About
School Leaders Increasing Opportunities & Disrupting Inequity
Lynch Leadership Academy’s mission is to develop a powerful and sustainable network of highly effective leaders at schools, within systems, and in communities, who will disrupt inequity and dramatically increase the opportunities and outcomes for all students.
Lynch Leadership Academy is a collaborative, cross-sector community of school and district leaders who work to transform educational experiences of students in Massachusetts and Northeast Ohio. LLA partners with districts, charters, dioceses, and independent schools to support these leaders in honing the educational and executive management skills critical to equity-centered leadership. LLA’s approach fuses scholarship and research with praxis and reflection. LLA invites the leaders in our community to build on the intellectual and activist foundation of Black and Latine education that precedes the current day, by recognizing this legacy and by striving to continue and build upon it, particularly for students who have been historically marginalized by various dominant societal structures and educational institutions. Recognizing the intellectual genius of every child and their right to an excellent and powerful educational experience, we collaborate with our leaders to create, build, and sustain a culture of achievement in all of their school communities.Ìý
The LLA Fellowship
The 14-month Fellowship experience equips leaders to dramatically increase achievement and outcomes for students in under-resourced communities, and to lead through change to foster and build upon equity in their school communities.
Micro-Academies
Intensive and innovative, these yearlong programs enhance skills in specific aspects of educational and executive leadership. They incorporate application-based professional development with individualized coaching.
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Alumni Coaching
Fellowship Alumni may receive coaching services conducted by an LLA Leadership Coach, two hours a month over 10 months. The Leadership Coach and coaching recipient co-create a plan that addresses agreed on focus areas, school initiatives, and outcomes.
District Consulting
This fee-for-service program focuses on a particular initiative or sustained executive coaching. Consulting services include but are not limited to: District equity audit and change management consulting.
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Mission & Theory of Change
Mission
We develop a powerful and sustainable network of highly effective leaders at schools, within systems, and in communities who disrupt inequity and dramatically increase the opportunities and outcomes for all students.
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Theory of Change
LLA partners with districts, charters, dioceses, and independent schools to support these leaders in honing the educational and executive management skills critical to equity-centered leadership. LLA’s approach fuses scholarship and research with praxis and reflection. LLA invites the leaders in our community to build on the intellectual and activist foundation of Black and Latine education that precedes the current day, by recognizing this legacy and by striving to continue and build upon it, particularly for students who have been historically marginalized by various dominant societal structures and educational institutions. Recognizing the intellectual genius of every child and their right to an excellent and powerful educational experience, we collaborate with our leaders to create, build, and sustain a culture of achievement in all of their school communities. By providing leaders with opportunities to collaborate and learn with a strong network, and with individually tailored coaching, we increase the sustainability of the principalship and other educational leadership roles. Through working across all levels of educational leadership, we increase the pace and depth of change and growth.
“Lynch Leadership Academy empowered me to use data to create standards-driven action plans. It also helped me work more intentionally with my Instructional Leadership Team to plan and facilitate professional development that met the needs of our teachers, resulting in an increase in growth and in proficiency in our reading scores.”