WELCOME TO THE Alabama New Principal Mentoring Program

1. WELCOMETO THEAlabama New Principal Mentoring Program A Workshop for District Liaisons

2. Think-pair-share • Think about the mentor who has influenced you the most. • What one pearl of wisdom did that person give you that you still hold dear? • Briefly write this idea down on paper. • Find someone you do not know and introduce yourself. Take turns sharing your responses.

3. Angela Mangum, Ph.D. EDUCATEAlabama/LEADAlabama Section Alabama New Principal Mentoring Program Torchbearer Schools • Alabama Leadership Academy Tele: (334) 242-9962 Fax: (334) 353-0075 Email: amangum@alsde.edu Website: http://www.alex.state.al.us/leadership

4. “We all have teachers in our lives, mentors who show us what is possible.” NAESP 2010

5. Introductions • Name • District • How many years have you been in education? • Who is your special mentor, and what pearl of wisdom did he/she give you?

6. Agenda • Welcome • Overview of the ANPM Program • Key Roles in the ANPM Program • Lunch • A Deeper Dive into the Four Steps • Creative Ways to Overcome Time Limitations and Other Barriers • Wrap Up

7. Jigsaw Activity “Mentor Connections” • Count off. • Cluster in different areas of the room based on your assigned number. • Read your assigned part of the article with the intent of becoming experts on the content. • Select key ideas from your reading. • Take turns sharing with other members of your group.

8. Twenty-six (26) percent of new administrators consider leaving the job after the first year. (Educational Leadership and Policy Studies, 1999)

9. Overview of the ANPM Program

10. How ANPMP Came to Be • Governor’s Congress on School Leadership Recommendation (2005) • Design team (2009) • Torchbearer principals • Expert input and review • Small-scale pilot (Spring 2010) • Statewide pilot (2010-2011) • Program Evaluation (Spring 2011)

11. Standards and Evaluation

12. Standard 1: Planning for Continuous Improvement. Engages the school community in developing and maintaining a shared vision; plans effectively; uses critical thinking and problem-solving techniques; collects, analyzes, and interprets data; allocates resources; and evaluates results for the purpose of continuous school improvement.

13. Outcomes for the Mentoring Program • Support for new principals •  successful beginnings •  rookie mistakes • Modeling, guidance, coaching, and encouragement in a one-on-one relationship. • New principals have a clear set of priorities, focused on instructional leadership.

14. Outcomes/Goals for New Principals Create and implement a focused Professional Learning Plan… • The person’s status as a new principal • The new principal’s developmental strengths and weaknesses • The Alabama Continuum for Instructional Leader Development • The school’s needs and district and state requirements

15. Outcomes/Goals for New Principals Create and implement a focused Professional Learning Plan… …so that the new principal: • Makes progress on the continuum • Becomes more comfortable in the role of school principal • Begins to make a difference as an instructional leader.

16. Big Ideas • New principals do not usually place a high priority on their own professional development. • A mentoring program should have a degree of structure. • The Leadership Continuum provides a solid framework for the program. • Mentors and new principals should have latitude in creating an individualized learning plan. • There should be an expectation of complete confidentiality in the new principal/mentor relationship.

17. PLU Opportunity Offered by CLAS See Handout Standard III: Human Resource Development PLU Requirements

18. Mentor Stipend • Mentors will receive a $1,000 stipend (pending the availability of funds) for each year spent mentoring a new principal. • Stipends will be paid in two installments. • After confirmation is received that a mentor has made adequate progress toward the 72 hour requirement, the first and second payments will be available for disbursement. • The superintendent and chief school financial officer are required to file all necessary paperwork so that stipend payments will not be delayed.

19. Heart of the Program Cognitive Coaching Model Mentor/New Principal Relationship NAESP’s National Principals Mentoring Certification Program

20. Mentoring vs. Coaching There are tennis coaches, literacy coaches, math coaches, life coaches, football coaches, etc. They work in specifics in a “technical” way to improve performance and behavior. A mentor views the whole person, their knowledge, skills, and talents. A mentor develops rapport and builds a supportive, trusting, collaborative relationship. Through understanding how their own beliefs, values, and skills effect the relationship, a mentor empowers the protégé to become a confident, reflective leader. NAESP, NPMCP

21. Mentor Training • National Principals Mentoring Certification Program (NPMCP) mentor training* • Three days (July 24-26, 2012) at the CLAS Building in Montgomery) • Required for all mentors • Provided by ALSDE and CLAS • Mentors will be reimbursed for their travel expenses based upon state guidelines * Formerly known as the Peer Assisted Leadership Services (PALS) training

22. Purpose of Program Materials • Communicate policy • Provide directions to mentor and new principal • Provide forms to help document process • Give a variety of development ideas • Serve as a reference during the process

23. ANPM Program Guide • Describes the program to all stakeholders • Describes program philosophy • Sets out program requirements (mandatory) • Makes recommendations to districts (optional)

24. Expectations: Roles and Responsibilities

25. Role of the New Principal • Place priority on his/her own professional development and make an effort toward improving his/her level of leadership. • Engage in 72 hours of contact with a mentor. • Complete self assessment by honestly analyzing ones own practices and behaviors. • Collaborate with mentor and evaluator in completing priorities plan and creating a professional learning plan. • Seek support from mentor while completing development activities. • Reflect and track progress.

26. Role of the Mentor • Mentors must NOT play a role in the evaluation of the new principal being mentored. • Use a cognitive coaching approach to mentoring, as learned during the three-day mentor training. • Maintain CONFIDENTIALITY. Earn TRUST. • Document 72 contact hours annually via mentoring logs. • Take time to work the process around the new principal’s schedule. • Simplify the process for the new principals (e.g., facilitate contact, give them only the Learning Activities Guides they need). • Coordinate meetings with new principal to assist with prioritizing needs and developing/implementing a professional learning plan (PLP).

27. Role of the District Liaison • Oversee local implementation of the program. • Provide program training/orientation for central office staff, principals, and mentors. • Serve as a communications hub among the new principal, mentor, evaluator, district staff, and state. • Provide program support to ensure that: • A pipeline of trained mentors is maintained in the district. • New principals are matched with mentors in a timely way. • Monitor and keep an electronic or hard copy of mentor logs. • New principals are making adequate progress in the program. • Mentors are providing adequate support and coaching.

28. Role of the ALSDE • Provide ANPM program materials and guidelines. • Train and support district liaisons. • In conjunction with CLAS, provide three-day mentor training. • Provide mentor stipends base upon the available of funds. • Oversee formative and summative program evaluation.

29. Electronic Launch of ANPM Program The electronic process for the ANPM Program is scheduled for launch January 2013.

30. ANPM Planning & Reflections Guide • Guiding document for new principal: Step 1: Complete self assessment Step 2: Prioritize learning needs Step 3: Create a plan with learning activities for priority area(s) Step 4: Reflect and Track progress Core Process

31. The Core Process

32. ANPM Learning Activities Guides • Self Assessment • Determine new principal’s current level of skill on each standard and indicator; determine development needs. • Looks like the LeadershipContinuum.

33. ANPM Learning Activities Guides • Learning and developmental activities (starters) • One guide per standard • Within the context of daily work • Thoughtful school-based activities • A chance to reflect on new learning • Multiple opportunities to apply principles and receive feedback from mentors and others

34. Specific Learning Activities: Examples • Reflection • Modeling • Observation • Prioritization • Recognition and praise • Problem finding and problem solving • Networking • Technology use • Training • Reading • Leading • Walkthroughs • Dialog • Feedback • Consultation NOTE: Activities can be modified to fit the needs of the new principal or learning activities can be created from scratch.

35. Let’s Summarize Use one sticky for each idea (three to six sticky notes in all): • One or two key messages • One or two questions • One or two suggestions

36. A Deeper Dive Into the Process

37. Steps in the Mentoring Program • Based on the Alabama Continuum for Instructional Leader Development • New principals self assess by checking off the knowledge and behaviors that they currently demonstrate • See Self Assessment document • See Self Assessment Summary on page 8 of the Planning Guide.

38. Self Assessment: Alabama Continuum for Instructional Leader Development Directions: Each descriptor statement below describes what a leader knows or is able to do with regard to the indicator and standard above it. Check all of those boxes which apply to you. Update this self assessment each semester. Standard 1: Planning for Continuous Improvement. Engages the school community in developing and maintaining a shared vision; plans effectively; uses critical thinking and problem-solving techniques; collects, analyzes, and interprets data; allocates resources; and evaluates results for the purpose of continuous school improvement.

39. Self Assessment Summary • Write the date in the “Year 1” column. • Look back at your self assessment (separate document). Based on that assessment, determine your overall development level for each indicator—developing, collaborative, • accomplished, or distinguished leadership (see definitions on page 7). To identify your current level, choose the highest level for which you can check most of the descriptors • as part of your current practice. For example, if you check all descriptors under developing, all but three descriptors under collaborative, and five descriptors under • accomplished, you would give yourself an overall rating of collaborative for that indicator. • Place checkmarks in the appropriate boxes under “1st semester” below. Use your best judgment in determining your current level, and remember that this is a career-long • journey, so you are not expected to be at the highest levels in your first year.

40. Steps in the Mentoring Program • Consider your strengths and areas for improvement,your interests, and the district/school needs. • Share your assessment results with your mentor, along with your ideas regarding priorities. • Select 2-3 indicators to focus on during the year. • See Priorities Plan on page 12 of the Planning Guide.

41. Priorities Plan • Directions: This worksheet should be completed collaboratively with your mentor and evaluator. To prioritize your areas of development, consider your own assessed areas for improvement, along with district and school needs. You will need to analyze multiple data points to ensure that attention is given to the most critical needs that impact student learning and growth. With the help of your mentor and evaluator, select indicators which best align with the most pressing agreed upon needs. Record indicator numbers (e.g., “5A, 1B”) to answer each question in the first column below. Then, continue to work with your mentor and evaluator to choose two or three indicators as the focus for your professional learning during the school year. The two or three indicators that you identify in your final decision will be used to develop your professional learning plan (PLP)

42. Multiple Data Sources Student Learning Standardized and Criterion-Referenced Tests, teacher-made tests, grades Demographics Perceptions Enrollment, Attendance, Drop-out Rate, Ethnicity, Gender Values, beliefs, attitudes, observations School Processes School Programs and Processes: Curriculum, instructional strategies, scheduling, student grouping, instructional time, policies/procedures, extracurricular programs, Victoria L. Bernhardt, 2004

43. Steps in the Mentoring Program • Review learning activity choices in the Learning Activity Guides. • Work collaboratively to choose a limited number of realistic and meaningful activities. • Select some observing, some participating, and some leading activities. • Complete the Professional Learning Plan. • See Professional Learning Plan on page 15 of the Planning Guide.

44. Professional Learning Plan Directions: Select two or three indicators (see previous worksheet, last row). For each indicator, select some observing, some participating, and some leading activities to help build your strengths and develop your areas for improvement. Keep in mind that activities can be tailored to suite your individual needs. Record these activities in abbreviated form below, referencing their standard/indicator (e.g., 2B), as given in the Learning Activity Guides or you may create your own with the assistance of your mentor and evaluator. You can also plan action steps (to-do’s) that will help you prepare for and complete each activity. Include a timeframe for completing each activity as well. Remember to develop and discuss this plan with your mentor and evaluator, and get their suggestions and support. Revisit this Plan frequently throughout the year and revise as needs arise. Review with your mentor at least twice per semester.

45. Steps in the Mentoring Program • Carry out the activities on the Professional Learning Plan. • Record all efforts to complete activities and keep a reflective diary of experiences. • Meet at least once a quarter to review progress. • Revise plan each semester. • See the Reflective Progress Tracker on page 18.

46. Reflective Progress Tracker Directions: This log will serve as a running diary of your work which should be discussed with your mentor at least once per quarter. As you work on your activities, keep track of possible impacts of the actions and strategies identified in your PLP. In order for this log to be most effective, use it regularly. This log will prompt you to stay focused on addressing indicators identified in your PLP even as events in daily school life occupy you. It will also serve as a vehicle to promote reflection in addition to provide “talking points” as you discuss your progress with your mentor.

47. Draft Plan forLEAD Alabama / ANPM Program Formative Assessment System Firewall Alabama New Principal Mentoring Program Collaborative Dialogue

48. ANPM Program: Electronic Process Training • Training dates TBA (Late Fall 2012). • New principals who are participating in the ANPMP should not complete their PLP in LEADAlabama until the ANPMP goes electronic in January.   After the program goes live, they can copy and paste information from word processing documents which contains their prioritizing, PLP, and reflections into the electronic version of the ANPMP.

49. Carousel Activity • Four steps, four small groups • Self Assess • Prioritize • Plan • Reflect and Track • Create a poster presentation: • What, where, when, why, how • Tips for district liaisons

50. Suggested Timeline