Transcript LEADERSHIP Rock Solid Leadership, Simple Truths, 2006 •Long Term Vision •Excellence •Advance Planning •Discipline, Drive & Determination •Enthusiasm •Responsibility •Sacrifice •Humor & Humility •Influence •Perseverance.

LEADERSHIP
Rock Solid Leadership, Simple Truths, 2006
•Long Term Vision
•Excellence
•Advance Planning
•Discipline, Drive & Determination
•Enthusiasm
•Responsibility
•Sacrifice
•Humor & Humility
•Influence
•Perseverance
Research Documents the
Importance of School Leadership
 Balanced Leadership: What 30 Years of research tells us about
the effect of leadership on student achievement (McRel, 2003)
 Performed a meta-analysis of 70 research studies to examine the effects of
leadership practices on student academic achievement
 Found twenty one specific leadership responsibilities which statistically
correlated with student academic achievement
 Demonstrated a significant relationship between leadership and student
academic achievement
 Increase in leadership competencies resulted in an average increase of 10
percentile points in academic achievement
 Decrease in leadership competencies resulted in a negative impact of 1
percentile point in student academic achievement
 Developed an initial balanced leadership framework based on 21 leadership
responsibilities with practices appropriate for the change process
Research Documents the
Importance of School Leadership
 How Leadership Influences Student Learning (Leithwood, et. al, 2004)
 Conducted extensive research on empirical studies as well as related
literature to better understand the links between leadership and student
learning
 Found evidence to:
 suggest that leadership plays a significant role in improving student learning
 conclude that leadership is second in strength only to classroom instruction
 conclude that leadership accounts for about a quarter of the total direct and
indirect school effects on student learning
 demonstrate that successful leadership is the catalyst for change especially
in high need schools
 support the wide spread interest in improving leadership as the key to the
successful implementation of large scale educational reforms
 Efforts to improve recruitment, training, evaluation and ongoing
development of educational leaders should be considered highly cost
effective approaches to successful school improvement.
Publications Document the
Importance of School Leadership
 Leading for Transformation in Teaching, Learning &
Relationships (Sparks, D., 2005)
 Leaders matter in the creation and long term maintenance of
professional learning communities because they:
shape a school or school system’s structure and culture to
promote learning, collaboration, and environments in which all
members of the community feel cared for and respected
believe in quality teaching and high levels of learning for all
students
have the authority to shape conversations by offering their values,
intentions, and beliefs
move learning into action and sustain the momentum of change
over time
Publications Document the
Importance of School Leadership
 Best Leadership Practices for High Poverty Schools (Lyman, L, &
Villani, C., 2004)
 Leaders grounded in a moral commitment to equity have the
power to:
educate every student at a high level
change the beliefs and attitudes about poverty, including
belief in the inevitability of low student achievement in high
poverty schools
 Authentic leaders are consistent in words and actions, committed
to a moral cause and willing to take a stand (Shields, 2003)
 Transformative leaders work for change wherever they find
inequity (Shields, 2003)
 Cross-cultural leaders work with people from many different
cultural groups in order to enhance equity (Shields, 2003)
Think of the Possibilities
 Over the course of the next few months, we are given the
opportunity to make a difference in the:
quality of preparation programs for our school leaders in
Illinois
direction of our school improvement efforts in Illinois
advancement of academic achievement for all of our
students in Illinois
promotion of initiatives that are in the best interest of our
students, their families, their schools, their teachers and
their communities in Illinois
Commission Background
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Established by IBHE in August 2005
Comprised of leaders from K-12 schools,
colleges & universities, business & professional
education organizations, ISBE, IBHE
Charge
– Review Educating School Leaders (Levine, 2006)
– Examine school leader preparation in IL
– Propose strategies for improving preparation
Challenges Facing Illinois
• Recruiting & admitting the best potential
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leaders
Focusing preparation programs on
improving & sustaining P-12 student
achievement
Ensuring quality programs
Goals
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Recruit Strategically
Focus Preparation Programs
Improve Statewide Assessment &
Coordination
Goal One:
Recruit Strategically
Recommendation 1: Restructure admission
criteria & recruit high quality principals
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Holistic evaluation of applicants based on
attributes known to improve student learning
Targeted recruitment
– Grow-your-own programs
– Work with teacher education faculty
Goal Two:
Focus Preparation Programs
Recommendation 2: Improve programs using
rigorous assessment data
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Assess candidates’ capacity to be effective school
leaders; counsel candidates & adjust programs as
needed
Participate in Education Administration Graduate
Assessment project
Provide data to the state & public
Utilize advisory groups
Establish guidelines that distinguish Ph.D. from Ed.D.
Goal Two:
Focus Preparation Programs
Recommendation 3: Create meaningful clinical &
internship experiences
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Require meaningful experiences that connect
coursework to the workplace
Strengthen & utilize university-school partnerships
Train mentors
Secure funds for internships from a variety of sources
Assess internship experiences
Revise Illinois standards to align with ELCC standards
Utilize clinical faculty
Goal Three: Improve Statewide
Assessment & Coordination
Recommendation 4: Establish a rigorous
certificate exam
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Utilize School Leaders Licensure Assessment &
School Superintendent Assessment (ETS)
Goal Three: Improve Statewide
Assessment & Coordination
Recommendation 5: Revise the certification &
endorsement structure
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Reserve Type 75 for principals only
Review other positions requiring Type 75 &
revise requirements
Develop programs to prepare individuals for
non-principal leadership positions
Goal Three: Improve Statewide
Assessment & Coordination
Recommendation 6: Coordinate rigorous program
approval & review processes
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Conduct third party review of all current programs
Develop joint approval & review processes
between ISBE & IBHE
Provide IBHE with authority to recommend
probation or closure of programs
Participate in national review of ELCC standards
Dissemination of Report
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Report was presented to the IBHE Board
members in August, 2006
Disseminated to:
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Commission members
Legislators and their staff
Illinois higher education deans and presidents
Researchers and professional organizations in
educational leadership
Discussion
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In our view, the MOST promising suggestions made by
the Blueprint for Change Commission in the two areas
assigned to us are these: 1)_______; 2)_______.
The recommendations that we think offer the LEAST
opportunity for significant change are these: 1)______;
2)_______.
Finally: if we could supplement the recommendations in
these two areas, we would suggest the
following:____________________________.
Our reasons for these three positions are: a)____; b____;
c_____