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Mississippi Bend AEA
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The purpose of the Leadership Program is to provide schools, accredited non-public schools, and school districts with the development of and the ongoing support for strong regional school leadership.  The services include:  facilitating professional development for school leaders (central office administrators, principals, and teacher leaders); assisting schools and school districts with supports for recruiting, inducting, and retaining school leaders; organizing networks to support effective leadership and management practices; and supporting school leaders with effective district/school professional development planning, implementation practices, and evaluation methods.  These services are delivered through an integrated internal leadership team networking with school-based teacher leaders and principals.  The AEA has field level administrators facilitating learning and networking opportunities for teacher leaders, principals, and central office administrators. 

Primary Contacts

Nicole  Peterson
Coordinator of Teacher Leadership
Bettendorf Service Center
(563) 344-6487

Jessica Giovannini
Administrative Assistant & Data Formatting Specialist
Bettendorf Service Center
(563) 344-6332

Ann Craig
Educational Consultant
Bettendorf Service Center
(563) 344-6272

Program Services

The following services are provided to central office administrators, principals, and teacher leaders:

  • Curriculum & School Improvement Network
  • District Professional Development Planning
  • Educator Quality
  • Mentoring/Induction
  • Principals Leading with Purpose
  • Leadership Development
  • Teacher Leadership

Service Descriptions

Outcomes (Effectiveness)

The Leadership Program is monitored and evaluated through its program outcomes, program data, participant surveys and evaluation feedback, and regional needs assessment feedback.  The program is also evaluated through specific teacher leader, principal, and curriculum director advisories and/or networks.

Program Outcomes

  • School leaders have professional development learning opportunities to address the teaching and learning needs within their school and/or district.
  • School leaders have professional networks embed effective practices within their school and/or district.
  • Schools and school districts have effective professional development plans to continually improve teaching and learning.
  • School leaders have the multicultural gender fair and equity knowledge and skills to ensure their schools meet and/or exceed the needs of all their students.

Program Feedback

  • Program data collected, analyzed, and evaluated by AEA administrators.
  • Teacher leaders, principals, and curriculum directors participate in periodic advisory meetings providing specific AEA service feedback.
  • Profile of Services data are gathered and monitored annually to ensure schools and school districts have equitable availability of AEA services.
  • Administrators and teachers complete evaluation surveys, respond through advisory processes, and have an opportunity to complete the annual Iowa AEA Satisfaction Survey.  These data points are used to continuously provide feedback to improve AEA services to children, families, schools and school districts.  The following are general data points used to inform AEA service effectiveness. 
    • AEA services meet the professional needs of educators
    • AEA services assist educators with Federal and/or state mandate
    • AEA services had a positive impact on schools (continuous school improvement
    • AEA services assisted in improving instruction and/or job related practices
    • AEA staff created and maintained a good working relationship
    • AEA staff are responsive to student learning needs
    • AEA staff assisted in improving student achievement
    • AEA staff provided leadership to meet emerging educational needs


An expectation of area education agencies is to support and provide educational efficiencies within a statewide education system.  AEAs, in Iowa, were established, in 1974, to provide such resource efficiencies.  Leadership services provide the following education system efficiencies:

  • Access to high quality professional development that meet the needs of their school and/or school district teaching and learning needs.
  • Access to facilitated networking to strengthen school improvement implementation and sustainability.
  • Access to teacher leadership coordination and professional development.

Resource Allocation

  • 1% of Human Resources
  • 3 AEA Staff Members
    • 1 Leader
    • 1 Field Staff
    • 1 Support Staff


Participation: (Equitable Availability of Services)

All school leaders are invited to participate in professional learning and networking activities.

Supporting Evidence:

Curriculum & School Improvement Network

Principal Advisory Council

Principals Leading with Purpose

Alignment to the Agency’s Reading, Mathematics, and Science Goals  

The Leadership services facilitate the delivery of AEA services to schools and school districts that support closing the achievement gaps and improving reading, mathematics, and science student performance.

Alignment of AEA Standards for Service

Leadership services address the following AEA Standards of Services:

281—72.4(1) School and Community Planning
281—72.4(2) Professional Development
281—72.4(3) Curriculum, Instruction, and Assessment
281—72.4(4) Diverse Learner Needs
281—72.4(5) Multicultural Gender Fair
281—72.4(6) Media Services
281—72.4(7) School Technology
281—72.4(8) Leadership

Standard Alignment Document

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