Wallace Blog Search Results

Search Blogs by Keyword
Browse by Date
clear all

 

 

Three Questions About Education Leadership Research5456GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​R<em>ecently, </em>Education Week<em> columnist Rick Hess handed over the reins of his blog for a </em><a href="http&#58;//blogs.edweek.org/edweek/rick_hess_straight_up/2018/08/three_questions_about_education_leadership_research.html" target="_blank"><em>post </em></a><em>on current research in education leadership. We were happy to see the piece refer to&#160;our University Principal&#160;Preparation Initiative, among other sources,&#160;and received permission&#160;to republish the post. The authors are Anna Egalite, assistant professor of leadership and policy at North Carolina State University, and Tim Drake, who's also at NC State. The two are collaborating on a project (supported through the Wallace initiative)&#160;to redesign NC State's principal training program and share lessons learned with others.</em> <br></p><p>A commonly cited <a href="https&#58;//hechingerreport.org/why-school-leadership-matters/" target="_blank">statistic</a> in education leadership circles is that 25 percent of a school's impact on student achievement can be explained by the principal, which is encouraging for those of us who work in principal preparation, and intuitive to the many educators who've experienced the power of an effective leader. It lacks nuance, however, and has gotten us thinking about the state of education-leadership research—what do we know​ with confidence, what do we have good intuitions (but insufficient evidence) about, and what are we completely in the dark on? With this in mind, we've brainstormed three big questions about school leaders. The research in this area is incomplete, but a recent development makes us hopeful that better data are on the horizon.</p><p> <strong>1. Do principals impact student performance?</strong></p><p>Quantifying a school leader's impact is analytically challenging. How should principal effects be separated from teacher effects, for instance? Some teachers are high-performing, regardless of who leads their school, but effective principals hire the right people into the right grade levels and offer them the right supports to propel them to success.</p><p>Another issue relates to timing&#58; Is the impact of great principals observed right away, or does it take several years for principals to grapple with the legacy they've inherited—the teaching faculty, the school facilities, the curriculum and textbooks, historical budget priorities, and so on. Furthermore, what's the right comparison group to determine a principal's unique impact? It seems crucial to account for differences in school and neighborhood environments—such as by comparing different principals who led the same school at different time points—but if there hasn't been principal turnover in a long time, and there aren't similar schools against which to make a comparison, this approach hits a wall.</p><p>Grissom, Kalogrides, and Loeb carefully document the trade-offs inherent in the many approaches to calculating a principal's impact, <a href="http&#58;//journals.sagepub.com/doi/abs/10.3102/0162373714523831?journalCode=epaa" target="_blank">concluding</a> that the window of potential effect sizes ranges from .03 to .18 standard deviations. That work mirrors the conclusions of Branch, Hanushek, and Rivkin, who <a href="https&#58;//www.educationnext.org/school-leaders-matter/" target="_blank">estimate</a> that principal impacts range from .05 to .21 standard deviations (in other words, four to 16 percentile points in student achievement).</p><p>Our best estimates of principal impacts, therefore, are either really small or really large, depending on the model chosen. The takeaway? Yes, principals matter—but we still have a long way to go to before we can confidently quantify just how much.</p><p> <strong>2. What skills are needed to ensure success as a modern school leader?</strong></p><p>The fundamentals haven't changed, as a quick read of Dale Carnegie's classic<a href="https&#58;//www.amazon.com/How-Win-Friends-Influence-People/dp/0671027034" target="_blank"> text</a> will reveal—smile; don't criticize, condemn, or complain; show appreciation. Specific applications to the field of education administration are obvious&#58; Be a good manager, be organized, and follow the policies you set. These are concrete skills that can be taught in a preparation program and their value has been quantified. See, for instance, <a href="http&#58;//journals.sagepub.com/doi/abs/10.3102/0002831211402663?journalCode=aera" target="_blank">Grissom and Loeb</a>, who point to the importance of practical managerial skills; <a href="http&#58;//www.tcrecord.org/Content.asp?ContentId=12742" target="_blank">Hess and Kelly</a>, who write about the principal's role in supporting curriculum and instruction; and <a href="http&#58;//journals.sagepub.com/doi/abs/10.3102/0013189X13510020?journalCode=edra" target="_blank">Grissom, Loeb, and Master</a>, who demonstrate the value of teacher coaching.&#160;</p><p>But there are also intangible skills that cannot be easily taught—being visionary and motivating, showing compassion, being a force for good, keeping children at the center of the work, and being cognizant of whether civil rights are being advanced or inhibited by the culture you build. This latter list highlights the skills that principal candidates need to bring to the table before their preparation program even begins, and it's this latter list that matters the most in our current context.</p><p> <strong>3. What are the characteristics of high-quality principal preparation programs?</strong></p><p>Principal preparation programs have two primary responsibilities&#58; Identify and admit the most promising candidates, then provide them with concrete skills that will equip them to be successful upon graduation. <a href="https&#58;//www.amazon.com/Preparing-Principals-Changing-World-Leadership/dp/0470407689" target="_blank">Studying</a> exemplary programs offers a roadmap for how to do this well, but data limitations restrict how closely we can actually monitor their success in meeting these responsibilities.</p><p>We can show that there is sufficient <a href="http&#58;//journals.sagepub.com/doi/abs/10.1177/0013161X18785865?journalCode=eaqa" target="_blank">systematic variation</a> between programs in terms of test-score growth, for instance, that allows us to sort them into high, medium, and low performance categories. But we know too little about differences in the actual training received across programs. Administrative datasets rarely allow us to link principals to the specific program from which they graduated. Most programs can't even self-evaluate because they don't have data systems to track their graduates.</p><p>So what are we doing about all this?</p><p>With support from the Wallace Foundation's <a href="/news-and-media/press-releases/pages/wallace-announces-seven-universities-to-participate-in-47-million-dollar-initiative.aspx" target="_blank">$47 million initiative</a> to improve the quality of principal preparation, NC State has been engaged in redesigning our program to train principals who are ready to meet the demands of a constantly changing job. We joined forces with local school leaders to identify the skills and attributes of effective school leaders. We then developed our program selection criteria, curricula, assessments, and internship to align with this framework. We're now partnering with the North Carolina Department of Public Instruction and SAS to develop a leadership-development dashboard that tracks the career pathway and performance of our graduates, with a vision of scaling the system state-wide to include all North Carolina-based principal preparation programs and school districts.</p><p>The data don't exist yet to answer the most pressing questions about the relationship between principal preparation and leadership effectiveness. It's our hope that's about to change.</p><p>—<em>Anna Egalite and Tim Drake</em></p>Wallace editorial team792018-09-11T04:00:00ZWhat we know confidently from evidence, what we have good intuitions about and what we still need to learn about education leadership.9/11/2018 6:11:47 PMThe Wallace Foundation / News and Media / Wallace Blog / Three Questions About Education Leadership Research What we know confidently from evidence, what we have good intuitions 454https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Principals Need Coaches Too10504GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61;GP0|#8cf34914-7bff-4dc4-95c0-d6e59a295cba;L0|#08cf34914-7bff-4dc4-95c0-d6e59a295cba|Effective Principal Leadership;GPP|#330c9173-9d0f-423a-b58d-f88b8fb02708;GP0|#d4c2da24-0861-47f9-85bd-ee1c37263157;L0|#0d4c2da24-0861-47f9-85bd-ee1c37263157|Principal Supervisors;GP0|#f86ec85e-a137-43e2-8c12-5ce0b67efe8e;L0|#0f86ec85e-a137-43e2-8c12-5ce0b67efe8e|Principal Training<p>Is it feasible for districts to reconceive the role of those who supervise principals so less time is spent on compliance and more time on coaching to help principals strengthen teaching and learning in their schools? Is there an inherent conflict between supervising and evaluating principals and being a trusted coach?</p><p>A <a href="http&#58;//www.wallacefoundation.org/knowledge-center/Documents/A-New-Role-Emerges-for-Principal-Supervisors.pdf">new Vanderbilt University–Mathematica Policy study</a> offers answers to these questions by examining how six districts participating in <a href="http&#58;//www.wallacefoundation.org/knowledge-center/school-leadership/pages/principal-supervisors.aspx">The Wallace Foundation’s Principal Supervisor Initiative</a> have reshaped the role.</p><p>The study concludes that in those urban districts — Baltimore; Broward County, Florida; Cleveland; Des Moines; Long Beach, California; and Minneapolis — it was feasible for principal supervisors to focus on developing principals. This important and complex work was done in less than three years and has resulted, to date, in principals feeling better supported. In addition, the role change has led to the districts’ central offices becoming more responsive to schools’ needs.</p><p>Principals felt better supported and saw no tension between the supervisor’s role as both evaluator and coach. The principal supervisor is a continuous presence in the school — a member of the community, not a visitor. Learning is continuous.</p><p>This role is relatively new on the scene — in fact, five years ago, there was no common term for it. Sometimes called principal managers or even instructional leadership directors, the people in these positions oversaw large numbers of principals and traditionally handled regulatory compliance, administration, and day-to-day operations.</p><p><img alt="74-Million-Blog-lg-feature.jpg" src="/News-and-Media/Blog/PublishingImages/74-Million-Blog-lg-feature.jpg" style="margin&#58;5px;" />&#160;</p><p>They rarely visited a school more than once every few months and therefore did not work directly with principals. A 2013 <a href="http&#58;//www.wallacefoundation.org/knowledge-center/Documents/Rethinking-Leadership-The-Changing-Role-of-Principal-Supervisors.pdf">Council of the Great City Schools survey</a> of principal supervisors in 41 of the nation’s largest districts also identified other problems, including insufficient training, oversight of too many principals, mismatches in assignments to schools, and a lack of agreement about job titles.</p><p>Wallace launched the Principal Supervisor Initiative in 2014 to see whether and how districts could reshape the job. An important step was the development of the first-ever voluntary <a href="http&#58;//www.wallacefoundation.org/knowledge-center/pages/model-principal-supervisor-professional-standards-2015.aspx">national model standards for supervisors</a> in 2015, a process led by the Council of Chief State School Officers. These standards emphasize developing principals as professionals who “collaborate with and motivate others, to transform school environments in ways that ensure all students will graduate college- and career-ready,” rather than focusing on compliance with regulations. In the new study, the participating districts pointed to the importance of having standards for the job as a foundation for the position’s redesign.</p><p>That study suggests that “substantial, meaningful change is possible” across five areas. “After three years, we saw substantial change in all districts,” says Ellen Goldring, the study’s lead author. “They came up with efficient and effective ways to position supervisors so they could fill the coaching and supporting gap.” Specifically, the districts&#58;</p><ul><li>Revised principal supervisors’ job descriptions, relying on the national model standards that emphasize instructional leadership.</li><li>Reduced the number of principals whom supervisors oversee by almost 30 percent, from an average of 17 to 12.</li><li>Trained supervisors to support principals.</li><li>Created systems to identify and train new supervisors.</li><li>&#160;Restructured the central office to support and maintain the changed supervisor role.</li></ul><p>Following the redesign, most principal supervisors in the six districts reported that they now spend most of their time — 63 percent — in schools or meeting with principals. This shift means supervisors are working directly with principals, engaging in new routines and practices, such as participating in classroom walk-throughs, coaching, leading collaborative learning, and providing ongoing feedback.</p><p>Across districts, the principals emphasized that they trusted their supervisors to function as both supporters and evaluators. As one Cleveland principal explained&#58; “You don’t feel as though it’s your boss evaluating you. So it’s very comfortable. He’ll come in, he’ll have a conversation with you. … He always asks, ‘How can I support you? What do you need from me?’” It’s more of that than a formulated check-the-box.”</p><p>The districts also trained the supervisors to recognize high-quality instruction or better coach principals. For many, it was the first time they were provided with professional instruction specifically for their role. After two years, 80 percent of the supervisors reported participating in such opportunities.</p><p>In addition to offering professional development, districts began to identify more promising principal supervisor candidates and restructured central offices to support the new role and redistribute some noninstructional duties from supervisors to others in those offices.</p><p>Still, districts face some challenges. Goldring notes that the districts are continuing to refine the way they revamp the supervisor role, including defining what instructional leadership means, finding the right balance between supervisors’ time in school versus the central office, and providing uniformly high-quality training.</p><p>“It’s a heavy lift,” says Goldring. “But this study represents an incredibly positive example of the power of the supervisor role and a hopeful story about the power of district reform.”</p><p>Vanderbilt and Mathematica are planning two more reports to be published in 2019&#58; One will measure the initiative’s impact on principal effectiveness, and the other will compare principal supervision in the six districts in the study with peers in other urban districts.</p><p><em>This article first appeared in <a href="https&#58;//www.the74million.org/article/spiro-principals-need-coaches-too-what-a-new-study-of-6-large-school-districts-reveals-about-the-shifting-role-and-value-of-principal-supervisors/" target="_blank">The 74 Million</a> and is reposted with permission.</em></p>Jody Spiro142018-08-28T04:00:00ZPrincipals Need Coaches Too: What a New Study of 6 Large School Districts Reveals About the Shifting Role, and Value, of ‘Principal Supervisors’8/29/2018 3:10:43 PMThe Wallace Foundation / News and Media / Wallace Blog / Principals Need Coaches Too What a New Study of 6 Large School Districts Reveals About the Shifting Role, and Value, of 3660https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
What Can States Do to Bolster School Leadership?30243GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>From providing superintendents with a forum to trade ideas to working with school districts to reshape the principal supervisor job to establishing alternative training programs for principals, states can do a lot to strengthen principals and other school leaders. </p><p>That’s the lesson from the education chiefs of Nebraska, Ohio and Pennsylvania, who sat down recently to discuss the work going on in their states to bolster education leaders. Listen to what they have to say in this <a href="https&#58;//ccsso.org/blog/knowledge-action-how-states-are-working-promote-effective-school-leadership-models">video series</a> by the Council of Chief State School Officers.</p><p>You’ll also hear some inspiring messages about why the state efforts matters. Here’s a sampling&#58;</p><ul> <a href="https&#58;//www.youtube.com/watch?v=dIW8LsL5QjI&amp;feature=youtu.be" target="_blank"><img height="190" class="wf-Image-Right" alt="Nebraska_Commiss-retouch.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/what-can-states-do-to-bolster-school-leadership/Nebraska_Commiss-retouch.jpg" style="margin&#58;5px;width&#58;292px;" /></a> <li>“When school leaders have a chance to ensure that students have everything that they need to be successful, that’s really what the definition of equity is—that every student that’s in front of them is getting that chance to be the best that they can possibly be.” —Matthew Blomstedt, commissioner of education for Nebraska <br> <br> <br></li></ul><ul> <a href="https&#58;//www.youtube.com/watch?v=Z5nMeaozvDs&amp;feature=youtu.be" target="_blank"><img class="wf-Image-Right" alt="Ohio_Commiss-retouch.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/what-can-states-do-to-bolster-school-leadership/Ohio_Commiss-retouch.jpg" style="margin&#58;5px;width&#58;294px;" /></a> <li>“School leadership is tremendously important because fundamentally it’s the leader that really sees to all the different pieces and parts within a school working together in the interests of helping educate each and every child. What we see is [that] when you find a school that is delivering an absolute excellent education, you’ll always find a great excellent leader.” —Paolo DeMaria, superintendent of public instruction for Ohio<br><br></li></ul><ul> <a href="https&#58;//www.youtube.com/watch?v=4o6uDYRPmoA&amp;feature=youtu.be" target="_blank"><img class="wf-Image-Right" alt="PA_Commissioner-retouch.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/what-can-states-do-to-bolster-school-leadership/PA_Commissioner-retouch.jpg" style="margin&#58;5px;width&#58;295px;" /></a> <li>“First and foremost, school leaders set the stage, set the conditions and provide the resources for teachers to best serve their students and their community. Effective school leadership and student success are tied hand in hand.” —Pedro Rivera, secretary of education for Pennsylvania</li></ul><p>Looking for more ideas? Check out the <a href="http&#58;//www.wallacefoundation.org/knowledge-center/school-leadership/pages/default.aspx">school leadership page</a> on the Wallace website.</p>Wallace editorial team792018-08-14T04:00:00ZVideo Series Offers Insights—and Inspiration—From State Education Chiefs in Three States8/15/2018 10:01:38 AMThe Wallace Foundation / News and Media / Wallace Blog / What Can States Do to Bolster School Leadership Video Series Offers Insights—and Inspiration—From State Education Chiefs in 537https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Students’ Mental and Emotional Health Top Concerns for Elementary Principals26198GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>The top concerns of elementary and middle school principals have shifted dramatically in the past 10 years, according to a new survey, with nearly three quarters of those polled saying they are worried about an increase in the number of students with emotional problems. The top issues that survey respondents noted in 2008—student assessment, instructional practices and providing a continuum of services to students at risk—didn’t rank among their top concerns in the new <a href="https&#58;//www.naesp.org/pre-k-8-school-leader-2018-10-year-study">study</a> by the National Association of Elementary School Principals. </p><p>The association has surveyed pre-K-8 school principals every 10 years since 1928. The study gauges the characteristics, concerns and conditions of elementary and middle school principals, and it tracks how these change over time. The 2018 survey, which was not nationally representative, received responses from almost 900 elementary and middle school principals.</p><p>This year’s survey marked the first time that students’ mental and emotional issues topped principals’ concerns. Those surveyed selected an “increase in the number of students with emotional problems” (74 percent), “student mental health issues” (66 percent) and “students not performing to their level of potential” (62 percent) as issues of “extreme or high” concern in their schools.</p><p>“While these findings are significant because they quantify the concerns of principals nationwide, they are somewhat foreseeable given the uptick in predictors like an increase in poverty and a need for mental health supports,” said Earl Franks, the association’s executive director. </p><p class="wf-Element-Callout">&#160;42% of the survey respondents reported a large increase in involvement with “student mental health issues” and 38% reported a moderate increase. </p><p>When asked what concerned them about their students, principals cited poverty, behavior management, lack of effective adult supervision at home, safety and security, bullying over social media, homelessness and absenteeism, among other issues. </p><p>Addressing the socioemotional needs of students ranked as one of the top five matters the principals reported spending time on. Asked about areas in which their level of involvement has changed in recent years, 42 percent of the survey respondents reported a large increase in involvement with “student mental health issues” and 38 percent reported a moderate increase. “Student socioemotional well-being” ranked fourth on the list of matters with which the principals said they are increasingly involved. &#160;</p><p>Franks described principals’ roles as supporting teachers’ efforts in the classroom, cultivating leadership and “shaping a vision” for school cultures that make student well-being, including social and emotional health, a priority.</p><p>“Addressing the social and emotional needs of students isn’t necessarily a new responsibility for principals,” Franks explained, but the increasing interest in incorporating social and emotional learning (SEL) in schools “has provided a language and a construct to help principals think about how they can marshal and leverage resources and support for teachers and students.”</p><p>To do this, principals need more support in the form of training and guidance, Franks said. Franks suggested that their professional development needs to shift to address the growing need for social and emotional learning. “This type of learning should not feel like an add-on,” he said.&#160; </p><p>Wallace recognizes the importance of SEL and has invested in research that provides credible and useful knowledge on the topic. This includes an edition of the journal <a href="/how-we-work/our-work/pages/social-emotional-learning.aspx"><em>The Future of Children</em></a>&#160;on SEL and <a href="/knowledge-center/pages/navigating-social-and-emotional-learning-from-the-inside-out.aspx"><em>Navigating SEL from the Inside Out&#58; Looking Inside &amp; Across 25 Leading SEL Programs&#58; A Practical Resource for Schools and OST Providers.</em></a></p><p>You can learn more about our ongoing <a href="/knowledge-center/social-and-emotional-learning/pages/default.aspx">social and emotional learning initiative</a> on our website. </p>Wallace editorial team792018-08-07T04:00:00ZNew study shows principals’ increasing attention to social and emotional development and other student issues8/7/2018 1:59:39 PMThe Wallace Foundation / News and Media / Wallace Blog / Students’ Mental and Emotional Health Top Concerns for Elementary Principals The top concerns of elementary and middle 478https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Making the Most of the Principal Supervisor Role9823GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p> I<em>n many urban school districts, principal supervisors have a daunting task. Overseeing an average of 24 principals, they are also accountable for numerous administrative and other responsibilities, from monitoring supplies to ensuring government forms get completed on time. This makes concentrating on school leaders and their needs close to impossible. Wallace’s Principal Supervisor Initiative is seeking to see if that picture can be changed. It is funding a four-year effort in six districts that are working to reshape the supervisor job so it can focus on supporting principals to be as effective as they can be, especially in guiding schools to high-quality instruction. </em></p><p> <em><img class="wf-Image-Left" alt="Ellen_Goldring.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Making-the-Most-of-the-Principal-Supervisor-Role/Ellen_Goldring.jpg" style="margin&#58;5px;width&#58;208px;" />Recently, Wallace published </em> <a href="/knowledge-center/pages/a-new-role-emerges-for-principal-supervisors.aspx">A New Role Emerges for Principal Supervisors</a>, <em>the first report in a study looking at the effort, and it showed some promising findings, concluding that over the first three years of the initiative the six districts were able to make substantial progress in giving the supervisor job a makeover. </em></p><p> <em>We caught up with the researcher leading the study, </em> <a href="https&#58;//peabody.vanderbilt.edu/bio/ellen-goldring"> <em>Ellen Goldring</em></a><em>, the Patricia and Rodes Hart Professor and Chair in the department of leadership, policy and organizations at Vanderbilt’s Peabody College, to see if she could tell us more. </em></p><p> <strong>What was the problem that districts in this initiative were seeking to address? </strong> <br> School districts continually strive to support and develop their principals and improve their effectiveness. Most often, this occurs through professional development.&#160;But, most urban districts have a central office structure that includes principal supervisors.&#160;Typically, supervisors focus on administration and bureaucratic compliance. The initiative has a straightforward question&#58; Can districts transform the role of principal supervisors from compliance officers to coaches and developers of principals?&#160;What does it take to make this change? And, does this change&#160;help develop effective principals?&#160;This report addresses the first two questions. <strong> </strong></p><p> <strong>Do we&#160;have a sense—understanding it's early—about the benefits and challenges of the changes the districts were tackling?</strong><br> We have learned a great deal about the&#160;changes districts have made to support the new role, and what the new role entails. </p><p>The daily work of supervisors has changed. The clear benefits include supervisors spending time in schools and working with networks of principals on instructional leadership.&#160;Supervisors engage&#160;in walkthroughs, coaching and providing more ongoing feedback to principals;&#160;they have a deep sense of the context of each principal’s school and develop closer relationships. Supervisors are able to evaluate principals based on their ongoing, firsthand knowledge and understanding of each principal.&#160;Principals report productive relations with their supervisors. </p><p>The change in the role occurred as a result of revising job descriptions and reducing the span of control—the number of principals each&#160;supervisor works with—to about 12, on average.&#160; For the first time supervisors received dedicated, unique training to develop the skills needed to be effective in their roles. This training often involved shared visits to schools where supervisors observed each other&#160;coaching and providing feedback to principals. Supervisors worked together to develop a shared set of practices and common approaches. </p><p>To support this new role, other central office roles and responsibilities needed to shift, and some departments were reorganized.&#160;Work previously handled by supervisors needed to be reallocated; as a result communication patterns had to change. Investing other central office departments in the change is a challenge and an ongoing process.&#160; </p><p>Other challenges include continuing to clarify the new role and to balance expectations; deepening and further developing&#160;consistent and effective practices for supervisors;&#160;and differentiating supports for principals.&#160;There are resource implications as well. </p><p> <strong>What are districts learning about making decisions on what supervisors to assign to what schools?</strong><br> First,&#160;they learned that this is a really important decision.&#160;Most districts consider a combination of school level, geography and feeder patterns.&#160;Others take into account performance levels, principal experience and school themes. The decision helps the districts think strategically about principal networks and learning communities as tools for support, sharing and development.&#160;The decision also helps districts think through matching supervisors’ skills, experiences and expertise to schools strategically. Districts learned that they also need to think about not only the average span of control, but balancing the span of control for each supervisor with the unique needs of each school. </p><p> <strong>How are the districts understanding the concept of &quot;instructional leadership&quot;—and what role do principal supervisors play in supporting it?</strong><br> Districts understand instructional leadership entails a deep understanding of the conception or framework of high-quality and rigorous instruction used in the district,&#160;and then what principals do to&#160;support and propel teachers in their instructional quality.&#160;Instructional leadership also entails developing the school culture and community for academic and social learning. &#160;&#160;</p><p>The link between the district’s instructional quality framework and instructional leadership is central. Some districts are further along in articulating this link than others.&#160;Principal supervisors work with principals on instructional leadership by coaching them&#160;through analyzing data, providing feedback to teachers, observing classrooms together, and creating principal learning communities, to name a few of their core activities. </p><p> <strong>What should districts contemplating revising this role think about?</strong><br> They should know that changing the role of the principal supervisor is a district-wide effort with multiple components, and requires communication and coordination throughout the district; it is not “simply” a role redesign.&#160; In fact, all the districts realized early on that making changes to the work of the central office would be necessary to facilitate the change to the supervisor role. &#160;</p><p>As in every large-scale change effort, the leadership of the district should be clear about how this change contributes to the overall strategic goals of the district.&#160; Buy-in from core constituencies is key, especially because there are resource implications in terms of reducing the span of control, and the whole district will be involved.</p><p>Lastly, I would say that simply reducing the span of control will not lead to role change. Paramount are a clear vision and expectations for the role, a delineation of instructional leadership expectations for principals and a strategy for supervisor training and support. </p><p> <strong>What surprised you in your research to date?</strong><br> I was surprised by the depth of understanding and excitement about the need to change the principal supervisor role. </p><p>I think this is a very powerful example of district reform that rallied around a specific focus&#58; changing the principal supervisor’s role.&#160;It is a very hopeful story—one that suggests when change initiatives have clarity, alignment and focus, districts make important changes. </p><p>I was surprised about the extent to which the role before the initiative really was a catch-all for everything and anything schools needed, and it was very idiosyncratic within the same district.&#160;We saw how important it is to develop shared understanding and specific skills of supervision, such as implementing specific coaching models, or using protocols for walkthroughs. Developing a collaborative, professional culture amongst supervisors helped them in turn work with principals in professional learning communities. </p>Wallace editorial team792018-07-16T04:00:00ZCo-Author of Study Discusses ‘Very Hopeful Story’ of How Districts Are Changing7/16/2018 3:27:45 PMThe Wallace Foundation / News and Media / Wallace Blog / Making the Most of the Principal Supervisor Role Co-Author of Study Discusses ‘Very Hopeful Story’ of How Districts Are 1205https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
How Data Systems Can Help Foster Effective School Leadership9729GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p><strong>“</strong><strong>Data are sexy. </strong>You might not think so, but I do.” &#160;</p><p>So begins a “My View” <a href="http&#58;//my.aasa.org/AASA/Resources/SAMag/2018/Jun18/colPelzer.aspx" target="_blank">column in the current issue of <em>School Administrator</em> magazine</a> by Nicholas Pelzer, data cheerleader and senior program officer in Wallace’s education leadership unit. What’s the source of Pelzer’s enthusiasm for all things data? He extols the power of information “to aid school districts with one of their most daunting tasks&#58; ensuring an effective principal leads every school.” </p><p><img class="wf-Image-Left" alt="Nick_Pix-retouch.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Data-Systems-Foster-Effective-School-Leadership/Nick_Pix-retouch.jpg" style="margin&#58;5px;width&#58;317px;" />Pelzer works with a number of Wallace-supported districts that have developed data systems to, in his words, “strategically manage the flow of talent into the principalship.” He goes on to describe how these systems have assisted with tasks as various as projecting principal vacancies and analyzing school performance trends. They have proved especially valuable in assisting with hiring principals and making suitable matches between them and the schools they oversee, Pelzer says. He also discusses what it takes to set up the systems. &#160;</p><p>If you want to find out more about data systems to foster effective school leadership, check out this report, <a href="/knowledge-center/pages/leader-tracking-systems-turning-data-into-information-for-school-leadership.aspx"><em>Leader Tracking Systems&#58; Turning Data Into Information for School Leadership</em></a>, and this Wallace Story From the Field, <a href="/knowledge-center/pages/chock-full-of-data-how-school-districts-are-building-leader-tracking-systems-to-support-principal-pipelines.aspx"><em>Chock Full of Data&#58; How School Districts Are Building Leader Tracking Systems to Support Principal Pipelines</em></a>.</p>Wallace editorial team792018-07-02T04:00:00ZWallace’s Nicholas Pelzer Describes the Value of Data for Cultivating Talent7/2/2018 2:15:42 PMThe Wallace Foundation / News and Media / Wallace Blog / How Data Systems Can Help Foster Effective School Leadership Wallace’s Nicholas Pelzer Describes the Value of Data for 271https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
States Pursue Federal Support for School Leadership to Help Turn Around High-Needs School9892GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>The passage of the Every Student Succeeds Act (ESSA) in 2015 opened up new possibilities for federal support of state and local efforts to make the most of the principalship. That’s because the law, a major source of funding for public school education, stressed the importance of school leadership in ways that its predecessors had not. </p><p>This emphasis may be beginning to yield results. Earlier this year, New Leaders, a school leadership research and development organization, reported that each of the 50 states “has committed to directing some portion of its federal funding” to leadership—from teacher leaders to principals and superintendents. The organization’s <a href="http&#58;//newleaders.org/press/new-leaders-releases-policy-brief-state-essa-plans/" target="_blank">policy brief </a>&#160;also found that 41 states had acknowledged leadership in their plans to improve high-need schools.</p><p>Here at Wallace, we are also seeing much activity.</p><p>Two years ago, the foundation helped organize and began funding a joint effort by the Council of Chief State School Officers, the Council of the Great City Schools and the National Urban League to bring together a group of states eager to use ESSA to fund evidence-based approaches to strengthening school leadership. The ESSA Leadership Learning Community, as it is named, involves teams from 10 states in on-going discussions both locally and nationally—developing strategies and implementation plans for using education leadership to help drive school improvement, especially for turning around the highest-needs schools. The teams all have representatives from the state, large districts and communities and typically include state education agency officials, school district leaders and leaders from local Urban League affiliates.&#160;Every team also engages additional members as appropriate for its local context.</p><p>Each of the states—Maryland, Minnesota, Missouri, Nebraska, New York, Ohio, Oregon, Pennsylvania, Tennessee and Wisconsin—is seeking to use leadership in a way that makes sense for its own needs and circumstances. But all 10 are focusing on evidenced-based approaches to using leadership as vehicle for improving outcomes for disadvantaged students<strong>.&#160; </strong></p><p>Each state team meets regularly to advance its goals. The 10 teams also gather as a whole several times a year for national meetings where they exchange ideas and learn from invited experts.</p><p>One&#160;example of the initial work&#160;is the <a href="https&#58;//www.tn.gov/content/dam/tn/education/reports/Tennessee-Leaders-for-Equity-Playbook.pdf" target="_blank">Tennessee Leaders for Equity Playbook</a>, published in April. The report’s crux is this&#58; Highly trained school leaders play key roles in achieving equity and need to be supported by district leadership, school boards and community allies.</p><p>Earlier, a <a href="/knowledge-center/pages/state-efforts-to-strengthen-school-leadership.aspx">survey of representatives from 25 states</a>&#160;taking part in a school leadership effort offered by the Council of Chief State School Officers found that 71 percent were making leadership a priority, while only 21 percent said they had made past progress on it; fully 91 percent consider incorporation of principal-focused work into ESSA school improvement plans a priority.</p><p>Wallace has a number of resources about ESSA and school leadership, including a <a href="/knowledge-center/pages/school-leadership-interventions-every-student-succeeds-act-volume-1.aspx?_ga=2.88652187.1851745045.1530024383-1057583374.1513009179">RAND Corp. study identifying leadership activities</a> that meet the law’s evidence requirements and a 2017 <a href="/knowledge-center/pages/principals-and-other-school-leaders-the-evidence-base-for-their-critical-role-in-essa-june-26-2017.aspx">slide deck on the evidence base for school leadership</a> presented to the U.S. Department of Education. Also, the Council of Chief State School Officers has <a href="http&#58;//www.ccsso.org/resource-library/elevating-school-leadership-essa-plans-guide-states" target="_blank">an online guide for states</a> in using ESSA to promote school leadership. </p> Wallace editorial team792018-06-28T04:00:00ZStates Pursue Federal Support for School Leadership to Help Turn Around High-Needs Schools6/29/2018 12:59:34 PMThe Wallace Foundation / News and Media / Wallace Blog / States Pursue Federal Support for School Leadership to Help Turn Around High-Needs School The passage of the Every Student 251https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
How to Build Strong Principal Pipelines9647GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>“The right culture is paramount for improvement,” says Doug Anthony, associate superintendent of Prince George’s County (Md.) Public Schools, explaining the evolution of the district’s ongoing school-leadership development efforts. </p><p>Anthony joined his colleague Damaries Blondonville, the district’s senior project manager, and Wallace’s Jody Spiro, director of education leadership, to discuss their work building a principal pipeline and field questions in recent webinar hosted by ASCD, an organization that supports educators in learning, teaching and leading. Topics discussed included&#58; </p><ul><li>Building effective university partnerships,<br> <br> </li><li>Refining leadership standards, and<br> <br> </li><li>Created ongoing professional development.<br><br></li></ul><p>&#160;You can listen to the full recorded webinar <a href="http&#58;//www.ascd.org/professional-development/webinars/building-a-stronger-principalship-webinar.aspx" target="_blank">here</a> on ASCD’s website. </p><p>For an in-depth breakdown of the components necessary to build effective principal pipelines, don’t miss our six-episode series, <a href="/knowledge-center/pages/podcast-principal-pipeline.aspx">The Principal Pipeline Podcast</a>. The <a href="/knowledge-center/pages/shoring-up-two-critical-roles-assistant-principals-and-principal-supervisors.aspx">final episode</a> brings a sharper lens to Prince George’s County’s work on two other critical roles&#58; assistant principals and principal supervisors. </p> Wallace editorial team792018-06-20T04:00:00ZWebinar highlights steps districts take to develop effective school leaders6/22/2018 5:55:23 PMThe Wallace Foundation / News and Media / Wallace Blog / How to Build Strong Principal Pipelines Webinar highlights steps districts take to develop effective school leaders 149https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Districts Use Data to Help Boost School Leadership9640GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>Basing decisions on reliable, pertinent information is a smart idea for any human endeavor. Talent management is no exception. That’s the reason a number of Wallace-supported school districts in recent years have undertaken the difficult task of building “leader tracking systems” in the service of developing a large corps of effective principals.</p><p>A leader tracking system is a user-friendly database of important, career-related information about current and potential school leaders—principal candidates’ education, work experience and measured competencies, for starters. Often this information is scattered about different district offices and available only in incompatible formats.&#160; When compiled in one place and made easy to digest, by contrast, the data can be a powerful aid to decision-making about a range of matters necessary to shaping a strong principal cadre, including identifying teachers or other professionals with leadership potential; seeing that they get the right training; hiring them and placing them in the appropriate school; and supporting them on the job. </p><p> <img alt="Data_Sources_LTS.jpg" src="/News-and-Media/Blog/PublishingImages/Data_Sources_LTS.jpg" style="margin&#58;5px;" /> </p><p>In a panel discussion during a Wallace gathering in New York City this week, representatives of two districts that have built leader tracking systems talked about their experiences. Their assessment? The effort was worth it, despite the reality that constructing the systems required considerable time and labor. &#160;</p><p>Jeff Eakins, superintendent of the Hillsborough County (Tampa, Fla.) Public Schools, said the data system has proved invaluable to “the single most important decision I make…the hiring of principals.” That’s because the system can give him an accurate review of the qualifications of job finalists along with a full picture of a school that has an opening, he said. Similarly, in Prince Georges County, Md., (outside of Washington, D.C.), Kevin Maxwell, the chief executive officer of the public schools, said he is now able to compare a “baseball card” of candidate data with school information, thus getting the background he needs to conduct meaningful job interviews—something he does for all principal openings. With the information from the data system, he says, “I have a feel for what that match looks like.” </p><p> <img class="wf-Image-Left" alt="TrishandDoug.jpg" src="/News-and-Media/Blog/PublishingImages/TrishandDoug.jpg" style="margin&#58;5px;" />For their part, two people who were instrumental in the development of their districts’ leader tracking systems—Tricia McManus, assistant superintendent in Hillsborough, and Douglas Anthony, associate superintendent in Prince George’s County—offered tips for others considering whether to take the plunge. From McManus&#58; Expect construction to take time. Hillsborough’s system took “several years” to be fully functional, she said. From Anthony&#58; Find a “translator,” someone who can bridge the world of IT and the world of the classroom, so educators and technology developers fully understand one another. From both&#58; Once the system is completed, know that the job isn’t done. Information needs to be regularly updated and kept accurate.</p><p>Want to find out more? A <a href="/knowledge-center/pages/leader-tracking-systems-turning-data-into-information-for-school-leadership.aspx">report</a> from researchers at Policy Studies Associates examines the uses of &#160;leader tracking systems in six Wallace-supported school districts and provides guidance based on the districts’ system-building experiences. A Wallace <a href="/knowledge-center/pages/chock-full-of-data-how-school-districts-are-building-leader-tracking-systems-to-support-principal-pipelines.aspx">Story From the Field</a> shows how leader tracking systems helped districts end such difficulties as job-candidate searches through “a gajillion résumés.” Also, listen to Tricia McManus and Douglas Anthony discuss their districts’ work to build a strong pipeline of principals in Wallace’s podcast series<em>, </em> <a href="/knowledge-center/pages/podcast-principal-pipeline.aspx"> <em>Practitioners Share Lessons From the Field</em></a>.</p>Wallace editorial team792018-04-26T04:00:00ZYour 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.5/30/2018 5:56:09 PMThe Wallace Foundation / News and Media / Wallace Blog / Districts Use Data to Help Boost School Leadership Building “Leader Tracking Systems:” A Heavy Lift That’s Worth It 118https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Updated Tool Seeks to Help Principal Training Programs Gauge Effectiveness9896GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>At a time when many school districts are eager to expand their corps of effective principals, many principal preparation programs are considering how to improve the training that shapes future school leaders. <a href="/knowledge-center/pages/improving-university-principal-preparation-programs.aspx">One survey</a> of university-based training programs found, for example, that well over half of respondents planned to make moderate to significant changes in their offerings in the near future.</p><p><img class="wf-Image-Left" alt="CherylKing_headshot.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Updated-Tool-Helps-Principal-Training-Programs-Gauge-Effectiveness/CherylKing_headshot.jpg" style="margin&#58;5px;width&#58;199px;" />Enter <a href="/knowledge-center/pages/quality-measures-principal-preparation-program-assessment.aspx"><em>Quality Measures</em></a>, a self-study tool meant to allow programs to compare their courses of study and procedures with research-based indicators of program quality, so they can embark on upgrades that make sense. </p><p>Specifically, Quality Measures assesses programs in six domains&#58; candidate admissions, course content, pedagogy, clinical practice, performance assessment, and graduate performance outcomes. With an accurate picture of their work in these areas, programs can start planning the right improvements. </p><p>The tool was first rolled out in 2009, and its 10th edition was recently published. It reflects new research and such developments as the 2015 release of the <a href="/knowledge-center/pages/professional-standards-for-educational-leaders-2015.aspx"><em>Professional Standards for Educational Leaders</em></a>, a set of model standards for principals. Given all this, now seemed a good moment to engage with the Education Development Center’s Cheryl King, who has led the development and refinement of Quality Measures over the years. Below are edited excerpts of our email Q&amp;A.&#160;&#160; </p><p><strong>Why is quality assessment important for principal prep programs?</strong></p><p>In our work with programs, we find that the practice of routine program self-assessment is viewed positively by most participating programs. It provides a non-threatening way for programs to connect with the literature on best training practices and to consider how their programs compare. </p><p>Additionally, users tell us that having a set of standards-based metrics—which clearly define empirically-based practices that produce effective school leaders—provides them with timely and actionable data. This can be translated into change strategies. </p><p>That was the case when faculty members from four programs discovered a common weakness in their admissions procedures. Using Quality Measures&#160;together, they saw that all four programs lagged when it came to using tools designed to assist in predicting the likelihood of an applicant being the “right” candidate for admission to the preparation program. They then began to identify and exchange tools that currently exist, later determining what might be useful in helping them to better assess candidate readiness for principal training. </p><p>It has been our experience that assessment cultures based on solving persistent and common problems of practice are far more effective than cultures clouded by fears of penalties as a result of external evaluation. </p><p><strong>What are the one or two most common areas of improvement for programs pinpointed by Quality Measures? &#160;</strong></p><p>Domains are typically identified as needing improvement based on a program’s inability to provide strong supporting evidence. Domain 6, graduate performance outcomes, has been consistently identified by programs using Quality Measures as an area in need of improvement. Commonly cited reasons identified by programs include lack of access to school district data about their graduates’ post-program completion. </p><p><img class="wf-Image-Left" alt="QM_graphic.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Updated-Tool-Helps-Principal-Training-Programs-Gauge-Effectiveness/QM_graphic.jpg" style="margin&#58;5px;width&#58;477px;" />Take the four programs I mentioned. On a scale of 1 to 4, with “1” the lowest and “4” the highest, their average score was 1.5 in their ability to get information on things like their graduates’ rate of retention when placed in low-performing schools or their graduates’ results in job performance evaluations. On the other hand, the programs were fairly successful (an average rating of “3”) in getting needed data about how their graduates fared when it came to obtaining state certification.</p><p>Another domain commonly identified across programs as needing improvement is Domain 5, performance assessment. The revised indicators in the updated tool call for more rigorous measures of candidate performance to replace traditional capstone projects and portfolios. We are finding that the more explicit criteria in the 10th edition are challenging programs to think in exciting new ways about candidate performance assessment.&#160; </p><p><strong>Where are programs typically the strongest?</strong></p><p>Programs typically rate Domains 2 (course content), 3 (instructional methods), and 4 (clinical practice) as meeting all or most criteria. Programs share compelling supporting evidence with peers in support of these higher ratings. They offer several explanations, including the recognition that these are the domains that typically receive the majority of their time and resources.</p><p>The inclusion of culturally responsive pedagogy as a new indicator in the 10th edition is among a number of additions to these three domains, based on the newly published Professional Standards for Educational Leaders. New indicators and criteria present new demands on programs that have exciting improvement implications for preparation programs.</p><p><strong>In updating the tool, what did you find surprising?</strong></p><p>One thing that greatly struck us was the increased attention being paid to the impact of candidate admission practices on the development of effective principals. Similarly, recent empirical findings about pre-admission assessment of candidate dispositions, aspirations and aptitudes as predictors of successful principals were compelling. We immediately revised Domain 1—candidate admissions—to incorporate them.</p>Wallace editorial team792018-04-05T04:00:00ZSelf-Assessment Leads Programs to Surprising Discoveries5/23/2018 5:06:32 PMThe Wallace Foundation / News and Media / Wallace Blog / Updated Tool Seeks to Help Principal Training Programs Gauge Effectiveness At a time when many school districts are eager 41https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx

​​​​​​​