strategies for effective k -12 leadership€¦ · strategies for effective k -12 leadership...

Strategies for Effective K-12 Leadership

July 17th, 2013 2:00 EDT


Introduction

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Background on Hanover Research

Research and grant development firm headquartered in Washington, DC We provide solutions for K-12 senior administrators in the areas of:

Instructional Integrity

PROGRAM EVALUATION STUDENT ACHIEVEMENT CURRICULUM AUDIT EFFECTIVE ASSESSMENTS PROFESSIONAL DEVELOPMENT

SCHOOL CLIMATE & PERCEPTION PARENT SATISFACTION COMMUNITY AWARENESS ALUMNI ENGAGEMENT BOND/LEVY COMMUNITY EDUCATION EXTRACURRICULAR OPPORTUNITIES

Community Engagement

LABOR MARKET OUTLOOK CAREER/COLLEGE READINESS DROP OUT PREVENTION 21ST CENTURY LEARNING ENVIRONMENTS & TEACHING STRATEGIES TECHNOLOGY INTEGRATION STUDENT HEALTH & WELLNESS

Student Success

Resource Management & Transformation

OPERATIONAL EXCELLENCE COMPETITIVE BENCHMARKING ENROLLMENT MANAGEMENT

Grant Development

CAPACITY BUILDING & PRE-PROPOSAL PROPOSAL DEVELOPMENT POST-AWARD COMPLIANCE


Outline

Leadership frameworks

Leadership development programs

Leadership evaluations

During today’s webinar, we will cover the following topics:

Succession Management

Principal Preparation- Dr. Glenn Pethel


Best Practices in Educational Leadership

Developing a true understanding of how best to support teachers

Managing the school curriculum in order to promote student learning

Helping schools transform into more effective organizations that better promote meaningful teaching and successful learning

Increase in literature on principal effectiveness

Three Key Aspects Of The Responsibilities Of A School Principal


Characteristics of Effective Superintendents

Key characteristics of effective superintendents

Instructional leadership Visionary leadership

Leadership vs. Management

Communication and Collaboration


Principal Preparation Programs

Effective principal preparation programs should include:

Source: Hess and Kelly , Harvard University

Instruction on accountability, managing with data, and utilizing research

Hiring, recruiting, evaluating, and terminating personnel

Overseeing an effective instructional program

Exposing candidates to diverse views regarding educational and organizational management


Superintendent Preparation Program Design

Potential outcomes:

Systemic outcomes

Individual outcomes

Source: W.K. Kellogg Foundation

Individual outcomes

Organizational outcomes

Community outcomes

Field of leadership outcomes


Leadership Evaluations

Educational Leadership Policy Standards: Setting a widely shared vision for learning Developing a school culture and instructional program conducive to student

learning and staff professional growth Ensuring effective management of the organization, operation, and resources

for a safe, efficient, and effective learning environment Collaborating with faculty and community members, responding to diverse

community interests and needs, and mobilizing community resources Acting with integrity, fairness, and in an ethical manner Understanding, responding to, and influencing the political, social, legal, and

cultural context

Source: American Institutes for Research and Council of Chief State School Officers


How School Boards Evaluate Leaders

Type of Procedure Board Uses to Evaluate Superintendent

Number of Pupils in District

Procedure 25,000+ 3,000-24,999 Total*

Number Percent Number Percent Number Percent

Formal 64 68.1% 294 53.9% 1197 53.7%

Informal 4 4.3% 51 9.4% 259 11.6%

Both 25 26.6% 189 34.7% 730 32.3%

Not Evaluated 1 1.0% 11 2.0% 54 2.4%

*Total includes superintendents from all districts surveyed, including those with fewer than 3,000 pupils. Source: AASA, State of the American School Superintendency: A Mid-Decade Study


Presenter

Dr. Glenn Pethel Executive Director of Leadership

Development for Gwinnett County Public Schools


Principal Preparation



Our discussion today

Importance of principal training

Considerations in starting a program

Gwinnett’s experience: Principal Training

Meeting the challenge



Leadership Imperatives Leadership matters.

In difficult times, leadership matters even more.

In periods of significant organizational transition, leadership is the major

controlling factor in explaining organizational performance.



“… bombarded with multiple theories of leadership and management, school principals will likely experience a significant amount of role conflict and overload…” -Catano & Stronge (2007)



Leadership key to student learning

“Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school.” -- How Leadership Influences Student Learning, Kenneth Leithwood, et al, University of Minnesota, University of Toronto, 2004 “Six years later we are even more confident about this claim.” -- Learning from Leadership: Investigating the Links to Improved Student Learning, Louis, et al, 2010



Principals: Key to teaching quality “It is the leader who both recruits and retains high quality staff. Indeed, the number one reason for teachers’ decisions about whether to stay in a school is the quality of administrative support – and it is the leader who must develop this organization.” -- Preparing School Leaders for a Changing World, Linda Darling-Hammond, et al, Stanford University, 2007



What effective principals do Shape a transformational vision of

academic success for all students Create a hospitable climate Manage people, data and processes Improve instruction

Lead the professional learning community

Cultivate leadership in others Lead the leadership team

Source: The School Principal as Leader: Guiding Schools to Better Teaching and Learning, January 2012



But: A good leader is hard to find There is no shortage of certified principals – but there is a shortage of qualified principals -- Beyond the Pipeline, 2003

50% of superintendents around the country report difficulty finding qualified principals. 61% of superintendents in urban areas can’t find the leaders they need -- Preparing School Leaders for a Changing World, 2007

There needs to be a match between the district’s needs and the leaders that the programs produce -- Districts Developing Leaders, 2010



Considering your own program

Need: Does your district have a need that is not being met through external leadership development programs?

Commitment: Would an aspiring principal preparation program align to the district’s priorities, and would it have commitment at the highest levels of the organization?

Resources: Do you have access to the human and financial resources to develop and run an aspiring principal academy?



A note on resources What options do I have if my district answered “yes” to having the need and commitment, but “no” to having the resources?

Human Resource Challenge

Financial Resource Challenge

Get development support: Work with external partner to develop program and train trainers, then take over program internally

Bring external programs in-house: Contract with partner to run program customized to your district’s needs

Seek external funding: School leadership is a growing focus for foundations and continues to be an opportunity for federal grants

Find economies of scale: Partner with other districts building similar programs on program development and/or execution



The Need: Growth in Gwinnett has been constant for over three decades…

62,17780,220

104,552135,392

159,000 162,500 168,000

020,00040,00060,00080,000

100,000120,000140,000160,000180,000

GCPS Enrollment



From 2013 to 2017 Gwinnett County Public Schools could need… 53 principals 133 assistant principals

School Year Principals Assistant Principals

2013-14 7 25

2014-15 9 20

2015-16 8 28

2016-17 13 30

2017-18 16 30

TOTAL 53 133

*Illustrative



GCPS Principals: Years of Experience

76

36

15 4 1 0

10

20

30

40

50

60

70

80

0-5 yrs 6-10 yrs 11-15 yrs 16-20 yrs 21-30 yrs

132 Principals



Expectations for GCPS Leaders

Seven Quality Concepts: 1. Customer Focus 2. Data-driven Decisions 3. Teamwork 4. Passion for Quality 5. Continuous Improvement 6. Education and Training for All 7. Rewards and Recognition



A Gwinnett Quality- Plus Leader

Focuses on results Views accountability as a value Passionately exhibits the three E’s

Has high Energy Energizes others Executes by consistently turning vision into desired results

Leads by example



Aspiring Principal Program

Initiative began in January 2007. The 7th cohort is now in session. Designed for assistant principals aspiring to be principals. Based on the tenets of a Practicing Quality organization with “Quality-

Plus” leaders. 12 class sessions and a semester residency. Addresses the school district’s need for succession planning. 152 APP graduates and 18 current cohort members. 94 GCPS schools

(71%) are currently led by an APP trained principal.



Aspiring Principal Program Appointment Data Summary, Cohorts 1-7

94 55%

17 10%

5 3%

54 32%

Current Principal

Former Principal

Other DistrictLeadership



Aspiring Leader Program

Initiative began in January 2010. The 4th cohort in now in session with 54 class members.

Designed for teachers aspiring to be assistant principals. The ALP curriculum is aligned with ISLLC Standards and Georgia Leader

Performance Standards. Of the 167 ALP participants to date, 114 have been appointed to AP,

Principal, or district leader positions.



Aspiring Leader Program Appointment Data Summary, Cohorts 1-4

2 1%

111 66% 1

1%

53 32%

Current Principal

Current AP

Other DistrictLeadershipNot Current GCPSLeader



Evaluation Findings on AAP

External research: Five studies by the University of Georgia, with a sixth scheduled, reveal effectiveness of program and perception of teachers of program graduates.

The Broad Foundation assessments: The most highly effective program among those funded by Broad.

Internal research: High learning and preparedness ratings from program participants and graduates; some positive correlations to student achievement but not consistently demonstrated with statistical significance.



Context for GCPS Leadership Development Model and Logic Model Unity of purpose Training and development visible and important Depicts a learning organization Logically consistent (all the separate parts fit together and add up to a

harmonious or credible whole) Shows lucidity and reason (it makes sense) Easy for others to understand



“The civil rights issue of our times”

“Our challenge is to make sure every child has a fair chance to succeed in life. That is why education is the

great civil rights issue of our times.” President George W. Bush

January 19, 2002

“Too many of our kids are dropping out of schools. That’s not a white, black or brown problem. That’s everybody’s problem.” President Barack Obama April 5, 2011

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=aVlyEZbYBXWJ5M&tbnid=-wCXwuNw8T1_jM:&ved=0CAUQjRw&url=http://emergingcorruption.com/2012/08/the-ghost-of-george-w-bush/&ei=t7ttUf2aOLLa4AO-y4GACg&psig=AFQjCNEHNSX7UKz3zAW-QwH91vjkUm3I8Q&ust=1366232306426710

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=gTN07eL3ZnNwWM&tbnid=_urCt4PyWT3nkM:&ved=&url=http://www.motherjones.com/kevin-drum/2012/12/four-theories-would-allow-president-obama-ignore-debt-ceiling&ei=hrRtUeTOKvep4AOn4IGIBw&bvm=bv.45175338,d.dmg&psig=AFQjCNG92RGSLS4ChFO0tY4KWL4xqfTeig&ust=1366230534945780



A disadvantage you can address

“There’s no such thing as a high-performing school without a great principal. It is impossible. … We’ve never asked so much of them. There’s nothing more important because the stakes have never been higher for our country.”

Secretary of Education Arne Duncan 2010



Resources



Resources

http://www.goodreads.com/book/photo/210009.Leadership_on_the_Line_Staying_Alive_Through_the_Dangers_of_Leading



Suggested information sources

Southern Regional Education Board School leadership training and

consulting Extensive research, program

evaluation, and benchmarking studies available for download

The Wallace Foundation Knowledge Center



Suggested information sources


Q&A

Web: www.hanoverresearch.com E-mail: [email protected] Phone: 202.559.0050

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strategies for effective k -12 leadership€¦ · strategies for effective k -12 leadership...

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