Transcript Document

Effective Principals in Our Schools Take
Commitment and Focus
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Building a Foundation
of Strong Leaders
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Hillsborough County Public Schools
 8th largest school district in the nation - 194,000 students
 Largest employer in Hillsborough County - 25,000 employees
 144 elementary, 46 middle, 27 high schools, 4 career centers, 43 charter schools
 Includes dense urban core, as well as farmland and suburban
 57.8% of students economically disadvantaged
 25% of families speak language other than English
HCPS – largewww.OurStudentsOurFuture.org
and diverse
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Ensuring a Legacy of Student Success
We all win when our principals and teachers
are empowered and provided with the right support.
And we all benefit when our students are
better prepared for college or a career.
With these goals in mind, Hillsborough County Public Schools is
transforming the way we identify and train our aspiring and new
leaders, through the Hillsborough Principal Pipeline.
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“You do not get high quality teaching
in every classroom without principals
functioning as instructional leaders.
There will be pockets of excellence but
it will not be taken to scale.”
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Supporting
& Developing
Future Leaders
The Hillsborough
Principal Pipeline
consists of four
integrated components:
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Defined Leadership
Hillsborough Principal Pipeline
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Hillsborough County Public Schools
Instructional leaders in HCPS work to ensure
there are positive and safe working and
learning conditions in place for students and
teachers while keeping a laser-like focus on
student achievement by improving teacher
effectiveness.
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Domains of
School
Leadership
School Culture
Instructional Leadership
School
Operations
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Human
Capital
Management
What do we
expect of our
principals in
HCPS? What
key levers
drive teacher
and student
learning and
school
improvement?
School Leader Selection Competencies
Instructional
Leadership
•Achievement Focus
•Instructional
Expertise
•Visionary
Leadership
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Organizational
Leadership / School
Culture
•Relationship
Building
•Problem Solving and
Strategic Thinking
•Change
Management and
Continual Learning
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Human Capital
Management
•Managing and
Developing People
•Recruitment and
Staffing
Selection Competency Sample
Instructional Leadership: Achievement Focus
Sets and Achieves Challenging Goals
Future Leader
Academy
Sets rigorous
goals and
growth
targets for
students in
their
classroom
and is
successful in
meeting
them.
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Assistant Principal
Induction Program
Supports
other
teachers to
plan rigorous
growth
targets for
their
students.
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Preparing New
Principals
Program
Consistently
and
collaboratively
sets rigorous
goals for
teachers and
teams, aligned
to the school’s
goals and SIP.
Principal
Induction
Program
Plans rigorous
growth targets
for a number of
students,
monitors
progress
against goals,
and has a track
record of some
success.
Experienced
Principal
Establishes a
rigorous,
comprehensive
system for whole
school goalsetting and
measurement of
success; engages
staff in closing
gaps among
student
subgroups.
Recruitment and PreService Training
Hillsborough Principal Pipeline
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University Partnerships
• Convening of six local educational leadership
providers
• Ongoing partnership with two of the educational
leadership providers
-Quality Measures Review (assess program quality)
-Data Sharing (graduate placement and performance)
-Program Improvements
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Selective Hiring
Hillsborough Principal Pipeline
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Improving Hiring Practices
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Competency
Based Interview
Questions and
Role Plays /
Scenarios for APs
and Principals
5 Year Vacancy
Model
School Profile
Leader Tracking
System and Data
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On the Job Evaluation and
Support
Hillsborough Principal Pipeline
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Accelerating Principals’ Impact
Student Achievement
Accelerating the impact principals have on student achievement from
their first year in the building
Goal
Trajectory
Typical
Trajectory
0
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2
3
Time in Years
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5
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Supporting District Priorities Through Coaching
Good to Great Performance
Targeted
Coaching
Pipeline
Programs
(FLA, APIP,
PNP, PIP)
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Coaching
SAM
Principals
Professional
Development
for School
Leaders
Principal PLCs
(SREB, Fierce,
Book Studies,
Summer
Institutes)
From Area Director to Area Leadership Director (Supporting
Principals to become More Effective Instructional Leaders)
Monthly Training focused on effective supervision
and coaching
Monthly in the field coaching with executive
leadership coaches
Monthly planning with principal coaches to provide
differentiated supports to principals
Administrative Support Center to problem
solve with parents and schools
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School Administration Manager (SAM) Project
• Change of Principal Time Use Leads to:
SAMs: a simple idea to redirect the power of principals by changing how they
spend time. The average US principal spends less than 24% of the day on
teaching and learning. SAM principals spend the majority of their time improving
teaching and learning by using a SAM, a person trained in business skills or
current staff member, to take the lead on management duties. Coaches work with
the principal to not only increase the time spent on instructional leadership but
make it effective. Reflective practice is a key element of this process and leads to
a far more collegial relationship between administrators, teachers and parents.
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District Challenges
Time
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Pulling It All Together: One Common Vision
College and Career Readiness
Strategic Plan (supports all aspects)
Leadership and Teacher Development,
Recruitment, Training, and Placement
Career Ladder
and
Compensation
Leadership
and
Teacher
Evaluation
RTTT
EET
WALLACE
Value Added
Achievement
Results
Common Core
State Standards
Foundation of Support
• Performance
Management
System
• Human Resource
Capabilities
• Employee
communications
Helping students achieve by helping teachers excel
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• Curriculum
Alignment
THANK YOU!
Moderator:
Jody Spiro, Director, Education Leadership, The Wallace Foundation
Presenters:
MaryEllen Elia, Superintendent, Hillsborough County Public Schools, FL
Ann B. Clark, Deputy Superintendent, Charlotte-Mecklenberg Public Schools, N.C.
Common Core
State Standards
Helping students achieve by helping teachers excel
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