Education LeadershipLessons Learned by

The Wallace Foundation

Presentation to: CCSSO National Summit on Educator Effectiveness

Jody SpiroSenior Program Officer

The Wallace Foundation

Washington, D.C., April 28, 2011

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Today’s presentation

I: Lessons learned from a decade of work in education leadership work II: What Wallace is doing – the “principal pipeline” initiative

III: What states can do

Wallace’s education leadership initiative: 2000-2010 Began in 2000 as a “big bet” 24 states; 15 main urban districts Commissioned research to fill gaps Learning community

Resulting in:- Over 70 research reports

- 21 sustained, high-quality leader preparation programs

- Strengthened laws and regulations - 7 new nonprofit organizations

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Leadership is key – to improving teaching & learning

“Leadership is second only to classroom instruction among all school related factors that contribute to what students learn at school.”

― How Leadership Influences Student Learning, Kenneth Leithwood, et al, University of Minnesota, University of Toronto, 2004

“Six years later we are even more confident about this claim.” ― Learning from Leadership: Investigating the Links to Improved

Student Learning, Leithwood, et al, 2010

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Leadership is crucial to making school reform succeed

“There seems little doubt that both district and school leadership provides a critical bridge between most educational reform initiatives, and having those reforms make a genuine difference for all students.”

― How Leadership Influences Student Learning, 2004

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Especially in difficult situations

“…there are virtually no documented instances of troubled schools being turned around without intervention by a powerful leader.”

― How Leadership Influences Student Learning, 2004

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Improving principal preparation is a cost-effective strategySuperintendents and principals are the leaders with the most influence in schools.

“Efforts to improve their recruitment, training, evaluation and ongoing development should be considered highly cost-effective approaches to successful school improvement.”

― How Leadership Influences Student Learning, 2004

A new look at the principal role – leader of leaders Set transformational vision and make it happen

Share leadership

Use data

Promote and join in teacher learning and development

Develop policies and incentives that support learning of both students and adults

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Sources: Learning-focused Leadership and Leadership Support, Knapp, et al, 2010; Investigating the Links to Improved Student Learning, Leithwood, et al, 2010

Effective principals are key to retaining good teachers “It is the leader who both recruits and retains high-

quality staff. Indeed, the number one reason for teachers’ decisions about whether to stay in a school is the quality of administrative support – and it is the leader who must develop this organization.”

-- Preparing School Leaders for a Changing World, Linda Darling-Hammond, et al, Stanford University, 2007

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Wallace’s “Principal Pipeline” initiative: 2011-2016

When an urban district and its principal training programs provide large numbers of talented, aspiring principals with the right pre-service training and on-the-job evaluation and support….

…. the result will be a pipeline of principals able to improve teaching quality and student achievement district-wide.

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The pipeline components

Leader standards High quality pre-service training

- Recruitment and selection- High quality training

Selective hiring Evaluation and on-the-job support for new principals

(including mentoring)

And…. All aligned and all in support of the district’s reform

agenda Brought to district-wide scale

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Leader standards

Districts and training programs adopt clear standards for principals based on the effective leadership characteristics that research has identified.

ISLLC 2008

VAL-ED

Gallup

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High quality pre-service training

Effective training programs are: – More selective of applicants– Based on leadership standards– More focused on improving instruction– More closely tied to the needs of districts– Including robust, paid internships– Making efforts to place graduates

They are more expensive, but graduates are: – Better-prepared– Perform better in high-needs schools– Twice as likely to actually become principals (60 percent vs.

20-30 percent)

Source: Preparing School Leaders for a Changing World, Linda Darling-Hammond,et al, Stanford University, 2007; The New York City Aspiring Principals Program: A School-Level Evaluation, New York University, 2011

Selective hiring

Rigorous selection progress for filling principal and assistant principal job openings with the most qualified applicants

The district also gives hiring preference to graduates of high quality programs and places them in schools based on the best fit and match between the candidate and available vacancies

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Source: Districts Developing Leaders: Lessons on Consumer Actions and Program Approaches from Eight Urban Districts, Education Development Center, 2010

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Evaluation and on-the-job support for new principals

Professional development based on continuous improvement

Carefully selected, well-trained principal mentors – and mentoring lasting for one year, ideally two

Supported by state and local funding that ensures mentors receive high-quality training and appropriate stipends

Evaluations that reflect leader standards, measure those behaviors, and school and student outcomes

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The critical role of the state

Set a vision and standards for school leadership

Define leader certification standards

Improve leadership preparation through review and accreditation of training programs

Provide mentoring and on-the-job support Develop and implement a leader evaluation system

based on standards

Build infrastructure for ongoing professional development

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Advocates appreciate the state’s strong role

“Good leaders need and use the leverage that ambitious policy and aggressive advocacy provide for them – so don’t go fuzzy on them.”

― Kati Haycock, Director, Education Trust, 2007

Source: Education Leadership: A Bridge to School Reform, The Wallace Foundation, 2007

The Wallace Foundation seeks to support and share effective ideas and practices that will strengthen education leadership, arts participation and out-of-school learning.

For a digital library of the publications cited here on education leadership, as well as others, visit the online Knowledge Center at www.wallacefoundation.org The Wallace Foundation

5 Penn Plaza, 7th FloorNew York, NY 10001

212-251-9700 TelephoneInfo@wallacefoundation.org

www.wallacefoundation.org