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Florida Department of Florida Department of EducationEducation
Teacher and Leader Preparation Teacher and Leader Preparation Implementation CommitteeImplementation Committee
May 9th, 2011Ocala, Florida
Objectives• Provide a brief glance of some current
leadership research
• Overview the criteria for multidimensional leadership assessment (PRESTO)
• Present a new model for principal evaluation based on the research
• Identify where the gaps are in the current FPLS compared to contemporary research on leadership
A backward glance down the leadership research road…
James McGregor Burns (1978), "Leadership is one of the most observed and least understood phenomena on earth.”
“There is, in fact, a substantial relationship between leadership and student achievement.” (Marzano, Waters, & McNuluty, 2005)
“…when district leaders are carrying out their leadership responsibilities effectively, student achievement…is positively affected.” (Waters & Marzano, 2006)
“School leaders who focus on students’ achievement and instructional strategies are the most effective.” (Hattie, 2009)
Visible Learning
Zone of Desired Effects
d = 0.4
A Barometer of Influences
Students could have
achieved w/o schooling
What teachers accomplish in a
typical yearThe greatest
impact on student achievement
outcomes
Interpreting Effect Size
Average
Formative Evaluation
When implementing a new program, an effect size of 1.0would mean that, on average, students receiving that treatment would exceed 84% of students not receiving thattreatment
When teachers SEE learning throughthe eyes of the student and whenstudents SEE themselves as theirown teachers
Instructional Leadership Instructional Leadership DimensionsDimensions
Promoting & participating in teacher learning and development
Planning, coordinating, and evaluating teaching and the curriculum
Strategic resourcing
Establishing goals and expectations
Ensuring an orderly supportive environment
d=0.91
d=0.74
d=0.60
d=0.54
d=0.49
60%of a school's impact on student achievement is attributable to principal and teacher effectiveness
25% 33%Principal
Teacher
Augustine, Gonzalaz, Ikemoto, Russell, Zellman, Constant, Armstrong, & Dembosky (2010)
Large Scale, Six Year Leadership Study
Largest of its kind to dateNine states, 43 school districts, and
180 elementary, middle, and secondary schools.
Survey Data from 8,391 teachers and 471 school administrators and observational data from 312 classrooms.
“Our research confirms leaders’ potential influence, as well as the limits on their ability, to be the central figure and catalyst for authentic and lasting systemic educational reform.” (Wahlstrom et al., 2010)
Powering Leadership
2nd“To date we have not found a single case of a school improving its student achievement record in the absence of talented leadership” (p.9)
“School’s leaders have animpact on student achievement primarilythrough their influence onteacher’s motivation andworking conditions”
Viewing Leadership Through Three Lenses
CollectiveLeadership
SharedLeadership
DistributedLeadership
Higher-performing schools award greater influence to teacher teams, parents, and students
Leadership practices targeted directly at improving instruction have significant effects on teachers’ working relationships and, indirectly, on student achievement
One of the most powerful sources of districts’ influence on schools and students is through the development of school leaders’ collective sense of efficacy about their jobs
Districts Shape Principals’ Collective Sense of Efficacy By…
1234Investing in thedevelopment ofinstructionalleadership
Assigning priority to the improvement of student achievement and instruction
Ensuring teachers and administrators have access to worthwhile programs of PD
Emphasizing teamwork and professional community
50%
of principals identified seven behaviorsas positive influences on their sense of efficacy:
1. Provision of resources2. Encouragement to develop relationships3. Flexibility in pursuit of district goals4. Insisting on data-based decision-making5. Assisting in the interpretation and use of data6. Policies that enable principals to staff their schools with the people they need7. Clear direction
However, if poorly managed or implemented…
More likely will have null or even negative consequences
For Example…
Investing in the professional development of school leaders had limited effects on efficacy and student achievement unless districts also developed and communicated clear goals for improvement.
“For some time now we havebeen saying that principalsneed to be instructionalleaders, but we now knowthat the same is true forsuperintendents and centraloffice staff.”
McNulty & Besser (2011) p.44
Superintendent Responsibilities
Average r
Non-negotiable goals for achievement and instruction
.33
Board alignment and support of district goals
.29
Defined autonomy; superintendent relationship with schools
.28
Monitoring goals for achievement and instruction
.27
Use of resources to support the goals for achievement and instruction
.26
“Principals play a critical role in student learning, but they are evaluated almost as an afterthought.”
Andrew J. Rotherham, Time, October 21, 2010
A New Model for Evaluation
Criteria for a Multidimensional Leadership Assessment
Presto
Speed, clarity, and adaptability
A Robust Evaluation System
FMLA Framework
A logical grouping of characteristics, traits, and performance indicators
10 Leadership Domains
• Resilience
• Personal Behavior and Professional Ethics
• Student Achievement
• Decision-making
• Communication
• Faculty Development
• Leadership Development
• Time/Task/Project Management
• Technology
• Learning
Resilient
Personal Behavior/Professional Ethics
Student Achievement
Decision-making
Communication
Faculty Development
LeadershipDevelopment
Time/Task/ProjectManagement
Technology
Learning
Performance Continuum
Launching Your Work
Small groups will review the gap analysis and areas the FPLS are silent on to:
• Create clear “word pictures” of the standards
• Incorporate action oriented verbs within the standard that require high rather than low level cognitive functions
• Ensure intent is clear and concise
FMLA Crosswalk
Big Picture View
• Many standards are aligned with contemporary expectations of leaders and will require only minor rework
• Some standards will require a more concerted effort so they reflect the leadership research
• Few areas will require major rework
• In some cases the standards are silent in critical leadership competencies
FPLS Are Silent On…
• Change facilitation
• Systems thinking
• Organization development
• Time management (personal and organizational)
• Focus on prioritized needs
• Leadership development
• Essential behavioral leadership qualities
• Personal learning
Change Facilitation• Change is highly complex, multivariate, and
dynamic
• Predict much more about what truly happens during this process than is typically the case
• Better at attending to the needs of people involved and prevent what often goes wrong
• Future change efforts can be more successful if leaders have a strong knowledge and skill base
Systems Thinking• Recognizes the interrelationships and
interdependencies among parts of the educational system and the community
• Competencies for successful systemic work (e.g., collecting, interpreting, and using data, creating coherence, forging alliances, building capacity, promoting innovation)
• Requires all levels of the system (classroom, school, and district) be given attention
Organization Development• Help members of the
system/organization develop expertise and the capacity to use group and individual process skills to solve its problems
• Building and leading teams
• Effective conversation skills (i.e., dialogue and discussion)
• Group decision-making and problem solving skills
Time Management
• Personal time management that increases the amount of time leaders spend focused on high-leverage practices
• Principals must protect teachers from issues and influences that could distract them from using class time solely for teaching and learning
• Protecting instructional time from interruptions
Focus On Prioritized Needs• More than six priorities inversely related to
achievement
• Schools with the highest levels of focus and monitoring achieved twice the gains in reading over three years compared to schools with lowest levels
• Teachers and leaders burned to a cinder doing EVERYTHING their boards and administrators require—even high scores on implementation of two dozen initiatives – BUT WITHOUT FOCUS, they score LOWER than other schools
Leadership Development
• Facilitating change is a team effort
• While the principal is crucial in successful implementation of change, many others have a responsibility to help
• Identifying potential future leaders
• Mentoring emerging leaders to assume key leadership responsibilities
• Providing evidence of delegation and trust in subordinate leaders
Essential Behavioral Leadership Qualities
• Fred I. Greenstein, one of our keenest observers of the modern presidency, surveys each president's record in public communication, organizational capacity, political skill, vision, cognitive style, and emotional intelligence--and argues that the last is the most important in predicting presidential success
• Resilience
• Tolerance
Personal Learning
• Demonstrates personal understanding of research trends in education and leadership
• Creates a personal professional focus
• Creates a professional development focus
• Applies professional development learning
The Leadership and Learning Center1.303.504.9312
LeadandLearn.comRaymond Smith, Ph.D.
Questions and Discussion