmarked against best practices and policies in other states.

Help for States: Smart State Action

LCLP provides technical assistance, in concert with state leaders, to redesign and improve preparation programs for aspiring school principals. Services include conducting preparation program reviews; leading district-university partnerships in building preparation program curricula; and training leaders in university-district partnerships, meaningful internships, and mentoring for aspiring principals.

Blog post Jon Schmidt-DavisDirector, SREB Learning-Centered Leadership Program
Michelle Lampert

Unsung Heroes of America’s Schools
Assistant principals are critical to school success

Assistant principals supervise the hallways and the lunchrooms. They observe teachers and coordinate testing. They serve as the first line of response for discipline referrals, guide wayward students with humor and compassion — and do their best to make their principals look good.

It’s a lot, but most assistant principals truly love their jobs and know that what they do is critical to their school’s success.

Publication Revised March 20198 pages17V10

Connecting Classrooms, Careers and College
SREB’s Making Schools Work School Improvement Process

Connecting Classrooms, Careers and College offers a guide to SREB’s Making Schools Work school improvement process and related services.

For more than 30 years, SREB has partnered with states, districts and schools to identify and implement strategies that motivate young people to put what they learn in the classroom to work in the real world.

Publication Jon Schmidt-Davis 201244 Pages(12V10)

Turnaround High School Principals
Recruit, Prepare and Empower Leaders of Change

The publication takes an in-depth look at the kinds of principals required to turn around the lowest-performing 5 to 10 percent of public high schools in America. Schools stuck at the bottom of the performance chart need first-rate principals with the motivation, vision, skill and commitment to make dramatic improvements in schools and student achievement. The report describes how we can identify, prepare and support these turnaround principals.


Publication Jon Schmidt-Davis 201152 Pages(11V19)

Who’s Next?
Let's Stop Gambling on School Performance and Plan for Principal Succession

Each year, more than 18,000 principals in our nation’s public schools leave their jobs. Decades of school leadership research make it clear that these vacancies must be filled immediately and must be filled with school leaders who have the strength of character, the knowledge about learning and the leadership savvy to thrive in what is arguably education’s most challenging job. But who is next?

Publication August 201064 Pages(10V16)

The Three Essentials
Improving Schools Requires District Vision, District and State Support, and Principal Leadership

This report describes the findings of SREB’s study of the role of the district office in creating the working conditions that principals need to improve teacher effectiveness and student performance. The Three Essentials of school improvement described in the report emerged from close observations of the inner workings of seven school districts, as SREB’s Learning-Centered Leadership Program sought to answer this essential question: What are the conditions school districts can create that make it possible for principals to be more effective in leading school improvement?

Publication 2 Pages

Leading School Change to Improve Student Achievement

This module helps school teams understand the different human and organizational factors that impact a school’s ability to implement and sustain meaningful change. Teams identify a vision of adaptive change — change that is deeply rooted in the culture — then work on applying a framework for sustainable implementation.


Publication Betty Fry, Gene Bottoms and Kathy O'Neill200544 pages(05V02)

The Principal Internship
How Can We Get It Right?

This report presents the results of SREB’s survey to measure the quality of internships provided to aspiring principals in university leadership programs in the Southern states. The survey probed the extent to which principal interns are required to observe, participate in and lead activities that focus on improving curriculum, instruction and student achievement.

Blog post By Jon Schmidt-Davis

Highly Qualified Turnaround Leaders Emerge in Florida

The Florida Turnaround Leaders Program is a big hit in Florida that will ultimately result in better principals, better schools, and higher-performing students. “This program has provided the best professional development I have ever experienced in my 25 years as an educator,” said one participant.

Publication 2 Pages

Developing Internship Programs for School Leaders

Teams of participants attending this training will be guided through the decision-making process needed to plan and implement an effective internship program for principal candidates. From research and current literature, they learn recommended practices for building the types of field-based experiences that help develop school leaders that make a difference in student achievement. This training is based on the idea that professional development should include authentic, real-world application.

Publication 2 Pages

Personalizing School to Engage Students in Learning

This module helps participants and school teams engage in deep reflection about extra help, advisement, engaging instruction, and student and family relationships, all with the goal of improving the participants’ ability to work in ways that motivate students and make learning meaningful for them. Participants examine the research, apply it via self-assessment, examine case examples of various practices and create plans for improvement.


Publication 2 Pages

Organizing Resources for a Learning-Centered School

This module helps participants understand how elements of the school environment (time, space, people and financial resources) impact student achievement. They learn that they have the ability as leaders to shape the learning environment in ways that promote student achievement.


Publication Cheryl Gray, Betty Fry, Gene Bottoms and Kathy O'Neill200796 Pages(07V05)

Good Principals Aren’t Born – They’re Mentored
Are We Investing Enough to Get the School Leaders We Need?

Good Principals Aren’t Born – They’re Mentored draws on survey data from a sample of seasoned principal mentors who have guided interns in university-based principal preparation programs in the SREB region. This report lays out a course of action for policymakers and leaders of universities and school districts to ensure that every beginning principal comes to the job fully prepared to make a difference in teaching and learning.