Campbell Union School District:
Where Continuous Improvement Begins with Leader Empowerment

Solutions

Staff training was held that included sessions for instructional coaches, new teachers, equity teachers, and assistant principals, with Studer Education’s Leader Coach spearheading the initiative alongside the core Campbell Union team. Together, they trained a cohort of 90 teachers, engaging the leadership team to work with the new staff members.

Creating Leaders During Disruption
The development of effective leaders within the schools was prioritized, alongside evaluations, intentional catchups between a leader and a team member (rounding), 60-day improvement plans, and feedback loops. Long-term goals and measurements were defined and communicated to staff to effectively track and monitor progress, achievements, or concerns. It was vital that clear communication of these learning targets further reinforced the district’s commitment to academic growth and development for its employees. These included services targeting K-12 transformation over a multi-year period, ensuring sustained growth and development.

The cohort of 90 staff members was provided access to Studer Education’s online training program, the Learning Solutions 9P Learning Platform. This training material geared towards leading classroom improvement (LCI), facilitated tailored educational experiences to use in conjunction with classes and workshops. With the goal of increasing engagement and optimizing training for the large staff cohort, we identified leaders from within the core team, resulting in more focused and effective interactions throughout the training process. District leaders determined which individuals were best suited for a train-the-trainer approach, optimizing the transfer of knowledge and skills throughout the organization.

These leader training initiatives were instrumental in understanding major themes and staff needs within the classrooms, directing efforts towards family outreach, behavior prevention, early trauma identification, and support for social-emotional learning.

Addressing Challenges with Intention
The district had to scale their continuous improvement practices to accommodate a larger incoming student pool and the additional staff and resources. This was done by developing a strategic plan for instructional practice that scaled in acknowledgment of the influx of staff and students to the district. The leadership team also intentionally improved internal communication by bridging gaps across departments to create a more cohesive approach to the challenges.

New and increasing demands were also placed upon school principals. In response, districts leaders zeroed in on the critical areas that could drive meaningful change. They embraced continuous improvement practices, adeptly addressing challenges, taking decisive action, implementing necessary changes, and assessing progress. If instructional progress was not where the district needed it to be, purposeful action was taken to refine approaches and assess again. Achievements were celebrated, connecting staff to the why these changes were being made and leaders increased their one-on-one time with staff to encourage engagement and communication.

Establishing a supportive culture where students feel safe to take learning risks was a critical addition to the revised system. The district’s intentional and comprehensive approach to addressing student, family and staff needs became about building a robust mission and culture, fostering a conducive learning environment, and amplifying student voice.

This intentional work had an unexpected consequence of increasing staff morale. School leaders, now focused on initiatives that genuinely drove results, were enthusiastic and appreciative of those who contributed to the transformations within the district. Through strong leadership, optimized communication channels and transparency, and acceptance by the educators, a vibrant and positive district culture took root.