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THE PRINCIPAL PIPELINES

2018

Office of Leadership Vision and Mission

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Our Vision

To serve and advance Shelby County Schools and the citizens of Memphis by being

the State of Tennessee’s premier knowledge, research, and development epicenter for

Transformational and Turn-Around Leaders.

Our Mission

Leadership Development in Shelby County Schools incites well-developed

participants into action and encourages engagement in the academic, social,

political, and managerial aspects of leadership, as well as community

partnerships. Actively participating in impactful, leadership development thus

creates a cadre of well-equipped, diverse leaders who are knowledgeable,

visionary, prudent, courageous, judicious, and efficacious.

THEORY OF ACTION

Office of Leadership Development

If the Office of Schools and Leadership improves the quality of school leaders, then the District is able to sustainably increase student achievement. If the Office of Schools and Leadership increases achievement, then a larger pool of viably educated citizens are posed to make Memphis a better city-reducing the crime rate; thus positioning the City of Memphis to be stronger economically and more attractive nationally.

Departmental Priorities that Improve Leadership Practice

Communicating the

vision and strategies

for academic success

Recruiting and

selecting effective

school leaders

Building and

developing effective

school leaders

Holding school leaders

accountable for

academic success

Strong School Leaders

Leaders who reinforce and implement the vision and strategies for academic success, set a positive school

climate and culture for learning, support and developing teachers, while holding teachers accountable for

academic success.

Improved Classroom Instruction

Students and their achievement is the primary focus

Improved Student Outcomes

Better outcomes for students, ultimately creating job opportunities and a stronger Memphis

Community

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Principal Pipelines

Beginning in the 2018/19 school-

year there are only three (3)

pathways by which a

Principalship might be obtained.

They are as follows:

• Leadership3 “Grow Our Own”

• New Leaders

• Governor’s Academy for

School Leadership (GASL)

PRINCIPAL SELECTION PROCESS

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Interview and Role Play with ILDs

Interview with Cross-Functional Team with School Entry Plan

Proposal

Meet with Asst. Superintendents

Finalist Engagement with Chief of Schools

Superintendent Interview and

Decision

AUDIENCE

TRAINING

One-week summer induction

Seven in-person group training sessions

Web tutorials

PRACTICE

Leading a teacher team

Job-embedded assignments

Video recording practice

FEEDBACK

Regular coaching sessions

Three learning meetings

Emerging LeadersEmerging Leaders helps our partners build a robust pipeline of well-prepared future leaders

• Audience

• Residents 2017: 11

• Outcome: 20% or Three (3) Residents secured a Principalship.

Aspiring LeadersThe mission is to ensure high academic achievement for all children, especially students in poverty and students of color, by

developing transformational school leaders and advancing the policies and practices that allow great leaders to succeed.

Aspiring Principals prepares tomorrow’s principals to deliver breakthrough results, equipping them with the skills to build

thriving schools where teachers grow, and students excel. This is done through a year-long residency with a highly effective

principal.

Governor’s Academy for School Leadership (GASL)

GASL is a unique partnership between the state of Tennessee, Vanderbilt

University’s Peabody College and local school districts to cultivate and develop

future school leaders and improve school effectiveness and student performance.

Each assistant principal selected for GASL will be paired with an experienced

principal mentor, must attend monthly group training sessions and a week-long

summer institute at Vanderbilt, and intern three days a month at his or her mentor’s

school. Upon completion of the academy, participants will be expected to pursue

placement as a school principal in their districts or regions.

LEADERSHIP3

Rigorous Selection

Robust Learning Plan

Quality & Differentiated

Coaching

Measured Monitoring

Intense Support

Leadership3 Focus

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Instructional Leadership

involves setting clear goals, managing curriculum, monitoring

lesson plans, allocating resources and evaluating teachers

regularly to promote student learning and growth. Quality of

instruction is the top priority for the instructional principal.

Executive Leadership

is the ability of those who manage or direct employees in an

organization to influence and guide these individuals. Those

leading executive leadership processes typically oversee such

business activities as fulfilling organizational goals, strategic

planning development and overall decision making.

Disruptive Leadership

it describes someone in a leadership position who is always

looking for better solutions, and ways to improve processes and

the business overall, and isn’t afraid to shake things up to get

the necessary results.

LEADERSHIP3 LOGISTICS

•Instructional Leadership Seminar:

One (1) Weekend a month (Friday night and Full day Saturday)

University of Memphis

•Leadership Observations Shadows

One (1) day a month (Select Schools)

•Executive Leadership Seminar

One (1) day a month (Consultants) SCS Leadership Partners

•Leadership Strategy Seminar

2.0 hours once a month after school

•Leadership Operations Seminar

2.0 hours once a month after school

•Instructional, Executive, and Disruptive Leadership Coaching

given in the form of One-on –One and in Cohort. In addition

ILDs and Principal are Coaching Partners as well.

•Selected for the Principalship: 6 = 40%

Four Clusters of CompetenceThese are the competencies – or consistent patterns of thinking, feeling, acting and

speaking – needed for school turnaround leader success.

• Achievement

• Initiative and Persistence

• Monitoring and Directiveness

• Planning Ahead

• Impact and Influence

• Team Leadership

• Developing Others

• Analytical Thinking

• Conceptual Thinking

• Self-Confidence

• Driving for Results Cluster

• Influencing for Results Cluster

• Problem Solving Cluster

• Showing Confidence to Lead

From Public Impact

Turnaround Leader Competencies

From Public Impact

Effective School Leader Characteristics

Qualifications

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Leadership3

• Administrative Certification

• Graduate Degree in Education

Administration/Leadership or equivalent

• Minimum of 3.5 (2016-2017 and 2017)

TEAM Score/NIE Score 3.5

• Minimum of two (2) years as an

Assistant/Vice Principal.

LEADERSHIP3

Candidates are rigorously selected from a writing exercise, data analysis activity, and a cross-functional interview panel.

Once selected the candidates are called Fellows. The Fellows begin a year long developmental program. The Fellows will work with the University of Memphis earning six (6) Graduate Credit Hours

Fellows then engage in development from the ten (10) Competencies from Public Impact from The University of Virginia. They will also have coaching and development with The Office of Leadership, Identified Mentors, ILD’s, Select Principals, and noted authors and vendors.

Upon successfully mastering the tenants of the program, The Fellows now qualify to ascend to the Principalship. They will be taken through The Principal Selection Process. After meeting Superintendent, approval—The Fellow then becomes a Principal!

Steps in the

Process

THE ADMINISTRATOR BRIDGE

• Selected for the Principalship: 6 = 40%

• Designed to support:

• Assistant principals

• Key Strategies:

• Implement practical steps for self-improvement

• Master the fundamentals of leadership

• Foster high expectations and growth mindset

• Intended Outcome:

Participants will become more focused in their deficit area and be ready to assume the principalship

• Support Through:

• Targeted learning opportunities

• Coaching

• Leaders to Learn From

Currently

• We are working with New Leaders on a SEED Grant Proposal. We have submitted and are awaiting a response.

• We are in the process of completing a report for the TDOE about Leadership3

2017-18 and its successes.

• We are in the process of adding on to Leadership3 via an Addendum. The TDOE has provided for an expansion of the Leadership Development work. We plan to add five (5) PLC Coaches into the Leadership Development work.

• We are expanding the role and revising characteristics of our Leaders to Learn From. They will continue to provide mentorship to our novice principals and coaching to our aspiring principals.

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THANK YOU!