New Semester, Continued Impact: SURN Academies Advance Educator Growth

As the calendar year turns, one K–12 semester ends and another begins for the School-University Resource Network’s (SURN) partner school divisions. January finds the center preparing to continue the work of supporting teachers and principals enrolled in two of its signature academies. The Novice Teacher Academy and the Principal Academy provide ongoing, job-embedded and coach-focused professional learning that supports effective teaching and leading in Virginia schools.

“The School of Education Professional Development Center is a hive of activity when these academies are in session, and the positive energy is palpable as participants engage in powerful discussions, build their repertoire of skills and increase their confidence for managing the challenges of their work,” said SURN Assistant Director for Professional Learning Sarah Hylton B.A. ’89, M.Ed. ’97, Ph.D. ’21.

Now in its 7th year, the SURN Novice Teacher Academy complements local teacher mentoring programs by providing a forum for new teachers to explore the concerns and challenges they find particularly pressing. Five in-person sessions feature interactive, engaging activities designed for immediate transfer into the classroom. Designed intentionally to empower novice teachers to adopt a positive, optimistic view of teaching, the Novice Teacher Academy provides a safe space for learning and sharing while promoting the retention of the Commonwealth’s newest teachers. As a new semester begins, the Novice Teacher Academy will address coping with the pressures of midyear, strengthening student engagement, aligning curriculum, instruction and assessment, and embracing the role of reflection in teacher practice. 

Midway through its 14th year, the SURN Principal Academy engages school leaders in action research as they seek to improve instructional outcomes for their students. Structured as eight in-person sessions over the course of two years, the Principal Academy affords school leaders the opportunity to learn and apply instructional leadership skills as they implement action research related to observing students and teachers, providing feedback, and facilitating professional learning. During the spring semester, they will focus on curricular clarity, supporting teachers through coaching, and reflective practice as a school leader. 

Participant feedback underscores the positive impact of both academies, with novice teachers highlighting the practical tools and confidence they gain, and school leaders reflecting on the academy’s role in shaping thoughtful leadership.

“The [Novice Teacher] academy provided me with a great number of strategies that I could put into practice to promote student engagement and build successful co-teaching relationships. The academy helped me feel confident enough to implement these strategies in my classroom and with my grade-level team,” said one participant. Another attendee noted: “The SURN Principal Academy helped me become a more courageous, honest, accountable, attentive, reflective, and curious transformational leader and principal.”

“Teachers and leaders alike routinely share that SURN academies are places where they feel comfortable and supported as they learn and grow in a community of peers,” said Hylton. This year’s Novice Teacher Academy includes 106 novice teachers and 24 master teachers from 22 Virginia school divisions. The Principal's Academy includes 76 principals and assistant principals and 19 coaches from 17 Virginia school divisions.