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What It Takes to Make Summer a Time of Growth for All Young People 3627GP0|#ff9563e3-b973-45a7-8ac3-c9f4122f9a13;L0|#0ff9563e3-b973-45a7-8ac3-c9f4122f9a13|Summer Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​​The phrase, “It takes a village to raise a child” has become commonplace in our society. Ask a researcher, though, and she might put a twist on the adage, saying, “It takes a <em>system</em> to raise a child.” In other words, children and young people are either helped or held back by the social, economic and physical conditions in which they live, and those conditions depend on an interconnected array of institutions, including schools, parks, public transit, the police and the courts, not to mention the family. Take summer learning&#58; There may be an enriching summer program in your community, but if there’s no public transportation that goes there, the streets aren’t safe for your children to walk alone, and you work two jobs and can’t take time off to accompany them, then as far as your family is concerned, it may as well not be there at all.</p><p>Showing how different parts of the system influence the way children and young people experience summertime is just one of the achievements of a landmark report by the National Academies of Sciences, Engineering, and Medicine. <em><a href="/knowledge-center/pages/national-academy-of-sciences-report-on-summer-learning.aspx">Shaping Summertime Experiences</a></em>—funded by Wallace and the Robert Wood Johnson Foundation and authored by the Academies’ Committee on Summertime Experiences and Child and Adolescent Education, Health and Safety—examines the state of the evidence on summer and children in America, with a focus on the availability, accessibility, equity and effectiveness of summer learning experiences. The report, released this fall, also shines a light on the experiences of groups that are often left out of the conversation about summer learning, including LGBTQ youth, those living in rural areas and those involved in the juvenile justice system.</p><p><img src="/News-and-Media/Blog/PublishingImages/Pages/What-It-Takes-to-Make-Summer-a-Time-of-Growth-for-All-Young-People/mccombs_jennifer_5_300.jpg" alt="mccombs_jennifer_5_300.jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;238px;height&#58;298px;" />We talked to one of the report’s authors, Jennifer Sloan McCombs of the RAND Corporation, about how the publication came together and what it has to say to those who play a part in shaping the system.</p><p><strong>What is the unique contribution of this report to the discourse on summer learning?</strong><br> <br> The report investigates the effect that summer has on school-aged children and youth across four domains of well-being&#58; academic learning, social and emotional development, physical and mental health, and safety. We approached this charge from a “systems perspective,” examining the way people associated with various sectors—including education, city government, public safety, summer camp and families—contribute to the risks and rewards of summertime for children and youth. The recommendations are targeted to policymakers at the city, state and federal level, but we believe the report can be useful to practitioners, nongovernmental funders and scholars, too. <br> <br> <strong>What was the process of putting the report together? What types of information did the committee consider? What types of people and organizations did it seek out?</strong><br> <br> The National Academies of Sciences formed a multidisciplinary committee with expertise that included pediatric medicine, youth development, summer and out-of-school programming, safety and justice, city systems building, and private employment. It was an amazing group of dedicated scholars and practitioners. I learned a lot from each of them. We met periodically over a year to discuss issues, listen to invited experts in public information sessions and develop recommendations. We specifically sought out data that would address the key aspects of our charge&#58; the effects of summer on the developmental trajectories of young people, access to summer programs and the effectiveness of summer programs.&#160;Where we lacked data or needed additional context to help our understanding, we reached out to individuals and organizations who could help fill those gaps. For instance, during public information-gathering sessions, we heard from those with expertise in rural programs and policies, American Indian programs, and private employer interests and activities related to summer programs.&#160; <br> <br> While members of the committee drafted the report chapters, the committee chair and NAS staff did a significant amount of work in the final production of the report, including editing, summarizing, fleshing out recommendations and weaving the report together. <br> <br> <strong>One of the focuses of the report is inequity in access to summer learning and in outcomes for a variety of groups—not just black and Latino students and those from low-income families but also Native Americans, LGBTQ students, students living in rural areas, differently abled students, among others. How can providers, policymakers and funders begin to think about issues of equity pertaining to summer learning?</strong><br> <br> Based on the evidence, three things were clear to the committee&#58;&#160;1) Summer is a time of risks and opportunities for children and youth; however, those risks and opportunities are not equitably spread across populations.&#160;Children and youth who are less advantaged face greater risks in terms of safety, health, and nutrition and have reduced access to quality summer experiences. 2) To be effective, programs need to be aligned to community context and needs. 3) Certain populations of children and youth appear to be underserved and are definitely understudied, such as those who are American Indian, LGBTQ, migrant and refugee, or involved in the juvenile justice system.<br> <br> To create more equitable experiences during the summer, we recommend that local governments conduct a needs assessment—one that gathers input from families and youth—in order to fully understand what the community needs and what barriers stand in the way. They should also do a systematic inventory of the programming available in the community and compare it to the needs assessment so they can identify gaps that need to be filled and priorities for public and private funding.&#160; &#160;<br> <br> Individual program directors can also take action by looking at the population of children and youth they currently serve, identifying and addressing barriers to participation that certain groups may face, and engaging families and youth in the development of program content to ensure that it meets their needs and builds on their cultural strengths, including language, life experiences and culturally specific skills and values. <br> <br> <strong>How do basic needs like safety and adequate nutrition affect the way children and young people experience summertime? What is the role of summer learning programs in addressing these needs?</strong><br> <br> Safety and nutrition are basic developmental needs that must be met year-round to ensure the health and cognitive development of children and youth. Unfortunately, during the summer months, children and youth from low-income families are more likely to experience food insecurity and lack appropriate supervision. Organized summer programs can help address these basic needs and more by providing meals and engaging activities overseen by trained and caring adults. <br> <br> <strong>One of the report's conclusions is that families and communities have existing resources that can be used to provide young people with positive summer experiences. What are some examples of these resources, and how can those involved in creating, running and funding summer learning programs work with families and communities to make positive summer experiences more available and accessible?</strong><br> <br> The report describes how family structure, parental education and employment, the built environment, public safety and contact with law enforcement dynamically influence the summertime experience for children and youth. While children and youth from disadvantaged families and neighborhoods face greater challenges and risks during the summer, their families and communities also have a set of assets that can be leveraged. For instance, families are in the best position to identify the needs of their children and youth, the community context that has to be addressed to make positive summer experiences more available and accessible, and how community culture can be embedded into programming to make it more relevant to participants. </p> <br>Wallace editorial team792019-12-10T05:00:00ZYour 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.12/10/2019 3:28:41 PMThe Wallace Foundation / News and Media / Wallace Blog / What It Takes to Make Summer a Time of Growth for All Young People Co-author discusses landmark National Academies of 337https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Year’s Top Blog Posts Signal Interest in SEL, School Leadership326GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61;GP0|#890cbc1f-f78a-45e7-9bf2-a5986c564667;L0|#0890cbc1f-f78a-45e7-9bf2-a5986c564667|Social and Emotional Learning;GP0|#d2020f9f-c87c-4828-b93b-572786ae94a8;L0|#0d2020f9f-c87c-4828-b93b-572786ae94a8|Arts Education;GP0|#8056f3bc-89c1-4297-814a-3e71542163be;L0|#08056f3bc-89c1-4297-814a-3e71542163be|Building Audiences for the Arts<p>​​​​I​f we can glean any trends from our list of most popular posts published on the Wallace Blog this year, it might be&#58; Everything is connected. From arts education programs focused on urban tweens to performing arts organizations with varied audiences, the question seems to be how to get people in the door. Then once there, how to keep them…just as school districts are struggling to retain principals and might find support in RAND’s groundbreaking principal pipeline research. And speaking of school leaders, their growing concern for children’s social and emotional learning (SEL) is more evident than ever.&#160;<br></p><p>We’ve got all that and more in our Top 10 list this year, so go ahead and get connected&#58;&#160;<br></p><p> 10)&#160;<strong><a href="/News-and-Media/Blog/pages/the-benefits-of-arts-education-for-urban-tweens.aspx">The Benefits of Arts Education for Urban Tweens</a></strong><strong>&#58;</strong> Does high-quality arts programming benefit urban tweens? What does it take to recruit young people to these programs—and keep them coming back? Read highlights from this webinar hosted by The National Guild for Community Arts Education and drawn from research and practice in our Youth Arts Initiative. <br><br> 9<span style="color&#58;#555555;font-size&#58;14px;">)</span><strong> </strong><a href="/News-and-Media/Blog/pages/principal-retention-findings-from-ppi-report.aspx"><strong>Systematic Approach to Developing School Leaders Pays Off for Principal Retention</strong></a><strong>&#58;</strong> Principal turnover disrupts schools, teachers and students, and the cost to replace a principal is about $75,000. This blog post investigates the principal retention finding of &#160;<a href="/knowledge-center/pages/principal-pipelines-a-feasible,-affordable,-and-effective-way-for-districts-to-improve-schools.aspx">RAND’s groundbreaking report</a> on building principal pipelines. <br><br> 8<span style="color&#58;#555555;font-size&#58;14px;">)</span><strong> </strong><a href="/News-and-Media/Blog/pages/what-if-districts-focused-not-just-on-preparing-and-hiring-principals-but-also-retaining-them.aspx"><strong>What If Districts Focused Not Just on Preparing and Hiring Principals But Also Retaining Them</strong></a><strong>&#58;</strong> For more on principal retention, Marina Cofield, then the senior executive director of the Office of Leadership at the New York Department of Education, discusses why the nation’s largest school system decided that school leader retention mattered—and what the district did about it.<br><br> 7<span style="color&#58;#555555;font-size&#58;14px;">)</span> <strong><a href="/News-and-Media/Blog/pages/could-federal-funding-help-pay-for-arts-ed-in-your-school.aspx">Could Federal Funding Help Pay for Arts Education in Your School?</a></strong> The authors of <a href="/knowledge-center/pages/review-of-evidence-arts-education-research-essa.aspx">a report exploring research on approaches to arts education</a> under the Every Student Succeeds Act discuss the types of activities and approaches that qualify for funding, the results arts-education interventions could yield and how educators might use their report to improve arts education in their schools.<br><br> 6<span style="color&#58;#555555;font-size&#58;14px;">)</span> <strong><a href="/News-and-Media/Blog/pages/five-organizations-five-different-strategies-to-build-arts-audiences.aspx">Five Organizations, Five Different Strategies to Build Arts Audiences</a></strong><strong>&#58;&#160; </strong>Organizations&#160;from our Building Audiences for Sustainability (BAS) initiative share early results from their efforts to tap new audiences while continuing to engage current attendees. As detailed in accounts from our BAS Stories Project, the work of the five varies&#160;widely;&#160;some strategies show&#160;success, some falter&#160;and many fall somewhere in between.<br><br> 5<span style="color&#58;#555555;font-size&#58;14px;">)</span><strong> </strong><a href="/News-and-Media/Blog/pages/implementation-gets-the-job-done-benefiting-kids-by-strengthening-practices.aspx"><strong>Implementation Gets the Job Done, Benefitting Kids by Strengthening Practices</strong></a><strong>&#58; </strong>Wallace’s recently retired director of research, Ed Pauly, shares insights from his decades-long career into why implementation studies matter, highlighting examples from recent Wallace work.<br><br> 4<span style="color&#58;#555555;font-size&#58;14px;">)</span> <strong><a href="/News-and-Media/Blog/pages/looking-toward-a-nation-at-hope.aspx">Looking Toward a Nation at Hope&#58;</a></strong><strong> </strong>Rooted in findings that academic learning and social and emotional learning are intertwined, <a href="http&#58;//nationathope.org/report-from-the-nation/">a report released earlier this year by The Aspen Institute</a> shares recommendations and next steps for supporting a more holistic learning approach.<br><br> 3<span style="color&#58;#555555;font-size&#58;14px;">)</span> <strong><a href="/News-and-Media/Blog/pages/choosing-the-right-social-and-emotional-learning-programs-and-practices.aspx">Choosing the Right Social and Emotional Learning Programs and Practices</a></strong><strong>&#58; </strong>More from the SEL front&#58; RAND researchers discuss the importance of social and emotional learning and their new guide meant to help educators adopt evidence-based programs that fit needs of students and communities.<br><br> 2<span style="color&#58;#555555;font-size&#58;14px;">)</span>&#160;<strong><a href="/News-and-Media/Blog/pages/what-leading-for-equity-can-look-like-paul-fleming.aspx">What Leading for Equity Can Look Like</a></strong><strong>&#58; </strong>Paul Fleming, assistant commissioner for the teachers and Leaders Division at the Tennessee Department of Education, discusses the importance of equity and how a publication on the subject by a statewide team seeks to help schools and districts in Tennessee better support all students.<br><br> 1<span style="color&#58;#555555;font-size&#58;14px;">)</span><strong>​ </strong><a href="/News-and-Media/Blog/pages/helping-principals-support-social-and-emotional-learning.aspx"><strong>Helping Principals Support Social and Emotional Learning</strong></a><strong>&#58; </strong>It’s no surprise that our top post of 2019 falls at the crossroads of school leadership and SEL&#58; Here, guest author Eric Cardwell, president of the National Association of Elementary School Principals, tells of his conversations with educators around the country and the guide for SEL implementation that came out of them. </p> <br>Wallace editorial team792019-12-04T05:00:00ZRead the most popular stories we published this year and the research that inspired them.12/4/2019 5:57:28 PMThe Wallace Foundation / News and Media / Wallace Blog / Year’s Top Blog Posts Signal Interest in SEL, School Leadership Read the most popular stories we published this year and 785https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Performance Reviews Become a Tool for Developing Effective Principals4078GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p> <em>​​​​​​​​A principal pipeline is an approach to leader development that can have major benefits for school districts, as indicated in <a href="/knowledge-center/school-leadership/pages/principal-pipeline-implementation.aspx">groundbreaking research</a> we published recently. Pipelines consist of four parts—rigorous job standards, high quality pre-service preparation, selective hiring, and strong on-the-job support and evaluation. In an occasional series, we are examining these components by talking to principals in the school districts that, with Wallace support, tested the pipeline idea. Today, we meet a principal from Hillsborough County Public Schools in Florida who benefited from the district’s revamped evaluation system.</em></p><p>Some people run from change, but Rachael O’Dea thrives on it. When she was appointed in 2015 as a first-year principal to Lanier Elementary School in Tampa, Fla., just 42 percent of the students were proficient in reading and math. Garbage littered the campus, making the school feel like “a forgotten place,” she recalls. </p><p>O’Dea wasted no time in leading the Title I school’s turnaround, creating multiple job-embedded professional development opportunities for teachers. She scheduled weekly hourlong sessions for teachers to meet with reading and math coaches, review the standards they were teaching to&#160;and collaborate on lesson plans. She implemented a schoolwide leadership program—modeled after Stephen Covey’s book <em>The 7 Habits of Highly Effective People</em>—that includes goal-setting for both teachers and students. The school campus also received a makeover, thanks to a new event O’Dea established that enlists parent volunteers to spruce it up. </p><p>Around the same time, O’Dea’s employer, Hillsborough County Public Schools, was in the midst of a makeover too. It was revamping the way principals are evaluated. For O’Dea, the new process fostered a stronger partnership with her supervisor and led her to rethink the way that Lanier engaged its most important ally in raising student achievement&#58; parents. </p><p>Nationally, most principals are reviewed annually, but research indicates that few find the process useful to improving their practice. Hillsborough County and the other pipeline districts sought to change that, believing that evaluations could be a key&#160;&#160;tool to developing effective leaders. </p><p>In Hillsborough, the first step was analyzing and modifying the district’s professional standards for principals, which outline what school leaders are expected to know and do. A committee of school leaders, district administrators and others then developed a standards-based evaluation system that supports principals’ professional growth. In addition to student achievement, Hillsborough principals are now evaluated in five realms aligned to the standards&#58; achievement focus and results orientation; instructional expertise; managing and developing people; culture and relationship building; and problem solving and strategic management.</p><p>Principal supervisors base their assessment on concrete evidence collected throughout the school year as they interact with the principals they oversee. To determine&#160;instructional expertise, for instance, the evaluation examines how well a principal conducts classroom observations, uses data to boost student learning and ensures that curriculum, instructional strategies and assessments are in sync. Supervisor feedback to principals on how they are doing in the various realms is ongoing—one Hillsborough principal <a href="/knowledge-center/Documents/Building-a-Stronger-Principalship-Vol-4-Evaluating-and-Supporting-Principals.pdf">described</a> it to researchers as a “pulse check”—so that school leaders get the targeted support they need. </p><p>The district has found, for example, that many novice principals struggle with strategic change management. In response, principal supervisors and leadership coaches work with new principals to identify the root causes of the problems at their schools and narrow possible solutions to a few they can do well. They also help principals manage their time, so they stay focused on what matters. “With the demands of the job, it is very easy to become scattered and surface-level with implementation,” says Tricia McManus, Hillsborough’s assistant superintendent for leadership, professional development and school transformation. “Regular on-site coaching provides novice principals with the support needed to be successful.”&#160; &#160;</p><p>Like Hillsborough, the other five districts in the Principal Pipeline Initiative refurbished their principal evaluations, and overall, novice principals across the six districts expressed enthusiasm for the new approach. At least 75 percent of respondents to a survey of novice principals working in the pipeline districts agreed that their evaluations accurately reflected both their performance and the complexity of their jobs. A large majority who were told they needed to improve in at least one practice area reported getting help in that area. </p><p>O’Dea says Hillsborough’s current evaluation process begins at the start of the school year, when she meets with her supervisor to review data and set annual goals that are aligned with the school’s needs. “It is more than an evaluation,” she says. “It is about reflection and planning for the school community you are leading.” </p><p>While she excelled in her evaluations at Lanier, O’Dea found that the process helped her recognize that she could do more to engage school families, an aspect of culture and relationship building. “It’s hard to get parents in the door, especially at a Title I school,” she says. After brainstorming with her supervisor, she scrapped science day, which historically hadn’t drawn much interest, and replaced it with a leadership day for students to showcase their leadership skills and how they incorporate the 7 Habits in their daily life. Attendance at the event was strong. “When I started thinking differently about how to engage families, beyond academics, it really changed things,” she says. </p><p>Last year, district managers asked O’Dea to lead Forest Hills Elementary School, one of Hillsborough’s lowest-performing schools. By then, Lanier students had made significant academic gains&#58; In the 2017-2018 school year, 57 percent were proficient in math and 50 percent in reading. O’Dea left the school in good hands. Her former assistant principal, whom she mentored through the district’s principal training program, is now in charge.<br></p><p> <em>Photo of Rachel O’Dea (above, right)&#160;by&#160;</em><em><a href="http&#58;//claireholtphotography.com/">Claire Holt</a></em><a href="http&#58;//claireholtphotography.com/"><br></a></p><p><br></p><h3 class="wf-Element-H3"> Previous posts in this series include&#58;​<br></h3><p> <a href="http&#58;//claireholtphotography.com/">“</a><a href="/news-and-media/blog/pages/new-hiring-approach-helps-district-make-the-right-match-between-principal-and-school.aspx">New Hiring Approach Helps District Make Right Match Between Principal and School</a>” </p><p>“<a href="/news-and-media/blog/pages/leader-standards-let-principals-know-what-to-strive-for.aspx">Leader Standards Let Principals Know What to Strive For</a>”</p><p>“<a href="/news-and-media/blog/pages/on-the-job-support-helps-new-principals-build-skills-and-confidence.aspx">On-the-Job Support Helps New Principals Build Skills—and Confidence</a>”</p><p>“<a href="/news-and-media/blog/pages/effective-school-leaders-learn-how-to-solve-problems.aspx">Effective School Leaders Learn How to Solve Problems</a>”​<br><br></p>Jennifer Gill832019-11-26T05:00:00ZYour 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.11/26/2019 6:44:28 PMThe Wallace Foundation / News and Media / Wallace Blog / Performance Reviews Become a Tool for Developing Effective Principals A new approach to evaluation helps a Tampa principal 368https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
This Holiday Season, Start Planning for … Summer?3862GP0|#ff9563e3-b973-45a7-8ac3-c9f4122f9a13;L0|#0ff9563e3-b973-45a7-8ac3-c9f4122f9a13|Summer Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​​​Temperatures are dropping and holiday decorations are appearing in storefront windows, so summer may seem a long way off.&#160; But <a href="/knowledge-center/pages/getting-to-work-on-summer-learning-2nd-ed.aspx">evidence</a> shows that <em>now</em> is actually the optimal time to start planning for summer programs. </p><p>And <a href="/knowledge-center/pages/learning-from-summer-effects-of-voluntary-summer-learning-programs-on-low-income-urban-youth.aspx">additional research</a> finds that students from low-income families can get meaningful benefits in reading and math, as well as bolster their social and emotional skills, with frequent attendance in high-quality voluntary programs. This makes summer an opportune time to help level the playing field for these children. &#160;</p><p>You can find all of the research—based on the work of five urban school districts that, with partners, participated in Wallace’s National Summer Learning Project—at the <a href="/knowledge-center/summer-learning/pages/default.aspx">Summer Learning</a> hub of our Knowledge Center. &#160;We’ve also got a slew of tools to help you get started in planning before the end of the year. Highlights include&#58; </p><ul> <li>​The <a href="/knowledge-center/summer-learning/toolkit/pages/default.aspx">Summer Learning Toolkit</a>&#58; a free online compendium of more than 50 evidence-based resources. They include customizable tools such as a program observation instrument; sample documents, like staff handbooks and enrollment forms, from the five districts; tip sheets from field experts; and guidance for how to effectively use each resource, with explanations of what the resource is, why it’s important and whom it can benefit.<br><br></li></ul><ul><li>RAND’s full set of recommendations on implementing high-quality summer learning programs, which can be found in <em> <a href="/knowledge-center/pages/getting-to-work-on-summer-learning-2nd-ed.aspx">Getting to Work on Summer Learning&#58; Recommended Practices for Success, 2nd Edition</a></em><em>.</em> The recommendations include starting planning no later than January; operating the program five to six weeks with three to four hours of academics each day; establishing a firm enrollment deadline and clear attendance policy; and hiring teachers who have grade-level and subject-matter experience.<br><br></li></ul><ul><li>More recently, the National Academies of Sciences released a report, <em> <a href="http&#58;//sites.nationalacademies.org/DBASSE/BCYF/summertime/index.htm">Shaping Summertime Experiences,</a></em> &#160;that looks at summer in relation not only to academic learning but also to social and emotional development; physical and mental health; and safety, risk-taking and pro-social behavior. The report offers recommendations to improve the availability, accessibility, equity and effectiveness of summertime experiences for children and youth.<br><br></li></ul><p>Our recently published <a href="/knowledge-center/pages/summer-a-time-for-learning-five-lessons-from-school-districts-and-their-partners-about-running-successful-programs.aspx">summer learning perspective</a> offers five lessons, with tips, from the work of the districts and their partner organizations. Other resources and reports focus on <a href="/knowledge-center/pages/summer-learning-recruitment-guide.aspx">recruitment</a>, <a href="/knowledge-center/pages/investing-in-successful-summer-programs-essa-review.aspx">funding</a> and related aspects of implementing summer programming. By starting planning now, you can help ensure strong logistics, better prepared teachers and, ultimately, a more successful experience for participating students. </p><p>Happy planning!</p> <br>Wallace editorial team792019-11-19T05:00:00ZResearch shows that successful summer learning programs begin with early planning11/19/2019 5:09:47 PMThe Wallace Foundation / News and Media / Wallace Blog / This Holiday Season, Start Planning for … Summer Research shows that successful summer learning programs begin with early 778https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
New Hiring Approach Helps District Make the Right Match Between Principal and School3724GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p> <em>​​​​​A principal pipeline is an approach to school leader development that can have major benefits for school districts, as indicated in <a href="/knowledge-center/school-leadership/pages/principal-pipeline-implementation.aspx">groundbreaking research</a> we published recently. Pipelines have four parts—rigorous job standards, high-quality pre-service preparation, selective hiring, and aligned on-the-job support and evaluation. In an occasional series, we examine each of these components by talking to principals in six urban districts that, with Wallace support, tested the pipeline idea. In previous posts, we found out how <a href="/News-and-Media/Blog/pages/effective-school-leaders-learn-how-to-solve-problems.aspx">pre-service training</a> prepared a Georgia principal to improve the graduation rate at his high school, <a href="/News-and-Media/Blog/pages/on-the-job-support-helps-new-principals-build-skills-and-confidence.aspx">how on-the-job support</a> helped a new principal in North Carolina gain the skills he needed to succeed, and how job standards <a href="/news-and-media/blog/pages/leader-standards-let-principals-know-what-to-strive-for.aspx">shaped the leadership development​</a> of a principal in Denver.</em><em>&#160;Today, we examine how selective hiring led to a perfect match for a first-time principal and her new school in Prince George’s County, Md., just outside Washington, D.C.</em></p><p>A decade ago, hiring a principal in Prince George’s County Public Schools in Maryland typically meant screening hundreds of applications with little guarantee that the laborious process would turn up someone with the right skills and experience for the job. That’s because anyone with the state-required certification could apply, resulting in a deluge of résumés each time a vacancy was advertised. &#160;</p><p>But last spring district administrators didn’t have to comb through stacks of submissions to find Adelaide Blake. She was already on their radar. That’s thanks to the way Prince George’s County has changed its approach to principal hiring and placement in recent years so that the district draws job candidates almost exclusively from among a group of professionals who have already been screened to show they are qualified for the job. </p><p>Blake was one of those pros. She began her career in the district as a special education teacher in 2007, helping develop a program for children with autism at Seat Pleasant Elementary School in Seat Pleasant, Md. The program flourished under Blake’s leadership, and over time she made a transition into the school’s administration, first as chair of its special education department and later, in 2014, as its assistant principal. </p><p>In 2018, Blake was one of four assistant principals in the district selected for a yearlong residency program that pairs would-be principals with experienced leaders in schools. Blake learned the ropes from a veteran principal at Chapel Forge Early Education Center, a preschool in Bowie, Md., where 75 percent of the students have physical or learning disabilities. At first Blake shadowed her mentor, then gradually took charge of running the school. (Her mentor, meanwhile, interned in the central office to explore alternate career paths should she ever decide to step down as principal.) As her residency drew to a close, Blake received a call from district leaders about a principal opening at C. Elizabeth Rieg Regional, a K-12 school for students with special needs in Mitchellville, Md. Blake interviewed and got the job, which she describes as an excellent fit based on her experience and the school’s needs. “Working with so many people over the years—special educators, general educators, paraprofessionals, parents, special-ed service providers—prepared me to be the leader that I am today,” she says. </p><p>Blake got the call from district officials because she was “in the pool,” lingo used by the pipeline districts to describe a group of aspiring school leaders who are eligible for principal jobs. The districts found that instituting a hiring pool served two important purposes. First, it ensures that only high-quality candidates who’ve demonstrated readiness to be effective principals are considered for openings. Most applicants to Prince George’s talent pool have completed one of the district’s leadership programs for aspiring principals, but that alone does not secure entry. They still must pass a range of practical exercises aligned to the district’s leadership standards, such as writing a 90-day “entry plan” as the principal of a hypothetical school to show how they would prioritize needs and draw upon district resources. They’re also asked to watch videos of classroom instruction and explain the feedback they would give to the teacher. Because Blake was already an acting principal, her assessment wasn’t based on fictional scenarios but on the real work she was doing in her residency. Candidates who ace the practical demonstrations advance to step two, an interview with a panel of principal supervisors and coaches who determine eligibility. </p><p>Prince George’s talent pool has also streamlined the hiring process. Rather than posting a vacancy and waiting to see who applies, district managers proactively contact candidates in the pool who are a good match. Sometimes, the process sheds light on areas of expertise that are lacking. While the district usually interviews four candidates for each opening, it only considered Blake and one other person for the principalship at Rieg because they were the only ones with a background in special education. “It’s been an eye opener to see the gaps we have, in areas like language immersion, special education, charter school operations,” says Melissa Ellis, district supervisor of school leadership programs. “We have to address how we’re going to identify the talent to work in these specific types of schools.”</p><p>While the right experience is critical, so too are the soft skills that an incoming principal needs to build strong relationships with a school community. To assess that ability, the new superintendent of Prince George’s recently reinstated a community interview as part of the hiring process. Candidates meet with a panel of up to 10 to 12 community members, including teachers, support staff, parents and business partners, to discuss their vision for the school and how to best meet its needs. The top two candidates then sit down individually with the superintendent, who makes the final hiring decision. Blake was nervous about meeting the Rieg community, but says it sent a powerful message that hiring a principal is a collaborative effort. She has emphasized that spirit of collaboration in her work as principal. “I’ve made it very clear that I’m not making decisions alone,” she says. “We as a community are working together to define the mission and core values of our building.”&#160; &#160;<br></p><p> <em>​Photo of Adelaide Blake&#160;(above right)​ by&#160;Colby Ware</em></p>Jennifer Gill832019-11-12T05:00:00ZSee How Prince George’s County, Md., Taps Its Talent Pool for More Efficient—and Effective—Principal Placement11/12/2019 6:08:27 PMThe Wallace Foundation / News and Media / Wallace Blog / New Hiring Approach Helps District Make the Right Match Between Principal and School See How Prince George’s County, Md 1057https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Staff Expertise, Careful Communications to Parents Fuel Successful SEL Efforts5426GP0|#890cbc1f-f78a-45e7-9bf2-a5986c564667;L0|#0890cbc1f-f78a-45e7-9bf2-a5986c564667|Social and Emotional Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​​​​​Growing up in a home with domestic violence, Byron Sanders remembers&#160;afterschool programs being&#160;a refuge for him.&#160;In football, track and theater,&#160; the president and CEO of Big Thought in Dallas said, he could be a “happy, effervescent kid.”</p><p>“Afterschool was also my pathway to opportunity,” he told the audience of 150 educators and youth development leaders at an October forum in Chicago hosted by The Wallace Foundation and America’s Promise Alliance. Still, his afterschool experience fell short of its potential, he said, because the social and emotional skills he needed weren’t intentionally taught. That’s still too often the case in afterschool programs, he observed. “How many kids do you know of today,” he asked, “who can access that power, which is what social and emotional learning truly is?”<br></p><p>Social and emotional skills—which can include working productively with a group, managing feelings and resolving conflicts—are increasingly recognized as a key to success in the modern workforce, along with academic learning. A recent <a href="https&#58;//www.nber.org/papers/w21473">study</a> by the National Bureau of Economic Research found that jobs requiring high levels of social interaction made up a growing share of the U.S. labor force, while the percentage of jobs not requiring social skills declined. </p><p>Accordingly, efforts to integrate social and emotional learning (SEL) with academic and out-of-school time have grown exponentially in the past decade. The day-long forum, designed as a pre-conference in advance of the inaugural SEL Exchange hosted by The Collaborative for Academic, Social, and Emotional Learning (CASEL), which drew approximately 1,500 participants, aimed to build on that momentum. Youth development leaders, researchers and educators attending the pre-conference event discussed the latest SEL research and two of the field’s biggest challenges—developing the ability of adults to teach SEL skills and communicating the importance of those skills to the uninitiated.</p><p>“Sometimes it's hard to communicate successfully to people who are skeptics, non-believers or just not yet dialed into this channel,” said John Gomperts, president and CEO of America’s Promise Alliance. Here are highlights from a few of the panel discussions. </p><p><strong>The neuroscience of SEL</strong><br> Deborah Moroney, managing director at American Institutes for Research and a leading researcher on social and emotional learning, remarked on how far the field of social and emotional learning in out-of-school time has come. In the 1990s, researchers began to quantify the effect of afterschool programs on young people’s lives, including long-term outcomes such as finding employment and avoiding incarceration, she said. “We didn’t call it ‘social-emotional learning’ at the time, but the studies were there.”<strong></strong></p><p>The catalyst that linked SEL with out-of-school time, Moroney believes, came in 2007 when Roger Weissberg and Joseph Durlak released a pivotal study of existing research, <em><a href="https&#58;//casel.org/wp-content/uploads/2016/08/PDF-1-the-impact-of-after-school-programs-that-promote-personal-and-social-skills-executive-summary.pdf">The Impact of After-School Programs that Promote Personal and Social Skills.</a></em> “They found that when young people participate in high quality programs defined as—you can say this with me,” she told the audience, “SAFE&#58; sequenced, active, focused and explicit—that they experienced social-emotional growth linked to academic outcomes.” </p><p>Some of the latest SEL research comes from neuroscience. Karen Pittman, president and CEO of Forum for Youth Investment, shared findings from a series of articles by the Science of Learning and Development Project. “What they said wasn’t new,” she noted, “but how they said it was important.”</p><p>Optimal conditions for learning exist, scientists found, in the context of strong relationships, a sense of safety and belonging, rich instruction, individualized supports, and intentional development of essential mindsets, skills and habits, she said. </p><p>The catch is, “we can’t just pick some of these things,” Pittman said. “At the point where we’re not doing all of these things at a threshold of doing good, we actually could be doing harm.”</p><p>For instance, she explained, “we can’t just say, ‘We have to do social-emotional skill-building, let’s bring in a curriculum,’ if we haven’t paid attention to relationships and belonging.”</p><p>But when learning experiences are optimal, she said, “you can actually undo the damage of adversity.&quot;<br></p><p><strong>‘Who you are changes kids’</strong><br> Successfully incorporating SEL skill-building into academics or youth programs depends on having staff competent in using those skills themselves, noted Ron Berger, chief academic officer at EL Education, which provides professional development to a national network of schools. “Who you are is what changes kids—what your staff models.”</p><p>To model strong SEL skills, staff need more than training, Berger said. “There is no way you can build in a couple of days a week of professional learning and assume that’s going to change them. You have to create cultures in schools that are engines for professional growth.”</p><p>That means creating norms for social interaction, such as for dealing with conflict or addressing racial or gender bias, he said. In one school he worked with, the principal inherited a toxic culture. To lay a foundation for new norms, Berger worked with the school on building relationships among adults. “We spent two days as a staff having conversations,” he said. “The whole staff had never been in a circle before. They had always faced the principal. They had never talked about their personal lives, their professional vision. It was hard.”</p><p>BellXcel, a national nonprofit offering afterschool and summer programs, takes a similarly holistic approach to developing SEL skills in adults and kids, said Brenda McLaughlin, chief strategy officer. In addition to professional development, its approach to culture-building includes agreements between staff and students on how to interact with each other and daily “community time” for students to reflect on social and emotional learning. The BellXcel curriculum has language in each lesson for building students’ “growth mindset,” or the belief that their abilities are not fixed but can grow with effort. Cultural norms are continually reinforced, McLaughlin said.</p><p>“Having structures in place over time will change the culture,” she explained. “If you’re not willing to write up your culture and bring it up in staff meetings, people are going to act how they’ve always acted.”<br> </p><p><strong>When ‘grit’ is a dirty word</strong><br> Parents are essential allies in developing children’s SEL skills. Yet the way that practitioners talk about those skills can be confusing to parents, said Bibb Hubbard, president of Learning Heroes, a national nonprofit that provides resources for PTAs, schools, and other organizations to help educate parents.</p><p>A <a href="https&#58;//r50gh2ss1ic2mww8s3uvjvq1-wpengine.netdna-ssl.com/wp-content/uploads/2018/05/DLS-Report-2018-for-distribution-single-pages.pdf">large-scale national study</a> by Learning Heroes found that while K-8 parents agreed on the importance of some SEL competencies such as respect, confidence and problem-solving, they didn’t give much weight to others, including growth mindset, executive functioning and grit, because they didn’t understand them, said Hubbard. “Many folks in out-of-school settings use ‘grit.’ For parents, it sounds negative, dirty, like a struggle. And parents are not comfortable with their kids struggling. They think, ‘I’m not doing my job if they’re having to struggle.’”</p><p>When communicating about the importance of SEL, Hubbard explained, it’s important to carefully define unfamiliar terms and illustrate them with real-life examples.</p><p>Higher Achievement, a national nonprofit with a year-round academic enrichment program for middle school students, partnered with Learning Heroes to pilot an approach to discussing SEL with parents. Lynsey Wood Jeffries, Higher Achievement CEO, explained that those conversations need to be carefully framed. “Families feel, ‘It’s my responsibility that my child become a good human being,’ so training on social-emotion learning for families can come across awkwardly.”</p><p>To overcome that obstacle, Higher Achievement talks about SEL in the context of a goal the nonprofit shares with parents&#58; preparing students to enter college preparatory high schools, Jeffries explained. “To get into a good high school takes a whole host of social-emotional skills. It takes self-efficacy, to feel, ‘I can get into the school and I’m going to take steps to do it.’ It takes executive function, getting all the materials in on time . . .”</p><p>While OST practitioners need to take care in how they communicate about SEL with families, Hubbard said, the good news is that “parents are eager and interested to learn more. So there’s great opportunity there.”</p><p><em>The Wallace Foundation will release a full report on the </em>SEL + OST = Perfect Together<em> forum early in 2020.</em></p> ​<br>Elizabeth Duffrin972019-11-06T05:00:00ZYour 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.11/6/2019 3:08:41 PMThe Wallace Foundation / News and Media / Wallace Blog / Staff Expertise, Careful Communications to Parents Fuel Successful SEL Efforts A forum raises considerations for those 861https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Leader Standards Let Principals Know What to Strive For4321GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p> <em>​​A principal pipeline is an approach to school leader development that can have major benefits for school districts, as indicated in <a href="/knowledge-center/school-leadership/pages/principal-pipeline-implementation.aspx">groundbreaking research</a> we published recently. Pipelines have four parts—rigorous job standards, high-quality pre-service preparation, selective hiring, and aligned on-the-job support and evaluation. In an occasional series, we examine each of these components by talking to principals in six urban districts that, with Wallace support, tested the pipeline idea. In previous posts, we found out how <a href="/News-and-Media/Blog/pages/effective-school-leaders-learn-how-to-solve-problems.aspx">pre-service training</a> prepared a Georgia principal to improve the graduation rate at his high school, and <a href="/News-and-Media/Blog/pages/on-the-job-support-helps-new-principals-build-skills-and-confidence.aspx">how on-the-job support</a> helped a new principal in North Carolina gain the skills he needed to succeed. Today, we explore how job standards shaped the leadership development of a principal in Denver.&#160;</em></p><p>When Pam Kirk became an assistant principal in 2008, she had a meeting with her new boss at Force Elementary School in southwest Denver. Her principal asked which leadership skills Kirk wanted to work on that year. Kirk wasn’t sure how to answer. As a former third grade teacher, she had never held any leadership positions, let alone given thought to what her leader strengths and weaknesses were. “I came straight out of a classroom to being an AP,” she says. “I was like, ‘I don’t know what I’m supposed to work on. You tell me.’”</p><p>Fast-forward more than a decade and conversations about goals and professional growth sound very different in Denver Public Schools. In 2012, the district unveiled its School Leadership Framework, a set of job standards that outlines expectations for principals in six leadership realms and identifies indicators that demonstrate competency in each. Today, the framework informs all aspects of the district’s talent management strategy for school leaders, from training to recruitment, from performance evaluation to succession planning. “It anchors everything we do,” says Mikel Royal, director of school leader preparation and development for Denver Public Schools.&#160;</p><p>Leader standards may strike observers as the most mundane of the four pipeline components, but the six pipeline districts found them of singular importance, according to <a href="/knowledge-center/pages/building-a-stronger-principalship-vol-5-the-principal-pipeline-initiative-in-action.aspx">research about the implementation</a> of the pipeline effort. This is in part because of how the standards guided the development of the other pipeline components and helped the pipeline as a whole cohere. The new standards replaced what the researchers described as “a loose patchwork of language about school leadership that did not communicate what the district really wanted principals to know and do.” Then, the new standards were often themselves revised, as districts observed the standards in use and saw gaps in them or lack of clarity about important matters, or lists that needed trimming to a few absolute essentials. “Living documents in use” is how the researchers characterized the standards. Moreover, developing standards proved to be by far the least expensive of the pipeline components, according to an initiative <a href="/knowledge-center/pages/what-it-takes-to-operate-and-maintain-principal-pipelines-costs-and-other-resources.aspx">cost study</a>. They carried a per-pupil price tag of about 41 cents a year—“remarkably inexpensive” for something so significant, the researchers said.&#160; </p><p>Kirk’s entry into the principal pipeline coincided with the launch of Denver’s standards’ framework. In 2012, she was among the district’s first educators to participate in Learn To Lead, a yearlong residency program in which aspiring principals work alongside veteran leaders in schools. The program is rooted in the framework, with residents identifying two to three indicators as growth goals for the year. The framework was so new that Kirk had to explain it to her mentor principal.&#160;</p><p>After her residency, Kirk applied to the hiring pool for principals, a process also closely aligned to the framework. To gauge her readiness as an instructional leader (standard two), for example, Kirk was asked to watch a video of classroom instruction and describe the feedback she would give to the teacher. To assess her skills as a community builder (standard six), district leaders had her role-play a scenario in which upset parents confronted her.&#160;</p><p>The framework influenced Kirk’s professional growth after she became principal of Asbury Elementary School in south Denver. At a workshop in 2015, she and other school leaders unpacked each standard and reviewed the types of evidence that their supervisors would use to evaluate their performance on a four-point scale&#58; not meeting, approaching, effective and distinguished. That year, principals also set professional goals tied to the framework. Kirk chose to concentrate on creating a more supportive workplace for her staff. “I’m not a warm and fuzzy principal—it’s not a strength of mine,” she says. “The framework makes me focus on it and ensures that I’m bringing those values to my building.”</p><p>In 2017, Denver revised the framework with input from principals to define expectations for all members of a school’s instructional leadership team—principal, assistant principal, deans and teacher leaders. Previously, everyone had been evaluated against the principal standards. In the area of instructional expertise, for example, teacher leaders are expected to develop a team of teachers who deliver “joyful, rigorous instruction,” while the principal is tasked with building and empowering the instructional leadership team to ensure engaging instruction for all students. By showing the competency progression, the framework has become a powerful tool for leaders at all levels to “self-assess their progress and have conversations with their supervisor about their growth,” says Royal.&#160;&#160;<br></p><p>Earlier this year, Kirk used the framework for the first time to evaluate Asbury Elementary’s dean of culture. She was surprised by all the evidence she needed to collect to make an informed assessment. Still, the effort led to a more meaningful conversation with her dean. Rather than a perfunctory review of his evaluation scores, she says, “we focused on the data behind the decision and his next steps moving forward.”&#160;Kirk recently took a step forward in her career too. In September, she became the new principal of Southmoor Elementary School in Denver.<br></p><p><em>​Photo of Pam Kirk by Sam Adams/Adams Visual Communications</em></p>Jennifer Gill832019-10-29T04:00:00ZA Denver principal reflects on how district standards influenced her growth and practice11/12/2019 7:08:38 PMThe Wallace Foundation / News and Media / Wallace Blog / Leader Standards Let Principals Know What to Strive For A Denver principal reflects on how district standards influenced 861https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Keeping Current on the State of Knowledge About Principals and APs4600GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​​​The amount of research on education leadership is staggering. Plug “school leadership” into Google Scholar, a search engine that indexes scholarly literature, for example, and you’ll find more than 90,000 books, studies and reports published on the topic since 2000. Fortunately, a group of prominent education researchers is sifting through the mountain of literature for the benefit of the rest of us.&#160;</p><p>This summer, we announced the commissioning of reports from three research teams that will examine the state of knowledge in critical areas of education leadership. Two of these research syntheses will offer a fresh analysis of topics explored in previous Wallace reports. The first will focus on the impact of leadership on student achievement, providing an update to the landmark <em> <a href="/knowledge-center/pages/how-leadership-influences-student-learning.aspx">How Leadership Influences Student Learning</a></em>, published in 2004 and still one of our most popular publications. The second will examine the characteristics of effective principal preparation programs, revisiting a topic that was first covered in <em> <a href="/knowledge-center/pages/preparing-school-leaders.aspx">Preparing School Leaders for a Changing World&#58; Lessons from Exemplary Leadership Development Programs</a></em>, published in 2007. The third report will explore the role of the assistant principal, a new area of inquiry that has emerged from our school leadership work over the past 15 years.</p><p>“Having reliable, high-quality reports that identify and analyze key findings across different research sources in a systematic way is very useful both for the field and for us at the foundation,” says Elizabeth Ty Wilde, senior research officer at Wallace. As important, she adds, the teams will also pinpoint areas where research is lacking and that could benefit from future study. </p><p>A number of developments justify taking a fresh look at how school leaders influence student learning, notes Jason Grissom, associate professor of public policy and education at Vanderbilt University and leader of the team investigating the topic. For one, the research base has exploded since our 2004 report by Kenneth Leithwood, Karen Seashore Louis and other scholars, who reviewed the research literature of the time and found that leadership is second only to instruction among school-related factors contributing to student achievement. The rigor of the research has improved as well. Thanks to the advent of state-level longitudinal data systems, scholars can now track the impact of school leadership on student outcomes over time, an analysis that wasn’t as feasible back in 2000. The job of a school principal has changed too, with a greater focus on instructional improvement, which has opened new avenues of research in recent years.&#160;</p><p>“This project is an opportunity to take stock and look across all the studies to determine the consistent findings regarding the connection between school leadership and student outcomes, and which attributes of leaders are most important to that connection,” says Grissom, who is collaborating with Constance Lindsay of the University of North Carolina and Anna Egalite of North Carolina State University on the synthesis.</p><p>The team examining principal preparation programs is taking a multi-faceted approach to its work. In addition to reviewing the research on pre-service training, the team will study the evolution of state policies on principal preparation and survey principals nationwide about how well their training prepared them for the job. The analysis “will give us a sense of how big of a mountain we have yet to climb” to prepare effective school leaders, says Linda Darling-Hammond, president and CEO of the Learning Policy Institute and co-principal investigator of research team. Darling-Hammond, who co-authored the 2007 report on principal training, is joined by Tina Trujillo of the University of California, Berkeley, and two colleagues at the Learning Policy Institute, an independent research organization dedicated to improving education policy and practice, co-PI (principal investigator) Marjorie Wechsler and Stephanie Levin.&#160;&#160;</p><p>Spending time as an assistant principal is a common route to the principalship, but how can the experience best prepare aspiring leaders? That’s one of the central questions guiding the analysis by Vanderbilt education professors Ellen Goldring and Mollie Rubin, along with Mariesa Herrmann of Mathematica Policy Research. The team will analyze state and national data as well as existing research to explore the characteristics of assistant principals, their preparation and the support they get on the job, among other topics. They’ll also investigate issues of equity, such as whether assistant principals have equal opportunities to become principals. The team doesn’t expect to find all the answers. “Because the literature on assistant principals is less robust, in terms of rigor and replication, this particular synthesis will help the field begin to think about future areas of research,” says Goldring.</p><p>While each team is working independently, all of the researchers are sharing ideas and advice as they dive deeper into the project. Darling-Hammond and her team, for example, called Grissom to pick his brain about his research on principal preparation programs. Grissom for his part has wandered down the hall to talk with his Vanderbilt colleague Rubin about ways to extract data from qualitative research. “So often, researchers operate in a vacuum,” says Rubin. “It’s been very helpful to talk out loud about the decisions we’re making.” </p><p> Wilde hopes the collaboration continues after the three reports come out next summer. “I jokingly told everyone at our first meeting, ‘At the end of this project, I hope that you can email anyone in this room and they’ll email you back—soon.’”<br></p> <br>Jennifer Gill832019-10-22T04:00:00ZScholars Dig Into Latest Research on Three Crucial Topics in School Leadership10/22/2019 1:59:13 PMThe Wallace Foundation / News and Media / Wallace Blog / Keeping Current on the State of Knowledge About Principals and APs Scholars Dig Into Latest Research on Three Crucial 820https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Insights on How Principals Can Affect Teachers, Students and Schools4322GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61 <p>There’s no doubt that principals are important, but it can be difficult to measure just how their actions affect schools, teachers and students. A new report seeks to&#160;shed&#160;light on that. <br></p><p>The <a href="https&#58;//journals.sagepub.com/doi/full/10.3102/0034654319866133">report</a> synthesizes 51 studies and suggests&#160;evidence of the relationship between principals’ behavior and student achievement, teacher well-being, teacher instructional practices and school organizational health. </p><p>“We argue that our findings highlight the critical importance of expanding the knowledge base about strategies principals can take to improve learning in schools, and the value of investing in school leadership capacity,” write the study’s authors, the University of Oregon’s David D. Liebowitz and Lorna Porter.</p><p>Liebowitz and Porter conducted the meta-analysis by examining the empirical literature on five aspects of principals’ jobs—instructional management, internal relations, organizational management, administration and external relations—and the potential effects&#160;on student outcomes, (such as grades and behavior), teacher outcomes (well-being, retention rates and instructional practices) and school outcomes (school organizational health and principal retention). </p><p>While the field has emphasized principals’ roles as instructional leaders, Liebowitz and Porter write that they “find evidence that principal behaviors other than instructional management may be equally important mechanisms to improve student outcomes.”</p><p>The findings suggest that investing in principals may improve learning. A recent study from the RAND Corporation found that in districts with a <a href="/knowledge-center/school-leadership/pages/principal-pipeline-implementation.aspx">principal pipeline</a>—a districtwide effort to better prepare, support and evaluate school leaders—schools with new “pipeline” principals outperformed comparison schools in reading and in math.<br></p><p>Wallace continues to work to expand the evidence base on school leadership and recently <a href="/news-and-media/press-releases/pages/wallace-foundation-commissions-reports-to-synthesize-state-of-knowledge-key-aspects-school-leadership-.aspx">commissioned a research synthesis</a> on how leadership affects student learning. The report will build on a 2004 <a href="/knowledge-center/pages/how-leadership-influences-student-learning.aspx">landmark study</a> finding that school leadership is second only to teaching among school-related influences on student success.</p><p>Learn more about school leadership in Wallace’s <a href="/knowledge-center/school-leadership/pages/default.aspx">Knowledge Center</a>.<br></p>Wallace editorial team792019-10-16T04:00:00ZYour 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.10/16/2019 3:39:28 PMThe Wallace Foundation / News and Media / Wallace Blog / Insights on How Principals Can Affect Teachers, Students and Schools New report seeks to clarify role of school leaders and 1157https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
National Principals Month Highlights the Tough Job of Leading a School3808GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>“T he principal is the most pivotal role in the entire system,” Carmen Fariña, the former chancellor of New York City's school system, said in an episode of <em>The Principal Pipeline</em> podcast. “Having the best principals in New York is a mandate. There's nothing that's more important.” </p><p>While there are many ways to work toward advancing learning and running a school, one thing is clear&#58; being a principal is hard work. So every year in October the American Federation of School Administrators (AFSA), the National Association of Elementary School Principals (NAESP), and the National Association of Secondary School Principals (NASSP) join forces to celebrate principals. This year, <a href="https&#58;//www.principalsmonth.org/">National Principals Month</a> is focused on nationwide advocacy to help ensure principals have what they need to meet the challenges that come with leading a school. </p><p>To add to the celebration, we’ve put together a list of a few of our landmark and new reports and tools to help districts better support principals in the work they do. </p><ul><li>The 2004 report, “<a href="/knowledge-center/pages/how-leadership-influences-student-learning.aspx">How Leadership Influences Student Learning</a>” establishes the now widespread idea that leadership is second only to teaching among in-school influences on student success. </li><li>While this groundbreaking <a href="/knowledge-center/pages/principal-pipelines-a-feasible,-affordable,-and-effective-way-for-districts-to-improve-schools.aspx">2019 report from RAND</a> shows how six large school districts that build principal pipelines—a systematic approach to hiring, preparing and supporting leaders—saw notable, statistically significant benefits for student achievement and principal retention. </li><li>Two series of <a href="/knowledge-center/pages/podcast-principal-pipeline.aspx"><em>The Principal Pipeline</em> podcast​</a> bring you some of the voices of principals, school district leaders, state leaders and others from the six districts that built pipelines. </li><li>And of course the <a href="/knowledge-center/school-leadership/pages/default.aspx">School Leadership</a> section of our Knowledge Center houses many more reports, videos, presentations and infographics. <br><br></li></ul><p> <img alt="principal-pipeline-main-image.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/National-Principals-Month-Highlights-the-Tough-Job-of-Leading-a-School/principal-pipeline-main-image.jpg" style="margin&#58;5px;" />&#160;</p><h2 class="wf-Element-H2" style="text-align&#58;center;">Happy reading and happy National Principals Month!</h2>Wallace editorial team792019-10-09T04:00:00ZYour 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.10/9/2019 7:22:33 PMThe Wallace Foundation / News and Media / Wallace Blog / National Principals Month Highlights the Tough Job of Leading a School This year districts and organizations across the US 507https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx

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