In this professional learning experience, participants will be able to define ways they foster Collective Leader Efficacy (CLE), explore (for the purposes of transfer) how your team develops a shared understanding, explore (for the purposes of transfer) how your team engages in joint work, explore (for the purposes of transfer) ways to evaluate impact.

Pursuant to the mission of having effective school leaders in every school, the Alabama Standards for School Leadership define the nature, quality of work, and expectations that current research and best practices indicate are critical to student learning and other positive school outcomes. The standards offer guidance in visionary leadership, instructional leadership, managerial and operational leadership, relational leadership, and innovative leadership. This self-paced course provides information and strategies to assist school administrators in collecting, documenting, and utilizing observational evidence to offer classroom teachers targeted, formative feedback for improving instructional practices.

This self-paced online course is designed for principals and assistant principals in Alabama public schools. Aligned with the Alabama Standards for School Leadership and the Alabama Principal Leadership Framework, the course focuses on three key areas of school climate: classroom management and learner engagement, relationships, and stakeholder participation. Participants will complete an orientation and four content modules focused on key concepts, best practices, and strategies related to the engagement aspect of school climate, culminating in a Capstone Project where they use School Climate survey data to create professional goals for their Professional Learning Plan (PLP).

This self-paced online course is designed for principals and assistant principals in Alabama public schools. Aligned with the Alabama Standards for School Leadership and the Alabama Principal Leadership Framework, the course focuses on three key areas of school climate: physical environment, instructional environment, and discipline. Participants will complete an orientation and four content modules focused on key concepts, best practices, and strategies related to the environmental aspect of school climate, culminating in a Capstone Project where they use School Climate survey data to create professional goals for their Professional Learning Plan (PLP).

This self-paced online course is designed for principals and assistant principals in Alabama public schools. Aligned with the Alabama Standards for School Leadership and the Alabama Principal Leadership Framework, the course focuses on three key areas of school climate: physical safety, emotional safety, and emergency management/school readiness. Participants will complete an orientation and four content modules focused on key concepts, best practices, and strategies related to the safety aspect of school climate, culminating in a Capstone Project where they use School Climate survey data to create professional goals for their Professional Learning Plan (PLP).

Pursuant to the mission of having effective school leaders in every school, the Alabama Standards for School Leadership define the nature, quality of work, and expectations that current research and best practices indicate are critical to student learning and other positive school outcomes. The standards offer guidance in visionary leadership, instructional leadership, managerial and operational leadership, relational leadership, and innovative leadership. This self-paced course offers an overview of the Alabama Teacher Growth Program (ATGP), focusing on the administrator's role in articulating a shared vision for enhancing instructional practices.

ANA Day for administrators of Year 1 math coaches is designed to build a strong foundation for effectively supporting a first-year, state-funded coach. This session aligns administrators to the expectations, structures, and tools that guide impactful coaching under the Alabama Numeracy Act.

This 90-minute session provides administrators with a focused overview of how to effectively support a state-funded math coach in Year 2 and beyond under the Alabama Numeracy Act.

During the session, administrators will:

Build awareness of the new 2026 Alabama Coaching Framework and its connection to the Evidence-Based Coaching Accountability System (EBCAS)

Make connections between the 20 Coach Duties and Responsibilities and Standard 2: Instructional Leadership and Standard 3: Managerial and Operational Leadership within the Alabama Principal Leadership Development System (APLDS) Framework

Review the coaching data platform and how to use it to guide weekly conversations, monitor progress, and align coaching to instructional and student needs

Administrators will leave with clear next steps to effectively partner with and support their math coaches. 

These sessions support school leaders in establishing structures for shared leadership, accountability, and continuous learning for both students and adults. Administrators will focus on partnering with coaches and teacher teams to develop a guaranteed and viable curriculum through intentional unit planning and effective PLC practices

Topics include: Climate & Culture Leadership, Instructional Leadership, Managerial and Operational Leadership, Relational Leadership, and Innovational Leadership. Each session is interactive and built around participant input and needs, ensuring relevance and direct application.