Leadership Development Nashua, NH

Leadership Development

Nashua School District

Leadership Development Setting the Context Supporting the Goals Does Leadership Matter?

Are leaders crucial to support achievement? How do we build leaders to support achievement? How do we challenge our leaders?

Student Achievement Where we are and where we need to be

Leadership Initiatives Laying the Cornerstones for

Leadership Opportunities for Leadership

Development

SETTING THE CONTEXTLeadership Development

Setting the Context:District Goals

1. To increase academic achievement for all students while recognizing the diverse needs of our students

2. To establish and communicate an accountability system

3. To align policies, procedures, and resources

4. To establish an assessment process5. To provide a positive climate and a safe

educational environment

SUPPORTING THE GOALSLeadership Development

Setting the Context:Supporting the Goals

Does leadership matter? Do beliefs make a difference?

Is our business growth and development?

Can all children learn? If we seek student proficiency,

What is teacher proficiency? What is administrator proficiency?

What is a successful school?

DOES LEADERSHIP MATTER?Leadership Development

The Challenging Question:Instructional Leadership

Principals are held accountable for student achievement; and yet,

“The direct effect of principals on student achievement is near zero.”

Ross and Gray, School Leadership and Student Achievement. 2002

Do you believe this? And if you do, why are you a Principal

[or, a District Administrator]?

Instructional Leadership Model

Community Instructional Climate

Personal Beliefs and Experiences

Instructional Organization

Principal Leadership

Institutional Context

Student Outcomes

Instructional Leadership Model

Instructional Climate School mission Student opportunity to learn Teacher expectations for student

learning Instructional Organization

Opportunities for teaching and learning Teaming students and teachers for

instructional delivery and curricular monitoring

Leadership

Advice for Urban School Leaders

Do what you say you’re going to do.

Know the work to lead the work.

Do not be afraid of accountability. Tom Payzant, former Superintendent, Boston

STUDENT ACHIEVEMENT:WHERE WE ARE AND WHERE WE NEED TO BE


STUDENT ACHIEVEMENT:ATTENDANCE


Nashua Attendance 2007-08

70

75

80

85

90

95

100

ALT AM BH BI BR CH CR EMS FG FMS LG MD MP NHN NHS NS PMS SH

87

9496 97 96 96 95 95 94

9594

9695

92 9395 95 96

SCHOOL

PE

RC

EN

TA

GE

OF

DA

YS

IN

AT

TE

ND

AN

CE

Attendance By School

Nashua Attendance 2007-08% Students with >30 Absences

37%

4%

1% 1%2% 2%

3% 3%1%

5%6%

1%2%

13% 13%

2%

5%

1%

0%

5%

10%

15%

20%

25%

30%

35%

40%

ALT AM BH BI BR CH CR EMS FG FMS LG MD MP NHN NHS NS PMS SH

School

% S

tud

ents

North: 246 students

Ledge St: 32 students

South: 293 students

ALT: 33 students

Leadership Questions

Where we are and where we need to be Student Attendance

Is it acceptable That 293 students at South miss more than 30

days of school a year? That 246 students at North miss more than 30

days of school a year? That 32 elementary students at Ledge St. miss

more than 30 days of school a year?

STUDENT ACHIEVEMENT:CLIMATE


High School Climate

0

50

100

150

200

250

300

350

400

450

385

249

402

448

2006-07 2007-08

NHNNHS

No

. S

tud

ents

High School Students Involved in Misconduct

High School Climate

0

20

40

60

80

100

120

140

160

135

121114

159

2006-07 2007-08

NHNNHS

No

. S

tud

en

ts

Students Involved in Fighting and Inappropriate Contact

High School Climate

0

40

80

120

160

200

240

280

226

188

167

254

2006-07 2007-08

NHNNHS

No

. In

cid

en

ts

Incidents of High School Fighting and Inappropriate Contact

High School Climate

0

200

400

600

800

1000

1200

NHN NHS

760

603538 567568

848

675

916

442

1026

03 04 05 06 07

HIGH SCHOOL DISCIPLINE HISTORYNumber of Suspensions


Where we are and where we need to be High School Climate

Is it acceptable That 18% of our students were involved in

misconduct incidents last year? That 7% of our students were involved in fighting

incidents last year? That 1500 suspensions occurred at the high

schools last year?

STUDENT ACHIEVEMENT:STATE TESTING


NECAP Math 2007Elementary Proficiency and Poverty

Amhe

rst St

Bicen

tenn

ial

Birch

Hill

Broad

St

Charlo

tte

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Dr Cris

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earle

s

Sunse

t Hts

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

63%

84% 81% 78%74%

52%

42%

58%

81%

60%

70% 69%

ProficientSES

NECAP Reading 2007Elementary Proficiency and Poverty

Amhe

rst St

Bicen

tenn

ial

Birch

Hill

Broad

St

Charlo

tte

Ave

Dr Cris

p

Ledg

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Fairg

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le

Mt Ple

asan

t

New S

earle

s

Sunse

t Hts

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

68%

87%82% 79% 78%

59%

47%

71%79%

57%

78%71%

ProficientSES

NECAP Writing 2007Elementary Proficiency and Poverty

Amhe

rst St

Bicen

tenn

ial

Birch

Hill

Broad

St

Charlo

tte

Ave

Dr Cris

p

Ledg

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Mt Ple

asan

t

New S

earle

s

Sunse

t Hts

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

48%

68%

51%

63%

53%

33%39%

58%51% 54% 52%

33%ProficientSES

NECAP Math 2007Elementary Not Proficient

Amhe

rst St

Bicen

tenn

ial

Birch

Hill

Broad

St

Charlo

tte

Ave

Dr Cris

p

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Fairg

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lem

Mai

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stab

le

Mt Ple

asan

t

New S

earle

s

Sunse

t Hts

0%

10%

20%

30%

40%

50%

60%

36%

15%18%

21%25%

47%

57%

41%

18%

39%

29% 30%

NECAP Reading 2007Elementary Not Proficient

Amhe

rst St

Bicen

tenn

ial

Birch

Hill

Broad

St

Charlo

tte

Ave

Dr Cris

p

Ledg

e St

Fairg

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ds E

lem

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n Dun

stab

le

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asan

t

New S

earle

s

Sunse

t Hts

0%

10%

20%

30%

40%

50%

60%

31%

12%17%

20% 21%

40%

52%

28%

20%

42%

21%

28%

NECAP Writing 2007Elementary Not Proficient

Amhe

rst St

Bicen

tenn

ial

Birch

Hill

Broad

St

Charlo

tte

Ave

Dr Cris

p

Ledg

e St

Fairg

roun

ds E

lem

Mai

n Dun

stab

le

Mt Ple

asan

t

New S

earle

s

Sunse

t Hts

0%

10%

20%

30%

40%

50%

60%

70%

51%

31%

48%

36%

46%

66%60%

41%

48%45% 47%

66%

Nashua District Test Results

0

10

20

30

40

50

60

70

80

3 4 5 6 7 8

ProficientNot Proficient

Grade

% S

tud

en

ts

District NECAP 2005Math Proficiency by Grade


0

10

20

30

40

50

60

70

80

3 4 5 6 7 8


Grade

% S

tud

en

ts



0

10

20

30

40

50

60

70

80

3 4 5 6 7 8 11


Grade

% S

tud

en

ts



Where we are and where we need to be NECAP Math Testing

Is it acceptable That 3 out of 10 students are not proficient in

math in Grade 5? That 4 out of 10 students are not proficient in

math in Grade 8? That 7 out of 10 students are not proficient in

math in Grade 11?


0

20

40

60

80

100

3 4 5 6 7 8 11


Grade

% S

tud

en

ts

District NECAP 2007Math Students in Poverty by Grade


0

20

40

60

80

100

3 4 5 6 7 8 11

AdvancedOthers

Grade

% S

tud

en

ts

District NECAP 2007Math Advanced Students by Grade


0

10

20

30

40

50

60

70

3 4 5 6 7 8


Grade

% S

tud

en

ts

District NECAP 2005Reading Proficiency by Grade


0

10

20

30

40

50

60

70

3 4 5 6 7 8


Grade

% S

tud

en

ts



0

10

20

30

40

50

60

70

80

3 4 5 6 7 8 11


Grade

% S

tud

en

ts



Where we are and where we need to be NECAP Reading Testing

Is it acceptable That 3 out of 10 students are not proficient in

reading in Grade 5? That 4 out of 10 students are not proficient in

reading in Grade 8? That 5 out of 10 students are not proficient in

reading in Grade 11?


0

10

20

30

40

50

60

70

3 4 5 6 7 8 11


Grade

% S

tud

en

ts

District NECAP 2007Reading Students in Poverty by Grade


0

20

40

60

80

100

3 4 5 6 7 8 11

AdvancedOthers

Grade

% S

tud

en

ts

District NECAP 2007Reading Advanced Students by Grade

STUDENT ACHIEVEMENT:HIGH SCHOOL FINAL EXAMS


High School Final Exams

0

40

80

120

160

200

240

A B C D F

119

211 212

136157

ABCDF

GRADE

Stu

de

nt

Co

un

t

Math Department Nashua North HSFinal Exams Semester Two 2007-08

High School Final Exams

0

50

100

150

200

250

300

350

A B C D F

81

200 193 191

320

ABCDF

GRADE

Stu

dent

Cou

nt

Math Department Nashua South HSFinal Exams Semester Two 2007-08


Where we are and where we need to be

High School Math Final Exams: Is it acceptable that 19% of our math

students at North failed their final exam? Is it acceptable that 35% received a D or F?

Is it acceptable that 33% of our math students at South failed their final exam?

Is it acceptable that 52% received a D or F?

STAFF RESPONSES TO MY ASPIRATIONS SURVEY

School Climate and Leadership Development

My Voice Staff Survey: Leadership & Responsibility“I see myself as a leader.”

Number of Staff Surveyed 62 74 48 61 51 43 60 69 52 34 61 52SURVEY STATEMENTS AM BI BH BR CH CR FG LG MD MP NS SH

I see myself as a leader. 76.9% 68.9% 73.5% 82.3% 79.6% 68.9% 76.7% 75.0% 77.4% 77.8% 79.4% 78.8%

LEADERSHIP & RESPONSIBILITY (Staff)

STATEMENT 1

76.9%68.9%

73.5%82.3% 79.6%

68.9%76.7% 75.0% 77.4% 77.8% 79.4% 78.8%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

AM BI BH BR CH CR FG LG MD MP NS SH

I see myself as a leader.

My Voice Staff Survey: Leadership & Responsibility“My colleagues see me as a leader.”


My colleagues see me as a leader. 52.4% 47.3% 54.2% 59.7% 63.3% 53.3% 55.0% 44.4% 43.4% 57.1% 58.7% 46.2%


STATEMENT 2

76.9%68.9%

73.5%82.3% 79.6%

68.9%76.7% 75.0% 77.4% 77.8% 79.4% 78.8%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%



52.4%47.3%

54.2%59.7% 63.3%

53.3% 55.0%

44.4% 43.4%

57.1% 58.7%

46.2%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%


My colleagues see me as a leader.

My Voice Staff Survey: Leadership & Responsibility“I am involved in school-wide decisions.”


I am involved in school-wide decisions.47.6% 41.9% 51.0% 43.5% 33.3% 36.4% 41.7% 23.9% 32.7% 39.4% 27.0% 40.4%


STATEMENT 3

76.9%68.9%

73.5%82.3% 79.6%

68.9%76.7% 75.0% 77.4% 77.8% 79.4% 78.8%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%



52.4%47.3%

54.2%59.7% 63.3%

53.3% 55.0%

44.4% 43.4%

57.1% 58.7%

46.2%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%



47.6%41.9%

51.0%43.5%

33.3% 36.4%41.7%

23.9%32.7%

39.4%

27.0%

40.4%

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%100.0%


I am involved in school-wide decisions.

My Voice Staff Survey: Leadership & Responsibility “I know the goals my school is working on this year.”


I know the goals my school is w orking on this year.71.0% 68.9% 81.6% 67.7% 76.5% 60.0% 71.7% 66.7% 60.4% 91.4% 61.9% 46.2%


STATEMENT 4

76.9%68.9%

73.5%82.3% 79.6%

68.9%76.7% 75.0% 77.4% 77.8% 79.4% 78.8%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%



52.4%47.3%

54.2%59.7% 63.3%

53.3% 55.0%

44.4% 43.4%

57.1% 58.7%

46.2%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%



47.6%41.9%

51.0%43.5%

33.3% 36.4%41.7%

23.9%32.7%

39.4%

27.0%

40.4%

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%100.0%


I am involved in school-wide decisions.

71.0% 68.9%

81.6%

67.7%76.5%

60.0%

71.7%66.7%

60.4%

91.4%

61.9%

46.2%

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%100.0%


I know the goals my school is working on this year.


Where we are and where we need to be Staff responses to Aspirations Survey:

Is it acceptable that 25% of our staff do not view themselves as leaders in our elementary schools?

Is it acceptable that 50% do not believe their colleagues view them as leaders?

Is it acceptable that 60% of our staff do not feel they are involved in school decisions?

Is it acceptable that between 40 and 50% of our staff do not know their school goals?

LEADERSHIP INITIATIVESLeadership Development

A PRACTICAL APPROACH TO EDUCATIONAL LEADERSHIP

Dr. Ron Krause – July 2008

Conceptual Framework

If you are involved in building and managing an organization……it is of critical importance to create tangible mechanisms aligned to preserve the core and stimulate progress.

Built To Last

Command and Control

Prescriptive

Personal

Entrepreneurial

School Environment

VALUES – What’s Important What are your values? Discover the values of those whom you

wish to lead Discover the organization’s values Discover your mutual values Make all decisions based on values The strength of the organization is the

strength of shared values Drive home the organization’s values

every time you speak

What do Leaders Talk About?

They talk about what’s important around here

They talk about where are we headed

They talk about risk

They talk about what motivates people

Leadership and Change

Attitude: Ability is what you are capable of doing; motivation determines what you do; ATTITUDE determines how well you do it.

Sensitivity: “The art of progress is to preserve order amid change” Whitehead

Style: “The true measure of a person is how he/she treats someone who can do him/her absolutely no good” Samuel Johnson

Salesmanship: “Enthusiasm is the very propeller of progress” B.C. Forbes

Leadership & Change

Motivation: “Management by objective works, if you know the objectives” Peter Drucker

Communication: “Understanding is a two-way street” Eleanor Roosevelt

Support: “If anything goes bad, I did it. If anything goes semi-good, then we did it. If anything goes real good, then you did it. That’s all it takes to get people to win football games for you.” Bear Bryant

Leadership & Change

Drive: “ Leadership: The art of getting someone else to do something you want done because he wants to do it.” Dwight Eisenhower

Integrity: “ A lie can travel halfway around the world while the truth is putting on its shoes.” Mark Twain

Responsibility: “The quality of a leader is reflected in the standards they set for themselves.” Abraham Lincoln

OUTCOMES

Alignment – sense of purpose/energy Empowerment – responsibility Respect – shared participation Interdependence - connected

system Innovation – divergent ideas Commitment – buy-in

LEADERSHIP THAT GETS RESULTS

Dr. Daniel Goleman

Leadership That Gets Results

Six Drivers of Climate Flexibility

How free employees feel to innovate unencumbered by red tape

Responsibility The sense of responsibility that employees

have to the organization Standards

The level of standards that people set


Rewards The sense of accuracy about performance

feedback and aptness of rewards Clarity

The clarity people have about mission and values

Commitment The level of commitment to a common

purpose


Six Leadership Styles* Coercive Authoritative Affiliative Democratic Pacesetting Coaching

* From Hay/McBer executive research


Coercive leaders Demand immediate compliance

Authoritative leaders Mobilize people toward a vision

Affiliative leaders Create emotional bonds and harmony


Democratic leaders Build consensus through participaton

Pacesetting leaders Expect excellence and self-direction

Coaching leaders Develop people for the future

Leadership That Gets ResultsCoercive

Authoritative

Affiliative

Democratic

Pacesetting

Coaching

Flexibility -.28 .32 .27 .28 -.07 .17

Responsibility -.37 .21 .16 .23 .04 .08

Standards .02 .38 .31 .22 -.27 .39

Rewards -.18 .54 .48 .42 -.29 .43

Clarity -.11 .44 .37 .35 -.28 .38

Commitment -.13 .35 .34 .26 -.20 .27Overall Impact -.26 .54 .46 .43 -.25 .42

Leadership That Gets ResultsCoercive Authoritati

ve Affiliative Democratic

Pacesetting Coaching

The leader’s modus operandi

Demands immediate compliance

Mobilizes people toward a vision

Creates harmony and builds emotional bonds

Forges consensus through participation

Set high standards for performance

Develops people for the future

The style in a phrase

“Do what I tell you.”

“Come with me.”

“People come first.”

“What do you think?”

“Do as I do, now.”

“Try this.”

Underlying emotional intelligence competencies

Drive to achieve, initiative, self-control

Self-confidence, empathy, change catalyst

Empathy, building relationships, communication

Collaboration, team leadership, communication

Conscientiousness, drive to achieve, initiative

Developing others, empathy, self-awareness

When the style works best

In a crisis, to kick start a turnaround, or with problem employees

When changes require a new vision, or when a clear direction is needed

To heal rifts in a team or to motivate people during stressful circumstances

To build buy-in or consensus, or to get input from valuable employees

To get quick results from a highly motivated and competent team

To help an employee improve performance to develop long-term strengths

Overall impact on climate

Negative Most strongly positive

Positive Positive Negative Positive

THE CHANGE PROCESS

James Mealey, Chief Operating Officer, Nashua School District

The Ten Commandments of Implementing Change

1. Analyze the organization and its need for change

2. Create a common direction3. Separate from the past4. Create a sense of urgency5. Support strong leadership roles6. Line up political sponsorship7. Craft an implementation plan8. Develop enabling structures9. Communicate, involve people, and be honest10. Reinforce and institutionalize change

LAYING THE CORNERSTONES

Priorities for Leadership and Organizational Development in Nashua

Laying the Cornerstones

Cornerstones are foundations of organizational direction

To create and sustain organizational behavior to build leadership through the district

To focus the energy and direction of the internal organization of the Nashua School District

To Identify target areas of human resources development to maximize student achievement

To support the Board of Education goals for the Nashua School District

Organizational and Leadership Cornerstones for the Nashua School District

Building Leadership

Shaping Belief

Creating Achievement

Celebrating Success


How do we Build Leadership? Throughout the district

In every student, every teacher, every administrator, every paraprofessional, every food service employee, every custodian, every secretary, every bus driver,

For shared decisions For innovative ideas For student success and student

achievement


How do we Shape Belief? In every student, every teacher, every

administrator, every paraprofessional, every food service employee, every custodian, every secretary, every bus driver, that

All students can succeed Education is an inalienable right Our business is the growth and development

of children Learning takes place every day for everyone


How do we Create Achievement? Do we believe that our business in

education is the growth and development of children?

Can we commit ourselves to breaking the myth that some children are incapable of learning at high levels?

Are we creating opportunities for students to demonstrate that they can learn at high levels—in every class, every day?


How do we Celebrate Success? Are we building a culture of community? Are we recognizing the achievements of

students and staff? Do we recognize achievement when we

see it? Is the school a family?

The Four Cornerstones

What will building the Cornerstones lead to? Success and achievement for all students,

through

1. Leadership development

2. Accountability for schools3. Human resources professional

development focused on student learning

4. Individual student monitoring reports

1. Leadership Development

Literacy training for Principals and school leaders

360 leadership institute Professional panel presentations by

staff at Board of Education meetings The Efficacy Institute

Shaping proficiency throughout the organization

2. Accountability for Schools

Develop school report cards Establish criteria [examples]

Attendance State test scores [AYP] Climate

My Voice surveys, School approval standards, Discipline, Staff evaluation

Student monitoring and improvement

Set school targets Use targets for evaluations

3. Human Resources Professional Development

All kids can learn TERC data teams: grade-level and

vertical CRM literacy training Small learning communities Efficacy Institute for title schools Paraprofessional mentoring Principal walkthroughs and feedback Understanding of special education

identification

4. Individual Student Monitoring

Set criteria for individual monitoring report

Develop monitoring report Each student has monitoring report

in place by end of 2008-09 Monitoring report data is used in

Accountability for Schools

Student Achieveme

ntAccountab

ilityAlignmentAssessme

nt Climate

Building Leadership

Shaping BeliefCreating Achievement

Celebrating Success

Organizational Cornerstones of the Nashua School District

Supporting District Goals


District Leadership

Principal Leadership

Teacher Leadership

Student Achievement