Building a Cohesive Leadership System for Massachusetts School and District Leaders

1. Building a Cohesive Leadership System for Massachusetts School and District Leaders October 2008

2. Attainment Gaps in MA Schools and Districts 23% of districts and 50% of schools did not meet annual performance targets required under NCLB. 366 schools have Commonwealth Priority status. 303 of those schools receive Title I funds. Unacceptable gaps in performance and improvement on MCAS in high poverty communities. Too many students are not finishing high school. Too few graduates are college ready. Too few who attend college actually graduate. Numbers: 88 of 386 districts; 828 of 1666 schools. CP status is corrective action or restructuring in the aggregate, that is, for all students. We know what the numbers mean for too many of our kids, we know we need to do better. How do we know they are not ready? 30% require some form of remediation once they get there.Numbers: 88 of 386 districts; 828 of 1666 schools. CP status is corrective action or restructuring in the aggregate, that is, for all students. We know what the numbers mean for too many of our kids, we know we need to do better. How do we know they are not ready? 30% require some form of remediation once they get there.

3. What Research and Practice Tell Us Leadership is second only to classroom instruction among all school-related factors that contribute to student achievement. A new kind of leadership for instruction is the key to successful school reform and improvements to teaching and learning. There are virtually no documented instances of troubled schools being turned around in the absence of highly skilled school leaders. Wallace Foundation, How Leadership Influences Student LearningWallace Foundation, How Leadership Influences Student Learning

4. High Quality Leadership Improves Student Learning Shapes the professional environment. Develops and retains quality teachers. Organizes resources to improve classroom instruction and student learning. What are the high leverage areas the research points to as having the most positive impact on student learning?What are the high leverage areas the research points to as having the most positive impact on student learning?

5. A New Kind of Leadership for Instruction Understand and implement standards-based education; Provide strong leadership for instructional changes leading to improved student performance; and Understand the challenges and provide leadership for change; Continue to grow and develop leadership skills and knowledge throughout their career. So who is this new leader? How do we get there from here.So who is this new leader? How do we get there from here.

6. The Leadership Gap in MA Education Massachusetts faces a critical shortage of experienced and well-prepared school and district leaders. Annual turnover of superintendents expected to continue at the rate of 50-60 per year. 48% of principals in the 1,666 schools in MA will retire over the next 5 years. Numbers of aspiring leaders working toward the principalship or the superintendency are dwindling. No established leadership pipeline developed to prepare aspiring and current leaders with the knowledge and skills necessary to lead today�s schools and districts. Within the past couple of years, turnover in 6 of the 9 commissioner�s districts. Within the past couple of years, turnover in 6 of the 9 commissioner�s districts.

7. A Double Challenge Create a larger and deeper pool of highly qualified leadership candidates in the state. >Active recruitment and support of aspiring leaders. >Increase retention rates. >Significantly decrease turnover and mobility. Radically change the way that leaders work together and the way that leaders see their purpose as change agents. >School committee, principals and superintendents working together systemically. Where are all these new kind of leaders going to come from? Not simply tweaking the existing systems, but articulating a clear vision for a statewide system to support leadership development. A system based on a set of consistent standards that can guide and shape policy, programs, and practice. Where are all these new kind of leaders going to come from? Not simply tweaking the existing systems, but articulating a clear vision for a statewide system to support leadership development. A system based on a set of consistent standards that can guide and shape policy, programs, and practice.

8. A Cohesive Leadership System (CLS) The future of public education in Massachusetts will rely, in part, on the preparation and support of the large number of quality leaders that will continue to be the driving force for innovation and improvement. 2. In the long-term this will require a comprehensive standards-based system for the recruitment, preparation, hiring, development, evaluation, licensure and ongoing training and support of educational leaders throughout their career.

9. CLS: Under Construction in MA Provide training and support for current crop of school leaders on new models and higher expectations for instructional leadership.(NISL, 2005) Adopt clear educational leadership policy standards that focus on high leverage skills and behaviors to improve student achievement. Equip all leaders to manage the dynamics of increasing diversity in our schools. (Cultural Proficiency Initiative) The policy standards are used as the touchstone, or reference point, in each case. E.G., NISL, CP, assessments at point of licensure and in practice (formative)The policy standards are used as the touchstone, or reference point, in each case. E.G., NISL, CP, assessments at point of licensure and in practice (formative)

10. New Educational Leadership Policy Standards Key Attributes Focused on functions found by the research to be the highest-impact levers for change and improvement. Emphasize instructional leadership. Were developed collaboratively with ongoing input from the field. Include a standard that champions the leader as person as much as the principalship or superintendency as a position. Provide clear profile of the 21st century leader that allows for consistent differentiation of key practices for different roles.

11. Key Attributes (continued) Articulate key practices that demonstrate each standard. Calibrate expectations for recruitment, preparation, assessment and initial licensure. Are teachable, actionable and measurable. Lend themselves directly to the development of authentic and valid candidate performance assessments. Go beyond the recommendations of Interstate School Leaders Licensure Consortium (ISLLC) and reflect the values and vision of the Massachusetts context.

12. Standards Drive a Cohesive System Set expectations for licensure. Guide redesign in administrator preparation programs at colleges, universities, districts and associations. Set parameters for developing assessment instruments and performance standards. Design professional development to facilitate performance growth toward expert practice. Influence the process for screening and hiring leaders. Policymakers thinking about their whole system of educator development can use policy standards to lay the foundation for administrator preparation programs, licensure, mentoring and induction programs, evaluation, and ongoing professional development and support.Policymakers thinking about their whole system of educator development can use policy standards to lay the foundation for administrator preparation programs, licensure, mentoring and induction programs, evaluation, and ongoing professional development and support.

13. Current Conditions Supporting CLS National Institute for School Leadership (NISL) 2005 A two-year executive development program for principals based on research and best practices. It is designed to ensure that effective standards-based instructional leadership becomes the core of the principal�s role. Leadership Alliance 2006 A collaboration between professional organizations, service providers, and the Department to provide direction for state policy and design and deliver leadership training and services. ���� NISL: to date over 800 principals, assistant principals, district and school administrators have completed or are participating in this program. EXEL Multi-year collaborative effort of the Harvard Business School, the Harvard Graduate School of Education, the John F. Kennedy School of Government, with Wallace Foundation support. The Team is working on coordinating efforts around providing effective instruction to second language learners in the state. Leaders and administrators from 4 urban districts, DESE. NISL: to date over 800 principals, assistant principals, district and school administrators have completed or are participating in this program. EXEL Multi-year collaborative effort of the Harvard Business School, the Harvard Graduate School of Education, the John F. Kennedy School of Government, with Wallace Foundation support. The Team is working on coordinating efforts around providing effective instruction to second language learners in the state. Leaders and administrators from 4 urban districts, DESE.

14. CLS Conditions (continued) Urban Superintendents Network 2003 Begun 9 years ago to provide a forum for districts with common challenges and the Department to meet together, the network now includes 23 urban districts with enrollments of over 5000 students. Monthly meetings provide opportunities for information sharing and policy input, focused problem solving and collaboration. Executive Leadership Program for Educators (ExEL) 2007 The Department is working with four urban districts to strengthen leadership in all urban and high-need districts in order to bring high quality teaching and learning to scale.

15. Other State Policy Levers for Change Change licensure requirements and structures. Change criteria for approval of all administrator preparation programs. Set more rigorous admission criteria for preparation programs. Create standards-based performance assessments for program completers, initial licensure, professional and for every transition point on the continuum. Although they are the cornerstone of a strong coherent system, simply adopting standards is not enough. The standards must be translated into the concrete elements of the system.Although they are the cornerstone of a strong coherent system, simply adopting standards is not enough. The standards must be translated into the concrete elements of the system.

16. Next Steps Convene a high-level advisory group of policy makers to champion and oversee development of the system. Articulate the developmental continuum, with points of transition, benchmarks, incentives and requirements. Develop statewide performance assessments for leaders at each transition. Resume and accelerate work begun on new professional standards for superintendents and principals. Align professional development and coaching support for leaders to the new professional standards.