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SELECTING THE RIGHT SECONDARY PRINCIPAL A USC RESEARCH STUDY

SELECTING THE RIGHT SECONDARY PRINCIPAL A USC RESEARCH STUDY. Rudy M. Castruita, Ed.D, Professor, Rossier School of Education, University of Southern California Fal Asrani, Ed.D, Administrator for High School Reform, Antioch Unified School District .

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SELECTING THE RIGHT SECONDARY PRINCIPAL A USC RESEARCH STUDY

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  1. SELECTING THE RIGHT SECONDARY PRINCIPAL A USC RESEARCH STUDY Rudy M. Castruita, Ed.D, Professor, Rossier School of Education, University of Southern California Fal Asrani, Ed.D, Administrator for High School Reform, Antioch Unified School District

  2. Statement of the Problem • The Federal Legislation, No Child Left Behind (NCLB) 2001 has identified the need for qualified secondary principals to initiate reform efforts to address issues of achievement gap that plague American Public School Districts. • These qualified secondary principals must develop a plan that negates the “one size fits all” concept of high school diploma (Bragg and Kim, 2008) through implementation of successful reform initiatives around teaching and learning. • The underlying concerns around inadequate preparation of secondary principal candidates and the shortage of qualified candidates prioritize the need for review of the Principal Preparation Programs.

  3. Significance of this study This study: • Identifies the skills, trainings and knowledge that superintendents consider important when hiring secondary school principals. • Presents the key areas of competence needed to be successful as a secondary school leader in this time of high accountability. • The findings may be used as reference for redesigning current Principal Preparation Programs.

  4. Factors Contributing to Secondary Principal Selection Problems: • Shortage of qualified candidates who have been trained to meet the real challenges of the secondary school must be addressed. • Shortage of interested candidates due to longer hours, increased liability and the politics of the position, must be addressed so as to attract and retain qualified candidates.

  5. The Priorities of the 21st Century Secondary School Principal: • Identified as a Change Agent [Dufour et al. (2002), Fullan (2002), Marzano et al. (2005),] • Identified as an Instructional Leader (Reeves, 2008) • Identified as a Community Leader (Fullan, 2001) • Identified as a Visionary Leader (Usdan et al., 2000).

  6. Demonstrate a deep commitment to diverse student learning needs Ability to engage stakeholders through collaboration and interaction Identify with and closely reflect the vision of the Superintendent Display strong communication skills Prioritize staff training and professional development Demonstrate the ability to tolerate high levels of stress Possess strong understanding about the “politics” of the job Identify with being a risk-taker, flexible, self-starter, and possess the ability to think “outside the book” Strong Knowledge of employee discipline and union contracts Highly experienced in classroom supervision and teacher evaluation Superintendent Selection Criteria for 21st Century Secondary School Principals:

  7. Trained in the use of assessment data to drive accountability for student learning Experience and knowledge of secondary instruction Understand the effective allocation of site budgets Understand accountability measures such as API, AYP and PI and demonstrate past performance of raising test scores: Ability to create reform through initiatives such as PLC, SLC and CTE Superintendent Selection Criteria (contd.)

  8. District Initiatives That Support Secondary Principal Success: • Ensure that Principals are trained and understand the evaluation standards based on the six ISLLC/CPSEL standards • Have strategies in place to support the “Political Framework” aspect of Principal Leadership • Introduce organized and regular opportunities for support services for Principals • Create in-house training programs for current and future administrators • Using stakeholders to be part of the selection process to ensure the best match:

  9. Factors Contributing to Unsuccessful Tenure for Secondary Principals: • Principals who fail to take responsibility for their decisions • Principals who fail to understand the political ramifications of the decisions that are made • The principal’s inability to create teams which result in the lack of teacher voice and create staff disengagement

  10. Recommendations for Principal Preparation Programs;USC will be considering the following recommendations: • Incorporate lessons around strategy and practice and role play involving situational discussions. • Alllowing candidates to make real decisions related to difficult parent and student behaviors. The candidates must also acquire knowledge of case studies and legal decisions as reference • Provide candidates with deeper understanding of the Principal position and the impact this position has on the decisions of diverse groups. Providing real-world examples related to political role of this office can provide good foundation for future situations • Provide candidates with knowledge of how to analyze and apportion Budgets: Candidates should have a working knowledge of the various funding sources, restricted and unrestricted funding, etc. • Fdocus on the interpretation of data to address accountability measures under federal mandates and candidates must understand how to read the data and increase the schools status related to PI, API, AYP, Safe Harbor.

  11. framed as to be more in line with district intern administrative credential programs • Candidates must be prepared for interviews which now reflect current federal legislation and accountability measures and accompanying implications around increasing student • focused on use of data to monitor and introduce programs and services. • emphasis should be given on how principals address student learning and engage in critical questions around teacher efficacy related to pedagogy, student engagement, and rigor and relevance.

  12. be trained to identify and engage staff to provide effective professional growth and staff development activities to address teacher efficacy in meeting student needs is critical • Training in appropriate introduction of research based reform initiatives and strategies such as PLC, and SLC and support that with data that would create stakeholder buy-in, and create ongoing improvements. • Training around Personnel standards, related to knowledge of staff discipline, creating a

  13. Next Steps: Assessment of current Principal Preparation Program options, vis-à-vis, University programs, Online programs, ACSA AB 430, and existing partnerships between school district and local University resulting in In-house certification programs through: • a) observations of course content and real world preparation standards; • b) surveys of principals who are recent graduates of these programs and their personal preparation for their positions; • (c) interviews of district administrators and their response to principals hired from these programs and how they are performing on the job.

  14. For further information contact: Rudy M Castruita, Ed.D, Professor Rossier School of Education, University of Southern California Email: rcastrui@cox.net and Fal Asrani, Ed.D, Administrator, High School Reform Antioch Unified School District. Email: asranifal@gmail.com

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