Transcript Finding Your Focus - Florida Department of Education

Florida Department of
Education
Teacher and Leader Preparation
Implementation Committee
May 9th, 2011
Ocala, Florida
Objectives
• Provide a brief glance of some current
leadership research
• Overview the criteria for
multidimensional leadership
assessment (PRESTO)
• Present a new model for principal
evaluation based on the research
• Identify where the gaps are in the
current FPLS compared to
contemporary research on leadership
A backward glance
down the leadership
research road…
James McGregor Burns
(1978), "Leadership is
one of the most
observed and least
understood
phenomena on earth.”
“There is, in fact, a
substantial relationship
between leadership and
student achievement.”
(Marzano, Waters, &
McNuluty, 2005)
“…when district leaders are
carrying out their leadership
responsibilities effectively,
student achievement…is
positively affected.” (Waters
& Marzano, 2006)
Visible Learning
“School leaders who
focus on students’
achievement and
instructional
strategies are the
most effective.”
(Hattie, 2009)
A Barometer of Influences
d = 0.4
Zone of
Desired Effects
What teachers
accomplish in a
typical year
The greatest
impact on student
achievement
outcomes
Students
could have
achieved w/o
schooling
Interpreting Effect Size
Average
When implementing a new
program, an effect size of 1.0
would mean that, on average,
students receiving that
treatment would exceed 84%
of students not receiving that
treatment
Formative
Evaluation
When teachers SEE
learning through
the eyes of the
student and when
students SEE
themselves as their
own teachers
Instructional Leadership
Dimensions
Promoting & participating in teacher
learning and development
d=0.91
Planning, coordinating, and evaluating
d=0.74
teaching and the curriculum
Strategic resourcing
Establishing goals and expectations
Ensuring an orderly supportive
environment
d=0.60
d=0.54
d=0.49
60%
of a school's impact on
student achievement
is attributable to
principal and teacher
effectiveness
25%
Principal
33%
Teacher
Augustine, Gonzalaz, Ikemoto, Russell, Zellman, Constant,
Armstrong, & Dembosky (2010)
Large Scale, Six Year
Leadership Study
Largest of its kind to date
Nine states, 43 school districts, and
180 elementary, middle, and secondary
schools.
Survey Data from 8,391 teachers and
471 school administrators and
observational data from 312
classrooms.
“Our research confirms
leaders’ potential
influence, as well as
the limits on their
ability, to be the central
figure and catalyst for
authentic and lasting
systemic educational
reform.”
(Wahlstrom et al., 2010)
Powering Leadership
2nd
is second
only to classroom
instruction as an
influence on student
learning
“To date we have not found a single case
of a school improving its student
achievement record in the absence of
talented leadership” (p.9)
“School’s leaders have an
impact on student
achievement primarily
through their influence on
teacher’s motivation and
working conditions”
Viewing Leadership Through
Three Lenses
Collective
Leadership
Shared
Leadership
Distributed
Leadership
has a stronger influence on
student achievement than
individual leadership
Higher-performing schools award greater
influence to teacher teams, parents, and students
Leadership
practices targeted
directly at
improving
instruction have
significant effects
on teachers’
working
relationships and,
indirectly, on
student
achievement
One of the most
powerful sources of
districts’ influence on
schools and students
is through the
development of school
leaders’ collective
sense of efficacy about
their jobs
Districts Shape Principals’
Collective Sense of Efficacy By…
1234
Investing in the
development of
instructional
leadership
Assigning
priority to the
improvement
of student
achievement
and instruction
Ensuring
teachers and
administrators
have access to
worthwhile
programs of
PD
Emphasizing
teamwork and
professional
community
50%
of principals identified seven behaviors
as positive influences on their sense of efficacy:
1.
2.
3.
4.
5.
6.
Provision of resources
Encouragement to develop relationships
Flexibility in pursuit of district goals
Insisting on data-based decision-making
Assisting in the interpretation and use of data
Policies that enable principals to staff their
schools with the people they need
7. Clear direction
However, if poorly managed
or implemented…
More likely will have null or even
negative consequences
For Example…
Investing in the professional
development of school leaders
had limited effects on efficacy
and student achievement
unless districts also developed
and communicated clear goals
for improvement.
“For some time now we have
been saying that principals
need to be instructional
leaders, but we now know
that the same is true for
superintendents and central
office staff.”
McNulty & Besser (2011) p.44
Superintendent
Responsibilities
Average
r
Non-negotiable goals for
achievement and instruction
.33
Board alignment and
support of district goals
.29
Defined autonomy;
superintendent relationship
with schools
.28
Monitoring goals for
achievement and instruction
.27
Use of resources to support
the goals for achievement
and instruction
.26
“Principals
play a critical
role in
student
learning, but
they are
evaluated
almost as an
afterthought.”
Andrew J.
Rotherham,
Time, October 21,
2010
A New Model for Evaluation
Criteria for a
Multidimensional
Leadership
Assessment
Presto
Speed, clarity,
and adaptability
A Robust Evaluation System
FMLA
Characteristic
Description
Proactive
It starts before the first day on the job
Reciprocal
It gives the leader the opportunity to provide feedback to
the organization
Empowering
Leaders have the authority to make decisions that will
improve their effectiveness
Standards-based
Success is not a guessing game, as the standards for
proficient or “effective”
Truthful
Feedback is honest and accurate
Objective
Leadership behaviors are a matter of description, not
conjecture
FMLA Framework
Domain
A logical
grouping of
characteristics,
traits, and
performance
indicators
1.0
Resilience
Sub-domain
1.1
1.2
1.3
1.4
1.5
10 Leadership Domains
• Resilience
• Personal Behavior
and Professional
Ethics
• Faculty
Development
• Leadership
Development
• Student
Achievement
• Time/Task/Project
Management
• Decision-making
• Technology
• Communication
• Learning
Personal Behavior/
Professional
Ethics
Resilient
Decision-making
Student Achievement
Faculty
Development
Communication
Leadership
Development
Time/Task/Project
Management
Learning
Technology
Performance Continuum
Generic Scale
Highly Effective
(System-wide Impact)
Effective
(Local Impact)
Needs Improvement
(Leadership Potential)
Unsatisfactory
Leadership
performance at this
level is dramatically
superior to “Proficient”
or “Effective” in its
impact on students,
staff members, parents,
and the school district.
The leader helps every
other element within the
organization become as
good as they are.
Leadership
performance at this
level has local impact
(i.e., within the school)
and meets
organizational needs. It
is adequate, necessary,
and clearly makes a
significant contribution
to the school.
Leadership
performance at this
level shows potential
but lacks sufficient
proficiencies to improve
student learning,
instructional practice
and/or other
responsibilities. The
leader understands
what is required for
success, is willing to
work toward that goal,
and, with coaching and
support, can become
proficient within a
reasonable time.
Leadership
performance at this
level is inadequate. The
leader does not
demonstrate
understanding of what
is required for
proficiency or they have
demonstrated
unsatisfactory
proficiency through
their action and
inaction.
Launching Your Work
Small groups will review the gap analysis
and areas the FPLS are silent on to:
• Create clear “word pictures” of the
standards
• Incorporate action oriented verbs
within the standard that require high
rather than low level cognitive
functions
• Ensure intent is clear and concise
FMLA Crosswalk
Big Picture View
• Many standards are aligned with
contemporary expectations of leaders
and will require only minor rework
• Some standards will require a more
concerted effort so they reflect the
leadership research
• Few areas will require major rework
• In some cases the standards are silent
in critical leadership competencies
FPLS Are Silent On…
• Change facilitation
• Systems thinking
• Organization
development
• Time management
(personal and
organizational)
• Focus on
prioritized needs
• Leadership
development
• Essential
behavioral
leadership qualities
• Personal learning
Change Facilitation
• Change is highly complex, multivariate, and
dynamic
• Predict much more about what truly
happens during this process than is
typically the case
• Better at attending to the needs of people
involved and prevent what often goes wrong
• Future change efforts can be more
successful if leaders have a strong
knowledge and skill base
Systems Thinking
• Recognizes the interrelationships and
interdependencies among parts of the
educational system and the community
• Competencies for successful systemic work
(e.g., collecting, interpreting, and using
data, creating coherence, forging alliances,
building capacity, promoting innovation)
• Requires all levels of the system
(classroom, school, and district) be given
attention
Organization Development
• Help members of the
system/organization develop expertise
and the capacity to use group and
individual process skills to solve its
problems
• Building and leading teams
• Effective conversation skills (i.e.,
dialogue and discussion)
• Group decision-making and problem
solving skills
Time Management
• Personal time management that
increases the amount of time leaders
spend focused on high-leverage
practices
• Principals must protect teachers from
issues and influences that could distract
them from using class time solely for
teaching and learning
• Protecting instructional time from
interruptions
Focus On Prioritized Needs
• More than six priorities inversely related to
achievement
• Schools with the highest levels of focus and
monitoring achieved twice the gains in
reading over three years compared to
schools with lowest levels
• Teachers and leaders burned to a cinder
doing EVERYTHING their boards and
administrators require—even high scores
on implementation of two dozen initiatives –
BUT WITHOUT FOCUS, they score LOWER
than other schools
Leadership Development
• Facilitating change is a team effort
• While the principal is crucial in
successful implementation of change,
many others have a responsibility to help
• Identifying potential future leaders
• Mentoring emerging leaders to assume
key leadership responsibilities
• Providing evidence of delegation and
trust in subordinate leaders
Essential Behavioral
Leadership Qualities
• Fred I. Greenstein, one of our keenest
observers of the modern presidency,
surveys each president's record in public
communication, organizational capacity,
political skill, vision, cognitive style, and
emotional intelligence--and argues that the
last is the most important in predicting
presidential success
• Resilience
• Tolerance
Personal Learning
• Demonstrates personal understanding
of research trends in education and
leadership
• Creates a personal professional focus
• Creates a professional development
focus
• Applies professional development
learning
Questions and Discussion
The Leadership and Learning Center
1.303.504.9312
LeadandLearn.com
Raymond Smith, Ph.D.
[email protected]