The Institute for Educational Leadership Inc.

“The president and director of finance and budget review the form 990 and then forward the form 990 to the treasurer for review and presentation to the board of directors. Once the form 990 has been reviewed by the board of directors it is returned by the treasurer to the president for filing.”

“Annually the conflict of interest policy is reviewed with all board members and key employees. They are required to make a disclosure of any interest that may present a conflict of interest. As there are changes in board members or key employees the policy is disclosed to the new party and complied with.”

“The president's compensation is reviewed annually by the board of directors at a regular meeting. There is a performance review and a comparison of salary to market for determination of salary.”

“Other employees compensations are reviewed by the president. Annually there is a performance review and a comparison of salary to market for determination of salary. The salary is then reported to the board of directors by the president.”

“The governing documents, conflict of interest policy, and financial statements are available to the public upon request for inspection at the institute's office.”

“The institute for educational leadership, inc. Was incorporated for the purpose of strengthening leadership in american education, improving the effectiveness of education policies, educating the general public as to significant events and issues related to education, improving communication among educators, and carrying out research and training on education related issues.”

“Center for workforce development since 1991, the center for workforce development (cwd) has helped public and private sector leaders promote career readiness and successful transitions to adulthood for all youth - with a special focus on youth with disabilities and other disconnected youth - by increasing the capacity of and connections among all stakeholders in the workforce development system. Cwd's research, training, technical assistance, and materials focus on: assisting educators, workforce development professionals, employers, and policymakers in bridging school and workplace, learning and earning; establishing standards, assessments, and tools to improve quality, connections, and collaborations; improving the involvement and relationship of employers to learning and training enterprises and the broader workforce development system; assisting youth and their families in navigating the road to adulthood, from school to additional education, careers and independent/community living; and, promoting the development of career pathways for youth service professionals. Major initiatives of the center for workforce development include: the ready to achieve mentoring program (ramp) - the ready to achieve mentoring program (ramp) is a high tech, career-focused mentoring program for youth, including those with disabilities involved with or at-risk of becoming involved with the juvenile justice system. Funded by the department of justice's office of juvenile justice and delinquency prevention (ojjdp) and led by the institute for educational leadership (iel), ramp is being implemented at 10 sites across the country by state and local organizations with expertise in mentoring, youth development, and/or disability. The ramp model utilizes a combination of group, peer, and one-on-one mentoring to promote the successful transition of ramp youth to employment, continued learning opportunities, and independent living. The right turn career-focused training initiative serves juvenile offenders, providing comprehensive reentry and transition services, including connection to education, mentoring, soft skill building, workforce development, and violence prevention. Funded by the u.s. Department of labor's employment and training administration, five local sites operate right turn in different communities: kentuckianaworks, louisville, ky; peckham, inc., lansing, mi; oasis center, nashville, tn; playa vista jobs, los angeles, ca; and goodwill industries of houston, houston, tx. Dc advocacy partners is a leadership training program for self-advocates and family members of children with intellectual/developmental disabilities. Participants gain leadership skills and develop positive partnerships with elected officials and school and community leaders. Participants engage in interactive learning and gain valuable information about current issues, services, and policymaking and legislative processes. Vocational rehabilitation youth technical assistance center (vr y-tac) is a u.s. Department of education's rehabilitation services administration- funded technical assistance center that is charged with providing state vocational rehabilitation agencies and related rehabilitation and youth service professionals with technical assistance to help more effectively serve students and youth with disabilities. Vr ytac provides training and technical assistance (ta) to state vocational rehabilitation agencies to help them find and engage youth with disabilities (ywd) who are not in special education as well as ywd who are no longer in school and not employed.”

“Center for family, school and community for nearly 20 years, iel has assisted schools, communities, and other key stakeholders in building intentional partnerships that achieve better results for every young person, from early childhood to adulthood. The center's research, policy, and network development focuses on: identifying and conducting research on school-community connections; cultivating networks and opportunities for local collaboratives to improve practice, share successes, and improve results for children, families, and communities; and, developing policies at all levels of government that support joint action to improve outcomes for children, families, and communities. Major initiatives of the center for family, school and community include: the coalition for community schools, in operation since 1997, is a national alliance that brings together school and community leaders to advocate for schools as centers of their communities, with purposeful results-focused partnerships at their heart. With the support of a steering committee representing education, youth development, higher education, child and family services, and local government, iel has helped to make community schools 'central to reform' according to former u.s. Secretary of education, arne duncan. More than 100 communities now have major community school's efforts and are part of a learning community of local initiatives. Through the coalition, iel is leading efforts to have federal and state policy be more responsive to the community school strategy. Together with its coalition partners, iel has developed a results-framework and evaluation toolkit for community schools and conducts research on the effectiveness of community schools and how they are financed. The coalition for community schools also hosts a bi-annual conference which attracts a diverse array of practitioners, advocates, and policymakers looking to deepen partnerships between school and community. District leaders network on family and community engagement (fce) - this peer learning and action network is devoted to strengthening systemic family engagement efforts in school districts and support their leadership development by helping school leaders, teachers and other district staff better engage parents, families, and community-based organizations. Iel convenes this network twice a year - during learning labs hosted by member districts (baltimore 2014; nashville 2015, and washington, dc 2016, reno 2017, oakland 2018, philadelphia 2019, and virtual 2020); and as a pre- conference activity during iel's national fce conferences. Over 225 school districts across the country have participated in network activities. Iel hosted its first national family and community engagement conference in cincinnati in 2014 with over 500 attendees. Most recently, the sixth annual conference in july 2019 in reno, nevada under the theme owning our movement, maximizing our impact. Over 1450 educators, parents, district and state fce leaders, community organizers, teachers and other educators, and others were in attendance, and committed to sharing high impact, evidence-based family and community engagement strategies.”

“Center for leadership and policy over its more than 55-year history, iel has developed and supported leaders as they enhance their capacity to work across institutional boundaries, increase their professional and policy knowledge and expand their networks. This center's work focuses on: building and strengthening peer learning and action networks among leaders across sectors to build systemic capacity; informing leaders to make good policy choices and improvements; and, enabling leaders to move policy to effective practice. Major initiatives of the center for leadership and policy include: the education policy fellowship program (epfp) - in continuous operation since 1964 - is iel's flagship leadership development program, focusing on participants' leadership, policy, and networking abilities. Nearly 9,500 leaders across all 50 states from early childhood development, k-12, and higher education have participated in epfp, as well as people from other child, youth, and community support systems. They now serve as leaders in school systems, local, state and federal government, foundations, and community-based organizations. The 2019-20 epfp cohort will be the largest in epfp history with over 330 fellows across 16 states (al, ca, co, ct, ga, la, ma, mi, mn, mo, ms, ny, nc 2 sites, oh, pa, and sc) and the district of columbia. Iel federal policy institutes present students, faculty members in post- graduate educational leadership programs, and other leaders with a birds- eye view of the national policy process. Leaders from congress, federal agencies - including the department of education, think-tanks, and national association and advocacy organizations help participants understand washington's inner workings and the implications for their work. The school leadership learning and action network is an emerging partnership with the principal leadership institute at uc berkeley aimed at developing a network of school leadership faculty and practitioners who share a desire to create a space and direction for a national conversation on leadership that more clearly aligns with community-based, student- centered values. This group will also examine the research base on leadership and leadership development, particularly as it relates to the race, culture, and equity challenges facing education in america today. Leaders for today and tomorrow (lt2) is a growing network of non-profits, school districts and schools of education committed to retooling pre- and in-service leadership learning and evaluation. Lt2 supports the catalytic role of principals, assistant principals and district leaders as community stewards serving schools in highly challenged environments across the u.s. Supporting effective educator development (seed) through a grant from the u.s. Department of education's funded supporting effective educator development (seed) cohorts of school leaders are engaging in a one-year professional learning experiences in-person and on-line with coaching and virtual reality supports. Project i4: innovate, inquire, iterate, and impact: igniting the power of network improvement communities to enhance professional learning for educational leaders uses innovation and inquiry with the intention of iteratively and exponentially impacting equitable math and science results.”

“Audit is in progress however was not complete as of the filing date of the form 990.”