Advisory Committee for Principal Selection

Overview and Preparation

Agenda Overview of the School Leader Selection Process• Introduction to the School Leader Selection Process• The Framework for Effective School Leadership – Key Indicators for Principal

Selection• The Role of the Advisory Committee

Advisory Committee Discussion – School Leader Selection Priorities• School Life Cycle• School Size• School Programs/Student Needs• School Context

Wrap-up and Next Steps• Summary of key priorities• Interview Questions

DPS School Leadership Framework

Denver Public Schools has developed a School Leadership Framework that is being used both as a common definition for effective school leadership and as a tool to select, evaluate and provide professional learning opportunities for principals.

This Framework guides all of the district’s work in selecting, supporting, and evaluating school leaders.

The Expectations, Indicators and Behaviors identified in this Framework define the types of skills, abilities and aptitudes that future and current DPS Principals need to be able to demonstrate.

School Leadership FrameworkEXPECTATION INDICATOR (foundational indicators are in shaded boxes)

CULTURE AND EQUITY LEADERSHIP

CEL 1 Leads for equity toward college and career readiness

CEL 2 Leads for a culture of empowerment, continuous improvement, and celebration

INSTRUCTIONAL LEADERSHIP

IL 1 Leads for high-quality, data-driven instruction by building the capacity of teachers to lead and perfect their craft

IL 2 Leads for the academic and social-emotional success of diverse student populations in support of the Whole Child

IL 3 Leads for effective English Language Acquisition programming (ELA Program School Leaders)

HUMAN RESOURCE LEADERSHIP

HRL 1 Applies teacher and staff performance management systems in a way that ensures a culture of continuous improvement, support, and accountability

HRL 2 Implements strong systems for identifying, recognizing, and distributing talent

STRATEGIC LEADERSHIP

SL 1 Leads the school’s values, vision, mission, and strategic goals to support college and career readiness for all students

SL 2 Distributes leadership to inspire change in support of an empowered school culture

ORGANIZATIONAL LEADERSHIP

OL Strategically aligns people, time, and money to drive student achievement

COMMUNITY LEADERSHIP CL Actively advocates for and engages families and members of the school community

High-level Overview: School Leader Selection Process

Lead in Denver

Pre-Screen

Applicant Screening for

Qualified Principal Candidate

Pool

School Principal

Search Advisory

Committee

Finalist Engagement:

Learning Walk &

Community Forum

Superintendent Interview and

Offer

Introduction to the SPSACThe school committee’s role is to provide advisory input to the Instructional Superintendent as they recommend finalist candidates to the superintendent for hire.

The committee will meet with the Instructional Superintendent to review the selection process and talk through the schools’ characteristics, priorities, and needs as related to what the committee seeks in a new school leader.

Once this meeting is complete, the I.S. or E.D. will work with the committee to add questions to the select interview questions from the question bank.

The committee will receive training in interviewing and effective/ethical practices in interviewing by a Human Resources Partner.

The committee will conduct the interview process, collecting evidence on the interview rubric form.

The Instructional Superintendent will develop a summary of the Framework- based strengths and needs of each candidate and provide this summary to the Superintendent for review and selection of Finalist candidates.

SPSAC Membership The Instructional Superintendent/Executive Director will provide for approval of the Advisory Committee membership and will serve as co-chair.

The remaining eight to ten members must be representative of the diversity of the school population and will be selected by the school’s CSC with the following level of representation:

• Five building staff members. This must include three teaching staff members and one non-teaching staff member; the fifth may be any member of the school staff. The current principal is not eligible to serve on the committee.

• Three to five parent/guardian and community members. The members must include one parent or guardian of a student currently enrolled in the school and one CSC representative.

• The IS/ED reserves the right to refer the composition of the proposed Advisory Committee back to the CSC to ensure adequate representation of the whole community.

School Leader Selection Focus AreasWhich areas of focus will be most critical for our school in the next one to five years?

1. School Life Cycle

2. School Size

3. School Programs/

Student Needs

4. School Context

Group Discussion: School Life Cycle, Which Are We?HIGH ACHIEVING STEADY IN FLUX NEW TURNAROUNDSchool that consistently exceeds district student achievement standards, with” Distinguished” accreditation ratings

Not in need of significant change to maintain high student achievement

School consistently meets district standards, with consistent “Meets Expectations” or “Accredited on Watch” accreditation ratings

School has not recently had significant increases in student achievement

School curricular focus, student or community demographic is undergoing rapid change

Starting a school “from scratch” either in a new or existing building

School consistently receives “Accredited on Priority Watch” or “Accredited on Probation” ratings

Student achievement has been low and stagnant or decreasing for several years in a row

School is in need of a significant change in direction to improve student achievement

What Activities Will be Most Critical for Our School Leader? HIGH ACHIEVING STEADYMaintain strong culture of high achievementConsistently develop a pipeline of great staffSuccessfully manage relationships with parents and staff Focus on continuous improvement

Identify opportunities for instructional improvement and create a sense of urgency to move student achievementDevelop a new vision and counsel staff to improve instructional outcomesEnsure accountability at all levels

IN FLUX NEW TURNAROUNDMaintain focus on rigorous instruction through changeHelp others adapt to changePersonally adapt to change Anticipate and make necessary changes to school facility, staff or instruction

Select and place a high quality staffCreate and inspire others towards new visionEstablish processes and policies that lead to safe, student-centered and efficient buildingBuild a school community focused on building a college and career going culture

Ensure the best quality staffIntense focus on improving instructionSet challenging goals and make sure they are achievedUse resources creativelyUse personal impact rather than organizational “mandate” to effect change in school

Some examples

Group Discussion: School Size, Where Do We Fall? SMALL LARGEDefinition <500 (E.S./M.S.); < 700 (H.S.) >500 (E.S./M.S.); >700 (H.S.)

Context

School leader can personally know each student and family

School leader is often personally engaging with individual staff members

School leader may take care of most administrative activities

May be difficult to personally know each student and their family

School leader may have limited interaction with all staff members; need to maintain accountability

School leader may need to get work done through others; staff members may take on administrative responsibilities

Facilities may be large and physically spread-out

What would we add or change about the context description for our school?

Group Discussion: School Programs/Student NeedsWhat specific school programs or student needs will be important for our new principal to understand and manage effectively?

Samples DefinitionsMagnet and Specific programmatic focus

School has a specific programmatic or curricular focus, including American Indian, Arts, Dual-Language, Expeditionary Learning, International Baccalaureate, International, Montessori and Science, High AP participation, Career and Technical Education, etc.

Innovation School implements innovative practices to improve student outcomes.

School may petition to waive district policies for increased flexibility.Highly Gifted and Talented Programs

School has a high percentage of students designated as highly gifted and talented

Students participate in screening to receive the designation and to be admitted into a Highly Gifted Program

English Language Acquisition Program

High percentage of students are learning English as a second language

High Special Education Population

High special needs population, or significant Special Education compliance issues within the school

Early Childhood Focus School may be limited to Pre-K to 3, or may have a specific early childhood program as a core school focus

Group Discussion: School ContextWhat is happening in the school community that will affect our new school leader? Samples DefinitionSustaining Success High degree of satisfaction among stakeholders

Consensus that school has done well over the years and priority is to maintain status quo

Previous leadership highly regarded; leadership change is regretted by school community

Internally Focused General distrust of “outsiders” or central office involvement in school decisions

Staff has long tenure and is protective of current school culture

Politically Charged Recent turmoil in the school has led to mistrust among staff and/or community members

High need for relationship building and realignment of stakeholders

Group Discussion: What areas of focus will be most critical for our school in the next one to five years

1. School Life Cycle

2. School Size

3. School Programs/Student Needs

4. School Context

Group Discussion: Which Framework Indicators will be most important for our school? EXPECTATION KEY INDICATOR DESCRIPTION

CULTURAL AND EQUITY LEADERSHIP

CEL1: Leads for equity toward college and career readiness

Leader is aware of issues of diversity and equity in achievement engages all stakeholders in conversations around these topics.

INSTRUCTIONAL LEADERSHIP

IL1: Leads for high-quality, data-driven instruction by building the capacity of teachers to lead and perfect their craft

Leader uses data to make instructional decisions and knows how to work with stakeholders to ensure data-driven instruction takes place across the school.

Leader has deep knowledge of high quality instruction and can work with teachers to implement these practices for all students.

HUMAN RESOURCE LEADERSHIP

HRL1: Applies teacher and staff performance management systems in a way that ensures a culture of continuous improvement, support, and accountability

Leader is well-acquainted with and uses the district performance management system to support teachers and promote student achievement.

STRATEGIC LEADERSHIP

SL1: Leads the school’s vision, mission, and strategic goals to support college readiness for all students

Leader has a clear strategic plan and engages all stakeholders in the development of the school vision/mission.

COMMUNITY LEADERSHIP

CL: Actively advocates for members of the school community and effectively engages family and community

Leader communicates effectively with school stakeholders and community members, including second language families and those from different cultural backgrounds.

Leader ensures that all members of the school community have a strong voice in regard to concerns, ideas, and interests.

Group Discussion: What work experience or credentials should we look for in a candidate?

1. School Life Cycle

2. School Size

3. School Programs/Student Needs

4. School Context