Using Turnaround Leader Competencies

Copyright © 20XX American Institutes for Research. All rights reserved.

Professional Learning Module

Purpose, Overview, and Outcomes

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Professional Learning Module

Using Turnaround Leader Competencies for Recruitment, Selection, and Development of Turnaround Leaders

Part 1: Understanding Turnaround Leader Competencies

Part 2: Recruiting and Selecting Turnaround Leaders

Part 3: Developing and Supporting Turnaround Leaders

Using Turnaround Leader Competencies

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Acknowledge the unique challenges of leading school turnaround.

Identify leader competencies and actions associated with turnaround success.

Understand the importance of competencies in turnaround leader selection and development.

Analyze school leader behaviors to identify evidence of competencies.

Part 1: Understanding Turnaround Competencies

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Understand the importance of competencies in recruiting and selecting turnaround leaders

Understand how to recruit leaders with competencies to turn around persistently low-performing schools.

Design a competency-based interview and selection process for turnaround leaders.

Assess and improve the recruitment and selection process to more effectively select turnaround leaders.

Part 2: Recruiting and Selecting Turnaround Leaders

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Understand the rationale and implications for district involvement and implementation of appropriate infrastructure in the development of turnaround leaders.

Examine high quality adult learning and implications for competency based development of turnaround principals.

Explore how districts can use competency models for principal supervisors & others to develop principals.

Part 3: Developing and Retaining Turnaround Leaders

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Using Turnaround Leader Competencies

Copyright © 20XX American Institutes for Research. All rights reserved.

Part 1: Understanding

Turnaround Competencies

Research indicates the following: Leaders effect dramatic change; there are no documented

cases of school turnaround without a strong leader. Leaders affect teaching, either directly through feedback

on instruction or indirectly by attracting and retaining effective teachers.

Leaders affect student achievement; leadership is second only to classroom instruction among all school-related factors that contribute to student achievement.

(Leithwood, Louis, Anderson, & Wahlstrom, 2004)

School Leadership Matters

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“Turnaround efforts are made when organizations are in a state of

entrenched failure. Leaders who would otherwise succeed

often fall short in a turnaround.”

(Steiner & Hassel, 2011, p. 2)

Turnaround Leaders

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Turnaround Leader Competencies

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Competencies are underlying motives and habits—or patterns of thinking, feeling, acting, and speaking—that cause a person to be successful in a specific job or role.

Competencies lead to actions that lead to outcomes.

Competencies explain some of the differences in performance levels of leaders.

Behavior event interviews that probe for information about past events can be used to measure competencies that predict future job performance.

(Steiner & Hassel, 2011)

Competencies

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“Competency research suggests that outstanding performance in complex jobs—ones in which most candidates have a similar educational history and

significant autonomy over daily work tasks—is driven more by underlying competencies than by

readily observed skills and knowledge.”

Competencies

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(Steiner & Hassel, 2011, p. 5)

Turnaround Leader Competencies

• Self-Confidence / Commitment to Student Learning

• Belief in Learning Potential

• Analytical Thinking

• Conceptual Thinking

• Impact and Influence

• Team Leadership /Engaging the Team

• Developing Others

• Achievement /Focus on Sustainable Results

• Monitoring & Directiveness /Holding People Accountable

• Initiative & Persistence• Planning Ahead

Driving for Results

Influencing for Results

Problem Solving

Personal Effectiveness

(Public Impact, 2008; Spencer & Spencer, 1993; UVA Partnership for Leaders in Education, 2014)

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Read the case study. Identify evidence of competencies by underlining words or

phrases. Note which competency you observe in the margin. Mark with one or two plus signs (++) for evidence of

strength in the competency. Mark with one or two minus signs (- -) for evidence of

weakness in the competency. Discuss your findings.

Activity: Analyze Case Study forTurnaround Leader Competencies

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In pairs, discuss the following: Which competencies displayed in the case study are most

crucial to turnaround success? What uses do you see for competencies in selecting and

developing turnaround leaders? What questions remain for you?

Be ready to share two nuggets from your conversation with the larger group.

Debrief: Turnaround Leader Competencies

Talent Development Framework

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Source: Center on Great Teachers and Leaders (2014)(Center on Great Teachers and Leaders, 2014)

ReferencesBrinson, D., Kowal, J., & Hassel, B.C. (Public Impact). (2008). School turnarounds: Actions

and results. Retrieved from http://www.centerii.org/survey/downloads/Turnaround%20Actions%20and%20Results%203%2024%2008%20with%20covers.pdf

Center on Great Teachers and Leaders. (2014). Talent development framework for 21st century educators: Moving toward state policy alignment and coherence. Washington, DC: Author. Retrieved from http://www.gtlcenter.org/talent_development_framework

Hassel, E. A., & Hassel, B. (2009). The big U-turn: How to bring schools from the brink of doom to stellar success. Education Next. 9(1). Retrieved from http://educationnext.org/files/ednext_20091_20.pdf

Hitt, D. H. (forthcoming). Beyond turnaround: Positioning schools for ongoing growth. Charlottesville: Center for School Turnaround & University of Virginia’s Darden/Curry Partnership for Leaders in Education.

Kowal, J. & Hassel, E. A. (Public Impact). (2005). Turnarounds with new leaders and staff. Washington, DC: Center for Comprehensive School Reform and Improvement. Retrieved from http://www.schoolturnaround.org/PUBLIC%20Impact%20-%20Turnarounds%20with%20New%20Leaders.pdf

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ReferencesLeithwood, K., Louis, K. S., Anderson, A., & Wahlstrom, K. (2004). How leadership

influences student learning. Toronto: Center for Applied Research and Educational Improvement and Ontario Institute for Studies in Education.

Public Impact. (2008). School turnaround leaders: Competencies for success. Chapel Hill, NC: For the Chicago Public Education Fund. Retrieved from http://publicimpact.com/web/wp-content/uploads/2009/09/Turnaround_Leader_Competencies.pdf

Spencer, L. M., & Spencer, S. M. (1993). Competence at work: Models for superior performance. New York: John Wiley and Sons, Inc.

Steiner, L., & Hassel, E. A. (Public Impact). (2011). Using competencies to improve school turnaround principal success. Charlottesville: University of Virginia’s Darden/Curry Partnership for Leaders in Education. Retrieved from www.DardenCurry.org Using Competencies to Improve School Turnaround Principal Success

Zhu, G., Hitt, D. H., & Woodruff, D. (forthcoming). Principal competencies that make a difference: Identifying a model for leaders of school turnaround. Charlottesville, VA: University of Virginia’s Darden/Curry Partnership for Leaders

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Using Turnaround Leader Competencies

Copyright © 20XX American Institutes for Research. All rights reserved.

Part 2: Recruiting and Selecting

Turnaround Leaders

“Typical school district practices are not designed to recruit and select

talent for challenging schools, including the bold leaders needed for

turnaround schools.”

Turnaround Leaders

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(Steiner & Hassel, 2011, p. 2)

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Years of experience and academic degrees are not accurate predictors of performance.

Competencies—habits of behavior and underlying motivations—can be used to distinguish among performance outcomes.

Using competencies to select turnaround leaders could increase the likelihood that turnaround efforts succeed.

Competency-Based Talent Management

(Steiner & Hassel, 2011)

Talent Management

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P

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Recruitment. The district engages in intensive efforts to attract a large and

diverse pool of prospective principal candidates from both internal and

external sources.

Initial Eligibility Screen. The district makes a preliminary assessment as to

each candidate’s basic eligibility.

District Competency Screening. The candidate is evaluated by trained

selectors against an objective set of criteria (interviews and performance

tasks).

School Fit Panel Interviews. From interviews, a diverse group of school

representatives makes a recommendation as to the candidate’s potential fit

with their school.

Hiring. The district superintendent or an appropriate designee formally

approves the hire.

Recruitment and Selection Process

(TNTP, 2006)

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Activity: Principal Hiring Scorecard

ReferencesCenter on Great Teachers and Leaders. (2014). Talent development framework for 21st century educators: Moving toward state policy alignment and coherence. Washington, DC: Author. Retrieved from http://www.gtlcenter.org/talent_development_framework

Cheney, G., Davis, J., Garrett, K., & Holleran, J. (2010). A new approach to principal preparation: Innovative programs share their practices and lessons learned. Rainwater Leadership Alliance. Retrieved from http://www.anewapproach.org/docs/a_new_approach.pdf

Clifford, M. (2012). Hiring quality school leaders: Challenges and emerging practices. Washington, DC: American Institutes for Research. Retrieved from http://www.air.org/resource/hiring-quality-school-leaders-challenges-and-emerging-practices

Doyle, D., & Locke, G. (2014). Lacking leaders: The challenges of principal recruitment, selection, and placement. Washington, DC: Fordham Institute. Retrieved from http://publicimpact.com/lacking-leaders/

Kowal, J., & Hassel, E. A. (2011). Importing leaders for school turnarounds: Lessons and opportunities. Charlottesville: University of Virginia’s Darden/Curry Partnership for Leaders in Education. Retrieved from http://www.darden.virginia.edu/uploadedFiles/Darden_Web/Content/Faculty_Research/Research_Centers_and_Initiatives/Darden_Curry_PLE/School_Turnaround/importing-leaders-for-school-turnarounds.PDF

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ReferencesPublic Impact. (2008). School turnaround leaders: Selection toolkit. Chapel Hill, NC: Author. Retrieved from http://www.publicimpact.com/publications/Turnaround_Leader_Selection_Toolkit.pdf

Public Impact. (2015a). Opportunity culture recruitment toolkit. Chapel Hill, NC: Author. Retrieved from http://opportunityculture.org/wp-content/uploads/2015/04/Recruitment_Toolkit-Public_Impact.pdf

Public Impact. (2015b). Opportunity culture selection toolkit. Chapel Hill, NC: Author. Retrieved from http://opportunityculture.org/selection-toolkit/

Spencer, L. M., & Spencer, S. M. (1993). Competence at work: Models for superior performance. New York, NY: John Wiley and Sons.

Steiner, L., & Hassel, E. A. (2011). Using competencies to improve school turnaround principal success. Charlottesville: University of Virginia’s Darden/Curry Partnership for Leaders in Education. Retrieved from http://www.darden.virginia.edu/uploadedFiles/Darden_Web/Content/Faculty_Research/Research_Centers_and_Initiatives/Darden_Curry_PLE/School_Turnaround/using-competencies-to-improve-school-turnaround.pdf

TNTP. (2006). Improved principal hiring: The New Teacher Project’s findings and recommendations for urban schools. Brooklyn, NY: Author. Retrieved from http://www.broadeducation.org/asset/1128-tntpimprovedprincipalhiring.pdf

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Using Turnaround Leader Competencies

Copyright © 20XX American Institutes for Research. All rights reserved.

Part 3: Developing and Supporting Turnaround Leaders

1. Commit to Success

2. Choose Turnarounds for the Right Schools

3. Develop a Pipeline of Turnaround Leaders

4. Give Leaders the “Big Yes” – Autonomies

5. Hold Leaders Accountable for Results

6. Prioritize Teacher Hiring in Turnaround Schools

7. Proactively Engage the Community(Kowal, Hassel, & Hassel, 2009)

How District Leaders Manage Turnarounds

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Accountability must be a reciprocal process. For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation. Likewise, for every investment you make in my skill and knowledge, I have a reciprocal responsibility to demonstrate some new increment in performance. This is the principle of "reciprocity of accountability for capacity." It is the glue that, in the final analysis, will hold accountability systems together.

-Elmore, 2002

Support and Accountability

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• Turnaround principals need district support to be effective

• Accountability is an important part of securing turnaround principal success, but . . . accountability alone will not enable people or organizations to sustain authentic change

~~~(Hitt, 2015; Hitt & Tucker, 2015)

Support and Accountability: An Unbeatable Match

1. Describe how you define “supporting” someone. Include 2 synonyms for support.

2. Describe how you define “holding someone accountable.”

Include 2 synonyms for accountability.

3. How might both work together for development?

Seeking Balance

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Supporting

Monitoring / measuring

Generating insight

Teaching new concepts/skills

Coaching & Mentoring

Reflecting on practice

Setting goals

Observing

Assessing formatively

Providing feedback

Your ideas!

Holding Accountable

Monitoring / measuring

Reminding

Calling attention to

Checking on

Pointing out

Expecting

Redirecting

Assessing summatively

Evaluating

Your ideas!

Development = Supporting + Holding Accountable

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1) Diagnosing competency levels

2) Setting leader development goals

3) Facilitating leader development opportunities

4) Frequently observing and provide feedback

5) Monitoring for performance improvement

How do Districts, via Principal Supervisors, develop turnaround principals?

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ReferencesCCSSO Principal Supervisor Standards, forthcoming

Drago-Severson, Blum-DeStefano, & Ashgar, 2011)Brinson, D., Kowal, J., & Hassel, B.C. (Public Impact). (2008). School Turnarounds: Actions and results. Retrieved from http://www.centerii.org/survey/downloads/Turnaround%20Actions%20and%20Results%203%2024%2008%20with%20covers.pdf

Center on Great Teachers and Leaders. (2014). Talent development framework for 21st century educators: Moving toward state policy alignment and coherence. Washington, DC: Author. Retrieved from http://www.gtlcenter.org/talent_development_framework

Hassel, E. A., & Hassel, B. (2009). The big U-turn: How to bring schools from the brink of doom to stellar success. Education Next. 9(1). Retrieved from http://educationnext.org/files/ednext_20091_20.pdf

Hitt, D. H. (2015). “What it takes for a turnaround: Principal competencies that matter for student achievement. A guide to thoughtfully identifying and supporting turnaround leaders. Center on School Turnaround at WestEd & University of Virginia Partnership for Leaders in Education.

Hitt. D. H. (2015). Sustained improvement: Building on the turnaround and continuing growth in previously low-performing schools. Center on School Turnaround at WestEd & University of Virginia Partnership for Leaders in Education.

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ReferencesHitt, D. H. & Tucker, P. D. (2015). Systematic review of key leader practices found to influence student

achievement: A unified framework. Review of Educational Research.

Kowal, J. & Hassel, E. A. (Public Impact). (2005). Turnarounds with new leaders and staff. Washington, DC: Center for Comprehensive School Reform and Improvement. Retrieved from http://www.schoolturnaround.org/PUBLIC%20Impact%20-%20Turnarounds%20with%20New%20Leaders.pdf

Leithwood, K., Louis, K. S., Anderson, A., & Wahlstrom, K. (2004). How leadership influences student learning. Toronto: Center for Applied Research and Educational Improvement and Ontario Institute for Studies in Education.

Public Impact. (2008). School turnaround leaders: Competencies for success. Chapel Hill, NC: For the Chicago Public Education Fund. Retrieved from http://publicimpact.com/web/wp-content/uploads/2009/09/Turnaround_Leader_Competencies.pdf

Spencer, L. M., & Spencer, S. M. (1993). Competence at work: Models for superior performance. New York: John Wiley and Sons, Inc.

Steiner, L., & Hassel, E. A. (Public Impact). (2011). Using competencies to improve school turnaround principal success. Charlottesville: University of Virginia’s Darden/Curry Partnership for Leaders in Education. Retrieved from www.DardenCurry.org Using Competencies to Improve School Turnaround Principal Success

Wallace Foundation (2013). Rethinking leadership: The changing role of principal supervisors. Retrieved from http://www.wallacefoundation.org/knowledge-center/school-leadership/district-policy-and-practice/Documents/Rethinking-Leadership-The-Changing-Role-of-Principal-Supervisors.pdf. 35

Partner OrganizationsFor more information on the Partner Organizations:

Center on Great Teachers and Leadershttp://www.gtlcenter.org/

Center on School Turnaroundhttp://centeronschoolturnaround.org/

Public Impacthttp://publicimpact.com/

UVA Darden/Curry Partnership for Leaders in Educationhttp://www.darden.virginia.edu/darden-curry-ple/

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