萝卜AV视频

In Columbus City Schools, we are intentionally aligning our work through an Inquiry Cycle process that builds equity and a strong, sustainable leadership pipeline across all six regions. This work is rooted in a simple yet powerful idea: when leaders grow with clarity, consistency, and collaboration, schools become stronger, students thrive, and transformation takes hold at every level of the system.

When leaders grow with clarity, consistency, and collaboration, schools become stronger and students thrive.

Our focus is not merely on developing more leaders鈥攊t鈥檚 on developing better leaders. We aim to retain the highest quality talent by providing authentic growth opportunities that deepen leadership practice, strengthen school cultures, and connect principals to a broader, supportive professional community.

At the heart of this approach lies one foundational belief: leadership growth begins with making practice public. When we open our doors, share our thinking, and invite others into our leadership work, we create the transparency and trust necessary for lasting improvement. Through embedded coaching, grounded in inquiry and aligned to clearly defined theories of action, we are building a culture where learning is not private or hidden, but visible, intentional, and shared.

Making Practice Public Through Embedded Coaching

Our Inquiry Cycle work begins with our principal supervisors and principal coaches, who are learning and leading through an inquiry-based structure that focuses on a theory of action for each school. Each theory of action connects four key components that serve as anchors for reflection and growth:

1. Student Problem of Learning 鈥� Identifying the specific student learning need that requires attention.
2. Teacher Problem of Practice 鈥� Determining the instructional practices that must shift to address that learning need.
3. Principal Problem of Practice 鈥� Clarifying the leadership behaviors necessary to support and sustain those instructional shifts.
4. Principal Supervisor Problem of Practice 鈥� Naming how central leadership will coach, monitor, and remove barriers to help principals succeed.

This alignment creates an ideal state that allows every layer of the system to connect its work directly to student learning. When principal supervisors coach in front of one another, they model vulnerability, reflection, and growth鈥攖urning coaching into a collective learning experience. That willingness to 鈥渕ake practice public鈥� builds psychological safety and collective efficacy, both of which are essential for meaningful transformation.

Through this process, we have created a districtwide Inquiry Cycle Hub for every school鈥攁 living document and space where each leader can anchor their progress to an evidence-based process. Over time, this structure has helped us move from six separate regional approaches to one unified system of leadership growth.

Previously, each region operated independently鈥攕ix different approaches, six different systems of support, and six different experiences for principals. Today, our area superintendents lead with a shared framework and a common language, ensuring that every principal in Columbus experiences consistent, high-quality coaching and professional learning. This shift has brought true coherence to our leadership work, aligning expectations, practices, and support structures across all six regions. We鈥檝e transitioned from fragmentation to focus, from compliance to curiosity, and from isolated leadership to a community of learners.

PODS: Growing Principals Through Collaboration

As our inquiry work deepened, we recognized that growth must extend beyond individual coaching sessions. To continue building a culture of shared learning, we launched PODS鈥擯rincipals Observing each other to learn, grow, and Develop Solutions together.

PODS are regional communities of practice where principals share their Inquiry Cycle work, reflect on their theories of action, and collectively problem-solve around challenges that impact student outcomes. Each POD follows a continuous improvement cycle:

Set goals 鈫� Conduct network visits 鈫� Monitor and share progress 鈫� Adjust 鈫� Measure impact.

During Learning Visits, principals open their doors to peers, demonstrating lessons, leadership moves, or strategies connected to their problems of practice. In these moments, feedback becomes reciprocal, and learning becomes relational. Principals witness effective leadership in action, and they return to their own buildings with new insights, renewed energy, and strengthened belief in what鈥檚 possible.

Leaders are no longer learning alone; they are growing together.

The impact has been powerful. Principals describe PODS as 鈥渢he most authentic professional development鈥� they鈥檝e experienced鈥攂ecause it鈥檚 grounded in their own work, their own students, and their own leadership journeys. Instead of one-size-fits-all training, PODS create an ecosystem of learning鈥攁 living, breathing professional community where every leader both teaches and learns.

Over time, this collaborative model has transformed professional development from a series of isolated events into a continuous culture of inquiry. Leaders are no longer learning alone; they are growing together, challenging one another, and building collective accountability for results.

Leading the Work by Living the Work

For me, as Chief of Transformation and Leadership, this journey has been both professional and personal. Sponsoring this work has also meant living it鈥攃oaching alongside my team, asking questions instead of providing answers, and modeling curiosity in moments of uncertainty.

Through this process, I鈥檝e learned that leadership growth is not a top-down directive; it鈥檚 a shared and deeply human process. True leadership is developed through reflection, feedback, and community. It thrives in environments where people feel both supported and challenged, where learning is visible, and where growth is celebrated.

The power of this work lies not only in the structures we鈥檝e built鈥攖he Inquiry Cycle, the Hubs, and the PODS鈥攂ut in the relationships that sustain them. We are cultivating a districtwide network of leaders who coach, inspire, and elevate one another. And as our leaders grow, our schools grow. As our schools grow, our students achieve at higher levels.

We are creating a system where leaders stay because they are valued, invested in, and continuously growing鈥攁s thinkers, as problem-solvers, and as designers of learning. When leadership growth is systemic rather than situational, retention becomes the natural result.

Our Commitment Moving Forward

As our leaders grow, our schools grow. As our schools grow, our students achieve at higher levels.

As we look ahead, the work continues. We are aligning our professional learning structures, embedding coaching in every layer of leadership, and ensuring that every principal鈥攔egardless of region鈥攈as access to high-quality support grounded in inquiry. We are also continuing to refine our Inquiry Cycle Hubs, expanding PODS, and strengthening our feedback loops so that growth remains both measurable and meaningful.

This work is not about perfection; it鈥檚 about progress. It鈥檚 about staying committed to learning, even when the path is complex or uncertain. It鈥檚 about holding fast to our shared vision:

Each student highly educated. Each school led by a transformational leader. Each leader growing through inquiry.

In Columbus City Schools, we believe that leadership is not found鈥攊t鈥檚 grown. It鈥檚 nurtured through reflection, collaboration, and care. That is why we say, with pride and conviction:

Leaders are grown here鈥攁nd they stay.