Human development refers to the capacity of school and district staff (principals, teachers, counselors and district personnel) to continuously provide high-quality and cutting-edge services and instruction to students. In districts with exemplary leaders, staff members in all parts of the system are expected to actively participate in the continuous improvement and development processes.

To ensure this happens, district and school leaders make a point to provide each staff member with the means, guidance and opportunity to achieve this reality. As a result, staff are excited to take advantage of career and knowledge development opportunities that match their needs - and those of the school and students. These human development plans are always measured against the improvement plan for the district and are aligned accordingly.

The State tab allows you to see some key policies and practices statewide which support successful human development in districts and schools.

The District tab allows you to see the key leadership factors at the district level that promote successful human development among district staff. These characteristics have a direct impact on the principals, teachers and students at the school level.

The School tab allows you to see the key leadership factors at the school level.

The Resources tab provides links to additional information.

The Interviews on the right provide some insight into what teachers, staff and leaders think and feel in a system that cultivates this kind of school development. The interviews are saved as mp3 files and will open in whatever media player you have installed on your system.

State policies and practices that support district leaders' ability to develop the human resource capacity in their districts and schools:

• States have policies that support and or require professional development of educators (including principals), possibly connected to re-licensure or certification. These requirements are linked to instructional standards and student achievement needs.
• States have leadership academies or provide information on aligned, high-quality professional development programs that districts can tap.
• The state accountability system includes provisions, requirements or support for improving professional practice of educators.
• Preparation programs for teachers and principals are aligned with district needs and with the statewide curriculum, standards and accountability system.
• Educators are given incentives to acquire high-quality professional development and continued training in areas of high need for their school or district.

At the district level, leaders create both policies and practices that support human development where the following conditions are in place:

• There are substantial and aligned investments in professional development to improve instruction.
• Professional development is focused on one or two objectives at a time and directly linked to what students need.
• There is the expectation that every staff member (including operations and district personnel) can benefit from aligned professional and career development that will help increase student learning.
• A principal support system and a career ladder exists for people who want to explore the principalship. The district makes deliberate efforts to prepare and develop the best principals. District leaders conduct leadership “inventories” at all levels, continuously looking for potential leaders in the system.
• Career ladders and opportunities for people who want to pursue leadership positions but not as principals, such as master teachers or lead professional development staff.

School Board

The school board's role is to provide policy guidance for the district and collaborate with the superintendent to support the focus, vision alignment and resources toward developing human resources.

The Key Work of School Boards is a framework of eight essential key action areas from the National School Board Association (NSBA) that focus and guide schools boards in their efforts to improve student achievement. The eight areas include: Vision, Standards, Assessment, Accountability, Alignment, Climate, Collaborative Relationships, and Continuous Improvement. The most specific elements related to human development are: assessment, collaborative relationships and continuous improvement. Tools to help develop school boards can be found at: http://www.nsba.org/site/page.asp?TRACKID=&VID=1&CID=121&DID=8799.

back to top

Carol Johnson
Memphis City Schools, Superintendent (1:19)

Clarisa Rojas
California Literature Project, Regional Director (0:48)

Jenny Grey
Memphis City Schools, Teacher, Egypt Elementary (0:20)

At the school level, principals are the driving force in creating opportunities for and supporting human development:

• Teachers and staff have access to professional development opportunities that are meaningful and match their development needs as well as the needs of the children.
• The school theme on professional development is, "You cannot change what kids do until you change what teachers do."
• Exemplary staff within the schools are tapped to provide professional development and support to others in the school who may need more guidance.
• Principals have the attitude that "anything my teachers need to improve their teaching, I will find a way to get it for them."

back to top

Cindy Waters
National City School District, Principal, Kimball Elementary (1:07)