Transcript ABAI Seattle 2012 Principals as Agents of Change Jack States

ABAI
Seattle 2012
Principals as Agents of Change
Jack States
The Wing Institute
How
Important
Are
Principals?
Principals Impact on Student Achievement
Effect Size
Principal and Teacher Impact on Achievement
0.5
0.45
0.4
0.35
0.3
0.25
0.2
0.15
0.1
0.05
0
0.5 = Medium effect size
0.42
0.35
0.36
0.25
Hattie,
(2009)
Waters,
Marzano, and
McNulty
(2003)
Principals
Hattie
(2009)
Scheerens and
Bosker
(1997)
Teachers
Principals Impact on Student Achievement
Factors Effecting
Achievement
Other
Factors
33%
Teacher
Impact
25%
Principal
Impact
Marzano, Waters, and McNulty, 2005
How Effective Are Structural Interventions
Impact of Structural Interventions
1
Effect Size
0.8
Large Effect
Impact on student
achievement has been small
0.6
0.4
0.2
Small Effect
0.21
0.05
0.057
School Size
Vouchers
0.083
0.21
0.05
0
Yeh, 2007 and Hattie, 2009
10%
Increase in
Spending
Charter
Schools
Class Size High stakes
Reduction
testing
Do Leadership Styles Make a
Difference?
0.5
Impact of Leadership Styles on Student
Outcomes
Medium
0.4
Effect Size
0.4
0.3
0.2
Small
0.11
0.1
0
Transformational leadership
Robinson, Lloyd, and Rowe, 2008
Instructional leadership
Administrators Impact on Turnover
Impact of Administrative Support on
Teacher Retention (New York City)
30
28.3%
Percent of Teachers leaving
25
Leave
Transfer
14.8%
20
17.6%
15
10%
10.8%
10
6.7%
13.5%
5
7.6%
4.1%
0
Teacher with Poor
Support
Boyd et al., 2009
Average Teacher
Teacher with Effective
Support
What Principals Do Makes a Difference
1
Effect Size
0.8
Impact of Principal's Roles on Student
Outcomes
0.84
Large Effect Size
0.6
0.42
0.42
0.4
0.31
0.27
0.2
0
Goals and
expectations
Robinson, Lloyd, and Rowe, 2008
Strategic
resourcing
Teaching and
curriculum
Teacher
development
Supportive
environment
Leadership
Roles
Technical
Managing
Personnel
(law, finance,
facilities, data,
and research)
Norms and
Values
(hire, evaluation,
develop, firing,
conflict)
(pedagogy and
ed philosophies)
Instructional
External
Leadership
Managing
for Results
(community and
parents)
(quality control,
and
improvement)
Cultural
Leadership
(vision,
leadership
styles, and
values)
Hess and Kelly, 2002
How Principals Spend Time
Principal's
Actual Time
Engaged
in Activities
Principal's
Perceived
Time
Engaged
in Activities
80
80
70
70%
70%
Percent of Principal's time
70
60
60
50
50
40
40
30
30%
30%
Administrativia
Administrativia
Instructional
Instructional Time
Time
30
20
20
10
10
-
-
Turnbull, et al., 2009
How Principals Currently Assess
Teachers
• Summative process: questionnaires, surveys,
interviews, observations, and formal
evaluation
• Walk-through: brief unscheduled visits
• Student achievement data
• Portfolio’s
• Peer reviews
• National Board Certification
• School improvement participation
Ponticell, 2004
How Effective Are Principals at
Identifying Valued Teachers
How Do We Change This Picture?
Curriculum
Teaching
Graduation
Input
Process
Outcomes
Feedback
Loop
Rummler and Brache, 1990
Promote Practices That
Work For Students
Assessment Impact on Achievement
1
Large Effect Size
0.9
Effect Size
0.8
0.6
0.4
0.2
0.05
0
High Stakes Testing
(Yeh, 2007)
Formative Assessment
(Fuchs and Fuch, 1986)
Impact of Instructional Strategies on
Student Achievement
0.9
0.82
0.8
0.8
Large Effect Size
0.81
0.74
0.73
Effect Size
0.7
0.6
0.58
0.56
0.52
0.5
0.4
0.3
0.2
0.1
0
Goal setting
Feedback
Teacher
centered
Hattie, 2009, Marzano, 2003 *, and White, 1998 **
Reinforcement
Active
*
responding **
Mastery
learning
Reciprocal
teaching
Class
Management
Promote Practices That
Work For Teachers
General Impact of Feedback
1
0.94
0.92
0.9
0.5 = Medium Effect
0.81
0.8
Effect Size
0.7
0.74
0.66
0.71
0.6
0.5
0.41
0.4
0.3
0.2
0.1
0
Lysakowski, and Haller, Child, and Tennebaum and
Walberg, 1982
Walberg, 1988
Goldring, 1989
Kluger and
DeNisi, 1996
Walberg, 1999
Marzano, 2001
Hattie, 2009
Effective and Marginal
Supervisors
Time Spent by Supervisors in Management
Categories
Percentage of Intervals
7
6
Categories From the Operant
Supervisory Taxonomy and
Index
5
4
3
2
Komaki, 1986
1
0
Antecedents
Monitoring
Effective
Marginal
Consequences
What Staff Development Methods
Produce Best Results?
Promote Practices That
Are Cost Effective
Effectiveness Cost Ratio
Cost Benefit of Education Interventions
0.016
0.014
0.0143242
0.012
Effectiveness cost ratio =
effect size/cost per student
0.01
0.008
0.006
0.004
0.002
0.00007419
0.00000591
0.00000062
Vouchers*
Charter
Schools*
0.00025286
0.000221
0.000118
0
Formative
10%
Assessment* Increase in
Spending*
Yeh, 2007*; Wing Institute, 2011**
High-Stakes Class Size** Induction**
Testing*
Principal Licensure and Certification
120
Percent of States
100
National Principal Certification and Licensure
Requirements
100%
98%
95%
80%
75%
80
70%
70%
60
50%
40
20
0
Certification
Eligible for
teaching
credential
LeTendre and Roberts, 2005
Approved
program
Masters
degree
Masters in
education
administration
Requirements
Interstate
School
Leaders
Licensure
Consortium
Pass
Previous work
standarized
in a school
test
Principal Licensure and Certification
• Curriculum is in disarray
• Low admissions and graduation standards
• Weak faculty
• Inadequate clinical instruction
• Confusing assortment of degrees
• Poor research
Arthur Levine, Principal Survey, 2005
Principal Preparation Qualifications
GRE Scores for Students Entering Graduate Studies
596
600
596
Average GRE Scores
552
476
500
550
517
499
500
Business
Health
461
400
300
200
100
0
Education All education
administration
Keedy, 1999
Social
science
Biology
Fields of Study
Engineering
Physical
science,
math, and
computer
Art and
humanities
What Do Principal Preparation Programs
Teach?
Principal Preparation Syllabi
Percent of Course Weeks
35
29.6%
30
25
31 Preparation Programs
20
15.7%
15
14.9%
12.1%
10.9%
8.0%
10
6.0%
5
2.8%
0
Managing
for results
Hess and Kelly, 2002
Managing
personnel
Technical
External Norms and Leadership Instruction
leadership
values
and culture
Course Content
Other