Leadership Services

Leadership Services

Middle GA RESA provides leadership support to meet the individual needs of districts and schools.  Districts should request support by contacting MGRESA’s Executive Director or the Leadership Coordinator. Some of these opportunities include:

Tiers I and II job-embedded, on-the-job preparation for leader certification. The link provides more in-depth information, registration, and application.

The purpose of the Teacher Leadership Endorsement is to equip teacher leaders with the knowledge, skills, and experiences to lead school level teams of teachers in improving student achievement.  MGRESA provides Teacher Leadership through a district-based collaborative. The link provides more in-depth information, registration, and application.

Strategic Planning

MGRESA offers training and guidance in Strategic Improvement Processes at both the school and district levels. This includes the use of the following:

  • Data analysis (using multiple sources to verify need)
  • Use of data to identify high priority needs
  • Identifying root causes
  • Developing district and school Improvement Plans
  • Aligning School Improvement Plans to district goals
  • Utilizing research to identify best practices
  • Developing plans to select and implement research proven strategies that have proven successful in similar schools and districts
  • Identifying and using leading data to measure and monitor successful implementation of selected interventions
  • Utilizing a Balanced Score Card to measure success of district and school goals
  • Communicating results to stakeholders

Data Analysis and Use

MGRESA provides training to support the disaggregation and use of data so that districts, schools, teachers and stakeholders understand the wealth of data which are available and know how to use the data to plan for and adjust instruction to ensure that the needs of all students are met.  Several data support opportunities include:

  • Training in the use of SLDS
  • Analyzing multiple sources of data to influence instructional decisions
  • Implementation of the Data Teams Process by school level team
    • The Data Team Process is a cyclical process that begins with teams deconstructing unit standards to ensure teachers know what students should know, understand and be able to do as a result of standard mastery.
    • Once this step is accomplished, teacher teams build a framework for unit plans, including identifying resources, best practices, interdisciplinary connections, performance tasks, STEM projects, and engaging learning experiences.
    • A critical piece to this process is the development of assessments that are very tightly aligned to the standards.
    • Following the pre-work, teachers take the following steps to complete the process:
      • Collect and chart pre-assessment data
      • Analyze the data and prioritize student needs
      • Set, review and revise incremental SMART Goals
      • Select appropriate instructional strategies for individuals and groups of students based on needs
      • Analyze and adjust progress based on results indicators (formative data)
      • Post-assess and determine standard mastery
      • Develop a plan to reteach standards that have not been mastered

Board Training

The GAPSC has approved MGRESA as a training provider for local Boards of Education. RESA staff works with superintendents and Board Chairs to discern the types and content of training needed and desired.

Georgia law requires new board members to have a total of 15 hours of training:

  • Local District Orientation with one hour focused on school finance for a total of three hours;
  • School Finance and Budgeting (not including the hour in the local orientation for five hours;
  • Coursework based on the state board’s core curriculum aligned to the new state standards for four hours; and
  • Whole Board Governance team training (includes the superintendent) for 3 hours.

Board Members with one or more years of service are required to have a total of 9 hours of training each year:

  • Coursework based on the state board’s core curriculum aligned to the new state standards for 6 hours; and
  • Whole Board Governance team training (includes the superintendent) for 3 hours.

Leadership Team Training

A teams-based approach to decision making as well as the school improvement process supports buy-in, fidelity to implementation, and ownership for results by all engaged stakeholders. This training supports the development of leadership teams as well as other strategic and problem-solving teams that involve appropriate internal and external stakeholders in making informed and effective decisions.  This training focusing on the following:

  • Use of various types of teams
  • How to conduct meetings that get the desired results and are not time-wasters
  • Identification of appropriate team members
  • How to train team members for success (including the use of appropriate judgment and consideration of legal and ethical implications for all decisions)
  • Leading others in the decision making process
  • Providing feedback that is not offensive or dictatorial
  • Soliciting input from others
  • Communicating between and among teams and other stakeholders

New Leader Coaching/Mentoring

MGRESA employs highly successful and qualified leaders from all levels who are trained in supporting the success of others. Former superintendents, district office leaders, and principals are available to provide coaching and mentoring to new leaders or struggling leaders. This model of coaching focuses on observing and providing feedback on performance without the punitive perception associated with the evaluation process.  School and district leaders help identify strengths and growth needs of the leader to be coached and a growth plan is developed that includes specific measurable outcomes. This process focuses on skills such as time management, successful completion of required leadership tasks, and dispositional characteristics (including communication, professionalism, etc.). Because the plan is developed with measurable goals and specific outcomes, results can be shared in a non-judgmental manner with appropriate district leaders.

At-Risk Leader Support

This model of support is similar in structure to the New Leader Coaching; however, it is extremely targeted to growth needs identified through the LKES process.  After communicating with the district superintendent or designee, MGRESA’s Executive Director will make a recommendation as to the RESA employee most suited to provide the coaching for each unique situation.  This model of coaching focuses on observing and providing feedback on performance without the punitive perception associated with the evaluation process.  School and district leaders help identify strengths and growth needs of the leader to be coached and a growth plan is developed that includes specific measurable outcomes. This process focuses on skills such as time management, successful completion of required leadership tasks, and dispositional characteristics (including communication, professionalism, etc.). Because the plan is developed with measurable goals and specific outcomes, results can be shared in a non-judgmental manner with appropriate district leaders. This good-faith means of support shows a desire to help leaders grow, but does not support complacency or incompetence in leaders.

AdvancED Support

Many districts struggle with finding the appropriate personnel who have the time to assume the task of leading the AdvanED process.  MGRESA employs personnel highly experienced in this area. Support services involve leading your teams through the entire process, ensuring that information is comprehensive, accurate, and professionally submitted.  Each district has a story to tell. The goal is to tell your district’s story in a manner that accurately reflects the hard work that is going on in your district and clearly shows an ongoing commitment to continuous improvement.

For more information contact: Penny Smith, MGRESA Leadership Development Coordinator, psmith@mgresa.us, 478-957-3042