Five design
principles for
developing
a leadership
legacy
By utilizing and
leveraging existing
resources, LAUSD is
committed to investing
in the development
of its human capital
by growing its
leaders from within
through continuous,
differentiated learning.
28
Leadership
Today’s educational leaders
are navigating complex shifts in teaching
and learning, from a focus on teacher-di-
rected instruction to a student-centered ap-
proach that supports the acquisition of 21st
century skills through constructivist learn-
ing and cognitive engagement.
In efforts to build the capacity of our as-
piring, new and experienced administrators
to be effective instructional leaders, Los
Angeles Unified School District Superin-
tendent Michelle King has continued to
invest in the expansion of a leadership con-
tinuum comprising multiple administrator
programs.
These leadership programs are imple-
mented by Professional Learning and Lead-
ership Development (PLLD), a branch of
the Human Resources Division, and are de-
signed to support the recruitment, growth
and development, as well as the retention of
district employees in instructional leader-
ship positions.
Much like districts across the country,
LAUSD faces a looming shortage of edu-
cators in the coming years. In the 2016-17
school year, LAUSD placed more than 160
new principals and assistant principals at
school sites. Therefore, the development of
our own employees to be effective leaders is
a priority to addressing LAUSD’s instruc-
tional and human capital needs.
As the LAUSD PLLD branch developed
its leadership programs by leveraging exist-
ing resources, it considered the design prin-
ciples outlined below. These five principles
will also inform the continued refinement
and expansion of the district’s leadership
continuum. Districts may find these prin-
ciples useful as they design and develop their
own leadership development programs,
pipelines and pathways.
1. Ground leadership programs in
the district’s instructional and lead-
ership frameworks.
LAUSD’s leadership development pro-
grams are grounded in its frameworks, the
Teaching and Learning Framework (TLF)
and the School Leadership Framework
(SLF). The TLF outlines clear expectations
for effective teaching and identifies exem-
By Martha V. Cortes, Marco A. Nava,
Michelle Barker and Ileana M.
Dávalos