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Reflection

What do you think are some potential benefits of a structured mentoring program for new principals?

What role could you play in helping to realize these benefits?

WELCOME TO THEALABAMA NEW PRINCIPAL MENTORING PROGRAM

A Workshop for District Liaisons

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Angela Mangum, Ph.D.Leadership and Evaluation

Alabama New Principal Mentoring Program

Torchbearer Schools Alabama Leadership Academy

Tele: (334) 242-9962Fax: (334) 353-9204

Email: amangum@alsde.edu Website: http://www.alex.state.al.us/leadership

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Introductions

Name District Why you are here

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Agenda

Welcome Overview of the ANPM Program Key Roles in the ANPM Program Lunch Deeper Dive into the Four Steps Creative Ways to Overcome Time

Limitations and Other Barriers Wrap Up

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What are some of the challenges that new principals experience during their first years in the principalship?

Twenty-six (26) percent of new administrators consider leaving the job after the first year.

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(Educational Leadership and Policy Studies, 1999)

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Overview of the ANPM Program

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Standards Continuum Evaluation

Teachers Alabama Quality Teaching Standards

Alabama Continuum for Teacher Development

EDUCATE Alabama

Principals

Alabama Standards for Instructional Leaders(in place)

Alabama Continuum for Instructional Leader Development(new)

LEAD Alabama (in development)

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Standards and Evaluation

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1A. Engages the school community in developing and maintaining a shared vision

Pre-ServiceLeadership

Developing Leadership

CollaborativeLeadership

AccomplishedLeadership

DistinguishedLeadership

□ Knows the importance of a vision to bring focus and to mobilize the work of an organization

□ Knows how to lead the articulation, development, and implementation of a shared vision for the school that places student and faculty learning at the center

□ Has the ability to lead and motivate staff, students, and families to achieve the school’s vision

□ Is able to interact with the community concerning the school’s vision, mission, and priorities

□ Understands that the school’s vision, mission, and goals must relate to the instructional needs of students

□ Is able to focus on student learning as a driving force for curriculum, instruction, and institutional decision-making

□ Knows how to create a school leadership team that is skillful in using data

…and□ Develops a learner-centered

vision for the school that takes into account the unique needs of the school and community

□ Focuses his or her work on achieving the vision

□ Shares the vision statement and school goals with staff and community

…and□ Uses collaborative

processes to involve faculty in developing a vision that reflects high expectations for students and staff

□ Refers to the school’s vision statement consistently to guide discussions and decision making (e.g., about curriculum, instruction, budget and time allocations, adoption of new programs)

□ Communicates the school’s vision in a variety of formats and to all members of the school community, including students, staff, parents, and members of the larger community

…and□ Engages a diverse group,

including representatives of staff, students, families, and community members, to collaborate in developing, reviewing and/or revising the school’s vision statement and in communicating the vision to others

□ Keeps the school vision “front and center” to remind all of the school’s collective purpose; connects all meetings of staff and community to the school vision

□ Helps staff and students create a shared understanding of how the school vision relates to and drives their daily work

□ Identifies, develops, and supports teachers to serve as leaders in engaging staff, students, parents, and community members to commit to making the vision a reality

…and□ Inspires members of the

community to focus on how each person can contribute to achieving the school’s shared vision

□ Works with feeder schools to ensure that school visions are aligned across schools and with the school system

□ Takes a leadership role in the collaborative development of a system wide vision that reflects the unique needs of learners in the system

□ Provides training to other school leaders on processes for creating and achieving a meaningful school vision

Standard 1: Planning for Continuous Improvement. Engages the school community in developing and maintaining a shared vision; plans effectively; uses critical thinking and problem-solving techniques; collects, analyzes, and interprets data; allocates resources; and evaluates results for the purpose of continuous school improvement.

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Outcomes for the Mentoring Program

Support for new principals successful beginnings rookie mistakes Modeling, guidance, coaching, and

encouragement in a one-on-one relationship.

New principals have a clear set of priorities, focused on instructional leadership.

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Outcomes/Goals for New Principals

Create and implement a focused Professional Learning Plan… The person’s status as a new

principal The new principal’s

developmental strengths and weaknesses

The Alabama Continuum for Instructional Leader Development

The school’s needs and district and state requirements

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Outcomes/Goals for New Principals

Create and implement a focused Professional Learning Plan……so that the new principal: Makes progress on the continuum Becomes more comfortable in the

role of school principal Begins to make a difference as an

instructional leader.

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Big Ideas14

Investing in their own personal professional development is a high priority for new principals.

A mentoring program should have a degree of structure.

The Leadership Continuum provides a solid framework for the program.

Mentors and new principals should have latitude in creating an individualized learning plan.

There should be an expectation of complete confidentiality in the new principal/mentor relationship.

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PLU Opportunity Offered by CLAS

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See Handout

Standard III: Human Resource DevelopmentPLU Requirements

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Mentor Stipend16

Mentors will receive a $1,000 stipend (pending the availability of fund) for each year spent mentoring a new principal.

Stipends will be paid in three installments. After confirmation is received that a mentor

has made adequate progress toward the 72 hour requirement, the second and third payments will be available for disbursement.

The superintendent and chief school financial officer are required to file all necessary paperwork so that stipend payments will not be delayed.

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How ANPM Came to Be17

GCSL Recommendation Design team

Torchbearer principals Expert input and review Small-scale pilot (Spring 2010) Statewide pilot (2010-2011) Program Evaluation (Spring 2011)

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Cognitive Coaching Model

Heart of the Program

Mentor/New Principal Relationship

NAESP’sNational Principals Mentoring Certification Program

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Mentor Training19

National Principals Mentoring Certification Program (NPMCP) mentor training*

Three days (June 27-29, 2011 at the CLAS Building

in Montgomery) Required for all mentors Provided by ALSDE and CLAS Mentors will be reimbursed for their travel expenses based upon state guidelines* Formerly known as the Peer Assisted Leadership Services (PALS)

training

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Purpose of Program Materials

Communicate policy Provide directions to mentor and new

principal Provide forms to help document

process Give a variety of development ideas Serve as a reference during the

processProgram Guide

Planning and

Reflections Guide

Self Assessment

Learning Activities Guides

ANPM Program Materials

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ANPM Program Guide

Describes the program to all stakeholders

Describes program philosophy Sets out program requirements

(mandatory) Makes recommendations to districts

(optional)Program

Guide

Planning and

Reflections Guide

Self Assessment

Learning Activities Guides

ANPM Program Materials

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Expectations: Roles and Responsibilities

ALSDE

District Liaison

Mentor

New Princip

al

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Role of the New Principal23

Place priority on own professional development and make an effort toward improving their level of leadership.

Engage in 72 hours of contact with a mentor. Complete self assessment. Collaborate in choosing development

activities. Seek support from mentor while completing

development activities. Track progress.

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Role of the Mentor24

Use a cognitive coaching approach to mentoring, as learned during the three-day mentor training.

Maintain CONFIDENTIALITY. Document 72 contact hours annually via

mentoring logs. Take time to work the process around the new

principal’s schedule. Simplify the process for the new principals (e.g.,

give them only the Learning Activities Guides they need).

Help new principal select and implement a Professional Learning Plan.

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Role of the District Liaison25

Oversee local implementation of the program. Provide program training/orientation for central office

staff, principals, and mentors. Serve as a communications hub among the new

principal, mentor, district, and state. Provide program support to ensure that:

A pipeline of trained mentors is maintained in the district. New principals are matched with mentors in a timely way. Monitor and keep an electronic or hard copy of mentor

logs. New principals are making adequate progress in the

program. Mentors are providing adequate support and coaching.

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Role of the ALSDE26

Provide ANPM program materials and guidelines.

Train and support district liaisons. In conjunction with CLAS, provide

three-day mentor training. Provide mentor stipends base upon the

available of funds. Oversee formative and summative

program evaluation.

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ANPM Planning & Reflections Guide

Guiding document for new principal: Step 1: Complete self assessment

Step 2: Prioritize learning needsStep 3: Create a plan with

learning activities for priority area(s)

Step 4: Track progressProgram Guide

Planning and

Reflections Guide

Self Assessment

Learning Activities Guides

ANPM Program Materials

Core

Pro

cess

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The Core Process

Step 1: Self-

Assess

Step 2: Prioritize

Step 3: Plan

Step 4: Track

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ANPM Learning Activities Guides

Self Assessment Determine new principal’s current

level of skill on each standard and indicator; determine development needs.

Looks like the Leadership Continuum.

Program Guide

Planning and

Reflections Guide

Self Assessment

Learning Activities Guides

ANPM Program Materials

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Levels of Instructional Leadership

Distinguished

Leadership

Accomplished Leadership

Collaborative Leadership

Developing leadership

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ANPM Learning Activities Guides

Learning and developmental activities (starters) One guide per standard Within the context of daily work Thoughtful school-based activities A chance to reflect on new learning Multiple opportunities to apply principles

and receive feedback from mentors and othersProgram

Guide

Planning and

Reflections Guide

Self Assessment

Learning Activities Guides

ANPM Program Materials

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Specific Learning Activities: Examples

Reflection Modeling Observation Prioritization Recognition and

praise Problem finding

and problem solving

Networking

Technology use Training Reading Leading Walkthroughs Dialog Feedback Consultation

NOTE: Activities can be modified to fit the needs of the new principal or learning activities can be created from scratch.

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ANPM (PLP) and PEPE (PDP)33

To prevent duplication of work by new principals, the PLP may be used in the place of the PDP providing the two conditions below are met:

The new principal’s superintendent and the new principal’s PEPE evaluator must both approve of the use of the ANPM (PLP) as a replacement for the PEPE (PDP).

The new principal’s evaluator must have input in determining what indicators and learning activities that will be a part of the new principal’s PLP.

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Let’s Summarize34

Use one sticky for each idea (three to six sticky notes in all): One or two key

messages One or two questions One or two suggestions

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Deeper Dive Into the Process

Step 1: Self-

Assess

Step 2: Prioritize

Step 3: Plan

Step 4: Track

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Steps in the Mentoring Program

Step 1: Self-

Assess

Step 2: Prioritize

Step 3: Plan

Step 4: Track

• Based on the Alabama Continuum for Instructional Leader Development

• New principals self assess by checking off the knowledge and behaviors that they currently demonstrate

• See Self Assessment document

• See Self Assessment Summary on page 8 of the Planning Guide.

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1A. Engages the school community in developing and maintaining a shared vision

Pre-ServiceLeadership

Developing Leadership

Collaborative Leadership Accomplished

LeadershipDistinguished

Leadership

□ Knows the importance of a vision to bring focus and to mobilize the work of an organization

□ Knows how to lead the articulation, development, and implementation of a shared vision for the school that places student and faculty learning at the center

□ Has the ability to lead and motivate staff, students, and families to achieve the school’s vision

□ Is able to interact with the community concerning the school’s vision, mission, and priorities

□ Understands that the school’s vision, mission, and goals must relate to the instructional needs of students

□ Is able to focus on student learning as a driving force for curriculum, instruction, and institutional decision-making

□ Knows how to create a school leadership team that is skillful in using data

…and□ Develops a learner-centered

vision for the school that takes into account the unique needs of the school and community

□ Focuses his or her work on achieving the vision

□ Shares the vision statement and school goals with staff and community

…and□ Uses collaborative processes to

involve faculty in developing a vision that reflects high expectations for students and staff

□ Refers to the school’s vision statement consistently to guide discussions and decision making (e.g., about curriculum, instruction, budget and time allocations, adoption of new programs)

□ Communicates the school’s vision in a variety of formats and to all members of the school community, including students, staff, parents, and members of the larger community

…and□ Engages a diverse group,

including representatives of staff, students, families, and community members, to collaborate in developing, reviewing and/or revising the school’s vision statement and in communicating the vision to others

□ Keeps the school vision “front and center” to remind all of the school’s collective purpose; connects all meetings of staff and community to the school vision

□ Helps staff and students create a shared understanding of how the school vision relates to and drives their daily work

□ Identifies, develops, and supports teachers to serve as leaders in engaging staff, students, parents, and community members to commit to making the vision a reality

…and□ Inspires members of the community

to focus on how each person can contribute to achieving the school’s shared vision

□ Works with feeder schools to ensure that school visions are aligned across schools and with the school system

□ Takes a leadership role in the collaborative development of a system wide vision that reflects the unique needs of learners in the system

□ Provides training to other school leaders on processes for creating and achieving a meaningful school vision

Self Assessment: Alabama Continuum for Instructional Leader Development Directions: Each descriptor statement below describes what a leader knows or is able to do with regard to the indicator and standard above it. Check all of those boxes which apply to you. Update this self assessment each semester. Standard 1: Planning for Continuous Improvement. Engages the school community in developing and maintaining a shared vision; plans effectively; uses critical thinking and problem-solving techniques; collects, analyzes, and interprets data; allocates resources; and evaluates results for the purpose of continuous school improvement.

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Note: Over the course of the mentoring program, you are expected to make a

concerted effort towards improving your level of leadership on all standards in your

plan. You can use this chart to get ideas about where you need to focus your efforts.

Year 1 Year 2

1st Semester 2nd Semester 1st Semester 2nd SemesterDate: Date: Date: Date:Developing

Collaborative

Accomplished

Distinguished

Developing

Collaborative

Accomplished

Distinguished

Developing

Collaborative

Accomplished

Distinguished

Developing

Collaborative

Accomplished

Distinguished

Standard 1: Continuous Improvement

1A Engages the school community in developing and maintaining a shared vision

1B Plans effectively for school improvement; uses critical thinking and problem-solving techniques; collects, analyzes, and interprets data; allocates resources

1C Evaluates results for the purpose of continuous school improvement

Standard 2: Teaching and Learning

2A Promotes the success of all students in the learning environment

2B Collaboratively aligns curriculum, instruction, and assessment to ensure student achievement

2C Uses a variety of benchmarks, learning expectations, and feedback measures to ensure accountability

Standard 3: Human Resources

3A Recruits, selects, mentors, and retains faculty and staff to accomplish school and system goals

3B Works collaboratively with faculty and staff to plan and implement effective professional development that is based upon student needs, promotes both individual and organizational growth, and leads to improved teaching and learning.  Initiates and nurtures interpersonal relationships to facilitate teamwork, establishing professional learning communities (PLCs) that enhance student achievement.

Self Assessment Summary• Write the date in the “1st semester” column. • Look back at your self assessment (separate document). Based on that assessment, determine your overall development level for each indicator—developing, collaborative,

accomplished, or distinguished leadership (see definitions on page 7). To identify your current level, choose the highest level for which you can check most of the descriptors as part of your current practice. For example, if you check all descriptors under developing, all but three descriptors under collaborative, and five descriptors under accomplished, you would give yourself an overall rating of collaborative for that indicator.• Place checkmarks in the appropriate boxes under “1st semester” below. Use your best judgment in determining your current level, and remember that this is a career-long journey, so you are not expected to be at the highest levels in your first year. • Update this chart each semester.

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Steps in the Mentoring Program

Step 1: Self-

Assess

Step 2: Prioritize

Step 3: Plan

Step 4: Track

• Consider your strengths and areas for improvement, your interests, and the district/school needs.

• Share your assessment results with your mentor, along with your ideas regarding priorities.

• Select 1-2 indicators for this semester’s focus.

• See Priorities Plan on page 12 of the Planning Guide.

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40Indicators: Year 1 Indicators: Year 2

Semester 1

Semester 2

Semester 1

Semester 2

Based on your self assessment, what are two strengths you have that you would like to build this semester?

Based on your self assessment, what are two developmental needs that you would like to address this semester?

Based on discussions with the district staff, what are two areas that the district would like you to develop this semester?

Based on discussions with the district and school staff, what are two areas in which the school has the greatest needs this semester?

Final decision on high-priority indicators: Which one or two indicators do you and your mentor agree should be the ones you work on this semester? (Note: These can be the same as the previous semester).

Priorities Plan Directions: To prioritize your areas of development, consider your own strengths and areas for improvement, along with district and school needs. Then, work with your mentor to choose one or two indicators as the immediate focus for your professional development. (You can choose more or different ones later, but stay focused on just a couple things at a time.) Each semester, record indicator numbers (e.g., “5A, 1B”) to answer each question in the first column below. The questions ask you to best represent your development priorities. Repeat this exercise each semester.

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Steps in the Mentoring Program

Step 1: Self-

Assess

Step 2: Prioritize

Step 3: Plan

Step 4: Track

• Review learning activity choices in the Learning Activity Guides.

• Work collaboratively to choose a limited number of realistic and meaningful activities.

• Select some observing, some participating, and some leading activities.

• Complete the Professional Learning Plan.

• See Professional Learning Plan on page 15 of the Planning Guide.

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42Indicator

Learning Activity (See Learning Activities Guide for options. Summarize here.) Action Steps Target Date

Professional Learning Plan Directions: Select one or two indicators at a time to develop (see previous worksheet, last row). For each indicator, select some observing, some participating, and some leading activities to help build your strengths and develop your areas for improvement. Keep in mind that activities can be tailored to suite your individual needs. Record these activities in abbreviated form below, referencing their standard/indicator (e.g., 2B), as given in the Learning Activity Guides. You can also plan action steps (to-do’s) that will help you prepare for and complete each activity. Include target dates for completing each activity as well. Discuss this plan with your mentor, and get his or her suggestions and support. Revisit this Plan frequently throughout the year and revise as needs arise. Review with your mentor at least twice per semester.

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Steps in the Mentoring Program

Step 1: Self-

Assess

Step 2: Prioritize

Step 3: Plan

Step 4: Track

• Carry out the activities on the Professional Learning Plan.

• Record all efforts to complete activities and keep a reflective diary of experiences.

• Meet at least once a quarter to review progress.

• Revise plan each semester.

• See the Progress Tracker on page 19.

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Quarterly Review

Log of Progress Personal Reflections Review Notes Activity Completed?

Indi-cator Date Actions Completed Hours*

How would you summarize your experiences? What key insights (aha’s) have you gained? What will you do differently now as a principal? Has this jogged new

opinions or ideas?

Record mentor inputand next steps

Date andMentor’s Initials

Progress Tracker Directions: This log will serve as a running diary of your work, which you can then discuss with your mentor at least once per quarter. As you work on your activities, keep track of your actions and reflect upon your experiences below. In order for this log to be most effective for you, use it regularly and frequently. This log will prompt you to stay focused on meeting the standards for principals even as events in daily school life occupy you, provide you with thought joggers for reflection activities, provide you with “talking points” as you discuss your progress with your mentor,.

* This column only needs to be completed if you are trying to earn a Professional Learning Unit (PLU) for completing this program.

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Carousel Activity45

Four steps, four small groups Self Assess Prioritize Plan Track

Create a poster presentation: What, where, when, why, how Tips for district liaisons

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Suggested Timeline46

Month ANPM-related activities

June-July • District liaison: Give superintendent and appropriate central office staff an overview of the ANPM program.

• District: Match new principal to mentor. Support and monitor progress throughout the year.

• Mentor: Attend mentor training (if not already trained).

• Mentor and new principal: Get to know each other.

August • District liaison: Provide ANPM program training for new principal and mentor.

• Mentor: Coach and support new principal during the challenging first weeks. Contact via phone, email, or in person is required every week during the first month of school. After the first month, the mentor should be in contact at least once per month, and they should have face-to-face meetings at least once per quarter.• New principal: Complete ANPM Step 1: Self

Assessment.

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Suggested Timeline47

Month ANPM-related activities

September • Mentor and new principal: Complete ANPM Step 2: Prioritize.

• Mentor and district liaison: Provide support to new principal in identifying and selecting learning activities.

• New principal and mentor: Complete ANPM Step 3: Professional Learning Plan.

OctoberNovemberDecember

• Mentor and district liaison: Provide support to new principal in completing activities in the Professional Learning Plan.

• New principal: Complete ANPM Step 4: Track.

January • All: Track progress.• New principal (with help from mentor): Revisit

self assessment and plan.

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Key Roles in the ANPM Program

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Creative Ways to Overcome Time Limitations and Other Barriers

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But new principals are so busy…50

Time Other barriers?

Brainstorm

situations

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Table Talk

Discuss strategies to overcome these barriers.

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Wrap Up