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Berkeley County Schools highlights aspiring leaders program, pairs teachers with mentors and offers graduate credit
Summary
District staff described a year-long aspiring leaders program for educators that pairs participants with mentors, includes a book study and coaching with author Anthony Colanino, and offers graduate credit with Marshall University; several program participants testified about the program’s benefits.
Berkeley County Schools staff described the 2024–25 aspiring leaders program to the school board, outlining in-person sessions, coaching, mentoring and associated coursework. The program is designed to introduce aspiring administrators and instructional leaders to district policies, leadership standards, budgeting and special education practice, and includes a book study of Leading with the Head and Heart by Anthony Colanino with monthly coaching sessions.
Program staff said the cohort meets once a month in person (4–5 p.m., first Wednesday of the month) and follows that with a virtual coaching session with the author. The program includes seven in-person sessions and seven coaching sessions and culminates in a capstone mock interview; participants are paired with mentor principals who conduct the final mock interview and provide feedback on résumés and interviewing skills. The district said graduate-credit options are available through Marshall University for participants who opt to register for the additional tuition credit.
Content areas covered in the sessions correspond to principal evaluation standards: culture and climate, teaching and learning, discipline and special education (policy 24 19), finance (finance policy 8,200), federal programs (Title I–IV) and equity (policy 25 10 and policy 25 10 7.1 were cited). Program staff said the curriculum is intentionally tied to principal evaluation standards (policy 53 10) so participants gain knowledge aligned to district expectations for instructional leaders.
Presenters said selection for the cohort is by principal recommendation and that the most recent cohort reached a 16‑participant cap — the largest intake since the program’s recent redesign. Staff said they solicit principals to volunteer as mentors and presenters, and that the district accepts late entrants in some circumstances. Participants receive access to an online portal with readings, blogs, videos and activities tied to each chapter; they must post a response and reply to a peer for each module.
Several program participants spoke to the board. Demi McDonald, a 19‑year veteran sixth‑grade science teacher at Hedgesville Middle School, described how the program strengthened her confidence, expanded her network of district leaders and offered mentorship that she called “transformative.” Veronica Ranieri, a biology and virtual-school environmental-science teacher, said the program aligned with her graduate coursework and helped her with career planning; Ranieri also received a West Virginia School Superintendents Association scholarship to support study. Another participant, Sandra Pulsipher, described using mentorship time to gain real-world insight by shadowing an administrator and said the program made her more comfortable pursuing administrative positions.
Presenters said the program grew from past local leadership efforts and was redesigned to give aspiring leaders a broader, department-level immersion so future principals understand the full range of school operations. The author-led coaching sessions were described as small-group, interactive conversations; program leads said participants meet the author in small groups at least twice during the year and that the author has also presented at a principals’ meeting.
Ending: Staff said they will continue to run the program next year, encourage principals to recommend candidates and will communicate graduate‑credit registration details to participants.
