Learning to Lead : One principal’s journey in job-embedded development

1. Learning to Lead:One principal’s journey in job-embedded development Dr. Molly P. Howard Jefferson County High School Louisville, Georgia University of Western Florida Symposium January 2008

2. Jefferson County High School rose from the ashes…

3. Jefferson County High School • Opened in 1995 • 4X4 Block Schedule • Rural-East Central Georgia • Single High School in System • Approx. 1000 students • 75+ plus Econ. Disadvantaged • Majority Minority- 78% Afri. Amer. 22% Caucasian & <1% Hispanic

4. Preparing for the Journey: Recognizing the Roadblocks • Low graduation rates • Low performance on standardized tests • Lack of a sense of urgency among staff • Resistance to change among stakeholders • Lack of framework to guide and direct change • Lack of continuity in instruction • Knowing-Doing gap

5. Jefferson County High School A school of HOPE, for ALL: • Higher Expectations • Opportunities for Success • Personalized Learning • Experiences in Real-World Problem Solving

6. Packing for the Journey • Developing shared beliefs • Articulating a vision • Communicating to and with stakeholders • Empowering members of the change process

7. Setting out on the journey… • 4 x 4 Block • Research-based strategies: finding out what the experts say • Understanding by Design: Beginning with the end in mind (McTighe and Wiggins) • Breaking Ranks (NASSP) • Developing a culture of change (Fullan, etc.) • Working on the Work (Schlechty)

8. Destination Points: • Culture of High Expectations • High Quality Curriculum and Instruction • Professional Learning and Collaboration • Personalized Learning Environment • Real World Experiences

9. Destination Point 1: Creating a Culture of High Expectations • Selecting a reform model to guide and direct change: High Schools That Work - Adapting, not adopting Setting high expectations for all students • Elimination of lower level courses • Inclusion of Students With Disabilities • Creating Algebra That Works • Expanded AP offerings • Creating common course syllabi and assessments • Requiring writing and reading across the curriculum • Increasing graduation requirements • Establishing system of extra help

10. Eliminating the Roadblocks • Revisiting our belief systems: Can all children REALLY learn? • Defining high expectations: What do high expectations look like?

11. Destination Point 2: High Quality Curriculum and Instruction - Changing what happens in the classroom • Standards-based classrooms • Collecting evidence of student learning • Focused Professional Learning – expanding competencies • Continuous Working on the Work • Research-Based Best Practice Adopting Learning Focused Strategies • 3 year phase-in of LFS • Common lesson plan format reflecting best instructional practice

12. Eliminating the Roadblocks • Lack of a sense of urgency: How hard should teachers be pushed to “buy in” and implement best practice? • Inconsistency in assigning levels of proficiency to student work: How do we come to consensus on evaluating student work? • Teacher turnover: How to move forward while bringing new people on board? (fix the plane while it’s flying; LFS commitment forms) • Broad nature and scope of state curriculum: How do we prioritize our curriculum?

13. Destination Point 3: Professional Learning and Collaboration • Levels of Leadership - School Improvement Team • Use data to guide instruction • Act as liaison between administration and faculty • Develop school Improvement plans – identify priorities, set goals, measure achievement, and reflect - Teachers as Leaders: In-house experts • Professional learning that is focused, data-driven and reflective • Demonstration classrooms • Instructional coaches

14. INTENSITY OF NEED Instructional Staff Pyramid of Intervention PDP TIER 5 ▪ Move to GTEP Standard Observation Schedule ▪ Move to More Frequent Observations ▪ Uses resources from Tiers I-III TIER 4 ▪ Individual Professional Conference ▪ Assigned Peer Observation ▪ Instructional Coach as Facilitator ▪ Assigned Professional Materials (Instructional Improvement Plan) ▪ Assigned Continuing Education ▪ Assigned Demonstration Classroom ▪ Targeted Professional Development TIER 3 ▪ Instructional Coach as Consultant ▪ SI Action/Focus Group Leaders ▪ Mentors (TSS) ▪ Peer Observation/Demonstration Classrooms ▪ Evidence of LAW (LASW) ▪ Vertical Team Work ▪ School Improvement Team Leaders ▪ RESA/GLRS Resources TIER 2 ▪ PLC’s/Faculty Learning Groups ▪ Development of Teacher Leaders ▪ Comprehensive Course Guides ▪ Instructional Coaches (funded) ▪ Common Lesson Plan Template ▪ Laser Focus on Best Practices ▪ Culture of Continuous Improvement ▪Professional Learning Materials ▪ LAW (LASW) ▪DOE/SI Resources TIER 1

15. Road Blocks • Communication breakdowns: How do we help teachers recognize their power to effect change? • Inconsistency in using analysis of data to create meaningful change: How can we use data to improve instruction? • Initial misunderstanding of the school improvement process: How can the school improvement process be used to effect change? • Entrenched views of leadership: Can teachers be leaders? • Resistance to change: How can we help people move out of their comfort zones? • Lack of ownership: How can we help teachers understand the power of collaborative planning? • Behind-closed-doors mentality: How can we help teachers understand the new “open door” education reality?

16. Destination Point 4:Personalized Learning Environment (relationships, relationships, relationships…) • Block Scheduling • Fewer students per semester • More opportunity for individual assistance • Easier to establish personal relationships • Changing the role of teacher and student • Teacher as facilitator, not “keeper of knowledge” • Student as worker, not passive receiver of knowledge/skills

17. Destination Point 4: Personalized Learning Environment (relationships, relationships, relationships…) • Student Advisement • Certified staff mentor same student group of students, 9-12 • Monitor student progress • Maintain communication between school and homes • Act as advocate for students

18. Road Blocks • Teacher discomfort with advisory role: How do we change the perception that only counselors can/should advise? • Breaking the “teach as I was taught” cycle: How do we teach teachers to be facilitators of learning? • Power of the status quo: How do we go beyond satisfaction with the achievements of the top students?

19. Destination Point 5: Real World Experiences • Dual enrollment • Post-secondary options with area colleges • Course articulation • Opportunities to earn technical college credit for achievement in select high school classes • Youth Apprenticeship Program • Health Occupation Program • Teacher Apprenticeship Program • Career Interest Employment

20. Lessons Learned on the Journey • Change is difficult for most and must be seen as meaningful. • People “buy in” when they are involved and the team structure provides a way to do so. • Change cannot wait until all members “buy in;” sometimes ‘behavioral’ change must precede ‘belief’ change. • What is expected must be inspected.

21. Road Blocks • Forging new relationships with area post-secondary institutions: How do we redefine and maintain our relationships with area colleges? • Rigid scheduling, policies, etc.: How do we accommodate the “seamless transition” between high school and post-secondary within the confines of a fixed schedule?

22. More Lessons Learned • Professional learning must be designed to help the school achieve its focused goals. • Best instructional practices must be used consistently and pervasively. • A culture of healthy relationships throughout the school and community is essential to increasing student achievement. • All children can learn if given the opportunity to do meaningful work in an environment that communicates high expectations.

23. The Road Ahead • More meaningful, goal-focused change • Drive the use of best practice even deeper, more consistent, more pervasive. • Provide more coaching and assistance to veteran and new teachers. • Improve our skills and practice of looking at student work to ensure that it is high quality. • Refine assignments for rigor and relevance.

24. SAT Scores • For 2005-06, SAT scores at JCHS increased a total of 25 points (15 in verbal and 10 in mathematics) while the national avg. showed the biggest decline in 31 years. • In looking at five year trends, JCHS had an increase of 24 points in verbal and 22 points in mathematics scores (46 point gain while the state had a 10 point gain over the past five years.)

25. Graduation Rates All Afr.Amer. SW Ec.Disadv • 77.6% 74.4% 44.8% 75.4% • 74.5% 75.8% 36.8% 75% • 66% 64.1% 43.5% 66.5% • 63.2% 58.1% 16.7% 57.8%

26. Success is not a place at which one arrives but rather the spirit with which one undertakes and continues the journey. Alex Noble

27. Appendix Critical Success Factors for Principals Preparing a New Breed of School Principal, Southern Regional Education Board (SREB), 2001

28. Critical Success Factors for Principals Competency 1: Effective principals have a comprehensive understanding of school and classroom practices that contribute to student achievement. • Focusing on student achievement: Create a focused mission to improve student achievement and a vision of the elements of school, curriculum and instructional practices that make higher achievement possible. • Developing a culture of high expectations: Set high expectations for all students to learn higher-level content. • Designing a standards-based instructional systems: Recognize and encourage good instructional practices that motivate students and increase their achievement.

29. Critical Success Factors (continued) Competency II: Effective principals have the ability to work with teachers and others to design and implement continuous student improvement. • Creating a caring environment: Develop a school organization where every student has the support of a caring adult. • Implementing data-based improvement: Use data to initiate & continue improvement in school & classroom practices & in student achievement. • Communicating: Keep everyone informed & focused on student achievement. • Involving parents: Make parents partners in students’ edu. & create a structure for parent and educator collaboration.

30. Critical Success Factors (continued) Competency III: Effective principals have the ability to provide the necessary support for staff to carry out sound school, curriculum and instructional practices. • Initiating and managing change: Understand the change process and use leadership and facilitation skills to manage it effectively. • Providing professional development: Understand how adults learn and advance meaningful change through quality, sustained professional development that leads to increased student achievement. • Innovating: Use and organize time and resources in innovative ways to meet the goals and objectives of school improvement.

31. Critical Success Factors continued) Maximizing resources: Acquire & use resources wisely. Building external support: Obtain support from the central office & from community parent leaders for the school improvement agenda. Staying abreast of effective practices: Continuously learn from and seek out colleagues who keep abreast of new research and proven practices.

32. Contact Address Dr. Molly P. Howard Jefferson County High School 1157 Warrior Trail Louisville, Georgia 30434 howardmp@jefferson.k12.ga.us