STATE ACTION FOR EDUCATION LEADERSHIP PROJECT SUCCESSION PLANNING

1. STATE ACTION FOR EDUCATION LEADERSHIP PROJECTSUCCESSION PLANNING Jacquelyn O. Wilson, Ed.D Coordinator of Graduate Education Wilmington College SAELP Project Director & Joseph Murphy Professor, Vanderbilt University

2. TASK FORCE FOR RECRUITMENT AND RETENTION OF SCHOOL LEADERS&TASK FORCE ON WORKING CONDITIONS OF SCHOOL LEADERS • Task force developed 19 policy recommendations • One of top five recommendations was to develop a diverse pool of highly qualified school leaders to take on leadership positions in schools/districts

3. DISTRICT SURVEY • COLLECTION OF FIVE YEARS OF DEMOGRAPHIC DATA FROM 2000-2005 • How many retirements • How many transfers • How many “resignations” • By age, race, gender, position FORECAST OF NEEDS FOR NEXT TEN YEARS

4. What is Succession Planning? • Identifying high potential teacher leaders • Providing professional development and opportunity for growth • Preparing teacher leaders to take on school leadership positions when they become available

5. Does Succession Planning Mean Replacement? • Replacement: Can fill a specific position “tomorrow” • Succession: Developing people for target levels who could fill a variety of leadership positions

6. WHY SHOULD A DISTRICT SUCCESSION PLAN? • Work in table groups and discuss why a district should have a plan for filling school leadership positions that become vacant • Think about possible barriers that may prevent a district from developing a succession plan

7. “DELAWARE’S POOL OF 100” • District Pool: want to work just in district where currently working • State Pool: will accept a position in any district • Recruitment from outside the pool: sometimes the district needs to bring someone with specific expertise in from the outside

8. STATE ACTION FOR EDUCATION LEADERSHIP PLAN FOR SUCCESSION • Kick-off Event with district teams • Two follow-up training sessions for district teams • Proposal for developing models of succession planning due July 15 • District proposals will be scored by a committee • $10,000 mini-grants given to districts to develop models of succession planning • Two years to develop/implement the plan

9. SUCCESSION PLANNING Districts who receive the $10,000 mini-grant will participate in the following: • Bi-monthly meetings • On-line discussion boards • Advisory group with business partnerships • Professional development

10. GUIDING PRINCIPLESASPIRING SCHOOL LEADER INTERNSHIP PROGRAM • Allows the learner to assume an active role • allows the opportunity to exercise and demonstrate leadership (e.g. work with other to achieve goals) • is not all pre-determined; provides flexibility and multiple degrees of freedom • provides the ability to link responsibility/accountability with the learner • Aligns with the Delaware (ISLLC) Standards • focuses on instructional leadership and leadership for social justice/equity (not simply management)

11. GUIDING PRINCIPLES • Reflects real problems and improvement efforts in schools, districts, and social service agencies • problem based • seen from the host perspective as addressing real school/district needs • promotes close connections with schools/districts • Connects to comprehensive school reform (improvement) efforts • Honors the collaborative nature of leadership • provides opportunities to develop and demonstrate human relations skills • helps learners see diverse perspectives and interact with a variety of stakeholders • provides opportunities to work on teams

12. GUIDING PRINCIPLES • Internship should be school-based 120 hour clinical experience TWO SEMINARS

13. SKILLS & KNOWLEDGE CLUSTER • Skills & knowledge cluster will be available for districts to replicate • Teachers who already have a master’s degree but want a clinical experience can enroll in the cluster • 2, 4% salary increment • Mentoring principal approvedby the district

14. SUCCESSION PLANNING IDENTIFY DEVELOP PROVIDE OPPORTUNITY