the edge characteristics of successful urban charter school leaders june 21

8/3/2019 The Edge Characteristics of Successful Urban Charter School Leaders June 21

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Lisa K. Hamm, Ph.D.

[email protected]

Peer reviewed research

National Charter School Conference

June 20-23, 2011


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Who is in the room?

National or State Leaders

Founders

Sponsors

Supporting organizations of charter schools Managementcompanies

School principals, assistant principals or admin equivalent

Other school leaders

Teachers

Researchers

Staff Developers


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Why?As educational systems advance into the 21st century,

successful leadership is as concern for inner-citycharter schools.

Leadership Crisis in Urban Charter Schools hasresulted in the lack of ability to transform schools andlow student achievement.

Successful leaders do exist. What can we learn fromthem?


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Research QuestionWhat characteristics and behaviors are exhibited in

successful inner-city charter school leaders that relatespecifically to student academic achievement?


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AndWhat characteristics

identified in theoutcomes in this studywere not mentioned inthe previous Gray andStreshly (2008) study?


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Background of the study Criteria for selecting leaders:

Enrollment over 200

Containing grades 4-8 60% or higher poverty rate


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Successful Leader Description Those who have achieved and sustained an effective

rating or better for 3 or more consecutive years


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Comparison Leaders Those with like demographics that have not achieved

or sustained and effective or better rating as identifiedby the Ohio Department of Education.


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Background This qualitative exploratory multiple case study took

place in the state of Ohio.

Five leaders were selected, 3 different successfulleaders and 2 comparison leaders were selected basedon the criteria of the study.


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Type of Study Qualitative Exploratory Multiple Case Study with an

inductive approach using interviews and observationsof 3 successful urban charter school leaders and 2comparison leaders in the state of Ohio.


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Data Collection and Analysis Interviews

Observations

See details beginning on p. 96 of the study


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Results Common characteristics and behaviors were present at

high levels in successful urban charter school leadersthat were minimally present or absent incomparison leaders.


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Findings5 Factors contributed to school success

7 Themes emerged related to the success of schoolleaders

5 Actions or Conditions Leading to Themes


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5 Factors that contributed to school success 1. Ongoing Evaluations and Goal Setting

2. Decision making

3. Vision for their schools 4. Sustained Success

5. Holistic Needs Programming


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1st Factor

Ongoing Evaluations and

Goal SettingAll leaders used data for evaluations and goal setting

but the successful leaders engaged in this processcontinually. There were differences in the way andtypes of data collection and what actions occurred as aresult of the data.


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SL vs. CL SL collected target data

used to establishincremental goals and

make action orienteddecisions based upon thedata.

Use self created

assessments for apurpose

Outcomes sharedregularly

Used data to set goalsbut at decreased ratefrom that of SL. At times

only used OAA data.


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2nd

factor: Decision MakingAware of everything possible, be involved at high levels

and be positioned to make decisions quickly andinvolved in the process of implementing the decisions.


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SL vs. CL Aware of problems and

challenges

Visible and accessible

Positioned to make decisionsquickly and implementquickly

Addressing problems quickly

minimized obstacles

Did make decisions but theimplementation time wassignificantly longer than that

of SL Obstacles increased over time


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3rd Factor

Vision for their schoolsAll SL had hopes and dreams for their schools. The

differences between the successful leaders andcomparison leaders were related to the level of activityleaders spend in communicating and acting out a cleardirection and vision.


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SL vs. CL SL created an ongoing platform

in which the leader could cast avision and navigate a cleardirection, something theseleaders do naturally. (Wholegroup, teams, and individuals)

The communicated whether ornot each stake holder washeaded in the right direction

regularly.

Plans were created to get peopleon track if they were off track.

Actions were aligned with themission

CL did not allocate timelooking into the future/forward looking

activities or planning forit

Lacked the ability to castvision in meaningfulways and did notnavigate steps along theway


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4th

factor Sustained Success The level of expectation held among successful leaders

to succeed varied.


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SL vs. CL SL were relentless

individuals who attackedchallenges no matter

how large and whoexpected success. Theydid not back down fromcommon urban issues orof leadership.

Seemed to persevereregardless of thechallenge.

CL gave what appearedto be best efforts butthey did not persevere.

Refrained from applyingenergy to combat somechallenges. Somewhatapathetic attitude in

some areas.


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5th factor

Holistic Needs Programming Differences existed related to problem solving and

educational programming in general to addressholistic needs of students.


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SL vs. CL SL had the ability to

address holistic needs ofstudents effectively. They

continued to work to findresources needed.

Students living in povertywere not limited in theiropportunities for learning,

enrichment, or resourcesin the school setting. Staffused as resource for morethan classroom teaching.

CL addressed holisticneeds but at a lower ratethan SL.


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7 Themes of Successful Urban Leaders

Theme 1: Consistent Navigation

Theme 2: Holistic Focus

Theme 3: Shared Mindset

Theme 4: Mission Alignment

Theme 5: Resourcefulness

Theme 6: Shaping and Sustaining Culture

Theme 7: Selection and Development of People


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Step 1: Groups of 7

Step 2: Number off 1-7

Step 3: Individuals in group read theme #according to group # and identify nuggets (3

min.)

Step 4: In 1 min. share summary nuggets foryour group


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Theme 1: Consistent Navigation SL have the ability to be highly engaged in daily

operations while navigating the direction and bigpicture of the organization. Leaders who employconsistent navigation have clear direction and arefaithful to their mission. SL cast vision in a wasthat includes the big picture, daily actions needed

to accomplish the mission, and communicationstrategies to achieve success.


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SL vs. CLHighly engaged whilenavigating direction

I sent you a memo on that.


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Theme 2: Holistic Focus Leaders with HF concentrate on the needs of the

whole child or whole person from different vantagepoints within the organization. They are able tocouple the focus to achieve excellence withunderstanding and reaching out to meetindividual needs. They approach each stakeholder

as a vital family member who is to be treated withspecial care and concern coupled with highexpectations of success and strong accountabilityplans. Sweat the small stuff


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SL vs. CL

Address challenges anddevelop systems ofmonitoring

Does someone have a plan tohelp me here?


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Theme 3: Shared Mindset SL had circles of people around them that had shared

values and vision while balancing their teams withdiversity of backgrounds, skills, and knowledge. New

ideas and challenge related to ways of improvingprogramming were welcomed while interpersonalstruggles and loss of focus from the desired goal arenot. Much energy is place in the development ofstrong cohesive teams.


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SL vs. CLLook beyond obstacles forinsurmountable solutions

Accept defeat more readily


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Theme 4: Mission AlignmentAll objectives, goals, and actions are set in place for

the sole purpose of mission accomplishment.Curriculum and instructional strategies is researchbased, proven to raise student achievement andaligned with the mission. Instructors, dailyprogramming, staff development, parent

communication, and community partnerships areall carefully calculated in ways that will best helpaccomplish the mission.


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SL vs. CLAll actions set in place are formission accomplishment

Lack of clarity


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Theme 5: ResourcefulnessAll leaders in the study had limited resources. All

facilities were different along with the resourceswithin. Successful leaders has strategies to tap into

resources within the community and within thestakeholders of the school.


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SL vs. CLFound non traditionalresources to meet needs

Saw lack of funds morelimiting than SL


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Theme 6: Shaping and Sustaining School

Culture This theme rated at a high level of importance as one

of the tope 3 factors in the success of leaders. Amongthe top elements existing within the cultures of these

SL are a culture of achievement, discipline,collaboration, accountability, family- orientedrelationships among colleagues and stakeholders, andrecognition and celebration of success.


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SL vs. CLWork alongside WITH

Looked on from a distance


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Theme 7: Selection and Development of

People

Extensive practices of selecting people exist and a highlevel of commitment in developing them.


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SL vs. CL

Wait for the right personthen invest in strongdevelopment

Mindset of filling position


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Distinguished actions and conditions leading

to themesAction and condition 1: Purposeful Platforms

Action and condition 2: Proven Methods

Action and condition 3: Maximum Use of Academic

TimeAction and condition 4: Relationship Capacity

Action and condition 5: Level of Expertise in TeamDevelopment


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Action and condition 1:

Purposeful Platforms Events or activities built

into the system toprovide opportunities to

cast vision, set direction,and meet needs.

Familyrelationships

LeadershipDev

Academic Review

Staff dev

In touch w students andprograms


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Proven Methods

Distinguishing factorwas the use of researchbased proven methods

for staff development,curriculum andinstructional strategies.


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Maximum Use of Academic Time Exemplary at

minimizing schooltransitions. The teaching

process beganimmediately aftertransitions throughoutthe school day. This was

a part of creating aculture of achievement. *2 minutes or less transitions

*book in hand*Start when bell rings


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Relationship Capacity SL had deeper capacity

to develop relationships

with stake holders.



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Level of Expertise in Team Development

The SL had strengthspresent in all areas by

utilizing the teammembers in the rightareas. All exhibiteddifferent strengths from

one another.


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Summary Over time SL created implemented actions and created conditions that caused 7 Themes to emerge.

The 5 factors present in the schools of SL were as follows:

1. Ongoing Evaluations and Goal Setting

2. Decision making

3. Vision for their schools

4. Sustained Success

5. Holistic Needs Programming

The 7 Themes were as follows:

Consistent Navigation Holistic Focus Shared Mindset Mission Alignment Resourcefulness Shaping and Sustaining Culture Selection and Development of People

The 5 actions and conditions that caused the themes to emerge were as follows:

Purposeful Platforms Use of Proven Methods Maximum Use of Academic Time Exhibited Relationship Capacity Level of Expertise in Team Development

the edge characteristics of successful urban charter school leaders june 21

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