Innovative Schools

Program Overview

Summer Intensive   |   Residency   |   Planning Summer   |   Coaching

The Delaware Leadership Project is a 15-month, state-approved alternate route to principal certification training program. Aspiring principals will be paid a stipend that is competitive with their current teaching salary. It is a full time requirement for all 15 months, so aspiring principals accepted into the program will not be able to continue in their current position. Following graduation from the program, aspiring principals will receive 2 years of coaching support and will be asked to commit 3 years of service as a Delaware principal and/or assistant principal.

The Delaware Leadership Project (DLP) has four phases: a 5-week Summer Intensive, followed by a 10-month school-based Residency working side-by-side with a mentor principal, a Planning Summer that helps participants transition successfully into their school leadership roles, ending with 2 years of ongoing Coaching support.

To progress to graduation, aspiring principals must meet clear school leadership performance standards in each phase of the program.

Summer Intensive

Teams of DLP aspiring principals work on a series of comprehensive, simulated school projects that reflect the realities of the schools they will soon lead. Working together in teams, each team member brings a diversity of experiences, perspectives, personality types, and learning styles, giving the aspiring principals the opportunity to strengthen their interpersonal skills in an environment that mimics the actual rigors of the principalship.

The Summer Intensive traditionally begins in June and ends in August. Attendance is mandatory. Failure to participate in any of the Summer Intensive sessions may result in dismissal from the program.
 

Residency

Each DLP aspiring principal completes a 10-month, school-based Residency under the mentorship of an experienced principal. The Residency exposes aspiring principals to all aspects of leading a school—from organizing instructional improvement efforts, to managing school operational issues, to navigating interpersonal and organizational politics. During their residencies, the aspiring principals also attend twice-weekly leadership development sessions to reflect on and deepen what they have learned in the field.

The residencies will begin in August.  Placement for residencies will be based on needs identified by school districts and charter schools and on the individual aspiring principals specific leadership development needs. 

Every effort will be made to ensure that DLP aspiring principals secure a Residency within a reasonable commuting distance.
 

Planning Summer

After completing residencies, DLP aspiring principals attend the Planning Summer. This phase allows aspiring principals to prepare for their transition into school leadership positions by applying what they have learned from their Residency experiences.
 

Coaching

Aspiring principals who are hired as a principal or assistant principal receive 2 years of coaching support from individuals who have been trained in the program’s Facilitative, Competency-Based Coaching methodology.  As a confident thought partner, the Coach creates a trusting, collaborative environment, enabling the DLP aspiring principal to engage in critical and targeted reflection on his or her practice as an instructional leader. 

Coaches will be assigned to aspiring principals following completion of the program and will be matched to the individual DLP aspiring principal's development needs.