Transcript Webinar Title

Aug.14, 2014 Special Topics
Webinars: School Improvement
Margaret Buckton, Partner
Susie Olesen, School Improvement Enthusiast
Ann Mausbach, PhD, Creighton University
What’s Happening with School Leaders?
© Iowa School Finance Information Services, 2014
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• Watch for invite or check ISFIS web site to register
Dates, Topics and Links to Register
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Thursday, July 17, 2014, 9 AM – What’s happening in school with students?
Thursday July 31, 2014, 9 AM –What’s happening with teachers?
Thursday, August 14, 2014, 9AM – What’s happening with school leaders?
Thursday, August 28, 2014 9 AM – Professional Development
Thursday, September 4, 2014 9 AM – Collaboration
Thursday, September 18, 2014, 9 AM – Assessment and Data
Thursday, October 2, 2014, 9 AM – TLC Model
Thursday, October 16, 2014, 9 AM – TLC Model
Thursday, October 30, 2014, 9 AM – What’s next in my school?
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need.
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Agenda
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Demographic info about school leaders
Survey data about what school leaders think
Financial information about administration
Research on the importance of administrators
Interview with an expert: Dr. Ann Mausbach,
Role of administrators in improving teaching, teacher
leadership, setting expectations, developing others
• Iowa Administrator Licensure Standards
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“The single biggest factor affecting academic
growth of populations of kids is the
effectiveness of the individual classroom
teacher, period.”
- William Sanders
2014 Iowa Administrators of the Year
Gary Hatfield
Middle School
Cedar Rapids, IA
Kim Tierney
Elementary
Denver, IA
Aiddey Phomvisay
High School
Marshalltown, IA
DEMOGRAPHIC INFO ABOUT USA
AND IOWA ADMINISTRATORS
Source on USA demographics
Characteristics of Public and Private Elementary
and Secondary School Principals in the United
States:
Results From the 2011–12 Schools and Staffing
Survey
http://nces.ed.gov/pubs2013/2013313.pdf
USA Administrator Data: of 89,810
Public School Principals:
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Male – 43,109 – 48%
Female – 46,701 – 52%
Average age – 48
Average District Experience – 4.2 years
Average Total Experience – 7.2 years
White – 71,848 (80%)
Minority – 17,962 (20%)
Iowa Administrator Data
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Male – 681 – 59%
Female – 475 – 41%
Average age – 46
Average District Experience – 9.4 years
Average Total Experience – 19.8 years
Total White – 1,128 (97.6%)
Total Minority – 28 (2.4%)
DE Annual Condition of Education Report 2013
Chat Pause
Any insights related to this demographic data
about administrators? Surprises? Confirmations
of what you thought? Share in the chat pane.
Survey data about what
school leaders think
Met Life Survey, Feb. 2013
Three out of four K-12 public school principals,
regardless of the types of schools they work in,
believe the job has become “too complex,” and
about a third say they are likely to go into a
different occupation within next five years.
Principals and teachers have similar views on
academic challenges, but diverge somewhat on their
priorities for leadership
• A majority of educators say the following are
challenging or very challenging:
– implementing the Common Core State Standards (67% of
principals; 59% of teachers),
– creating and maintaining an academically rigorous
environment (64% of principals; 62% of teachers), and
– evaluating teacher effectiveness (53% of principals; 56% of
teachers)
• Principals are most likely to say it is very
important for principals to be able to use data
about student performance to improve instruction
(85%) and to lead development of strong teaching
capacity across the school (84%) to be an effective
school leader.
Challenges cited by
educators are greater in
high-needs schools.
• More principals find it challenging to maintain an adequate supply
of effective teachers in urban schools (60% vs. 43% in suburban
schools and 44% in rural schools) and in schools with two-thirds or
more low-income students (58% vs. 37% in schools with one-third
or fewer).
• Principals in schools with at least two-thirds low-income students
are more likely than those with one-third or fewer to say that
engaging parents and the community in improving the education of
students (86% vs. 46%) is very challenging or challenging.
• Principals who feel great stress several days a week are more likely
to work in schools where no more than some students are
performing at or above grade level in English language arts or math
(57% vs. 43% of those in schools where most students perform at
or above grade level).
– FYI - 19 Iowa districts > 60% FRL
– 130 Iowa districts < 33%
54 Iowa districts > 50%
Challenges cited by educators are
greater in high-needs schools. (Cont.)
• In schools with at least two-thirds low-income
students, 37% of principals and 27% of teachers say
that most of their students are performing at or above
grade level. In contrast, in schools with one-third or
fewer low-income students, 91% of principals and 83%
of teachers say that most of their students are
achieving at this level.
• Teachers and principals in schools with more than twothirds low-income students are less likely than those in
schools with one-third or fewer low-income students
to give their teachers an excellent rating (48% vs. 73%
for teachers; and 51% vs. 75% for principals).
Educators are confident about implementing
the Common Core, less so about
its potential for increasing student success
• Nine in 10 principals (93%) and teachers (92%) say they are
knowledgeable about the Common Core.
• Nine in 10 principals (90%) and teachers (93%) believe that teachers in
their schools already have the academic skills and abilities to implement
the Common Core in their classrooms.
• Teachers and principals are more likely to be very confident that teachers
have the ability to implement the Common Core (53% of teachers; 38% of
principals) than they are very confident that the Common Core will
improve the achievement of students (17% of teachers; 22% of principals)
or better prepare students for college and the workforce (20% of teachers;
24% of principals).
• A majority of teachers (62%) and a smaller proportion of principals (46%)
say teachers in their schools are already using the Common Core a great
deal in their teaching this year.
Chat Pause
Any insights related to this survey data from
administrators? Share in the chat pane.
RESEARCH ON THE IMPORTANCE OF
PRINCIPALS
Leadership is second only to classroom
instruction among all school-related factors
that contribute to what students learn at
school.
Louis et al. (2010) offered a definition of
“leadership” that is distilled from the essence of
their findings: “Leadership is all about
organizational improvement; more specifically, it
is about establishing agreed-upon and
worthwhile directions for the organization in
question and doing whatever it takes to prod
and support people to move in those
directions.”
Note: Schools with low
achievement are those in the
bottom quartile of Texas
schools in terms of the prior
math test scores of their
students; schools with high
achievement are those in the
top quartile.
Source: Author’s calculations
based on Texas Education
Agency data
Louis, Leithwood, Wahlstrom, and
Anderson (2010)
In developing a starting point for this six-year
study, we claimed, based on a preliminary review
of research, that leadership is second only to
classroom instruction as an influence on student
learning. After six additional years of research,
we are even more confident about this claim. To
date we have not found a single case of a school
improving its student achievement record in the
absence of talented leadership.
5 Functions of Principal Leadership
Wallace Foundation (2011)
• Shaping a vision of academic success for all students,
one based on high standards.
• Creating a climate hospitable to education in order that
safety, a cooperative spirit, and other foundations of
fruitful interaction prevail.
• Cultivating leadership in others so that teachers and
other adults assume their part in realizing the school
vision.
• Improving instruction to enable teachers to teach at
their best and students to learn at their utmost.
• Managing people, data and processes to foster school
improvement.
Wallace Foundation Continued
(Wallace Foundation, 2011, p. 5)
Each of these five tasks needs to interact with the
other four for any part to succeed. It’s hard to
carry out a vision of student success, for example,
if the school climate is characterized by student
disengagement, or teachers don’t know what
instructional methods work best for their
students, or test data are clumsily analyzed.
When all five tasks are well carried out, however,
leadership is at work.
Most Prominent Influence on Student
Learning Is the Teacher, and Principal
Impacts Teacher Retention
Pick the right school leader and great
teachers will come and stay. Pick the wrong
one and, over time, good teachers leave,
mediocre ones stay, and the school
gradually (or not so gradually) declines.
Reversing the impact of a poor principal can
take years.
Teacher Retention and the Principal
Continued
• Supportive leadership first in a survey of of 40,000
teachers by Gates Foundation (2010) on what affects
teacher retention
• Ladd (2009) found that “school leadership emerges as
the most consistently relevant measure of working
conditions” (p. 29)
• Hirsch, Frietas, Church, and Villar (2008) found that
“two to three times as many teachers who say they
want to remain in their current schools agreed with
positive statements about school leadership... than did
teachers who want to remain in the profession but
move to a different school”
Chat Pause
How do you identify principal effectiveness?
Share in the chat pane.
Interview with an Expert
• Ann Mausbach -- Associate Professor for
Educational Leadership, Creighton University,
Omaha, NE
• Former Associate Superintendent, Council
Bluffs, IA
• BA, MA, MA and PhD from 3 different states
http://annmausbach.com/
(402) 350-4783 [email protected]
Q1: What is the most important thing
Principals do in schools?
LEAD TEACHING AND LEARING
Have a Clear Plan
Prioritize & Schedule
Don’t Let Compliance
be your Driver
Important vs. Urgent
Q2: What’s the role of Principals in
developing teacher leaders?
Supervise Teaching and Learning for ALL Staff
FEEDBACK
Practice what you Preach
Provide Opportunities
Q3: Can you talk about the
superintendent/principal relationship?
• High expectations/ High Support
• Invest in development
– Coaching
– On-going learning (process & content)
• Provide structures for accountability and
feedback
Q4: Do school leaders have all the skills
they need to do this leadership work?
• Where are you
headed
• What do you
believe
Data
•What does the data tell
you
•What will you do to
address needs
• TOOL: SIP
• TOOL: Data
Consult
Mission Vision
Development
•What training is needed
to get everyone on
board?
• TOOL: PD PLAN
The Plan
•How will you supervise
to make sure the work
gets done?
• TOOL:
Walkthroughs with
feedback, look fors
The Work
Monitoring
Supervision
walkthroughs
PLC’s
PostObservation
Conference
ANY SPECIFIC QUESTIONS FOR
ANN?
Chat or
Question Pane
Financial Info about Administrators
http://nces.ed.gov/programs/coe/indicator_cmb.asp
The Condition of Education
Public School Finance April 2014
BLS Occupational Handbook Jan. 2014
http://www.bls.gov/ooh/management/elementary-middle-and-highschool-principals.htm
"Salaries and Wages Paid Professional and Support Personnel in Public Schools, 2005-06," an annual study conducted by Educational
Research Service, an Alexandria, Va.-based nonprofit organization that conducts research on K-12 education. This is the third year that
Education Week and ERS have worked as partners to publish findings from the annual salary report.
http://www.edweek.org/media/43ers-data.pdf Superintendent Salaries by Region
IOWA PRINCIPAL COMPENSATION
Drivers of Principal Salary
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Experience
District Size
Building Size
Cost of Benefits
Community Average Income
Distance from Teacher Salary
Did we say experience?
http://www.factmaps.net/Advanced_Mapping_Tool
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01-13
teacher
salary %
change
50.3%
47.5%
45.9%
45.2%
45.7%
37.9%
62.4%
44.3%
IOWA CONDITION OF EDUCATION REPORT 2013
COMPENSATION
Iowa Teacher and Principal Salary Change
200-01 to 2010-11 by Distict Size
$120,000
$100,000
$80,000
$60,000
$40,000
$20,000
$-
<300
300-599
2000-01 Teacher
600-999
1,000-2,499
2010-11 Teacher
2,500-7,499
2000-01 Principal
7,500+
AEA
2010-11 Principal
State
Iowa Teacher Salaries as a Percent of Iowa Principal Salaries
by District Size 2000-12 and 2010-11
120.0%
107.5%
2000-01
2010-11
100.0%
80.0%
60.0%
54.5%
55.6%
56.3%
58.1%
58.4%
57.8%
57.5%
57.2%
55.8%
55.9%
55.3%
54.4%
56.2%
57.5%
51.9%
40.0%
20.0%
0.0%
<300
300-599
600-999
1,000-2,499
2,500-7,499
7,500+
AEA
State
REFLECTIONS ON PRINCIPAL
COMPENSATION?
Chat or
Question Pane
http://www.sai-iowa.org/leadership-standards-andevaluation.cfm
IOWA PRINCIPAL LEADERSHIP
STANDARDS
Standard #1 Shared Vision
An educational leader promotes the success of all students by
facilitating the development, articulation, implementation, and
stewardship of a vision of learning that is shared and supported by
the school community. (Shared Vision)
The administrator:
a. In collaboration with others, uses appropriate data to establish rigorous,
concrete goals in the context of student
achievement and instructional programs.
b. Uses research and/or best practices in improving the educational program.
c. Articulates and promotes high expectations for teaching and learning.
d. Aligns and implements the educational programs, plans, actions, and
resources with the district’s vision and goals.
e. Provides leadership for major initiatives and change efforts.
f. Communicates effectively to various stakeholders regarding progress with
school improvement plan goals.
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Standard #2 Culture of Learning
An educational leader promotes the success of all students by advocating,
nurturing and sustaining a school culture and instructional program
conducive to student learning and staff professional development. (Culture
of Learning)
The administrator:
a. Provides leadership for assessing, developing and improving climate and culture.
b. Systematically and fairly recognizes and celebrates accomplishments of staff and
students.
c. Provides leadership, encouragement, opportunities and structure for staff to
continually design more effective teaching and learning experiences for all students.
d. Monitors and evaluates the effectiveness of curriculum, instruction and assessment.
e. Evaluates staff and provides ongoing coaching for improvement.
f. Ensures staff members have professional development that directly enhances their
performance and improves student learning.
g. Uses current research and theory about effective schools and leadership to develop
and revise his/her professional growth plan.
h. Promotes collaboration with all stakeholders.
i. Is easily accessible and approachable to all stakeholders.
j. Is highly visible and engaged in the school community.
k. Articulates the desired school culture and shows evidence about how it is reinforced.
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Standard #3 Management
An educational leader promotes the success of all students by
ensuring management of the organization, operations and
resources for a safe, efficient and effective learning
environment. (Management)
The administrator:
a. Complies with state and federal mandates and local board policies.
b. Recruits, selects, inducts, and retains staff to support quality instruction.
c. Addresses current and potential issues in a timely manner.
d. Manages fiscal and physical resources responsibly, efficiently, and effectively.
e. Protects instructional time by designing and managing operational procedures
to maximize learning.
f. Communicates effectively with both internal and external audiences about the
operations of the school.
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Standard #4 Family and Community
An educational leader promotes the success of all students by
collaborating with families and community members,
responding to diverse community interests and needs and
mobilizing community resources. (Family and Community)
The administrator:
a. Engages family and community by promoting shared responsibility for
student learning and support of the education system.
b. Promotes and supports a structure for family and community
involvement in the education system.
c. Facilitates the connections of students and families to the health and
social services that support a focus on learning.
d. Collaboratively establishes a culture that welcomes and honors families
and community and seeks ways to engage them in student learning.
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Standard #5 Ethics
An educational leader promotes the success of all
students by acting with integrity, fairness and in an
ethical manner. (Ethics)
The administrator:
a. Demonstrates ethical and professional behavior.
b. Demonstrates values, beliefs, and attitudes that inspire
others to higher levels of performance.
c. Fosters and maintains caring professional relationships with
staff.
d. Demonstrates appreciation for and sensitivity to diversity
in the school community.
e. Is respectful of divergent opinions.
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Standard #6 Social Context
An educational leader promotes the success of all
students by understanding the profile of the
community and, responding to, and influencing the
larger political, social, economic, legal and cultural
context. (Societal Context)
The administrator:
a. Collaborates with service providers and other decisionmakers to improve teaching and learning.
b. Advocates for the welfare of all members of the learning
community.
c. Designs and implements appropriate strategies to reach
desired goals.
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Assignment Details for Recertification
Credit
• All: Write a paragraph about something you learned about
administrators that you feel is important to embed in your
work.
• Pick one of the following:
– Find an artifact in your school improvement process that
acknowledges/builds on the importance of administrators in
developing teacher leaders and discuss if that echoes the research on
school leadership or shows that improvement is needed, or. . ..
– Reflect on how to strengthen administrator skills in your district or
building in one of the 5 areas of leadership that Wallace research
identifies.
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Dates, Topics and Links to Register
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Thursday, July 17, 2014, 9 AM – What’s happening in school with students?
Thursday July 31, 2014, 9 AM –What’s happening with teachers?
Thursday, August 14, 2014, 9AM – What’s happening with school leaders?
Thursday, August 28, 2014 9 AM – Professional Development
Thursday, September 4, 2014 9 AM – Collaboration
Thursday, September 18, 2014, 9 AM – Assessment and Data
Thursday, October 2, 2014, 9 AM – TLC Model
Thursday, October 16, 2014, 9 AM – TLC Model
Thursday, October 30, 2014, 9 AM – What’s next in my school?
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Thanks Ann!
contact@annmausb
ach.com
Questions or Comments?
Margaret Buckton , ISFIS – Partner
Cell: 515-201-3755
[email protected]
Susie Olesen, ISFIS School
Improvement Enthusiast
Cell: 641-745-5284
[email protected]
Iowa School Finance Information Services
1201 63rd Street
Des Moines, IA 50311
Office: 515-251-5970
www.isfis.net
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