GEORGIA LEADERSHIP INSTITUTE FOR SCHOOL IMPROVEMENT INC
3237 SATELLITE BLVD SUITE 460, DULUTH, GA 30096 www.glisi.org

---

Organizations Filed Purposes: TO UPLIFT SCHOOL LEADERS, TRANSFORM MINDSETS AND ACTION, CREATE VIBRANT CULTURES OF INNOVATION, AND BUILD EXCELLENT AND EQUITABLE SCHOOLS.

BASE CAMP AND LEADERSHIP SUMMIT: GLISI'S BASE CAMP AND LEADERSHIP SUMMIT (BCLS) IS A UNIQUE TRAINING AND COACHING EXPERIENCE DESIGNED TO GROW TEAMS OF PRACTICING SCHOOL AND DISTRICT LEADERS. THE ULTIMATE AIM IS TO EMPOWER TEAMS TO ACTIVATE TEACHERS AND INFORMAL LEADERS AT ALL LEVELS OF THE SCHOOL IN THE WORK OF SUSTAINED CULTURE CHANGE AND INSTRUCTIONAL IMPROVEMENT. EMPHASIS IN TRAINING IS PLACED ON TEACHING LEADERS TO USE DATA-DRIVEN CONTINUOUS IMPROVEMENT PROCESSES FOCUSED ON IMPROVING THE QUALITY OF TEACHING AND LEARNING, ULTIMATELY LEADING TO GAINS IN STUDENT ACHIEVEMENT. IN FY19, GLISI SERVED 528 LEADERS (SUPERINTENDENTS, CENTRAL OFFICE LEADERS, PRINCIPALS, ASSISTANT PRINCIPALS, TEACHER LEADERS, AND SCHOOL SUPPORT STAFF) FROM 29 GEORGIA SCHOOLS AND DISTRICTS. TEAMS REPRESENTED HAIL FROM ALL CORNERS OF GEORGIA INCLUDING METRO ATLANTA, NORTH GEORGIA, MIDDLE GEORGIA, AND SOUTHWEST AND SOUTHEAST GEORGIA. THE MAJORITY (76%) OF OUR FY19 PARTNERS WERE RETURNING DISTRICTS, ATTESTING TO THE PERSISTENT VALUE OF THE TRAINING EXPERIENCE. RETURNING DISTRICTS BROUGHT NEW PARTICIPANTS FROM THEIR RESPECTIVE SCHOOLS AND DISTRICT OFFICES AS PART OF A STRATEGY TO BUILD A CRITICAL MASS OF LEADERS ARMED WITH THE SKILLS, KNOWLEDGE, AND TOOLS TO BUILD MORE EXCELLENT AND EQUITABLE SCHOOLS. WE ALSO SERVED 7 NEW OR PRODIGAL DISTRICTS WHO EITHER HAD NEVER ATTENDED (NEW), OR WERE RETURNING AFTER FIVE OR MORE YEARS OF NOT ATTENDING (PRODIGAL). THESE SYSTEMS LEVERAGED THE EXPERIENCE TO UNITE TEAMS OF TEACHERS AND LEADERS AROUND COMMON GOALS FOR SCHOOL IMPROVEMENT AND TO IDENTIFY THE BUILDING BLOCKS REQUIRED TO BUILD CULTURES OF BELONGING AND TO PAVE THE WAY FOR INGENUITY, INNOVATION AND IMPROVEMENT. EACH TEAM PARTICIPATED IN TWO RESIDENTIAL TRAINING EVENTS THAT SPAN A 2.5 DAY PERIOD, FOR A TOTAL OF 40 HOURS OF TRAINING FOR EACH PARTICIPANT. GLISI DELIVERED 21,120 PERSON-TRAINING HOURS ( HOURS TRAINING PROVIDED X PARTICIPANTS) THROUGH BCLS IN FY19. A CRITICAL SHORT-TERM OBJECTIVE OF BCLS IS TO INCREASE PARTICIPANT KNOWLEDGE AND APPLICATION OF DATA DRIVEN APPROACHES TO SCHOOL IMPROVEMENT. OUR PRE-POST ASSESSMENT OF PARTICIPANT LEARNING SHOWED STATISTICALLY SIGNIFICANT LEARNING GAINS IN EVERY MEASURED CATEGORY--AN INDICATION THAT PARTICIPANTS WERE BETTER EQUIPPED TO ANALYZE DATA; CONVERSE WITH OTHERS ABOUT DATA; MAKE COURSE CORRECTIONS TO SCHOOL AND DISTRICT PRACTICE THAT ALIGN WITH DESIRED ENDS; AND ASSESS THE EFFECTIVENESS OF SCHOOL AND DISTRICT IMPROVEMENT PLANS. A SECOND SHORT-TERM OBJECTIVE IS TO INCREASE THE PSYCHOLOGICAL SAFETY ON TEAMS WHO ATTEND-A CRITICAL PRECURSOR TO CULTURE CHANGE. A PRE-POST ANALYSIS INCLUSIVE OF FY19 COHORT ATTENDEES FOUND FAVORABLE CHANGE IN INDICATORS THAT PSYCHOLOGICAL SAFETY IS PRESENT, INCLUDING ASSESSMENT OF TEAMS' ABILITY TO BRING UP PROBLEMS (+24%) AND PERCEPTIONS THAT UNIQUE TALENTS AND SKILLS OF RESPONDENTS WERE BEING UTILIZED BY THEIR TEAMS (+22%). A FINAL SHORT-TERM OUTCOME THE EXPERIENCE IS DESIGNED TO ACHIEVE IS AN INCREASE IN THE MOTIVATION OF PARTICIPATING TEAMS TO ADDRESS PRESSING PERFORMANCE CHALLENGES AND IMPROVE THEIR OWN PRACTICE. EIGHTY-FIVE PERCENT OF FY19 PARTICIPANTS INDICATED THAT THEIR APPROACH TO TEACHING AND LEARNING IMPROVED AS A RESULT OF ATTENDING BCLS, AND CITED AN INCREASE IN MOTIVATION AS ONE OF THE MOST CRITICAL ASPECTS OF THE BCLS EXPERIENCE. THE LONG-TERM OBJECTIVE OF BCLS IS TO BUILD HEALTHIER SCHOOL CULTURES AND IMPROVE STUDENT OUTCOMES OVER TIME. IN OUR MOST RECENT ANALYSIS OF OUR PARTNER'S CULTURE RATINGS AND STUDENT OUTCOMES, DISTRICTS THAT SENT TWO OR MORE TEAMS TO BCLS FROM 2017-2019 (N=18) ACHIEVED HIGHER SCHOOL CLIMATE RATINGS; A HIGHER RATE OF IMPROVEMENT IN CLIMATE RATINGS; AND HIGHER 4 YEAR COHORT GRADUATION RATES RELATIVE TO THE STATE AVERAGE.

IN-DISTRICT SUPPORT: GLISI OFFERS A VARIETY OF IN-DISTRICT SUPPORT SERVICES TO SCHOOL DISTRICT PARTNERS ACROSS GEORGIA. IN FY19, GLISI PROVIDED THE FOLLOWING IN-DISTRICT SUPPORT SERVICES: (1) STRATEGIC IMPROVEMENT PLANNING, DELIVERED IN PARTNERSHIP WITH THE GEORGIA SCHOOL BOARDS ASSOCIATION; (2) ASPIRING/INCUMBENT LEADER TRAINING; AND (3) TECHNICAL ASSISTANCE/CUSTOM SUPPORT SERVICES, DELIVERED BASED ON AN ASSESSMENT OF LEADERSHIP DEVELOPMENT AND TALENT MANAGEMENT NEEDS IN THE DISTRICT. THE OBJECTIVE OF THE GLISI-GSBA STRATEGIC IMPROVEMENT PLANNING CONSULTING SERVICE IS TO ASSIST DISTRICTS AND THEIR LOCAL COMMUNITIES IN DEVELOPING A DISTRICT-WIDE IMPROVEMENT PLAN TO GUIDE TRANSPARENT SYSTEMIC IMPROVEMENT FOR 3-5 YEARS. IN FY19, GLISI WORKED IN NINE DISTRICTS WITH 221 COMMUNITY MEMBERS, TEACHERS, SCHOOL, AND DISTRICT LEADERS THROUGH OUR GLISI-GSBA STRATEGIC IMPROVEMENT PLANNING CONSULTING SERVICE SUPPORTING PLAN DEVELOPMENT. THE PURPOSES OF GLISI'S ASPIRING LEADERS PARTNERSHIPS ARE TO (1) INSPIRE PROMISING LEADERS TO PURSUE LEADERSHIP POSITIONS; (2) DEVELOP PARTICIPANT PROFICIENCY IN RESEARCH-BASED SCHOOL LEADERSHIP PRACTICES; AND (3) POSITION PROGRAM PARTICIPANTS TO BE EFFECTIVE LEADERS. IN FY19, GLISI DEVELOPED FIVE ASPIRING LEADER COHORTS IN FOUR DISTRICTS. GLISI GRADUATED 59 ASPIRING LEADERS IN FY19 AND SUPPORTED 14 ADDITIONAL ASPIRING LEADERS WHO WILL GRADUATE IN FY20. GLISI LOGGED 1,048 HOURS OF TOTAL SUPPORT ACROSS ALL COHORTS. IN POST-SERVICE SURVEYS, 100% OF PARTICIPANTS AGREED THAT ASPIRING LEADERS BUILT THEIR CAPACITY TO IMPROVE PERFORMANCE AND STUDENT OUTCOMES. PARTNERSHIPS ARE ALSO TRANSLATING TO ACTUAL LEADER PLACEMENT, AN INDICATOR THAT THE TRAINING IS PREPARING INDIVIDUALS READY TO ASSUME SCHOOL LEADERSHIP ROLES: 22 OF THE ASPIRING LEADERS GRADUATED (37%) HAVE ALREADY BEEN PROMOTED TO ASSISTANT PRINCIPAL, INSTRUCTIONAL COACH OR CENTRAL OFFICE LEADER AS OF FEBRUARY, 2020. CENTRAL OFFICE LEADERS INDICATE THAT BASED ON THE QUALITY OF ALP GRADUATES, A SIGNIFICANT PERCENTAGE OF LEADER PLACEMENTS ARE MADE OUT OF THEIR POOL OF GRADUATES. FINALLY, GLISI DELIVERED A COMBINATION OF TRAINING, COACHING, AND TECHNICAL ASSISTANCE TO TEACHERS AND LEADERS THROUGH ADDITIONAL CONTRACTS WITH PAULDING COUNTY SCHOOL DISTRICT (PCSD), FORSYTH COUNTY SCHOOLS (FCS) AND THE GEORGIA DEPARTMENT OF EDUCATION (GADOE). SPECIFIC DELIVERABLES INCLUDE FACILITATION AND DEVELOPMENT OF DIVERSITY, EQUITY AND INCLUSION PLANS FOR PCSD AND FCS, LEADERSHIP DEVELOPMENT FOR ASSISTANT PRINCIPALS IN PCSD, AND TECHNICAL ASSISTANCE AND CAPACITY BUILDING FOR LEADERS IN GADOE'S OFFICE OF SCHOOL AND DISTRICT EFFECTIVENESS. AT THE CLOSE OF FY19, AN ADDITIONAL 322 LEADERS WERE SUPPORTED THROUGH THESE ADDITIONAL PARTNERSHIPS AND 605 HOURS OF SUPPORT WERE LOGGED.

TRANSFORMING TEACHING AND LEARNING TOGETHER: IN FY19, GLISI LAUNCHED A NEW PARTNERSHIP WITH THE SOUTHERN REGIONAL EDUCATION BOARD (SREB) AND THREE RURAL SCHOOL SYSTEMS IN GEORGIA (JEFFERSON COUNTY, EMANUEL COUNTY, AND BURKE COUNTY). THE PURPOSE OF 4T IS TO BUILD THE SKILLS AND ABILITY OF PARTNER SCHOOL SYSTEMS TO IMPROVE THE EFFECTIVENESS OF TEACHING, BETTER PREPARING STUDENTS FOR SUCCESS AFTER HIGH SCHOOL. THIS IS DIFFERENT FROM SIMPLY IMPROVING THE EFFECTIVENESS OF TEACHING. THE AIM OF THE PARTNERSHIP IS TO CONVENE A NETWORK IMPROVEMENT COMMUNITY WHERE PARTICIPATING SYSTEMS DEVELOP ENDURING CAPABILITIES TO DRIVE CONTINUOUS IMPROVEMENT, RATHER THAN LEADING A ONE-TIME IMPROVEMENT INITIATIVE IN TEACHING PRACTICE. KEY ACTIVITY IN FY19 INCLUDED CO- CONSTRUCTION OF THE PROGRAM DESIGN AND INTERNAL CAPACITY BUILDING IN THE DISCIPLINES OF IMPROVEMENT SCIENCE AND DESIGN THINKING AMONG. A TOTAL OF 409 HOURS WERE LOGGED IN THE PLANNING AND DESIGN PHASE OF THE WORK. IMPLEMENTATION, INCLUDING HOSTING NETWORK CONVENINGS AMONG PARTICIPATING SCHOOL SYSTEMS AND ON-SITE PERSONALIZED COACHING FOR SCHOOL LEADERS WILL LAUNCH IN FY20.

---

---

Data for this page was sourced from XML published by IRS (public 990 form dataset) from: https://s3.amazonaws.com/irs-form-990/202011229349300421_public.xml