Contact Information

LaTasha Muhammad
Coordinator Staff Development
(531) 299-9479


The administrator component provides professional development experiences for administrators in areas related to instructional leadership and organizational development.


These monthly network sessions focus on topics that include instructional strategies, teacher evaluation, assisting new teachers, support to meet AYP criteria, classroom assessment, reading and writing across the curriculum, interpreting data, and managing and monitoring CRTS and EXCELS.


The district’s teacher evaluation model is based on the book, "Enhancing Professional Practice: A Framework for Teaching" by Charlotte Danielson and Thomas McGreal, published by the Association for Supervision and Curriculum Development and adapted for use by the Omaha Public Schools. Annually, training is provided for new administrators and refreshers sessions are provided for experienced administrators.


The leadership development program is entitled “LAUNCH” (Leadership Awareness Using Networking, Coaching and Hands-on experiences). This comprehensive development program is designed to provide participants with knowledge, experience, practice and performance feedback. This training will take participants beyond the traditional training required for obtaining administrative licensure. This program builds capacity among aspiring leaders.


This institute is for newly appointed principals in the Omaha Public Schools. The induction period is a structured, systematic process for assisting the new principal in further developing skills in guiding the everyday operation of a school, adjusting to the particular culture of a school district, and developing a personal awareness of self in the campus administrator role. Mentoring support is an integral component of the induction period.

In this institute, participants learn through small and large group discussion, sharing of learning and assignments. Each session offers important information represented by each administrative department with regard to key strategies to shape school culture, the role of instructional leader and manager, and the understanding of the Omaha Public School’s policies, practices and procedures.


It is important to build a system-wide understanding of the core of common commitments, principles and practices needed. The Principal Summit serves as a vehicle to enhance the importance of developing and building an allegiance to the shared professional point of view of the district.

Sustaining a culture of learning among principals, while maintaining a strong sense of accountability for student achievement, is a top priority for the Omaha Public School District. It is important to build a system-wide understanding of the core commitments, principles and practices needed.

The District began the school year for principals with the Principal Summit. The Summit served as a vehicle to enhance the importance of developing and building an allegiance to the shared professional goals and the vision of the District. In addition, principals engaged in a discussion regarding student engagement and teacher effectiveness.


Transitioning into a new position requires time and support. This annual institute provides an opportunity to share pertinent information with deans new to their position. Topics include: responding effectively to conflict and due process procedures.


This institute is for newly appointed assistant principals in the Omaha Public Schools. Seven new assistant principals had a full day learning and reflecting on the new role of administration. The identification of qualities and characteristics of effective assistant principals, sharing strategies to support assistant principals in working collaboratively with their principals and understanding Omaha Public Schools’ policies, practices, and procedures were explored.

Follow up meetings will occur throughout the school year for all principals and assistant principals. Succession planning is a key component of administrative development. New assistant principals are provided with an institute to impart knowledge and share expectations for the role. Topics include: understanding leadership characteristics, data analysis, appraisal processes, and legal issues.


These quarterly meetings explore the topic of diversity and cultural proficiency for building level and central office administrators. With the changing demographics of the district, it is important for the leadership to understand their role in leading a diverse school environment that meets the needs of all learners.


An executive coach is one of the most important influences on the success of a first year principal. The role of executive coaching is an ideal approach to helping new leaders improve their professional, as well as their personal life. Executive Coaches partner with the new leader to facilitate an environment of self-discovery of key practices that result in improvements in the professional, as well as in the personal life of the new leader. Most new leaders are experts at their chosen “trade” but often not proficient at the management skills necessary to run an effective team. The skills that lead someone to the executive suite are not necessarily the skills they need to be effective at the executive level. The Executive Coach focuses the new leader on those critical interpersonal, strategic, and management skills.

Definitions of an executive coach include the following:
• Role Model
• Motivator
• Advisor
• Guide
• Demonstrator
• Resource Protector
• Counselor
• Supporter
• Developer of talent
• Friend
• Teacher
• Learner

Benefits of the Program for the New Principal
• A strong support system provided by a trained mentor
• Feedback related to the profession
• Emotional support

Expected Outcomes
• New principals will gain a clearer sense of the rigors and rewards of a building leadership.
• New principals will acquire a better awareness of expectations for the position.
• New principals will develop rapport with external mentor who will serve in an advisory capacity.
• Should realize an increased cost-benefit analysis as a result of increased retention of principals and reduction in cost of recruitment and orientation of new principals.


Cognitive Coaching is a form of mediation that may be applied to professional interactions in a variety of settings and situations with the intention of enhancing self-directed learning. Cognitive Coaching provides scaffolding for this analysis by:

• Developing a norm of collaboration in the professional community
• Promoting thoughtful decision-making and reflection
• Developing a teacher’s efficacy and resourcefulness
• Structuring data-based teacher learning opportunities that support the achievement of all students