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Today's Focus on Principal Effectiveness Breaks Sharply with the Past24364<p>If you want to know about school principals, consider getting a data dump from Susan Gates. As a senior researcher at the RAND Corp., Gates has been key to numerous studies exploring the principalship, many commissioned by Wallace. The most recent, published in June, is a first-of-its-kind look at the prevalence in large and medium-sized school districts of comprehensive, systemic efforts—known as principal pipelines—to develop a large corps of effective school principals. &#160;</p><p>In a way, <a href="/knowledge-center/pages/taking-stock-of-principal-pipelines.aspx"> <em>Taking Stock of Principal Pipelines&#58; What Public School Districts Report Doing and What They Want to Do to Improve School Leadership</em></a> brings Gates full circle. Close to two decades ago, she was the lead researcher on another Wallace-commissioned report, <a href="/knowledge-center/pages/overview-of-school-administrators-and-their-careers.aspx"> <em>Who is Leading Our Schools&#58; An Overview of School Administrators and Their Careers</em></a>. Published in 2003, that study helped overturn the then-common view that the nation was facing a shortage of people certified to become principals. The report influenced Wallace’s decision to devote the foundation’s education leadership efforts to helping more principals work in a way that could improve schools, a move that eventually led to Wallace’s Principal Pipeline Initiative. With that came a <a href="/knowledge-center/school-leadership/pages/principal-pipeline-implementation.aspx">groundbreaking 2019 report </a>by Gates and her team finding that pipelines can have significant benefits for student achievement and principal retention. &#160;</p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/Todays-Focus-on-Principal-Effectiveness-Breaks-Sharply-With-the-Concerns-of-20-Years-Ago/gates_9114-(002).jpg" alt="gates_9114-(002).jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;159px;height&#58;201px;" />We recently caught up with Gates to ask her to reflect on the “then” and “now” in the principal landscape, including what the COVID-19 crisis has meant for school leadership. The interview has been lightly edited for length and clarity.</p><p> <strong>Since 2003, what changes have you seen in the discussions about school leadership? Are we at a different place from where we were 17 years ago—pandemic notwithstanding?</strong></p><p>I’ve seen a tremendous shift in the public discourse around school leadership in the last two decades.&#160; Twenty years ago, attention was focused on a pending wave of retirements and questions about whether there would be enough people to replace the retirees. Policymakers were also worried about high principal turnover rates—especially in more challenging high-needs schools. But the focus was really on whether there were sufficient numbers of people to fill vacancies. </p><p>Concerns about turnover and filling vacancies remain today, but the discussion is now focused on whether schools have effective principals. It’s not enough to simply put more people through principal preparation programs. There is growing recognition that the principal’s job is exceedingly complex and unpredictable. We’ve learned a lot over the past 20 years about how to prepare people for this important role. Research has identified features of good principal preparation. But we’ve also learned that prep programs can’t do it all. Twenty years ago, there was this notion that a person with two to three years of teaching experience could attend a good preparation program and at the end of it be ready to serve as principal in any environment with minimal support. Today, we understand that school leadership is itself a career with expectations for growth and development. This implies that good school leadership must be a shared responsibility of preparation programs and the school districts that hire and support principals. </p><p>The search for strategies to improve principal quality now focuses on improving preparation programs and the activities of districts. Are they hiring the right candidate for the job? Are they providing that person with the supports they need to be effective? Are they helping them identify their growth areas and supporting them in their professional development? And are they working in partnership with preparation programs to improve preparation?</p><p> <a href="/knowledge-center/pages/taking-stock-of-principal-pipelines.aspx"><strong><em>Taking Stock of Principal Pipelines</em></strong></a><strong> is the first systematic look at the status of principal pipelines in large and medium size districts across the nation. Should readers be surprised by how much activity in pipelines is under way now—or be surprised about the gaps? How do you and your team see the findings? </strong></p><p>Pipeline activities are those related to the preparation, hiring, evaluation and support of principals. Districts employ principals and so it is natural to expect that all districts would be doing some if not most of these pipeline activities. And that is what we found. Districts of all sizes reported that they are devoting effort to the preparation, hiring, evaluation and support of principals. Not only that, the leaders in nearly all districts reported prioritizing school leadership as a lever for school improvement. There’s a pervasive understanding across the country that school principals matter. At the same time, less than half of districts reported moderate or high satisfaction with their pool of principal candidates. This suggests that districts see pipelines as an area for improvement.</p><p> <strong>What does the study tell us about differences in pipeline activities between large districts, medium districts and smaller districts?</strong></p><p>Districts of all size reported engaging in pipeline activities and there was substantial interest across districts of all sizes in doing more in each area. Medium districts reported engaging in fewer pipeline activities. &#160;They were less likely to have principal standards and a process to encourage or “tap” individuals to become school leaders. They were also less likely to use performance-based hiring metrics and standards-aligned evaluation and to have a position dedicated to school leadership.&#160; </p><p>These differences between medium and large districts were not terribly surprising. It takes some up-front effort to set up some of these activities—you have to develop standards, hiring processes, evaluation metrics. Smaller districts tend to have fewer schools and hence fewer principals. So the payoff to them from such up-front efforts may be smaller.&#160; </p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/Todays-Focus-on-Principal-Effectiveness-Breaks-Sharply-With-the-Concerns-of-20-Years-Ago/Percentage-of-10K-Districts-Reporting-Prevalence-of-Principal-Pipeline-chart.jpg" alt="Percentage-of-10K-Districts-Reporting-Prevalence-of-Principal-Pipeline-chart.jpg" style="margin&#58;5px;width&#58;600px;height&#58;568px;" /> <br> </p><p> <strong>The current study found that large numbers of the district officials you interviewed want to upgrade their pipeline activities, everything from pre-service principal preparation to on-the-job support. What do your study and other research suggest will be the easiest and most difficult areas to strengthen?</strong></p><p>Research on the principal pipeline districts suggests that efforts to strengthen principal preparation can be challenging because there is a long lag time before such efforts will result in improvements in principal quality. In contrast, efforts to improve hiring and professional development for current principals can have more immediate impact. Although nearly all districts in our study reported doing something with regard to on the job support, this is also an area where most districts also wanted to do more. What struck me as an important growth area was the use of performance-based hiring approaches. This is a pipeline activity with relatively low prevalence nationwide.&#160; </p><p> <strong>The COVID-19 crisis has placed huge demands on public school education. What role are school leaders playing in keeping education going during this time, and how should districts be thinking now about their principal pipelines? </strong></p><p>Even prior to the COVID-19 crisis there was a recognition that the principal’s job is exceedingly complex and unpredictable. National school leadership standards outline 10 areas that principals need to master&#58;&#160; mission, ethics, curriculum and instruction, student support, professional capacity of school personnel, professional community of school staff, community engagement, management and school improvement. It’s as if all principals need to have the same toolbox, along with the ability to figure out which tool to use at which time. When a principal first takes over a school, they have to spend time figuring out what prioritize and how. In other words, which tools to use and how best to use them. Then they make adjustments over time. </p><p>The COVID-19 crisis disrupted the landscape for all schools. All principals had to re-think how they were approaching each area. Some may have had to dig deeply into their toolbox to find tools that they hadn’t had to use in a while. </p><p>School principals tend to be highly dedicated to the communities and students they serve, and according to a recent <a href="https&#58;//www.pewresearch.org/politics/2019/09/19/why-americans-dont-fully-trust-many-who-hold-positions-of-power-and-responsibility/" target="_blank">Pew survey</a>, they are among the most trusted category of public officials, along with police officers and members of the military. Families and communities are stretched in so many ways, and they are turning to these trusted school principals for help. So while principals are still expected to be the instructional leader of the school (now with a focus on supporting virtual learning options), they are also&#160; in charge of providing meals to families, making connections to social services, developing contract tracing and virus testing plans, and developing options for classroom set-up and bathroom breaks that honor social distancing requirements. And the list goes on. No principal preparation program could have fully prepared a principal for all aspects of this crisis so district support will be critical. Even highly effective veteran principals may need guidance, support or respite in these challenging times. By providing such support this school year, districts might be able to limit burnout and turnover.</p> <p> <em>Lead photo by Claire Holt</em></p>RAND’s Susan Gates reflects on the changed discourse about principals—and what COVID means for their leadership GP0|#cad33471-a186-455a-836f-0d0657808f00;L0|#0cad33471-a186-455a-836f-0d0657808f00|research;GTSet|#e1be52fb-ad26-4379-9818-fd44f616dcf2;GP0|#9bd3b07b-0109-42ab-81a9-dbffde0c42be;L0|#09bd3b07b-0109-42ab-81a9-dbffde0c42be|education leadership;GP0|#c60847d8-3514-412d-b9b7-d837c1fbc834;L0|#0c60847d8-3514-412d-b9b7-d837c1fbc834|district practice;GP0|#0749b622-d2bc-4ff6-bf7d-ee28a6072887;L0|#00749b622-d2bc-4ff6-bf7d-ee28a6072887|district policyGP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61;GP0|#02d6f4ae-88a2-4236-b1a9-1f37b2599002;L0|#002d6f4ae-88a2-4236-b1a9-1f37b2599002|District Policy and Practice;GPP|#330c9173-9d0f-423a-b58d-f88b8fb02708;GP0|#8cf34914-7bff-4dc4-95c0-d6e59a295cba;L0|#08cf34914-7bff-4dc4-95c0-d6e59a295cba|Effective Principal LeadershipWallace editorial team79<img alt="" src="/News-and-Media/Blog/PublishingImages/blog-q-a-susan-gates-lg-feature.jpg" style="BORDER&#58;0px solid;" />2020-09-15T04:00:00ZYour source for research and ideas to expand high quality learning and enrichment opportunities. Supporting: School Leadership, After School, Summer and Extended Learning Time, Arts Education and Building Audiences for the Arts.9/15/2020 4:44:31 PMThe Wallace Foundation / News and Media / Wallace Blog / Today's Focus on Principal Effectiveness Breaks Sharply with the Past RAND’s Susan Gates reflects on the changed discourse 100https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
What We Need from The Arts Right Now24124<p>​​​​​As arts organizations around the country plan to reopen, strategists and researchers at LaPlaca Cohen and Slover Linett have teamed up on a research initiative to help arts leaders understand what audiences want and expect from organizations during the pandemic—and how organizations can address the hopes, fears and needs of people as they consider returning. The new study, <a href="https&#58;//culturetrack.com/research/covidstudy/">Culture Track&#58; Culture and Community in a Time of Crisis</a>, based on responses from more than 120,000 survey respondents, sheds light on the current cultural landscape.<u> </u></p><p>We caught up with Jen Benoit-Bryan, vice president &amp; co-director of research at Slover Linett Audience Research and Diane Jean-Mary, partner and chief strategy officer at LaPlaca Cohen, over email to learn more about the implications of the study and how people might look to it for guidance.</p><p> <strong>We know you have been sharing these findings with arts leaders around the country. What has resonated with the field? How are organizations applying this data? </strong></p><p> <strong> <img class="wf-Image-Left" alt="Djm headshot_color.png" src="/News-and-Media/Blog/PublishingImages/Pages/What-We-Need-from-Arts-and-Culture-Right-Now/Djm%20headshot_color.png" style="margin&#58;5px;width&#58;175px;height&#58;175px;" />DJM</strong>&#58; Presenting the findings amidst our placeless, Zoom-fueled, reality has provided space for a truly national conversation surrounding the role of arts and culture in our society. Previously, our Culture Track road shows were highly localized, bringing in audiences from a particular city or region to discuss the latest findings. This year, we were able to have far greater dialogue at the national level as participants tune into our presentations from all around the country. This feels particularly vital in a year when we are all navigating the same global issues of health, a hurting economy, and the fight for racial justice. It’s been pretty incredible to see institutions around the country not just take meaningful insights from the study but also from each other. </p><p> <strong> <img class="wf-Image-Left" alt="Jen6.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/What-We-Need-from-Arts-and-Culture-Right-Now/Jen6.jpg" style="margin&#58;5px;width&#58;175px;height&#58;117px;" />JBB</strong>&#58; One of the most surprising and meaningful insights from the data has been the high level of arts and culture digital participation among the general public during COVID-19, and crucially, the finding that digital offerings seem to be expanding and diversifying participation. It has been fascinating to see that for many segments of the arts and culture sector, a lot of the people using digital content from organizations hadn’t attended that type of organization in person in the previous year—for example, 51 percent of people using digital content from science museums during COVID-19 hadn’t been to a science museum in person in 2019. </p><p>Perhaps even more importantly, those using digital content who hadn’t been in-person were much more likely to be diverse along demographics that we know are underrepresented in arts and cultural organizations, such as people with low incomes, low education levels and Black or African Americans. We have heard from many organizations who are already using these findings to explain why resources for digital engagement are critical now and in the future.</p><p> <strong>You’ve both been doing research on audiences for many years. What is different about these findings? What do audiences continue to value during a pandemic?</strong></p><p> <strong>JBB&#58;</strong> &#160;A central assumption we held when designing this work was the need to understand what communities require and want from cultural organizations during COVID-19. Therefore, it was critical that we hear from a range of audiences and attenders to culture—defined quite broadly—as well as the public with their varied types and degrees of connection to culture. That’s unique. Most studies focus on a single organization’s audiences or perhaps a portion of the cultural landscape like orchestras, but this study goes way beyond those frames of reference. The sheer scale of participation in the study—over 120,000 respondents—allowed us to slice and compare segments of the data in a more granular way, which is extremely powerful for understanding portions of the whole like users of digital arts and culture activities.</p><p> <strong>DJM</strong>&#58; COVID-19, in every fundamental way, has disrupted our sense of what normal looks like, and we’re seeing that bear out in the research. In a time of such great uncertainty, many are turning to creativity, perhaps as a way to regain a sense of agency, expression and enjoyment. It was great to see how many people are leaning into their inner artist and maker&#58; singing, crafting, baking, painting and more. There are also facets of culture that are just as vital now as they were before the pandemic, particularly in the ways that people perceive the value of the arts&#58; a force for connecting us to each other, for understanding the vastness of human experience, and for emotional and intellectual escape.&#160;</p><p> <strong>Was there anything that surprised you about these findings?</strong> </p><p> <strong>JBB&#58;</strong> I was surprised by the proportion of the public—96 percent—that sees a role for arts and culture organizations during a crisis like COVID-19. When we wrote this question, we thought many people might tell us that arts and culture should just “get out of the way” during a crisis, but people are looking to arts and culture for four main kinds of help&#58; support staying connected with others and educating kids; emotional support; practical support and opportunities for distraction and escape.<br><br><strong>What is one key finding you hope organizations will take away from the study?</strong></p><p> <strong>DJM</strong>&#58; The single most revealing finding was just how big the racial inclusion problem is in our sector. Anecdotally, the field understands that it has failed to welcome and serve communities of color and has made strides to confront diversity, but there’s still a long way to go to achieve equity and inclusion, and this is reflected in the data. Our survey reached 122,000 respondents, largely pulled from lists provided by over 650 cultural organizations around the nation. The overwhelming majority of those audiences are white, 85 percent of the audiences surveyed through their lists to be exact. Of those surveyed through cultural organizations’ lists, just three percent are Black, five percent are Hispanix/Latinx and four percent are Asian/Pacific Islander. Less than one percent is Native American. Every organization should reflect on this data, unpacking the barriers that have signaled to BIPOC audiences that we do not belong. </p><p>For the future relevance of the arts, cultural organizations will have to change alongside our society. And that change cannot be limited to the visitor-facing channels at their disposal. Audiences can see through the optics of superficial inclusion, they can feel when diversity is a mere checkbox. Cultural organizations should instead focus on building trust, relevance and connection with their audiences of color.&#160; </p><p> <strong>JBB&#58;</strong> &#160; The research also provides some clear evidence about the changes that would make arts and culture organizations better for Black or African American respondents and Hispanic or Latinx respondents. Almost three-quarters of Black or African American respondents, two-thirds of Hispanic or Latinx respondents and about half of the public want arts and culture organizations to become more centered on their communities and the people in them. This includes changes such as greater diversity; a focus on local artists, nonprofits and community; deepening engagement with young people; treating employees fairly; and being friendlier to all kinds of people. There’s more to unpack and explore here, particularly through the upcoming qualitative research coming next. </p><p> <strong>Did the data give any clues as to the future of organizations using digital content going forward?</strong></p><p> <strong>DJM</strong>&#58; With increasing financial pressure placed on cultural organizations to recoup revenue lost to COVID-19 closures, many institutions are assessing how best to monetize their virtual content. It is important as they examine all the options on the table, not to regard digital as a substitute for prior onsite revenues. The data suggests that the audience’s appetite for paid digital content is quite low. Instead, digital offerings present an opportunity for broadening audiences beyond the typical visitor. We’re seeing greater engagement particularly amongst people of color and lower income families.&#160;Digital is a great tool that institutions should deploy in service to bettering the lives of their communities, rather than as a driver of revenue.</p><p> <strong>What is the level of confidence on these findings? Do you feel they are broadly applicable?</strong></p><p> <strong>JBB&#58; </strong>As we designed the study, we made a few decisions with the goal of creating a broadly applicable and useful dataset. First, we defined “arts and culture” quite widely and worked to recruit participating organizations across the sector. We also worked with NORC [National Opinion Research Center] at the University of Chicago to draw an extremely rigorous and representative sample of the public with a margin of error of 2.88 percentage points. In survey design, we made the strategic decision not to ask any questions that were focused just on the organization distributing the survey—although we considered it—because we wanted these findings to be broadly useful to the arts and culture sector.&#160;</p><p> <strong>Given the findings, what kind of an arts experience would people be responsive to over the next six to 12 months?</strong></p><p> <strong>DJM</strong>&#58; Based on what we’re seeing from the data and hearing from the field, the most successful arts experiences of the future will be designed around what audiences are so desperately missing in their lives—connection, novelty and adventure. We’re in the wild west of creativity and invention, and people seem more willing to experiment with activities that help them reconnect with the parts of life we’ve lost. We are all craving connection with our loved ones and that will only grow in intensity as we move from one year in quarantine to the next. I bet that any arts organization that provides a way for friends and families to connect through shared, novel experiences will be a major hit with audiences. This is especially true if the experience embraces a participatory approach that invites the audience to be the engineers of the adventure, fun and sense of togetherness. Bonus points for experiences that get us off Zoom and into the world (safely, of course), and also for experiences that help parents and caregivers educate children in a fun and interactive way.&#160; </p><p> <em> <span> <span> <strong> </strong></span></span>Diane Jean-Mary is a global strategy consultant with expertise in organizational change and transformation for the field of arts and entertainment. As Partner and Chief Strategy Officer at LaPlaca Cohen, Diane oversees a dynamic range of projects, nationally and internationally, on cultural entrepreneurship, mission and purpose development, brand strategy, strategic visioning, and audience development across non-profit and corporate creative institutions. She also leads the firm's ongoing Culture Track study, an insights and innovation platform dedicated to addressing the most pressing challenges in the cultural sector. <br></em></p><p> <em><span><span><strong></strong></span></span>Jen Benoit-Bryan is the Vice President &amp; Co-director of Research at Slover Linett, a firm that uses the tools of research and evaluation to help the cultural sector understand its participants and communities, experiment with new strategies for engagement, and connect more deeply to more people. Jen has overseen a portfolio of over sixty complex client engagements over the past six years at Slover Linett, using the tools of research and evaluation to help organizations meet their goals. Since coming to Slover Linett in 2014, she has worked on wide-ranging, often multi-year projects with the National Academy of Sciences, Central Park Conservancy, the Kennedy Center, Museum of Fine Arts Houston, Carnegie Hall, Washington National Opera, Ballet Austin, the High Line, Dallas Zoo, and SFMOMA, among many other arts, culture, and informal learning organizations. Jen serves as the Principal Investigator &amp; Slover Linett Team Director for the Culture &amp; Community in a Time of Crisis (CCTC) study conducted in 2020 in partnership with LaPlaca Cohen. Jen earned her Ph.D. in public administration &amp; research methodology at the University of Illinois, Chicago. </em></p><em> </em>New large-scale survey on cultural sector in the pandemic finds audiences crave more racial inclusion, connection with othersGP0|#459b8438-9b87-47d0-814e-02452652da81;L0|#0459b8438-9b87-47d0-814e-02452652da81|arts;GTSet|#e1be52fb-ad26-4379-9818-fd44f616dcf2;GP0|#7ee74777-f4ad-4204-a3cc-1a02bb45abab;L0|#07ee74777-f4ad-4204-a3cc-1a02bb45abab|arts audiences;GP0|#a0d4f287-6ff9-448d-8c80-654a5fcb15c1;L0|#0a0d4f287-6ff9-448d-8c80-654a5fcb15c1|market research;GP0|#b0d59089-4c9d-435f-bdfb-dcc911093ba5;L0|#0b0d59089-4c9d-435f-bdfb-dcc911093ba5|artists;GP0|#cad33471-a186-455a-836f-0d0657808f00;L0|#0cad33471-a186-455a-836f-0d0657808f00|researchGP0|#8056f3bc-89c1-4297-814a-3e71542163be;L0|#08056f3bc-89c1-4297-814a-3e71542163be|Building Audiences for the Arts;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61Wallace editorial team79<img alt="" src="/News-and-Media/Blog/PublishingImages/CultureTrack_Covid_Logo_REV_WEB-1024x244.png" style="BORDER&#58;0px solid;" />2020-09-09T04:00:00ZNew large-scale survey on cultural sector in the pandemic finds audiences crave meaningful digital experiences, more racial inclusion and connection with others9/11/2020 3:26:35 PMThe Wallace Foundation / News and Media / Wallace Blog / What We Need from The Arts Right Now New large-scale survey on cultural sector in the pandemic finds audiences crave more 170https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Keeping a Focus on Equity as Schools Reopen During the Pandemic24463<p>​The COVID-19 pandemic has cast a harsh spotlight on the inequities that fester in almost every sector of our nation, including K-12 education. Recently, we spoke with Hal Smith, senior vice president of education, youth development &amp; health at the National Urban League, about how districts and state departments of education can address those inequities as they move into a new school year and face the unprecedented challenge of educating students while keeping schools safe during a pandemic. Smith is a member of the steering committee for Wallace’s ESSA Leadership Learning Community, a group of staff members and chiefs from 11 state departments of education, leadership from urban districts and Urban League affiliate CEOs. The group is considering how federal education law and the resultant state and local policies and investments could be used to promote evidence-based school leadership practices focused on achieving educational equity. The interview has been edited for length and clarity.</p><p> <strong>What did we learn about remote learning after school buildings closed last spring, and what lessons should districts be applying in the coming school year?</strong></p><p> <img class="wf-Image-Left" alt="Hal_Smith.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Keeping-a-Focus-on-Equity-as-Schools-Reopen/Hal_Smith.jpg" style="margin&#58;5px;width&#58;245px;height&#58;184px;" />Nobody was prepared to move online. That’s not a criticism—nobody could have anticipated it—but the quality of instruction varied widely. You had very few prepared to do in-person instruction that transferred easily to online settings. And some never attempted to move instruction online, and education became a series of workbooks and cobbled-together approaches done on the fly.&#160; </p><p>This year, as the school year opens, we should have had time to prepare for remote instruction. That would mean professional development for teachers and support for parents to take advantage of remote learning. Even if you provide the broadband internet access and devices that we’ve clamored for, there is still a question as to how families, caregivers and students themselves can use digital and remote learning to greatest effect. It’s one thing to turn on the computer and sit in front of the screen; it’s another to know how to best take advantage of digital learning and platforms. How do you grow and maintain relationships in a virtual environment? </p><p>Also, how do you understand screen time not just as a passive experience where you are pushing buttons, but as time to do serious inquiry into what interests you as a learner? While there is certainly a need for instruction, there is certainly room for student-led inquiry into what is happening in the world around them. Their interests, their hobbies, the things they wanted to know more about—all of those things should be acknowledged as we return to more formal instruction this school year. We are hoping that districts are thinking of students as more than passive recipients of digital learning, [and seeing them] as co-creators of their learning, of their sense of inquiry and development. That was not happening in in-person instruction either. So this was an opportunity to think differently about students and their own learning and development. </p><p> <strong>Are urban schools prepared to reopen?</strong></p><p>Right now everyone’s plans seem to hit the high notes in general terms because they’re not asked for specifics. But the next six weeks will bear watching. Publicly released plans focus on children’s safety and wellness. But we also want to know your strategy for reaching high school students who never logged on in the spring, in the summer, and have no ability or intention for logging on in the fall. Those strategies are not clearly articulated in reopening plans. Those plans assume that everyone will show up every day, and that’s not the case. </p><p><img alt="COVID-19-Costs-to-Reopen-Schools.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Keeping-a-Focus-on-Equity-as-Schools-Reopen/COVID-19-Costs-to-Reopen-Schools.jpg" style="margin&#58;5px;" /><br>&#160;</p><p> <strong>How should districts and schools approach social and emotional learning during this school year?</strong></p><p>Every district named social and emotional learning as an important part of their CARES Act plan [<em>the federal relief package that has provided funding for, among other things, public education</em>]. Is it real or is it political speak that doesn’t change the way we invest in public schools? It’s very common now for social-emotional learning to be dropped as a marker of educational care. You have to have it there. The language doesn’t mean you changed a single way that you operate. We’ll see that play out in the investments, the partnerships, the staffing decisions, the scheduling. Do you have room in your schedule for one-on-one and small group contact with young people, or have you simply replicated your block schedule online? </p><p>There was certainly trauma, financial uncertainty, but we want to acknowledge that young people are thoughtful and resilient and did some things outside the building we call school that will contribute to their education and growth. Having adults that can help them process what happened is important. </p><p>We had young people in Urban League programs who were essential workers. They worked in retail, they worked in fast food, and they were asked to take that on at 16, 17. That’s ripe for learning and reflection—the inequities in experience, the maturity that was accelerated by that. What have we learned in this moment about ourselves, our society? </p><p> <strong>What inequities has the pandemic laid bare and how should districts address them? </strong></p><p>There is no hiding the impact of inequity on education now. Inequity of food security, of housing, social economic status, racism, access to laptops and high-speed internet access—those have been made clear. These are not things that all cities, all communities were paying attention to in a connected manner. We are in a different place in that people have acknowledged these inequalities exist. I don’t know as we are in a different place as far as doing things differently.</p><p>We think it’s necessary for people to envision a longer-term set of solutions [that address] remote and distance learning, that upend inequity and establish a more high-quality education for all students. There will be a tendency [in the coming year] to focus on remediation and not acceleration. Some students need to catch up. But this doesn’t mean we have to stay there for the whole year. Because they missed four months of instruction doesn’t mean they are incapable of higher-level work. I do not believe that the highest-achieving students in the highest-achieving schools are going to receive a basic education. So the same kinds of imagination and energy that are going into educating high-achieving students, why not give that to all students? </p><p>I also think there’s a real of parents, caregivers and community stakeholders. I say funded very specifically because sustained engagement costs money. The funded nature means there are some resources dedicated to make sure it’s robust. You structure meetings, you structure people’s professional time, so someone is responsible for getting parent feedback and include them meaningfully in your strategy and planning. Anything that’s sustained has to have resources dedicated to it.</p><p>Often engagement is understood as a communications effort&#58; We are going to make sure that everyone hears the message, that the tweet, the flyer goes out there—but that’s not engagement. You really want to engage parents and stakeholders around what you want to happen and anticipate pushback and questions as you shape what your priorities and your strategies are [for remote or hybrid instruction]. Having parents, caregivers, stakeholders and even students themselves, where possible, be a part of the planning, the implementation, and most importantly a part of the reflection, is essential. </p><p> <strong>You've talked about regarding this school year as one that lasts 18 months, through summer 2021. What would that look like?</strong></p><p>We should think of summer 2020 through summer 2021 as one school year, one educational time period, rather than parse out our plans in three distinct time periods, so that we have time to think about recovery and acceleration and some new innovation. The investments we made this summer and what we learned are going to be applied to this school year. And the things we learn this school year will certainly shape what is necessary next summer. So rather than create artificial barriers, there’s an opportunity to think about an 18-month period where we are going to work with parents, children and educators in a more connected way compared to the typical school year. </p><p>I do look forward to what this fall will bring. We have very talented educators in this country and there will be no shortage of new approaches. I think much of what we will learn will dramatically shape what school looks like after the pandemic. Maybe we’ll no longer accept 40 kids in a classroom. Maybe more teachers will take on a hybrid approach where student projects live online. I don’t imagine education going back to the way it was before. </p><p><em>&quot;What Will It Cost to Reopen Schools?&quot; image is reprinted with permission of the Association of School Business Officials International® (<a href="https&#58;//www.asbointl.org/">www.asbointl.org</a>) and is non-transferable. Use of this imprint does not imply any endorsement or recognition by ASBO International and its officers or affiliates.</em> <br> </p>The Urban League’s Hal Smith sees pitfalls and, yes, educational opportunities—including more student-led inquiry GP0|#cad33471-a186-455a-836f-0d0657808f00;L0|#0cad33471-a186-455a-836f-0d0657808f00|research;GTSet|#e1be52fb-ad26-4379-9818-fd44f616dcf2;GP0|#9bd3b07b-0109-42ab-81a9-dbffde0c42be;L0|#09bd3b07b-0109-42ab-81a9-dbffde0c42be|education leadership;GP0|#0749b622-d2bc-4ff6-bf7d-ee28a6072887;L0|#00749b622-d2bc-4ff6-bf7d-ee28a6072887|district policy;GP0|#d12b494a-8c5d-4014-9866-51539e68ea50;L0|#0d12b494a-8c5d-4014-9866-51539e68ea50|COVID-19GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61Elizabeth Duffrin97<img alt="" src="/News-and-Media/Blog/PublishingImages/blog-hal-smith-q-a-lg-feature.jpg" style="BORDER&#58;0px solid;" />2020-08-25T04:00:00ZThe Urban League’s Hal Smith sees pitfalls and, yes, educational opportunities—including more student-led inquiry8/26/2020 4:50:08 PMThe Wallace Foundation / News and Media / Wallace Blog / Keeping a Focus on Equity as Schools Reopen During the Pandemic The Urban League’s Hal Smith sees pitfalls and, yes 717https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
How Can Artists Help Reimagine Our Future Post-COVID?24344 <p>As society looks to address the ravaging effects of both COVID-19 and systemic racism, artists and arts organizations have an essential role in reimagining the future. In an Op-Ed for <em>KCET’s Southland Sessions</em>, Kristy Edmunds, Executive and Artistic Director for UCLA’s Center for the Art of Performance, argues that while the products of the creative sector will undoubtedly continue as indispensable contributions for a thriving society moving forward, it is artistic process and creative problem solving that are most crucial to paving the way towards a vital and inclusive future. Edmunds argues that these intrinsic benefits of the arts are often overlooked, particularly in discussions about post-pandemic recovery. </p><p>To nurture this philosophy, arts organizations can and must help get artists to the recovery table. It starts with a commitment to what Edmunds calls “duty of care.” For Edmunds, what this looks like is maintaining transparency and cultivating pathways of information&#58; “We have to provide as much information as possible to artists. We’re saying here’s what we’re seeing, here’s what we’re learning from various organizational/institutional vantage points, so that knowledge is transferred and shared rather than left dangling in the air. Artists will know what to do for their work and process and decision-making. The most important thing for them to know is that they’re not being abandoned—they are being sought.” </p><p>In addition, Edmunds says, arts organizations can proactively work to ensure that artists have a prominent voice in post-pandemic recovery conversations. She observes that it tends to be the most visible leader who is invited to the policy roundtable, but that person may not necessarily be best suited for the task at hand. To address this, she offers, “It’s incumbent upon us, as leaders, to understand the dynamic of what’s being sought, and to bring artists into the room with us.” </p><p><a href="https&#58;//www.kcet.org/shows/southland-sessions/kristy-edmunds-public-care-is-our-most-durable-good">Read Edmunds’ Op-Ed on the KCET website</a>. </p> Op-Ed for KCET argues that artists—and the organizations that support them—can play a vital role in post-pandemic problem solvingGP0|#459b8438-9b87-47d0-814e-02452652da81;L0|#0459b8438-9b87-47d0-814e-02452652da81|arts;GTSet|#e1be52fb-ad26-4379-9818-fd44f616dcf2;GP0|#7ee74777-f4ad-4204-a3cc-1a02bb45abab;L0|#07ee74777-f4ad-4204-a3cc-1a02bb45abab|arts audiences;GP0|#a0d4f287-6ff9-448d-8c80-654a5fcb15c1;L0|#0a0d4f287-6ff9-448d-8c80-654a5fcb15c1|market research;GP0|#b0d59089-4c9d-435f-bdfb-dcc911093ba5;L0|#0b0d59089-4c9d-435f-bdfb-dcc911093ba5|artists;GP0|#d12b494a-8c5d-4014-9866-51539e68ea50;L0|#0d12b494a-8c5d-4014-9866-51539e68ea50|COVID-19GP0|#8056f3bc-89c1-4297-814a-3e71542163be;L0|#08056f3bc-89c1-4297-814a-3e71542163be|Building Audiences for the Arts;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61Wallace editorial team79<img alt="" src="/News-and-Media/Blog/PublishingImages/blog-Edmunds-kcet-lg-feature.jpg" style="BORDER&#58;0px solid;" />2020-08-11T04:00:00ZOp-Ed for KCET argues that artists—and the organizations that support them—can play a vital role in post-pandemic problem solving8/11/2020 6:17:51 PMThe Wallace Foundation / News and Media / Wallace Blog / How Can Artists Help Reimagine Our Future Post-COVID Op-Ed for KCET argues that artists—and the organizations that support 466https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Once Focused on System Problems, Principal Supervisors Now Drive Support22986<p>In 2014, Des Moines Public Schools was one of six urban school districts selected to participate in Wallace’s Principal Supervisor Initiative, a four-year effort to overhaul a central-office position from its traditional focus on administration to a focus on developing principals’ skills at supporting effective teaching. Des Moines, which serves 33,000 children across more than 60 schools, was eager to get to work. </p><p>A year earlier, newly appointed superintendent Thomas Ahart had increased his staff of supervisors, known in the district as directors, to five from three, thereby reducing the number of schools each supervisor oversaw. At the time, a single director managed all of the district’s 39 elementary schools. Over the course of the effort, Des Moines made substantial changes that allowed principal supervisors to spend more time working alongside principals to strengthen their instructional leadership practices. A new report, <a href="/knowledge-center/pages/changing-the-principal-supervisor-role-to-better-support-principals.aspx"> <em>Changing the Principal Supervisor Role to Better Support Principals&#58; Evidence from the Principal Supervisor Initiative</em></a>, describes the experiences of Des Moines and the other districts, as well as the impact of the work. In early March, Ahart sat down with us to discuss how the supervisor effort had unfolded in Des Moines and his plans to keep the momentum going. The interview has been edited for length and clarity.&#160;</p><p> <strong>One of the key components of the Principal Supervisor Initiative (PSI) was to strengthen central office structures to support and sustain changes in the principal supervisor’s role. How did you accomplish this in Des Moines? </strong></p><p>Prior to the PSI grant, we had a central-office structure that supervised schools, not principals. In theory, our principal supervisors evaluated principals, but what they really did was help principals solve problems with the system, whether it involved facilities, business and finance, human resources. Then at the end of the year, they did an evaluation that, from my own experience as a principal, was of very little value.</p><p>Frankly, it just checked a box. </p><p>When we started to break down how to better support our schools, the big challenge was&#58; How do we take care of the things currently on the principal supervisor’s plate that detract from coaching around student growth? That was the driver in shifts made holistically at central office. Rather than principal supervisors brokering resources from the district for their principals, we needed a system that allowed that to happen organically. </p><p> <strong>So what changes did you make? </strong></p><p>We created a cadre of five principal supervisors called directors and put each in charge of a network of schools. They [originally] reported to two executive directors who served as a go-between between the rest of the central administration and the schools. I’m embarrassed that I didn’t figure this out earlier, but we soon recognized a problem with this solution. Why were we relegating executive directors, bright people with years of experience in the district, to this type of work? It was true that they knew the system inside and out, and had relationships to navigate it, but their work wasn’t contributing to a more powerful system. </p><p>That’s when we created a structure in which each principal supervisor has a district support team for their school network. Each of them has one point of contact in human resources, business and finance, operations and other central-office departments. These [central-office] individuals now hear the whole range of questions, frustrations and wants from principals relative to their department, and they’re going back to their [department heads] with really good thinking about how to make their department work better. This is a paradigm shift in how the central office functioned. In the past, departments like business and finance never felt connected to what was happening in schools. The new structure makes them feel like, hey, I’m not just pushing numbers. I’m a critical piece of making this work at the classroom level. They’re motivated and highly engaged. Interestingly, we now have principals inquiring about openings in human resources. We’ve never had that before, so I think that’s a positive development. </p><p> <strong>The job description of a principal supervisor has been completely rewritten in Des Moines. How did you manage the change in expectations for the role? </strong></p><p>I became associate superintendent for teaching and learning in 2011, and 10 months into it, I was named interim superintendent. By the time I was appointed superintendent in 2013, I already had been working on a different organizational strategy. I drafted a new org chart and showed it to the three directors who were supervising schools at the time. Their eyes got really big and they said, what about us? I said, great question, tell me what you do right now. They said they supported schools and described the brokering role I mentioned earlier. Then I showed them the monitoring reports I submit to the board of education every year and asked them to which ones they contributed. They looked at each other and said none. That’s the problem, I told them. These guys were working really hard, feeling like they were doing everything for our schools and principals, but it didn’t show up anywhere on paper. They didn’t own anything, and that actually did them a great disservice in terms of how the position was viewed by the rest of the organization.</p><p>After I became superintendent, I hired two more directors and gave them each smaller networks of schools. Both had been sitting principals, both were dedicated to students, but they had no idea what they were doing as supervisors. In terms of coaching, they had a lot of work to do. Shortly after, the grant application for the PSI came about. It was perfect timing. The PSI provided us the resources to put in place a leadership framework and an instructional framework, and to develop shared language and shared expectations. It allowed us to support our principal supervisors so they can coach effectively and take a different coaching disposition based on the problem of practice they’re trying to solve. </p><p> <strong>According to the </strong> <a href="/knowledge-center/pages/changing-the-principal-supervisor-role-to-better-support-principals.aspx"> <strong>report</strong></a><strong>, over the course of the PSI initiative principals reported that the quality of the evaluation feedback they received from their supervisors improved. How has the culture around evaluations changed in Des Moines? </strong></p><p>A number of big changes have happened. First, our principals now receive a meaningful evaluation, whether they like it or not. It’s much more integral to their work with their supervisors. They also have much more clarity about their job and the system’s expectations for them. They’re not flying blind and then worrying at the end of the school year when someone goes through an exhaustive checklist to determine if they’re doing an okay job. Our principals see their supervisor at least once a week all year. In most cases, they’re spending several hours together each week. So even if they don’t like something in their evaluation, they can’t say it’s not an informed assessment of their practice. </p><p> <strong>Do you think a principal supervisor can be both coach and evaluator? </strong></p><p>We’re still wrestling with that question. I do think an evaluator should have coaching skills. We want the evaluation process to be one of growth and improvement, not punitive. But if my only coach is my evaluator, while he may do a wonderful job in supporting me, I think there are some inherent limits to that when ultimately he has to judge my performance. Right now, we’re working to build coaching capacity in the folks who serve on our network support teams.&#160;&#160; </p><p> <strong>The PSI researchers recommend that districts embed the principal supervisor role within the broader work of the central office to sustain the changes they’ve implemented. What’s your plan in Des Moines?</strong></p><p>Currently, our principal supervisors report to the associate superintendent, but we may have them report up through our executive director of teaching and learning instead. Her department is responsible for curriculum and works closely with principals to implement it. We’re at a place now where we’re asking, how many voices do we want in our principal’s ear? By better integrating our work at central office, we can eliminate the number of at least perceived demands on our principals. It would also be further doubling down on the principal supervisor’s ownership of executing district-wide priorities. </p><p> <em>A number of other reports about the principal supervisor job, including </em> <a href="/knowledge-center/pages/leading-the-change-a-comparison-of-the-principal-supervisor-role.aspx">Leading the Change</a><em>, a look at the role in larger districts nationally, can be found </em> <a href="/knowledge-center/school-leadership/pages/principal-supervisors.aspx"> <em>here</em></a><em>.</em></p>Des Moines schools chief Thomas Ahart discusses how his district re-made the principal supervisor job GP0|#cad33471-a186-455a-836f-0d0657808f00;L0|#0cad33471-a186-455a-836f-0d0657808f00|research;GTSet|#e1be52fb-ad26-4379-9818-fd44f616dcf2;GP0|#9bd3b07b-0109-42ab-81a9-dbffde0c42be;L0|#09bd3b07b-0109-42ab-81a9-dbffde0c42be|education leadership;GP0|#d8c6884c-01d7-4a90-96c3-5e633b2e0470;L0|#0d8c6884c-01d7-4a90-96c3-5e633b2e0470|principal supervisor;GP0|#37e72e97-63c0-4a59-a307-c9cd87ec9ef2;L0|#037e72e97-63c0-4a59-a307-c9cd87ec9ef2|education researchGP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61Jennifer Gill83<img alt="" src="/News-and-Media/Blog/PublishingImages/thomas-ahart-lg-feature.jpg" style="BORDER&#58;0px solid;" />2020-07-28T04:00:00ZDes Moines schools chief Thomas Ahart discusses how his district re-made the principal supervisor job7/27/2020 8:50:10 PMThe Wallace Foundation / News and Media / Wallace Blog / Once Focused on System Problems, Principal Supervisors Now Drive Support Des Moines schools chief Thomas Ahart discusses 220https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx

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