Singh forseth acsa summit 2013

Welcome District Leadership Practices that Contribute to Principal EffectivenessACSA Leadership Summit ~ November 2013

Presented by Eric Forseth and Candace Singh

Fallbrook Union Elementary School District

Today’s Objectives

By the end of today’s session, participants will:

recognize the importance of clarity and alignment in district beliefs, expectations, and practices.

learn and apply proven research-based practices to direct, support, and develop site principals.

About FUESD...

FUESD: Avocado Capital of the World

★5,300 Students★600 Employees

★8 Schools★ 4 ~ K-6th Grade Schools★ 1 ~ 7-8th Grade Jr. High School★ 2 ~ K-8th Grade Schools ★ 1 ~ Home School Program

Demographics57% Hispanic/Latino - 35% White - 8% other 30% English Language Learner - 63% Free/Reduced Lunch

Academic Growth Site 2013 API 2 Year Growth

District 835 +33 Fallbrook Street 801 +76 William H. Frazier 803 +19 Iowa Street 897 +43 La Paloma 873 +67 Live Oak 796 +13 Mary Fay Pendleton 887 +14 Potter Jr. High 812 +27 San Onofre 888 +26

Suspension-Expulsion RateYear to Date Reduction of 80%

2012/13: (70) 2013/14: (14)

Our Amazing TeamTeamwork Makes the Dream Work

Research on District Leadership that Supports Principal Effectiveness

Effective District Leaders...

Provide direction.

Provide support.

Provide development and opportunities for learning.

Three Key Findings

Providing Direction

FUESD Blueprint for Student Success

Principal Expectations and Goal Setting

Providing Direction

“Clarity in direction and focus supports me as a principal. When the direction and the goals of the District are clear to me, and I have the autonomy and the trust to do my job, I

can be successful. I know that when I have difficult conversations with teachers and parents, I have my

Superintendent’s support because I am in line with the District's direction and focus on achievement.”

Leonard Rodriguez2013 MIddle Grades Principal of the Year

San Diego County

Fallbrook Union Elementary School District Blueprint for Student Success

Culture of Achievement for All

•  Core Beliefs Among All Staff o  All students will learn. o  Success breeds success. o  We control the conditions of success.

•  Two Focused Achievement Goals o  Students will increase a minimum of one

performance band a year until advanced

o  English Learners will increase a minimum of one proficiency level a year until reclassified

•  High Expectations for Staff and Students

•  Leadership Development for Students and Adults

•  Professional Learning Community

•  Safe and Orderly Environment

•  Parent Involvement

Systematic Implementation of:

•  Standards Based Curriculum o  Guaranteed and Viable o  Program Congruency o  Instructional Timelines o  English Language Development

•  Common Instructional Framework o  Direct Interactive Instruction (DII) o  Accelerating the Achievement of English

Language Learners

•  Assessment and Data Analysis o  On-Going, Formative and Summative o  District, School, Grade, Teacher, and Student

•  Collaboration o  Purposeful, Data-driven o  Common Planning Time o  Grade Level Planning Days

•  Intervention o  Defined Placement Criteria o  Strategic and Intensive Levels o  Consistent Small Group Instruction o  Extended Learning Time

•  Professional Development o  Focused on Student Achievement Goals

FUESD Guiding Principles

All students will learn.Success breeds success.We control the conditions of success.

Our beliefs guide our work.

What conditions do we control?FOCUS • ALIGNMENT

EXPECTATION • OPPORTUNITY

We control the conditions of success.

Focus: Student achievement goals

Alignment: Programs, practices, procedures, and policies

Expectations: “What we expect is what we get.”

Opportunity: Creating the conditions for people to be their best

Focus: Student AchievementStudents will increase a minimum of one performance band every year until advanced.

English learners will increase a minimum of one language proficiency level per year until reclassified.

Providing Direction ThroughHigh Expectations for Staff and Students

“In the last two years, we have made dramatic changes to our work and our focus on student learning. The message always

is, ‘We want you to be better than you are now,’ and that expectation is followed up with support and training. This is

very clear to our principal group. We all know we are expected to lead our schools in a way that brings success to students -

that has brought focus to our work.”

Lilly PerezPrincipal ~ 6 Years

Explicit Communication of High Expectations

Teaching Effectiveness

School and Classroom Environments

Professional Behavior

Providing DirectionPrincipal Expectations and Goal Setting

Principal Expectations and Goal Setting

“Principals are expected to lead the effort in creating the culture and systems outlined in the FUESD Blueprint for

Student Success, resulting in increased achievement for all students.”

Principal Goals

Goal 1~Systematic Implementation of:Standards-Based Curriculum and Assessment

Common Instructional Framework

Principal Goals

Goal 2 ~ Culture of Achievement for AllHigh Expectations for Staff and Students

School and Classroom Environment

College Going Culture Strategies

Leader in Me - Leadership Development

Principal Goals

Goal 3 ~ Developing Leadership CapacityEncourage, inspire, and support self and others to higher levels of performance, commitment, and motivation

Your Reflections on LeadershipProviding Direction

Effective District Leadership

Providing SUPPORT to Principals

Providing Support

CommunicationPhone calls, texts, email and visits

Newsletters

Resources

Team Development

Recognition

“Our research and practically everyone else’s on the subject, clearly shows that people perform significantly more effectively when their leaders treat them with dignity and respect, listen to them, support them, recognize them, make them feel important, build their skills, and show confidence in them.”

A Leader’s Legacy By Kouzes & Posner

Providing Support Through CommunicationPhone Calls, Texts, Email, and Visits

“Communication more than anything has been my biggest support. Being

able to have those personal conversations and having a relationship

with my District Leaders supports me as a principal and helps me to be

effective in my job.”

Leonard Rodriguez, Principal Potter Jr. High School

E-Newsletter

Providing Support Through

Resources

Personnel, facilities, equipment, money, etc.

On-Site Instructional CoachesInstructional leadership is a TEAM effort.

Providing Support Through Team Development

Team Development:Leadership Retreats

Team DevelopmentBuilding Personal Relationships Between Site and District Leaders

Team Development Gratitude BBQ

Support Through RecognitionAwards, Board Meetings,Twitter, Outside Visitors

Outside Visitors

Your Reflections on LeadershipProviding Support

Effective District Leadership:Providing DEVELOPMENT for Principals

“Only now have I had the experience of intentional development of me as a leader and doing it collectively as an organization. In my past experiences in other districts, we did a lot of ‘one shot’ training with no follow through. When training is not aligned to the goals or when it is not followed through, it sends a message to the organization that it is not important.

My current District Leaders know that leadership development is an investment in the system and everything is aligned to the District's goals to raise achievement.”

Jeff King, PrincipalFallbrook Street SchoolExperience: 20+ Years

Developing Principals

Professional Development

Book Study

Meeting Structures

Classroom Walk-Through Teams

Leadership Development for Principals (and Assistant Principals)

Inside: Consultants and District Leaders

Outside: Conferences and Academies

District Initiatives: All Staff and Leaders

Leadership Development Initiatives Instructional Framework:

Direct Interactive Instruction Accelerating the Academic Achievement of English Learners

Data Analysis Process and Protocols

Professional Learning Communities

Instructional Observation and Conferencing

Positive Behavior Intervention and Support (PBIS)

Technology: Apple, Google

CA Common Core State Standards

Instructional LeadershipBringing congruency to instructional conferences

Book Study

Meeting StructuresPrincipals Council

Our Vision for Student Learning

Teamwork

Instruction

Assessment

Learning Environment

Intervention and Extension

FUESD “Teachable Point of View”Teamwork

“Successful teams share a common belief in the academic and social potential of every student. Effective teamwork is

purposeful, goal oriented, and built on open and honest communication between people who believe in the work they are doing. Team members are accountable to one

another, reflective about their work, and committed to each

other’s success in improving student learning.”

Classroom Walk-Through Teams“You can’t coach from the locker room.”

~Malachi Pancoast, The Breakthrough Coach

Walk-Through Teams Site and District Level Leaders

Your Reflections on LeadershipProviding Development

Inspiring GreatnessOur job is to create the conditions in which our site leaders can be fulfilled, effective, and successful in their work.

All Systems GoCollective Capacity at the School and District Level

“As successful strategies and extraordinary efforts become routine, improved performance gathers momentum. Success breeds success among collaborating schools with shared alliance. At some point it reaches a critical level where so may schools are moving this way, and supporting each other, that it becomes almost self-sustaining.”

Michael Fullan (2010)

Contact Information:Eric Forseth, Associate Superintendent

eforseth@fuesd.org

Candy Singh, Superintendentcsingh@fuesd.org

Twitter: @supsingh