WASHINGTON U. COURSE #1:  Supervision for Transformation

DESCRIPTION:   Transformative leadership requires us to move beyond a compliance model of supervision and apply our understandings of growth mindset and adult development to our work with our teams.  At the same time, leaders must possess the skill set necessary to address serious problems and issues as they arise.   During this course, we will explore the work of Elena Drago-Seversoon, Carol Dweck, Kim Marshall, Elena Aguilar, and others as we develop the skills and understandings necessary to support teams in genuine transformative work.  Role-playing and active practice in effective approaches to collaborative conversations, coaching, classroom observations, and team development are a part of the work.  The class will meet monthly and additional work will be completed online and in schools.

The three-hour class will be roughly divided into thirds: a third for discussion of personal reflections on readings/videos, role playing short lectures, and case studies; a third for what we call “convening,” group process using protocols to examine (PAR Plan Act Reflect) research; and a third to plan the next cycle of PAR.

Once the class begins, each week Dr. Henke and Dr. Warren will distribute a reading/reflection prompt or a video/reflection prompt to complete for class discussion. The readings/videos will focus on each of the three categories of transforming work in a school: nested patterns, a leader’s learning work, and collective aspiration. Participants will complete four PAR cycles (Plan Act Reflect), one examining the general context of their school for transformation, and then one for each of the categories of work.

Participants will keep reflective journals, either in composition notebooks or online, whichever they prefer. They will also publish one piece of reflection on their research on the Ferguson Florissant Transformation Website.

INSTRUCTORS:  Dr. Linda Henke, Santa Fe Center for Transformational School Leadership and Dr. Exley Warren, Deputy Superintendent of Instruction, Ferguson-Florissant School District

COURSE DETAILED CALENDAR: supervision-for-transformation-course-description-revised (click here and calendar will drop in your download folder.  When you open, scroll down for detailed calendar chart!)



Active Listening Stems


Constructivist Developmental Theory POWERPOINT slides (will drop in your download folder)

Evaluation, Supervision Coaching – Table from Frontier/Mielke 2016

Gerald Watson’s Case

Helping Teachers Learn pp17-36 by Eleanor Drago-Severson

Map of Collaborative conference

Map of Directive Informational Conference

Mapping a Directive Control Conference

Mind the Gap & Spheres of Control

Model of a Transforming School

Nested Patterns – updated-sept-27  (will drop in your download folder)

Plan Act Reflect

Practice in Supervisory Conversations

A Process for Convening

Revisiting the Pillar Practices, pp70-70

Second Lesson on Constructive Development Theory POWERPOINT slides (will drop in your download folder)

Spheres of Influence

Supervisory Conversations

Theory of Action

A Transformational Coaching Manifesto

Triangle Model of Nurturing Transformational Culture (an updated graphic 1/25/17)


Another Way to Look at Discipline (YouTube video)

Eleanor Drago-Severson discussing her model of adult development – video



Class Three of Supervision for Transformation

Constructivist Developmental Theory

Constructive Developmental Theory, 2nd lesson

Design Thinking

Ethic of Excellence

Introduction to Systems Thinking

Introduction to Transformation

Supervisory Conversations

Systems Thinking: Supporting School Transformation

WASHINGTON U. COURSE #2:  Teacher Leadership Through Action Research

DESCRIPTION: High quality teachers are essential for improving student learning and transforming students’ lives. Teachers have the knowledge and expertise to develop innovative classroom, school or district level initiatives to drive positive outcomes for students. It is important for our school leaders to support teachers to bring these ideas to fruition. Not only is this an opportunity to drive transformational change, but it is a strategy for retaining the best teachers. Research supports the idea that when school leaders give teachers opportunities to grow their careers and increase their impact, they are more likely to remain teaching and leading at their school. In this short course, participants will have the opportunity to review current research on teacher leadership, explore issues around teacher leadership in FFSD, and develop models that can be used in order to empower teachers leaders to launch and execute teacher-led projects. Participants will also be introduced to the process of action research whereby educators study their teachers’ and students’ learning related to their own practice. Action research is an important strategy for educational practitioners interested in improving educational practice.

INSTRUCTORS:  Dr. Rachel Ruggirello, Washington University Institute for School Partnership; Dr. Liz Raymer, Executive Director of Leadership and Learning, Ferguson-Florissant School District

READINGS/RESOURCES for the course Teacher Leadership Through Action Research


READINGS/RESOURCES for the course Data and the Inquiry Model:

  • Cultural Proficient Inquiry: A lens for identifying and examining educational gaps (Lindsey, R., Graham, S., Westphal, C., Jew, C.) – a book to which Dr. Davis will refer

Courageous Conversations About Race: A field guide for achieving equity in schools (Singleton, G., Linton, C.) – a book to which Dr. Davis will refer

Using Data to Improve Learning for All: A collaborative inquiry (Love, N.) – a book to which Dr. Davis will refer

An Ethic of Excellence:  Building a Culture of Craftsmanship With Students by Ron Berger, publisher: Heinemann.

“Appreciative Inquiry:  An Action Research Method for Organizational Transformation and its Implications to the Practice of Group Process Facilitation” by James P. Troxel — an article explaining the use of “appreciative inquiry” in action research — Appreciative Inquiry and Action Research

Coaching Chapters 1 & 2 from Elena Aquilar’s The Art Of Coaching Teams for our coaches in the transformation project.

The Power of Conversation:  Transforming Principals into Great Leaders by Barb Kohm, publisher: Routlege — available now on Amazon!

Transformational Schools — an article about what transformational schools look like by Susie Morice, publisher:  Santa Fe Center for Transformational School Leadership

Ferguson-Florissant Transformational Change Interim Report  2.23.17

Coming out in Fall of 2016 — NEW BOOK!

Barb Kohm and

Barb Kohm with Ferg-Flor educator

Join Barbara Kohm, author of a new book on principal leadership titled The Power of Conversation: Transforming Principals into Great Leaders for a conversation about increasing your repertoire of leadership skills and growing your capacity for transforming school culture.

Her book is designed to harness the power of focused professional conversation to grow principals into transformational leaders. Each chapter consists of conversations between principals and mentors, colleagues, or coaches that focus on the transformational ideas and practical suggestions that provide the structural foundation of great schools.

A principal’s job often seems so busy there is no time to think. Great principals learn to reverse this equation. They spend as much time thinking as doing. Often their best thinking occurs during conversations with a mentor, coach, trusted friend, or a group of colleagues — thinking that is augmented by journaling, reading, and gathering the collective wisdom of their faculties.

Barb’s book is out now from publisher, Rutledge.  It is available on Amazon.com.

Design Team






Wednesday, May 31, Thursday, June 1, Friday, June 2, Monday, June 5, Tuesday, June 6, 2017

Report Logo


Temple University collected data and prepared an interim report on the progress unfolding in the Ferguson-Florissant School District as a result of the Transformation Project — a partnership among the Santa Fe Center for Transformational School Leadership, Washington University, and the district.  Collecting data and reporting results is part of this project.