The Center is an evidenced-based, outcome-focused organization. We work with our partners to clarify both their desired outcomes and the metrics for monitoring ongoing progress. We are committed to supporting lasting, meaningful improvements, and we are proud of the results our partners have produced. Read further to better understand the work of the Center in specific districts.
The Connecticut Center for School Change has been an invaluable partner to the Guilford Public Schools for several years. Our schools have benefitted through hosting instructional rounds; our principals have honed their practice working with executive coaches; and individually, I have found the Superintendents’ Network to be one of the most consistently challenging and impactful professional experiences in which I have ever participated. Our relationship with the Center has made us a stronger and better school district at every level.
District Case Studies of Impact
Joe Macary has been superintendent of schools in Vernon, Connecticut since 2015, after serving as superintendent in Wolcott. In May 2016, he worked with the Center to conduct a district coherence audit and, based on those results, decided to partner with the Center for professional learning and to strengthen district performance in three key areas: building capacity through executive coaching, central office transformation, and family engagement.
Three senior administrators per year received executive coaching which, […]
Sharon Locke, superintendent in Naugatuck, doesn’t want to talk about equity – she wants to create equity! Locke has been consulting with the Center for several years, and the results, she says, have been remarkable, especially in improved math scores and in growth with the district’s highest-needs students.
Locke said that when she arrived in Naugatuck in 2014, her team reviewed the data and identified the gap in student growth between math and ELA. Students in the same cohort […]
Elizabeth Feser first worked with the Center for School Change when she was Superintendent in Windsor, CT, prior to becoming Superintendent in Milford. In Windsor, she was invited to join the Superintendents’ Network. In doing so, the Center helped her introduce Instructional Rounds. Rounds, she said, helped building principals and central office leaders focus on the impact of teaching practices on student learning, as well as on equity, i.e., the degree to which all students, regardless of color, […]