PLAN’s curriculum  designed as a content rich tapestry comprised of five strands, woven together to give the participants a deep understanding of leadership that propels teaching and learning. This integration is facilitated through instructional strategies that are challenge-based, school based, and guided through intense interactions with coaches and academy faculty. Technology tools are infused throughout the curriculum in an effort to give the principals a set of sophisticated management and communication skills.

1. Vision of Learning

This strand focuses on understanding the goals of education and the importance of embracing a compelling vision for education. The focus of this module is helping the participants move from “managing” school to “leading” schools that focus on teaching and learning and development of individuals. This module covers theories of learning and includes strategies for assessing student performance, structuring curriculum, and utilizing appropriate instructional strategies.

2. Creating a Culture of Learning

This module focuses on how instructional leaders can work effectively with teachers and others in their school community (such as parents) to propel student learning. This module emphasizes the importance of creating a learning community within the school. Principals gain experience observing classroom, coaching teachers, interacting with students and developing a school culture that supports systematic feedback and ongoing teacher development based on student work and data. Principals learn about strategies to engage parents, students and the broader community in supporting their school’s vision and the instructional programs.

3. The Leader as Learner

This module focuses on the individual leadership challenges of each participant. Participants learn about their own personal leadership styles and set individual goals to support their growth and development as school leaders. Specific leadership skills are highlighted, such as the art of negotiation, decision-making, conflict management and resolution, and having difficult conversations with various stakeholders. Time is spent analyzing dilemmas that often confront principals as they make tough decisions and choices. This module provides the opportunity to assess and develop their ability to move from leadership development theory to practice and is aimed at teaching the participants how to work with all partners in their school community,( including their teachers and parents.)

4. Understanding Political, Social, and Community Contexts of Learning

Schools cannot improve in a vacuum. They are embedded in a larger community context. This module familiarizes participants with district, state and federal policies and financial arrangements that are central to understanding education today. Principals must be able to work within these contexts to propel learning and teaching and at the same time be familiar with a wide array of school designs and systems to make informed choices about their own schools.

5. Leading Change for Learning

This strand helps the participants understand the process of change and focuses on how to use data to inform their decisions. The objective of this part of the curriculum is for each participant to develop specific school improvement strategies and interventions using data to define needs, set goals, plan interventions, manage the change process, and evaluate progress.