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The APS Model for Creating Urban School Principals

Kathy M. Augustine Deputy Superintendent for Curriculum and Instruction Beverly L. Hall, Ed.D. Superintendent SMHC-CPRE November 18, 2008. The APS Model for Creating Urban School Principals. District Fast Facts. Student enrollment ~ 49,142

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The APS Model for Creating Urban School Principals

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  1. Kathy M. Augustine Deputy Superintendent for Curriculum and Instruction Beverly L. Hall, Ed.D. Superintendent SMHC-CPRE November 18, 2008 The APS Model for Creating Urban School Principals

  2. District Fast Facts • Student enrollment ~ 49,142 (85.98% African American, 8.37% Caucasian, 4.10% Hispanic, .93% Multi-racial, .59% Asian, .03% American Indian/Alaskan) • Total number of teachers ~3463 • Total number of employees ~ 6,358 • 76.14% students qualify for free or reduced lunch • FY09 operating budget ~ $661.6 million Data Provided By APS Fast Facts 2008-2009 And District FY09 Operating Budget

  3. Headlines • Atlanta Public Schools Transforms AJC 8/20/08 • Spellings: “You’re a model for the country!” (NAEP scores) 11/15/07 • APS outperforms state in AYP, closing achievement gap 7/25/08 • APS Named Title I Distinguished District 1/4/08 • GE Awards APS $22 Million for Math and Science Instruction 10/30/07

  4. Historical Perspective • 1999 - Dr. Beverly L. Hall named superintendent • 50% practicing principals projected to retire by 2006 • Current aspiring leadership candidates were unprepared to implement system’s comprehensive reform agenda. • The principal’s role was changing to instructional leader. • New and aspiring leaders needed formal development, induction, mentoring and support.

  5. Comprehensive Reform Plan • Comprehensive school reform models • Bold interventions to close the achievement gap • Supportive accountability system • State-of-the-art business and operations processes, technology, and facilities

  6. Building Capacity of Leaders • Senior-level team examined the prevailing needs, existing conditions and available resources. • In-depth assessment of the organization • Starfish Report • Strategic decision to develop an in-house program to address APS’s unique leadership needs • Wallace Foundation – Project LEAD grant

  7. SABLE Program Overview • Two year performance-based instructional leadership development program • Approximately 20 - 25 internal candidates per cohort • Senior district leaders shape program design, selection process, and act as mentors. • Grounded in research-based best practices

  8. SABLE Program Overview Year 1 - Understanding Self, District, and Best Practices in Leadership Year 2 - Learning in Action: Year long project, Master Principal Mentor Year 3 -Executive Coaching

  9. Leadership Development Focus • Self Mastery • Defining your purpose • Values and beliefs as a leader • Conflict resolution • Group process facilitation • Impact Others • School-based leadership • Understanding school culture • Facilitative and Distributive Leadership • Data Driven Accountability • Focus Forward • Interview Clinic • Presentation and Business Communication Skill Development • Expert Panels

  10. Ongoing Program Development Flexibility is the key to SABLE’s ongoing success. • Instructional leadership consultants provide the theoretical perspective. • APS senior leaders in Curriculum and Instruction, Business, and Operations provide the district-specific context.

  11. Program Assessment • Successful SABLE promotions • Since inception, 135 graduates • Approximately 50% promoted • 23 current APS principals • Annual progress report and independent evaluation for Wallace Foundation • Focus groups, participant work products and anecdotal evidence • Quality of internal candidates • Systemic culture shift to focus on continuous learning • Student Achievement (ultimate goal)

  12. SABLE: Next Steps • Needs Assessment: • Long-term leadership needs • Detailed data on SABLE graduates. • Internal career paths to principalship. • Post-SABLE professional learning • Increase time with master principals • Align SABLE with new state certification requirements

  13. Principal Induction Process • Begins at superintendent’s annual retreat • Principal partner acts as mentor and coach • Executive directors of schools provide individual and group support

  14. 2008 AYP Results

  15. Voices of SABLE Participants Dr. Shirlene Carter, Principal Maynard Jackson High Dr. Karen Barlow-Brown, Principal Peyton Forest Elementary Mr. Brian Mitchell, Principal Mary Lin Elementary

  16. Voices of SABLE Participants

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