Using the Kalamazoo RESA Leadership Institute model the study will incorporated these MCF Teaching and Learning Standards and the ISLLC Standards with the characteristics of successful professional development. Darling-Hammond (1998) summarizes many studies on professional development and lists the following features for those professional development activities that improve teaching and lead to higher student achievement:
experiential, engaging participants in concrete tasks;
grounded in participants questions, inquiry, and experimentation as well as profession-wide research;
collaborative, involving a sharing of knowledge among educators;
sustained and intensive, supported by modeling, coaching, and problem solving around specific problems of practice; and connected to other aspects of school change
The vision is to create a sustained personal relationship between the KLI and its Fellows by confirming their importance as individuals and instructional leaders. Through continuous support they will ignite, renew and strengthen their calling to improve student learning. Our adult learning model is based on the Interstate School Leaders Licensure Consortium (ISLLC) standards and framed around real-world experiences in Instructional Leadership, Community Leadership and Organizational Leadership. The KLI model is augmented through a shared approach to discovery as a learning community. Fellows experience for themselves the four learning standards of the MCF that form the foundation of authentic teaching and learning: higher-order thinking, deep knowledge, substantive conversation, and connections beyond their building and district. The relationships, leadership knowledge and skills gained will strengthen the personal capacity and confidence of the Principal to function successfully in this demanding role.