The KIPP NYC Emerging Leaders program is designed for team members with experience leading projects or work that has impacted their school community. The focus of Emerging Leaders is in developing the adaptive and technical skills necessary to lead a team. The Emerging Leaders program operates within a set of KIPP NYC leadership development programs, all with the goal of strengthening the leadership pipeline and developing a transparent pathway to leadership. Emerging Leaders are full-time members of their school and will have opportunities to practice the skills and competencies guiding the program.

OBJECTIVES

•  Develop Emerging Leaders to successfully lead a team and/or team-wide projects through on-the-job development, coaching, and formal professional development. 
• Increase leadership capacity within KIPP NYC Schools. 
• Build a cohort of leaders who can learn from each other across the KIPP NYC region.

GOALS

• Monthly: 85% of Emerging Leaders receive actionable feedback against their development plan from coach; no disparities by race/gender
• Quarterly: 85% of Emerging Leaders on-track to meet developmental goals; no disparities by race/gender.
• EOY: 85% of Emerging Leaders retained with KIPP NYC; no disparities by race/gender.
• EOY: 85% of Emerging Leaders meet performance goals; no disparities by race/gender.

COMPETENCIES

• Self- Awareness
• Student Focus
• Achievement Orientation

COMPONENTS

• Cohort: Emerging Leaders (ELs) will become part of a cohort of aspiring leaders from across the KIPP NYC region. This group will attend PD and school visits together and collaborate over the course of the year to support and challenge each other’s growth and development.
• Coaching: ELs will receive bi-weekly coaching against their development plan. Each EL will be observed at least twice each year by their coach.
• Professional Development: ELs will engage in collaborative professional development sessions to deepen their skills and leadership competencies. PDs will be a mixture of regionally led sessions and outside facilitators. Additionally, ELs are encouraged to participate in additional development activities related to their personal growth goals. Each month, there will be opportunities to opt into external PD sessions in the EL newsletter.
• Reflection: ELs will prioritize a set of leadership skills during the year, measuring growth using the KIPP NYC Leader Rubric. Self-assessments will occur quarterly. ELs will receive ongoing coaching against a 70/20/10 development plan created to leverage strengths and address opportunities for growth. The plan is grounded in the Leading for Learning rubric, which outlines researched skills and competencies of effective leaders. Self-reflection plays a large role in the Emerging Leaders program. 
• Checkpoints: ELs will have several opportunities throughout the year to receive feedback on their development as leaders. Following each intersession, ELs will submit a video or be observed in action applying the Cohesive Coaching Cycle with a teacher or peer. Twice during the year, ELs will meet with the Leadership Development Team, their manager, and their coach to review progress toward their goals and to ensure that they are receiving the necessary coaching and development. At the end of the year, ELs will complete a capstone reflection to capture the growth they made in the program and will receive a summative overview to inform their continued growth after completing the program. 
• School Visits: ELs will engage in KIPP NYC school visits to see and understand best practices within their grade band, reflect on personal development, and build leadership capacity. 

PD STRUCTURE 

Quarterly intersessions (2-3 consecutive days per intersession) with four recurring PD strands: 

• Cohort Building, Self-Reflection, & Consultancies 
• Self-Awareness & Adaptive Leadership
• Instructional Leadership

PROGRAM EXPECTATIONS

• Emerging Leaders: 
  • Attend quarterly professional development sessions and complete any required pre-work/post-work 
  • Actively participate in 1:1 coaching meetings and update progress in SchoolMint Grow each month 
  • At mid-year and end-of-year, provide upward feedback for coach 
  • At mid-year and end-of-year, participate in checkpoint meeting to review progress toward goals 
  • Complete capstone reflection 
• Managers: 
  • Internalize Emerging Leaders’ development plan and the KIPP NYC Leader Rubric 
  • Provide Emerging Leaders with regular actionable feedback against their development plan in SchoolMint Grow 
  • Quarterly, re-assess Emerging Leaders on KIPP NYC Leader Rubric 
  • At mid-year and end-of-year, participate in checkpoint meeting to review progress toward goals 
• Emerging Leaders Coaches: 
  • Internalize Emerging Leaders’ development plan and the KIPP NYC Leader Rubric 
  • Bi-weekly, coach Emerging Leaders 
  • Monthly, check-in on Emerging Leaders’ progress toward their development goals and provide feedback in SchoolMint Grow ○ Quarterly, reflect with Emerging Leaders on KIPP NYC Leader Rubric assessment and update development plan goals in SchoolMint Grow ○ Bi-annually, observe Emerging Leaders in action at their school 
  • At mid-year and end-of-year, participate in checkpoint meeting to review progress toward goals 
• Principals ensure Emerging Leaders have access to roles and projects that support their growth and development through on site at bats and leadership opportunities 

The KIPP NYC Leader Fellow program is designed for leaders with at least two years of experience in a team leadership role. The focus of Leader Fellows is to develop school-wide leadership skills, including team leadership, leading through others, instructional coaching, and the transition from single content area/grade to school-wide systems and structures. The Leader Fellows program operates within a set of KIPP NYC programs, all with the goal of strengthening the leadership pipeline and developing a transparent pathway to leadership.

OBJECTIVES

• Develop Leader Fellows to successfully lead multiple teams and school-wide projects through on-the-job development, coaching, and formal PD.
• Increase leadership capacity within KIPP NYC Schools.
  ● Build a cohort of leaders who can learn from each other across the KIPP NYC region.

GOALS

• Monthly: 85% of Leader Fellows receive actionable feedback against their development plan from coach; no disparities by race/gender
• Quarterly: 85% of Leader Fellows on-track to meet developmental goals; no disparities by race/gender
• EOY: 85% of Leader Fellows retained with KIPP NYC; no disparities by race/gender
• EOY: 85% of Leader Fellows meet performance goals; no disparities by race/gender

COMPETENCIES

• Self-Awareness
• Cultural Competence
• Continuous Learning
• Instructional Leadership

COMPONENTS

• Cohort: Leader Fellows (LFs) will become part of a cohort of aspiring leaders from across the KIPP NYC region. This group will attend PD and school visits together and collaborate over the course of the year to support and challenge each other’s growth and development.
• Coaching: LFs will receive bi-weekly coaching against their development plan. Each LF will be observed at least quarterly by their coach.
• Professional Development: LFs will engage in collaborative professional development sessions to deepen their skills and leadership competencies. PDs will be a mixture of regionally led sessions and outside facilitators. Additionally, LFs are encouraged to participate in additional development activities related to their personal growth goals.
• Reflection: LFs will prioritize a set of leadership skills during the year, measuring growth using the KIPP NYC Leader Rubric. Self-assessments will occur quarterly. LFs will receive ongoing coaching against a 70/20/10 development plan created to leverage strengths and address opportunities for growth. The plan is grounded in the Leading for Learning rubric, which outlines researched skills and competencies of effective leaders. Self-reflection plays a large role in the Leader Fellows program.
• Checkpoints: LFs will have several opportunities throughout the year to receive feedback on their development as leaders. Following each intersession, LFs will submit a video or be observed in action applying the Cohesive Coaching Cycle with their teams. Twice during the year, LFs will meet with the Leadership Development Team, their manager, and their coach to review progress toward their goals and to ensure that they are receiving the necessary coaching and development. At the end of the year, LFs will complete a capstone reflection to capture the growth they made in the program and will receive a summative overview to inform their continued growth after completing the program.
• School Visits: LFs will engage in KIPP NYC school visits to see and understand best practices across the K-12 spectrum, reflect on personal development, and build leadership capacity.

PD STRUCTURE

Quarterly intersessions (2-3 consecutive days per intersession) with four recurring PD strands:
●

• Cohort Building, Self-Reflection, & Consultancies
• Self-Awareness & Adaptive Leadership
• Instructional Leadership
• Team Leadership

PROGRAM EXPECTATIONS

• Leader Fellows:
  • Attend regular professional development sessions and complete any required pre-work/post-work
  • Actively participate in 1:1 coaching meetings and update progress in SchoolMint Grow each month
  • At mid-year and end-of-year, provide upward feedback for coach
  • At mid-year and end-of-year, participate in checkpoint meeting to review progress toward goals
  • Complete capstone reflection
• Managers:
  • Internalize Leader Fellows’ development plan and the KIPP NYC Leader Rubric
  • Provide Leader Fellows with regular actionable feedback against their development plan in SchoolMint Grow
  • Quarterly, re-assess Leader Fellows on the KIPP NYC Leader Rubric
  • At mid-year and end-of-year, participate in checkpoint meeting to review progress toward goals
• Leader Fellow Coaches:
  • Internalize Leader Fellows’ development plan and the KIPP NYC Leader Rubric
  • Bi-weekly, coach Leader Fellows
  • Monthly, check-in on Leader Fellows’ progress toward their development goals and provide feedback in SchoolMint Grow
  • Quarterly, reflect with Leader Fellows on KIPP NYC Leader Rubric assessment and update development plan goals in SchoolMint Grow
  • Quarterly, observe Leader Fellows in action at their school
  • At mid-year and end-of-year, participate in checkpoint meeting to review progress toward goals
• Principals:
  • Ensure Leader Fellows have access to roles and projects that support their growth and development through at bats and leadership opportunities

The KIPP NYC Principal in Residence program is a two year, regionally-operated residency to prepare aspiring Principals in the adaptive and technical skills needed to lead a KIPP NYC school as either a successor or a founder. Successful applicants to the program will have a minimum of three years of instructional leadership experience, likely as an Assistant Principal or veteran Dean. The PIR program operates within a set of KIPP NYC leadership development programs, all with the goal of strengthening the leadership pipeline and developing a transparent pathway to leadership. PIRs are full-time members of their residency school leadership teams and will have daily opportunities to practice the skills and competencies required to lead high-performing schools. This may require moving to a new school site for additional growth and development.

OBJECTIVES

• Develop upcoming School Leaders to successfully lead KIPP NYC schools through on-the-job development, coaching, and formal professional development
• Build regional capacity, structures, and systems to develop a healthy pipeline of aspiring school leaders
• Build a cohort of leaders who can learn from each other across the KIPP NYC region

GOALS

• Long-Term Goals
  • PIR: PIRs are deemed ‘School Leader Ready’ within two years
  • PIR Principals:
    • PIRs lead high-performing schools, measured by:
      • Social, emotional and academic outcomes
      • Student retention
      • Teacher retention
      • TNTP metrics
    • PIRs sustain in the principal role for 5+ years and are able to develop future leaders in their school (e.g., a principal-in-residence)
• Annual Program Goals
  • Bi-Weekly: 85% of Mentor Principals observe PIR(s) and provide actionable feedback aligned to developmental roadmap and 70/20/10 plan
  • Monthly: 80% of PIR roadmap assessments & principal moments mastered; no disparities based on race or gender
  • Quarterly: 85% of PIRs on-track for school leader readiness; no disparities by race/gender
  • MOY/EOY: 85% of PIRs agree/strongly agree that coaching from SL & MD is helping me improve in the skills outlined in my development roadmap
  • EOY:
    • PIRs meet or exceed 85% of performance goals; no disparities by race/gender
    • 85% of PIRs retained with KIPP NYC; no disparities by race/gender

COMPETENCIES

COMPONENTS

• Cohort: Principals-in-Residence (PIRs) will become part of a cohort of aspiring leaders from across the KIPP NYC region. This group will attend PD and school visits together and collaborate over the course of the year to support and challenge each other’s growth and development.
• Residency: PIRs will complete a two-year residency where they are a full-time member of a school’s leadership team with responsibilities for coaching teachers and leaders and developing a strong learning environment for staff and students. PIRs will prepare to be assistant principals, successors, and/or founding school leaders for KIPP NYC.
• Mentor Principal & PIR Coaching: Each PIR will have both a mentor principal and a PIR coach who support their growth and development. Mentor school leaders also provide the PIR access to “principal moments” to further their understanding of the principal role.
• Professional Development: PIRs will engage in collaborative professional development sessions to deepen their skills and leadership competencies. This formal PD will be provided by a combination of region-led and external PD providers. Additionally, PIRs are encouraged to participate in additional development activities related to their personal growth goals. Each month, there will be opportunities to opt into external PD sessions in the PIR newsletter.
• Development Roadmap: PIRs will receive ongoing coaching against a development plan from a mentor school leader and regional academic leader. This roadmap is grounded in Leading for Learning rubric and outlines the skills and competencies a PIR must demonstrate mastery of in order to become a school leader.
• Checkpoints: PIRs will be formally assessed against each of the skills in the development roadmap using the KIPP NYC PIR Assessment Toolkit, which outlines a transparent set of expectations for school leader readiness. Readiness checkpoints will also provide an opportunity for the PIR and support team to reflect on progress towards becoming a school leader.
• Transition Plans: In the second semester of their second year in the program, PIRs will gradually decrease responsibilities in their residence and increase leadership responsibilities for their future school. For a Founder PIR, this will include completing a school launch plan. For a successor PIR, this will mean creating and executing a school transition plan. For Assistant Principals, this means creating year-long priority plans in collaboration with their assigned school leader.
• Retreats & Excellent School Visits: PIRs will engage in multi-day retreats each year to reflect on personal development, build leadership capacity, and learn from other experts outside of NYC. PIRs will use these retreats and visits to reflect on their development and identify/seek out opportunities to continue their growth through learning from others.