Program Highlights

• Tuition assistance
• Credit for prior experience/college credits
• Wrap-around services to support returning, working adult learners
• Peer cohort model
• Praxis/PECT support for those in teacher certification programs

Eligibility

• School District of Philadelphia employee appointed in a paraprofessional role (PFT Paraprofessional Bargaining Unit)
• No disciplinary action within the past eighteen (18) months
• An excellent record of attendance and punctuality during the last three (3) years (defined as no more than 18 occurrences of personal illness, excluding one extended period of illness and/or COVID-19 Directed Quarantine Leave)
• Meets the eligibility requirements of, is accepted into, and agrees to the terms of one of our partner programs
• Participants commit to working/teaching in the District for at least two years after the program

Our Partners

• College Unbound
• LaSalle University Graduate Education Program
• Cheyney University Undergraduate Education Program
• Drexel University Teacher Residency Program
• Temple University Teacher Residency Program

Eligible employees with a high school diploma, GED, or less than 60 college credits:

• Community College of Philadelphia Associate’s Degree Program
  Eligible employees who do not have 60 college credits can apply to CCP’s program to obtain an Associate’s Degree.

Eligible employees with at least 60 college credits, but no bachelor’s degree:

• Holy Family Bachelor’s Degree and Teacher Certification Program
  Eligible employees with at least 60 credits can apply to Holy Family’s program to obtain a Bachelor’s Degree and Teaching Certificate in Special Education PreK-12 or combined Elementary PreK-4 and Special Education PreK-12.
• La Salle Bachelor’s Degree and Teacher Certification Program
  Eligible employees with at least 60 credits can apply to La Salle’s program to obtain a Bachelor’s Degree and Teaching Certificate in Elementary PreK-4.
• College Unbound Bachelor’s Degree Program
  Eligible employees with at least 60 college credits can apply to College Unbound’s program to obtain a Bachelor’s degree in Organizational Leadership and Change. The College Unbound program does not lead to a teaching certificate.

Eligible Employees with a bachelor’s degree:

• Lincoln University Teacher Certification Program
  Eligible employees with a Bachelor’s Degree can apply to Lincoln’s program to obtain teacher certification in Special Education PreK-12.
• La Salle University Teacher Certification Program
  Eligible employees with a Bachelor’s Degree can apply to La Salle’s program to obtain teacher certification in Elementary PreK-4; Middle Grades ELA, Math or Science; or Secondary ELA, Math, General Science, Biology, or Spanish.

Eligible Employees independently enrolled in a teacher certification program:

Student Teaching with Full Pay and Benefits: Eligible employees who are independently enrolled in a teacher certification program can apply to go on educational leave with compensation and benefits to complete their full-time, stage four student teaching. Employees will continue to receive their normal pay and benefits while they are doing their student teaching.

Contact us: parapathway@philasd.org

• Placement Process Overview
• Current and Prospective Student Teachers
• Teacher Preparation Programs
• District School Leaders and Staff

• Become a District Placement Partner
• Approved Placement Partners
• Sample MOU All institutional partners must have an executed MOU on file with the District

Contact us: studentteaching@philasd.org 

• Mentor Teacher Competencies: Key attributes and skills for mentor teachers to guide student teachers effectively.
• Student Teacher Competencies: Skills student teachers need to transition successfully into their own classrooms.
• Host Site Characteristics: Best practices for schools to create successful student teacher training environments.
• Resources – Student Teaching resources developed for Mentor Teachers, Student Teachers, District Leaders, and Educator Preparation Partners.

• Trains aspiring educators to teach Math, Science, English Language Arts, Spanish or Special Education in grades 6-12 classrooms
• Provides a yearlong teacher preparation model
• Prepares residents for Pennsylvania State Instructional I certification
• Leverages graduate coursework, which often leads to a Master’s degree

Program Benefits:

• Salary of $44,301 plus full benefits
• $7,500 tuition stipend
• Cohort model
• One-on-one mentoring
• Support with job placement within SDP

Requirements:

• Desire to impact kids
• Bachelor’s degree
• Passing Praxis
• Co-enrollment in a partner teacher certification program

24-25 Residency Partners:

• Relay GSE
• Drexel University
• Temple University
• City Teaching Alliance

• Praxis Resources
• FAQ’s

Coaching services are available for most newly hired teachers, those needing support based on effectiveness ratings, and any teacher seeking to refresh their skills by voluntarily requesting a coach before January 15 each school year.

Personalized Support

• Coaches collaborate with teachers to create a tailored plan addressing specific needs.
• Support includes:
  • Conferencing
  • Modeling
  • Co-teaching
  • Co-planning
  • Data collection
  • Real-time classroom feedback

Coach Assignments

• Central Office-based coaches are assigned to a caseload of teachers across the District.
• Assignments consider grade levels when possible to ensure alignment.

Peer Coaching Model

Coaches serve in a non-evaluative role, fostering a confidential and supportive relationship.

Actionable Feedback

After each visit, coaches provide bite-sized action steps aligned with overarching outcome goals developed in partnership with the teacher.

What to Expect

Communication

Coaches provide principals a monthly report indicating frequency of visits with each teacher and areas of focus within the Danielson Framework. Coaches are also expected to engage in ongoing communication at the school level to monitor and support teacher growth.

Following every visit, coaches share a site visit form, electronically, with the teacher. This tool summarizes the coaching interaction from that day, communicates action steps, areas of growth and strengths to leverage. The form may also be supplemented with additional resources.

Collaboration

While the coaching relationship is confidential, coaches do engage with a variety of school-based stakeholders to support development of teachers on their caseload. They meet with building level leaders to get feedback on progress and areas of focus, to design Performance Improvement Plans, to seek resources and to learn about school-wide expectations.

Coaches will also collaborate with one another for co-visits to get another perspective or to gather resources for a specific content area. Partnerships are also established among colleagues within Central Office who may be better positioned to provide specific types of support to a teacher.

Types of Coaches

Consulting Teachers

• Responsible for coaching all new, non-tenured teachers as well as teachers rated Unsatisfactory in the prior rating cycle
• Provide a full school year of support
• Make an evidence-based recommendation about the progress of each teacher on their caseload
• Create and design Performance Improvement Plans (PIP) for any teacher rated Unsatisfactory
• Work in collaboration with the Peer Assistance and Review Panel (more information available in the Professional Growth System Manual)

Academic Coaches

• Responsible for coaching teachers who rated Needs Improvement from the prior rating cycle as well as second year teachers recommended by their Consulting Teacher for additional support after Year 1
• Provides support for one rating cycle (5 months for non-tenured teachers, 10 months for tenured teachers)
• Create and design Performance Improvement Plans (PIP) for any teacher rated Needs Improvement

Tune Up Tuesday offers PreK-12 teachers, counselors, and case managers the opportunity to participate in paid, ACT-48 eligible professional development sessions twice a month from 4:30-6:00 pm via Zoom, with new sessions posted in PowerSchool on the first business day of the month.

*Payment is at the contractual PD Participant Rate and may take up to 8-10 weeks from the event to be issued.

*Only PreK-12th grade teachers, counselors, & case managers are able to receive compensation at Tune Up Tuesday, any other role group(s) that attend are not eligible to be paid.

This five-day program in August (with condensed Saturday sessions for teachers hired later in the year) provides essential information on professional responsibilities, classroom management, and instruction. It also fosters a strong, supportive culture among new hires, instills our district’s vision, and builds a foundation for teacher retention.

Session Information & Agenda

This New Hire Orientation sample roster gives a brief idea of a participant’s daily agenda.

• Sample K-12 Agenda
• Sample PreK Agenda
• Sample Counselor Agenda

Sessions

Chalk Talk — These mini sessions focus on the power of thoughtful conversations about race, culture, and gender identity. Chalk Talk provides teachers with opportunities to examine their own identity and increase their awareness of Culturally Responsive Teaching concepts to reach and teach our diverse students.

New Hire 101 Series — These sessions consist of information about certification, teacher evaluation, school district systems, and the supports available to newly hired teachers in the School District of Philadelphia.

Subject-Specific Series — These sessions consist of professional development specific to planning and instruction in a particular subject area. Teachers are grouped by subject matter and grade band, when appropriate. Sessions focus on curriculum, scope and sequence, instructional resources, assessments, and state and federal standards.

NHO Core Series — These five sessions reflect differentiation by teaching experience. Session topics are related to culturally-responsive pedagogy, racial equity, trauma-informed teaching, planning impactful, grade-level instruction, and district policies that inform classroom routines and procedures.

FAQs

How do I register for Orientation?
New hires will receive a link to register upon returning their signed offer letter.

Are participants compensated?
Participants are compensated at the contractual PD rate ($30.33/hour) for time in sessions. Participants are not compensated for lunch. It will take 6-8 weeks from a teacher’s new hire date to process payments. We are only able to compensate teachers who are active employees at the time payment is processed. For example, if you resign from the district prior to payment being processed, you will not be paid.

Can participants earn Act 48 hours?
Teachers with an active Professional Personnel Identification Number (7-digit number issued by the state) and a Level I or II teaching certificate will be eligible to earn Act 48 hours for sessions attended at New Hire Orientation. Teachers with an emergency certificate do not earn Act 48 hours (and are not required to do so until they achieve Level I certification.)

I already took induction, do I have to attend orientation?
Yes – induction is different from orientation. Although you may have completed the state mandated induction program within a different district within PA, this orientation session would still be necessary to help prepare you for your teaching career within the District.

A judgment-free learning space tailored to the needs of new, novice, and developing teachers in the School District of Philadelphia.

#teachPHL supports teachers through:

• Impactful Professional Development: Twice-monthly sessions focused on classroom environment, instructional best practices, and timely professional learning topics, with an emphasis on planning and practice in a judgment-free space.
• Resource Center: Curated resources needed for success in the first year of teaching in SDP and selected materials from professional development sessions.

Supports emergency certified teachers (ECTs) with the essential development and resources to deliver high-quality impactful instruction and create nurturing and engaging learning environments for our diverse student population.

Virtual Office Hours – Make an appointment

Teach Right Now supports teachers through:

• Professional Learning: Twice monthly professional development sessions designed to formally introduce emergency certified teachers to foundational concepts and skills for lesson design and implementation and differentiated professional learning organized in collaboration with the Office of Curriculum and Instruction and the Office of Diverse Learners.
• Certification Support: Resources created in collaboration with the Office of Talent to keep ECTs abreast of timelines and requirements to remain in compliance and inform teachers about certification programs.
• Outreach and Resources: Monthly newsletter with timely information regarding the academic calendar, deadlines, professional learning opportunities, announcements from central office entities, and documents in the form of checklists, templates, and one page summaries.

A state-approved program of study that all PA educators must complete as one of the requirements for permanent certification.

Induction is a requirement in the state of Pennsylvania for all educators to convert their Level I instructional certificate to a Level II instructional certificate. The Teacher Induction program is offered to all teachers who have taught in Pennsylvania for 0-6 years and/or have teaching experience outside of Pennsylvania. In addition to completing a state-approved Induction program, teachers in Pennsylvania must also have 3 years of teaching experience in the state and 24 post-baccalaureate credits to convert their level I teaching certificate to a level II.

The Teacher Induction program gives teachers the opportunity to participate in a full year of professional development that focuses on the unique needs of beginning educators. Our Induction program provides one year of support that prioritizes skill development, personal reflection, and professional networking. Our model provides teachers with general pedagogical strategies that are designed for teachers in years 0-3. The program has opportunities to collaborate and problem solve with similar teachers of similar grade level and content area. There are two choices of cohorts for participants. Both include the 20 hours of in-person learning and 10 hour of portfolio work.

Nurses contact Student Health Services at studenthealth@philasd.org

Psychologists contact Dr. Veronica Knapper and Janay Jones

Counselors contact Meghan Smith

Pre-K Teachers contact Tryphina Robinson

Through Teacher Evaluation, we are actively engaged in improving teaching and learning by providing educators with the feedback they need to improve their practice. The measures of the Teacher Evaluation System work to provide a holistic look at teacher practice through both formal observations and impact on student learning.

Who: Classroom teachers, defined as professional employees or temporary professional employees who provide direct instruction to students related to a specific subject or grade level.

How: Using a differentiated supervision model. This means that the number of formal observations a teacher receives is predicated on their years of service (Professional Growth System Status or PGS Status).

When: The following table shows how many formal observations are required for each teacher type, and during which observation window:

Non-Teaching Professional Employees (NTPE) support the work of teachers in meaningful ways to improve student outcomes and enhance students’ overall quality of life.

Who: Non-teaching professionals are defined as professional employees or temporary professional employees who are education specialists or provide services and who are not a classroom teacher.

How: While not directly engaged in instruction, these specialists are observed on content-specific rubrics aimed at further developing their professional practice. The measures of the NTPE Evaluation system identify core practice and together, provide a holistic view of their practice and impact on student learning.

SPMs- Student Performance Measure (Component for tenured teacher)

The Student Performance Measure (SPM) is designed to facilitate active participation in the evaluation process while:

• aligning an identified student challenge or need to related school-level objectives and/or SDP-level priorities
• encouraging instructional innovation based on latest research and trends, and
• improving educator practice

NOTE: SPM replaces the former mechanisms for evaluating student growth on a school level: Student Learning Objectives (SLO).

IEPs- Individualized Education Program

IEP Goals Progress is a measure of growth and student performance for special education students as established in their Individualized Education Program (IEP) plans by the IEP team.

• Regardless of certification area, all classroom teachers will be accountable for student progress toward IEP Goals Progress if their students have identified IEP Goals to which that teacher contributes data used by the IEP team to monitor progress.
• If that data is used for monitoring the progress of a group of students with similar academic or non-academic IEP goal skill areas, then they can utilize the IEP Goals Progress measure.

Teacher Resources

• Teacher Educator Evaluation Handbook
• Framework for Observation & Practice – Classroom Teacher 
• Quick Reference
• Frequently Asked Questions (FAQ)
• Key Dates & Deadlines
• Student Performance Measure (SPM) Resource Folder
• Goal Setting for Teachers
• PowerSchool Steppers
• Evaluation Forms & Rubrics

Non-Teaching Professional Employee Resources

• Framework for Observation & Practice – NTPE General
• Quick Reference Guide
• PowerSchool Steppers
• Evaluation Forms & Rubrics
• Key Dates & Deadlines

PVAAS Roster Verification, often referred to as “RV,” enables teachers, school administrators, and District administrators to verify that teachers are linked accurately to students. By enabling educators to specify instructional responsibility for each student, PVAAS ensures that students’ academic growth is tied to individual teachers in the fairest and most accurate way possible.

Subjects and Exams that participate in Roster Verification: PSSA 3rd Grade Math, ELA, SciencePASA: Math, Science and English and Keystone: Algebra, Biology, Literature

Reminders:

• Teachers teaching students in 3rd-grade-tested subjects will participate in the Roster Verification process
• Teachers teaching students taking the PASA test will participate in the Roster Verification process
• Please ensure that as the Principal, you have a PVAAS School Admin account
• If you forgot your username or password, please review this stepper.

If you require a new account, please email Employee Effectiveness – effectiveness@philasd.org with your PPID number to create an account in PVAAS.

Evaluation of Temporary Professional Employees (TPEs) Under Act 13, TPEs are evaluated 100% observation.

TPEs would then NOT receive PVAAS teacher-specific reporting. The District will have the TPE complete the PVAAS roster verification process and receive a PVAAS teacher-specific growth report in the PVAAS reporting system.

Updated dates coming spring 2025.

• LEA Preview Phase
• Teacher Verification Phase
• Principal Verification Phase
• LEA Verification Phase
• Calculators

• 2024 PVAAS Keystone Full Year Calculator
• 2024 PVAAS Keystone Winter Calculator
• 2024 PVAAS PSSA Calculator
• 2024 PVAAS PASA Testing Calculator 

• Resource Hub – One Stop Shop for Understanding Roster Verification
• PVAAS Sign-in Page – PDE Website for the Roster Verification Process

Roster Verification Training Slide Decks:

• SDP Roster Verification Walkthrough  (Detailed Walkthrough of the Roster Verification Process)
• SDP SIS Enrollment Status Report

Site Visits are collaborative opportunities for group development focused on addressing a specific problem of practice at a host school.

• A small group of SBTLs visits the host SBTL’s school to conduct classroom observations and participate in structured discussions on the selected topic.
• These visits foster a solutions-oriented environment, combining classroom observations with reflective discussions to identify actionable steps for improving practice.
• TL Team members co-plan and facilitate the visit with the host SBTL, ensuring it meets the needs of both the SBTL and the school.

Ready to host or participate? Complete this form

For more information on Site Visits, please email Catherine Clever or Jill Stevenson.

Voluntary one-on-one SBTL coaching is offered by the Teacher Leader Team in order to strengthen the development of each SBTL and the teachers they support. Coaching focuses on the SBTL skills essential for success, including peer coaching, leading professional learning communities (PLCs), and data analysis.

To view the coaching expectations Click Here

For more information or to sign up for a coach, please email Dr. Amy Summa, Director of Teacher Leadership.

SBTL Bulletins are published at the beginning of each month, and contain important information about upcoming PD, opportunities for additional development, and messages from partner offices. See below for our monthly bulletins so far this school year:

• September 2024
• October 2024

If you’re a current SBTL and have not been receiving bulletins via email, please email Catherine Clever or Jill Stevenson.

General Resources

• Coaching Handbook
• Writing Student Outcome Goals – Interactive Session <Coming Soon>
• ETVL: Teacher Leader Series – Clips related to coaching and professional learning communitites
• Professional Learning Communities

Data Collection Tools

• Low Inference Notes Template: Use this template to collect low-inference notes during a classroom visit, including the time, teacher actions, and student actions.
• Danielson Classroom Diagnostic Tool: This tool can be used to gather data to diagnose strengths and areas for focus with a teacher during initial classroom visits. This resource is broken down by Danielson Domains.
• Sample Data Collection Tool: This is a sample data collection spreadsheet with templates that align to Danielson components in Domains 1 to 3.

Debrief Planning Tools

• Debrief Preparation Template: This template combines the intellectual preparation process prompts and the components of an effective debrief for a one-stop shop of debrief preparation! (Link is view-only, go to File → Make a copy to have an editable version)
• Coaching Language Stems: This is a quick reference guide to language stems you can use during coaching conversations.
• Process for Goal Setting and Goal Conversations: Collaborative conversations to create SMARTE goals; adapted from Elena Aguilar, The Art of Coaching: Effective Strategies for School Transformation. Jossey-Bass, 2013.
• Data-Driven Probing Questions: This is a quick reference guide containing probing questions for a coach to ask that align with different focus areas for instruction
• Common Questioning Mistakes: To support you in developing the most effective targeted questions, Elena Aguilar outlines common mistakes coaches make when asking clients questions.

Coaching Conversations

• Coaching Conversations Analysis Tool: Adapted from Elena Aguilar, The Art of Coaching: Effective Strategies for School Transformation. Jossey-Bass, 2013.
• Preparing for Difficult Conversations: Bright Morning Team, adapted from Elena Aguilar, The Art of Coaching: Effective Strategies for School Transformation. Jossey-Bass, 2013.

Designing A Coaching Program

• You Can’t Have a Coaching Culture Without a Structure: Ten elements to building a coaching culture. Source: Aguilar, E., “You Can’t Have a Coaching Culture Without a Structure,” Educational Leadership vol. 77, no. 3 (November 2019).
• Developing a Coaching Vision and Mission Statement: Template with question prompts for defining an effective coaching program. Source: Aguilar, E., The Art of Coaching: Effective Strategies for School Transformation (San Francisco: Jossey-Bass, 2013).
• Results Based Coaching Tool: Collaboration in a Coaching Cycle: Student-Centered Coaching: The Essential Guide by Sweeney and Harris (Corwin, 2020).

2023-2024 School Year

• 2023-2024 K-12 PD slide decks and resources
• 2023-2024 K-12 Monthly Newsletters

2022-2023 School Year

• 2022-2023 K-12 PD slide decks and resources
• 2022-2023 K-12 Monthly Newsletters

2021-2022 School Year

• 2021-2022 K-12 Professional Development slide decks and recordings
• 2021-2022 K-12 Monthly Newsletters

2020-2021 School Year

• 2020-2021 K-8 Profesional Development slide decks and interactive notes
• 2020-2021 K-8 Monthly Newsletters
• 2020-2021 High School Professional Development slide decks and interactive notes
• 2020-2021 High School Monthly Newsletters

ATLA is targeted toward classroom teachers who want to sharpen their leadership skills, in order to land a leadership role in their building.

• Aligning teacher leader roles and development structures to competencies and indicator skills essential for success.
• Supporting teacher leaders through intentional learning experiences in year-long professional development and leadership coaching throughout the school year.

Coaching

During coaching sessions, participants will create and work toward a leadership goal with a teacher leadership coach.

The cohort provides ATLs with the opportunity to:

• Discover their leadership style, including strengths and areas for improvement
• Develop essential leadership skills (communication, planning, building trust)
• Reflect on and build emotional intelligence
• Increase dialogue around leadership
• Be introduced to the leadership paths available in SDP
• Establish a network of colleagues who can be professional resources

ATLA will support classroom teachers and teacher leaders without release time in building their leadership capacity in the follow areas:

• Instructional Coaching with classroom visits and feedback sessions
• Analyzing and providing feedback for lesson plans
• Analyzing school-wide data to develop Tier 1-3 support to schools, grade group teams and individual teachers
• Creating and facilitating agendas for MTSS and PLC’s and other conversations around data.
• Identifying and applying specific action steps to feedback sessions, MTSS and PLC’s, specifically advancing equitable outcomes for our most marginalized students (e.g., Black/African American students, students with IEPs, English Learners etc.)
• Role playing how to coach to dissolve deficit thinking and other challenging behaviors that prevent student growth.
• Role play to think through leadership challenges
• Applying topics from professional development sessions to real world experiences i.e. via role playing

For questions or inquiries please contact Dr. Amy Summa, Director of Teacher Leadership.

TLA is designed for people currently serving in leadership roles. These roles include: SBTL’s, Academic Leads and SPECM’s.

• Strengthen teacher leadership by aligning teacher leader roles and development structures to competencies and indicator skills essential for success
• Represent a holistic range of teacher leader roles throughout the District, including school-based teacher leaders, literacy leads, math leads, high school teacher leaders, and special education liaisons.
• Receive whole-group professional development, along with optional learning sessions to reinforce the leadership competencies.
• Receive year-round differentiated individualized coaching.

Cohorts

TLA teacher leaders participate in an application and selection process, which allows for a select cohort group of teacher leaders who possess elite leadership qualities. Each cohort member has a leadership coach and attends monthly professional development in the group setting.

In order to align development with the unique needs of the cohort, teacher leaders participate in needs assessments aligned with the District’s leadership competencies. This allows for professional development to be customized for the specific needs of each cohort.

If you are a District teacher leader interested in participating in the Teacher Leader Academy, consider applying to the next cohort!

Further questions? Email Camille Banks or April Tomarelli

What is it?

The 9th Grade On Track (9GOT) initiative is a multi-year, research-based program designed to assist school leaders in creating and utilizing systems, data tools, and communities of practice. The goal is to help 9th-grade students remain on track to graduate from high school within four years, college and career ready.

Who is it for?

School leaders who oversee supports for 9th grade students, often an Assistant Principal appointed to this role.

How does it work?

At the beginning of the year, each school will be asked to identify their designated 9th grade lead. These leads will be required to attend 5 professional development days throughout the year. PD will be supported and developed by the Office of Pathways to Graduation and the Philadelphia Academy of School Leaders.

What does the program provide?

At the beginning of the year, each school will be asked to identify their designated 9th grade lead. These leads will be required to attend 5 professional development days throughout the year. PD will be supported and developed by the Office of Postsecondary Readiness.

The Equity-Centered Leadership Development Program offers yearlong, tailored professional development for SDP principals and assistant principals. It empowers leaders to advance equity and justice within their schools, supporting both new and seasoned administrators in achieving their goals.

Leaders participating in the Equity-Centered Leadership Development Program select one of thirteen PD pathways aligned with their goals and interests. Each pathway is co-constructed by a collaborative team of school and central office leaders, ensuring relevance to the District’s strategic plan and priorities. Throughout the year, participants engage in brave spaces, critical reflections, storytelling, and connections to local, statewide, and national contexts, fostering a culture of continuous learning and growth.

The Equity-Centered Leadership Development Program offers participants:

• Opportunities for connection and support within a community of learners
• Habitual practice of critical reflection on identity and privilege
• Spaces for storytelling, joy, healing, and problem-solving
• Relevance to District priorities and strategic plan
• Accountability structures tailored to specific needs, such as critical reflections on whiteness and power dynamics

Affinity Groups

• Black, Indigenous, and Other People of Color (BIPOC) Leaders Think Tank
• Black Male Leader Think Tank (BMLTT)
• Black Women Leaders Think Tank (BWLTT)
• Immigrant Leaders Think Tank
• Latino/é Leaders Think Tank
• White Anti-Racist Leaders Think Tank (WALTT)

Non-Affinity Groups

• Equity Data Training Series (sponsored by Office Climate and Culture & Office Diversity Equity and Inclusion)
• Micro Disruptions – Adult Culture
• Micro Disruptions – Instructional Culture
• Self As Core 1
• Self As Core 2

Pathway Facilitation

• Equity Pathway Facilitator (Optional year-long commitment to plan and facilitate learning.)

• Personalized, goal-centered, interpersonal process that builds a leader’s capability to achieve short- and long-term organizational, management, and interpersonal objectives.
• Customized, usually conducted one-on-one for a defined period of time, and with specific organizational and interpersonal/intrapersonal goals in mind.
• Focused on enhancing performance of leaders at all levels by partnering with coachees in a thought-provoking and creative process that inspires them to maximize their personal and professional potential
• Supports leaders in articulating their vision, identifying their needs and core values, bringing their inner and outer worlds into alignment, setting goals they feel passionate about, and creating plans for their own development.

The First Year Principals’ Program is a comprehensive professional development initiative tailored specifically for new principals, designed to equip them with the essential skills and knowledge needed to thrive in their leadership roles within schools.

How does it work:

• Participate in monthly professional development session
• Content from the First-Year Principals’ Program is aligned to both the Pennsylvania Framework for Leadership and the Leadership Pathway Frameworks (LPF)

What does the program provide?

• Personalized guidance from a dedicated leadership coach.
• Monthly professional development sessions covering essential topics for school leaders.
• Guest presentations from experienced leadership coaches and leaders.
• Opportunities to engage in problem-solving through the consultancy protocol from the School Reform Initiative.
• Online access to guided simulated scenarios for practical learning and skill development.

• Leaders engage in bi-monthly shared learning and reflection sessions with central office teams.
• Assistant Principal professional development around personal and professional goals, differentiated by years of experience and choice
• Facilitated by current leaders, veteran leaders and various central office departments.

What is it?

In the School District of Philadelphia, we believe that strong mentors can support the onboarding, development, career trajectory, and retention of our novice Assistant Principals. Assistant Principals will be paired by self-identified areas of strength, weaknesses, and special interests. All mentors have 3+ years of experience, while all mentees are in their interim or first year as an Assistant Principal.

Who is it for?

Assistant Principal Mentors have 3+ years of experience, while all mentees are in their interim or first year as an Assistant Principal.

How does it work?

The Office of Professional Learning will send out an interest form to Assistant Principals. From there, they will send an inventory questionnaire to the Assistant Principals who indicated an interest in serving as a mentor or mentee. Based on self-identified strengths and weaknesses in alignment with the Framework for Leadership, matches will be made. Mentors must receive an endorsement from their Principals to participate in the program.

Mentors will be given a suggested scope and sequence to follow throughout the year. However, each match will navigate the process differently depending on needs and scheduling preferences. Mentors are required to record their touchpoints throughout the year on a brief Google Form.

How/When to Apply?

Information will be shared at the first AP Summit.

What is it?

The Principal Residency Program is an immersive full-time residency program launched by the Leadership Development Office as part of the Aspiring Principal Academy. It offers Assistant Principals the opportunity to work closely with experienced mentor school principals, engaging in hands-on experiences to enhance their readiness for principalship.

Who is it for?

Assistant Principals who are eager to advance their careers and step into the role of a principal. It caters to individuals who are committed to professional growth, seeking mentorship, and ready to immerse themselves in a transformative learning experience.

How does it work?

Assistant Principal residents are strategically placed at new school sites, where they collaborate closely with mentor principals. Under the guidance of the Deputy Chief of Leadership Development, residents engage in a variety of activities including 1:1 Leadership Coaching, executing school-based requirements, participating in 360 Feedback, joining Monthly Professional Learning Communities (PLCs), and attending Targeted Professional Development sessions grounded in the Leadership Pathway Frameworks (LPF). Throughout the program, residents receive intensive coaching and attend additional learning opportunities to ensure their growth and development.

What does the program provide?

The Principal Residency Program provides Assistant Principals with a multifaceted learning experience aimed at cultivating their leadership capabilities. Participants benefit from:

• Mentorship from experienced school principals
• Monthly check-ins with the Deputy Chief of Leadership Development
• Hands-on experience in diverse school settings
• 1:1 Leadership Coaching tailored to individual needs
• Engagement in Professional Learning Communities for collaborative learning
• Targeted Professional Development sessions aligned with leadership frameworks
• Opportunities for feedback and reflection to support ongoing growth and improvement

How/When to Apply?

Pathway to Leadership Principal Preparation Program prepares aspiring leaders to become assistant principals and principals in SDP through certification, mentorship, and tailored training in partnership with Temple University and The University of Pennsylvania.

• Subsidized Tuition: $25,000 scholarship toward principal certification at Temple or Penn.
• Mentorship: Assigned an experienced SDP principal as a mentor.
• Coaching Support: Guidance from SDP’s Office of Leadership Development on district-specific competencies.
• Workshops: Strategic, after-school workshops to set leaders up for success.
• Cohort Support: Networking and collaboration with peers in a supportive cohort model.

Who is it for:

• Current SDP employees in leadership roles (e.g., teacher leader, coach, climate manager, building rep, SPECM).
• Committed to being a leader within the School District of Philadelphia for a minimum of three (3) years after the completion of the program
• Dedicated to equity with an interest in leading a neighborhood school

Candidate Expectations

• Be committed to equity, with a focus on eventually leading neighborhood elementary, middle, or comprehensive high schools.
• Apply for an assistant principal or principal position within SDP upon certification completion.
• (If applicable) Complete additional coursework at their own expense to earn a master’s degree, if they do not already have one in a related field.

How does it work:

1. Application Process:
   • Applications open annually and are due in February.
   • The selection process involves:
     • Application submission (specific components TBD).
     • Acceptance into the partner university’s certification program.
   • Links to learn more: Temple University Info | University of Pennsylvania Info
2. Timeline:
   • Embedded coursework begins the summer following acceptance and extends through the spring of the following year.
   • Includes an unpaid summer clinical experience.
3. Program Structure:
   • Evening classes during each term.
   • After-school workshops tailored to SDP practices.
   • A cohort-based model to foster collaboration among participants.

The School District of Philadelphia is committed to transforming the educational opportunities we offer the city’s 200,000 school-aged children, and we believe that begins with visionary school leaders who are committed to ensuring that all students achieve.

Who:

• Evaluatees: Principals, Assistant or Vice Principals
• Evaluators: Special Education Directors and directors of Career & Technical Education (CTE)

How: We measure the success of these leaders with the Principal Evaluation System which captures different aspects of school leadership to provide a holistic view of a Principal’s effectiveness, utilizing both practice and student outcomes. Access the handbooks in the Resources dropdown to learn more.

NOTE: Supervisors of special education are considered principals for the purposes of Act 13.

The Principal Performance Goal (PPG) template is designed to facilitate the evaluation process for Principals, Assistant Principals and Early Childhood Field Coordinators, while improving the school leaders’ effectiveness and fostering collaboration among colleagues.

The PPG replaces the former mechanism for evaluating leadership growth, the Principal -Student Learning Objectives (PSLO). The PPG is intended to be a more flexible, collaborative and qualitative process, designed to serve several purposes, including:

• Provide leaders with an opportunity to actively participate in their own evaluation (elective data)
• Improve leader effectiveness
• Foster collaboration among colleagues
• Align work of individual leaders within District and school goals
• Set clear vision/focus of school year
• Reinforce school mission

• SY 23-24 Principal and Assistant Principal Evaluation Handbook
• Framework for Observation & Practice – Principal
• Quick Reference Guide
• PowerSchool Steppers
• Evaluation Forms & Rubrics
• Goal Setting for School Leaders
• FFL Supporting Document