Ideas and successful practices from principals in the Master Principal Program.
This article discusses the importance of having a strong instructional leader in order to have a successful school. It states, "Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school." It also discusses how deep of an impact a principal has on a school, whether positive or negative, and the importance of ongoing learning and development for principals. You can find the article at the following link: http://www.naesp.org/sites/default/files/LeadershipMatters.pdf
What a great read! I truly agree that "School leaders improve teaching and learning indirectly and most powerfully through their influence on staff motivation, commitment, and working conditions." We have such an incredible opportunity and privilege to make a difference :)
I enjoyed reading this article. I do agree with the section about principals needing training prior to being in the position. However, the best training will occur with on the job experience.
My leadership goal is to fully implement the Leader in Me process at Newark elementary.
http://mobile.edweek.org/c.jsp?cid=25920011&item=http%3A%2F%2Fapi.edweek.org%2Fv1%2Fblog%2F151%2F%3Fuuid%3D64375 This article discusses the transformation that is taking place in education in the 21st Century through the advent of new technologies
My smart goal for my leadership project is: By May 26, 2017 there will be a reduction of in school suspensions from 468 days (2015-2016) to less than 350 days (2016-2017) and a reduction of out of school suspensions from 210 days (2015-2016) to less than 100 days (2016-2017) as measured by ABE discipline referral data.
I am looking forward to learning about how to reduce suspensions and where ABE discipline referral data is found.
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This is a great goal...and not easy to achieve. So many factors come in to play when discipline is involved. Are you targeting a specific behavior? grade? Are you planning on providing Tier I behavior training for teachers? I look forward to hearing an update! B. Craft
For our leadership project, Jennifer and I will be working collaboratively to implement strategies to reduce the number of days of lost instruction due to out-of-school suspensions. Our SMART goals is: By May 25th, there will be a 5% reduction in the number of instructional days missed due to out-of-school suspensions over last year's totals as measured by ADE Cognos Reporting.
I am interested to learn the strategies you're using and to hear about their results.
I am eager to learn how you all will be able to accomplish this goal with out of school suspensions.
We have made similar goals, but got even more specific with regard to demographic and gender goals. In getting this specific, it has required us to become more proactive in how we work with these sub-populations of students.
My leadership project is the development and implementation of enrichment/remediation time in our daily schedule. SMART Goal: By March 17, 2017, there will be a 10% reduction in Ds and Fs on report cards, as determined by comparing 1st 9-weeks grades with 3rd 9-weeks grades.
Click the link below to view "The Changing Role of the Principal". This article discusses how the image of a principal has changed dramatically. The article cites increased expectations around instructional improvement and teacher development for this transformation. The article highlights several case studies to display innovative ways that districts have chosen to train and support school leaders.https://cdn.americanprogress.org/wp-content/uploads/2014/06/PrincipalPD-FINAL.pdf
This article is about how principals have the tremendous opportunity to shape the environment of teaching and learning. By creating vibrant learning communities, students and staff members can maximize collaboration to reach full potential. Click the link below to read "Changing Role of School Leadership."http://www.nea.org/assets/docs/PB09_Leadership08.pdf
Our SMART goal is "By May 26, 2017 teachers will develop a literacy and math Year-At-A-Glance plan for grades K-5 as measured by summative assessment data and YAG common component criteria checklist."
Mrs. Brantley and I will be working on the same SMART goal within our district. "By May 26, 2017 teachers will develop a literacy and math Year-At-A-Glance plan for grades K-5 as measured by summative assessment data and YAG common component criteria checklist."
Below are the Smart goals I have been working on for the past couple of months as I work towards my leadership project of identifying and aligning power standards to our common formative assessments in literacy, math, and science courses. Smart Goal #1: By November 1st, 2016, teachers will identify 3 reading power standards to be taught in all content areas for 2nd 9 weeks as measured by a power standard criteria checklist. Smart Goal #2: By December 15th, 2016 teachers will create a common assessment using the 3 reading power standards in their content areas as measured by the design in 5 model. Smart Goal #3: By February 1st, 2017 teachers will identify students scoring 50% or below on power standards for interventions as measured by classroom assessments.
The Role of the Assistant Principal in Leadership Transitionshttp://www.nais.org/Magazines-Newsletters/ISMagazine/Pages/The-Role-of-the-Assistant-Principal-in-Leadership-Transitions.aspxI found this article to be informative and very much in line with our work at the Leadership Academy and developing leadership skills as based on the ALA rubric. The Assistant Principal's role has continued to evolve from the tasks listed in the article such as disciple, attendance, etc. and continues to move into a vital role in both instructional decisions as well as leading and managing change and school climate development. Two quotes that made an impact on me were: "Two factors can be influenced by a supportive assistant principal: climate and a continued focus on instruction.""In addition to helping establish a positive climate of trust, the assistant principal can maintain the instructional focus during the transition"This article focused on how during transitions of new leadership in a building, the assistant has an important role to keep the school culture positive and help develop trust between staff and administration. Additionally, the assistant's role in using data for instructional purposes and informing new leadership of both strengths and weaknesses within the school allows there to be little time lost to continue to improve a school's teaching and learning aspects. Even though I have only been working in my role for this current school year, this article helped to reinforce to me the importance of my job in supporting my principal's work for developing our vision and culture just as much as the accountability systems because when the time comes for that transition I want to be able to provide the support that this article describes.
https://www.americanprogress.org/issues/education/reports/2014/07/01/93015/the-changing-role-of-the-principal/This article referenced six case studies regarding how school districts are coming up with innovative ways to train and support school leaders in light of their changing role in education. The school principal today must be a visionary of change and drive instruction. These added responsibilities have led to low retention and job satisfaction due to what leaders consider to be a lack of time and support. The article indicates that the teacher evaluation system has led to issues for leaders such as time management as well as teacher development. The time required to effectively utilize the teacher evaluatiion tools is posing a problem for leaders since the managerial role is still a necessity in the school day. In addition, coaching teachers within this model is a necessity if teacher development and instructional improvements are to occur. The article spotlights six districts who have committed to training and retaining their school leaders in order to have an impact on student learning.
"Furthermore, these new systems require principals to function not only as evaluators but also as instructional coaches. Principals must have the requisite skills to function in the coaching role if reformed evaluation systems are to be successfully implemented." Because half of my salary is paid by Title 1 funds, I am technically also an academic coach. I read everything I can get my hands on to try to learn to be a more effective instructional leader. I would love to see more PD offered in this area.
https://bethanyshill.com/2016/07/06/becoming-a-legacy-leaving-leader-l3/This blog is about becoming a "Legacy Leaving Leader." The author writes that habits of great leaders can be learned by all. Legacy leaving leaders have traits that enable them to make a greater impact on those they serve. Among those traits are being transparent, continually communicating, and being highly visible. The blog defines six traits that leaders can learn that will bring about positive change and impact your school.
My Smart goal for my leadership project is: By May 2017 we will use our time and faculty resources more effectively to provide interventions for struggling students as measured by attendance records in intervention labs and tutoring programs. By May 2018 there will be a daily allotted time for interventions in every classroom as measured by a school-wide schedule which will include a built-in daily intervention time.
SMART Goal: By April 2017, there will be a 5% increase in student attendance as measured by the 3rd quarter attendance pull using ADE Cognos reporting. I thought this video on the evolving of the principals role was really interesting. It is short but it speaks to the collaborative nature of the job and its importance. https://www.youtube.com/watch?v=9qLyeE4vdy4
I'm not sure why I'm showing as unknown!
Utilizing the PLC model, by May 2016, I will implement a systematic RTI progress monitoring system to ensure 80% of students will master (80%) grade level essential skills.
Although I read articles nightly on social media sources related to the role of administrators and leaders, I curiously decided to research the role of Assistant Principals 30 years ago. I stumbled upon an article fittingly titled as "The Changing Role of the Assistant Principal." While the article was short, it provided an insight to how the position has been viewed throughout time. In the past, the AP was responsible for duty, discipline, building maintenance, etc to free the principal of these duties so that he/she could make more managerial type decisions. The article stated how APs were now (1980s) as qualified as principals and should assist with the managerial decisions as well. I feel like APs now catch ALL of the workload and are making managerial decisions while performing cafe duty and discplining students! :) http://journals.sagepub.com/doi/pdf/10.1177/019263658707150103
This article discusses how increasing accountability makes the role of today’s principal an even more challenging position and the stakes for education are higher than ever before. Advocates for educational reform can shape the direction of policy, but skilled building level principals are crucial to the implementation process if these reforms are to succeed. In order for principals to successfully lead change, they must receive adequate on-the-job training and support. Districts must be committed to the job of developing building leadership and be willing to invest the time, energy, and resources necessary to do so. This report highlights some educational organizations throughout the country that are engaging in innovative and strategic approaches to rethink leadership development. https://www.americanprogress.org/issues/education/reports/2014/07/01/93015/the-changing-role-of-the-principal
One article that I found very interesting is from Educational Leadership, titled "The Global-Ready Student: Getting Schools Ready for the World". While it's not specifically about the changing role of the principal, the entire article highlights why we have to adapt and change how we approach school and education. The final two paragraphs are intriguing to me:"Seymour Papert is also known to have wondered what "one-billionth of one percent of all the knowledge in the universe" we should be teaching in school. Now that we have access to so much knowledge, it's obvious that we can't teach it all. In essence, curriculum is just a best guess at what our kids need to flourish. As the world continues to shift, our odds of making the right guess are becoming increasingly small.The new reality is that our students will be required to build their own curriculums, find their own teachers, and assess themselves as learners and doers in an increasingly complex variety of contexts. That is the work of new global-ready learners. And preparing them for it is the work of the modern school."http://www.ascd.org/publications/educational-leadership/dec16/vol74/num04/Getting-Schools-Ready-for-the-World.aspx
This is such an important topic, and goes along with an article read about leadership and preparing teachers to support 21st century skills. It is amazing to think that we don't even know what jobs may exist for today's students when they graduate. I think critical thinking, creativity and collaboration are key skills we need to invest time and provide opportunities. The trick is, however, how do we incorporate what today's students need, when we have let go of little of the "traditional curriculum". As leaders, we have to be at the forefront, and work to lead our teachers to do what they can to prepare our students. It's a difficult job, but an exciting one!
SMART Goal: By March 31, 2017 there will be an 80% increase in the number of observations that are conducted where a target skill is identified by the teacher, can be stated by students, and is visible learning during the CWT.
SMART Goal: By May 25, 2017 Blytheville Elementary School will have a 75% reduction in incomplete assignments as a result of serving time in In-School Suspension as compared to the second semester of the 2015-2016 academic year.
I found a post that I really enjoyed reading, because technology is one thing that I feel like several other leadership articles, that I looked at, seemed to leave out. It was actually a post from a blog and was titled: Becoming a 21st Century Administrator. The post focused heavily on how as we work to develop 21st century skills in our students, we must also focus intently on working to become 21st century administrators. It highlighted that our educational outcomes have changed...from the hundred-year old reading, writing, and arithmetic lessons to desired outcomes of students who are proficient globally literate, creative, innovative, who understand leadership and responsibility, and who can communicate and collaborate effectively. When we stop and think about how our schools’ desired outcomes have changed, we can’t ignore that the jobs of teachers and administrators have to change as well. The author also made a point that I believe is a struggle of change in every district I have worked in, diving into the discussion of the change of the role of the IT department. In times past, it stated, “IT departments were talked with making technology decisions,....with much of the technology focus concerned with blocking access to inappropriate content.” Today’s technology needs are instructional needs, and the needs for technology tools should be driven by the school administrator.The last point I would like to reflect on is how we should be challenged, as 21st century administrators, to look at how we handle the professional development in our schools. Can we use Web 2.0 tools to change the norm “sit and get” PD requirements, and are we changing our methods as we expect our teachers to change theirs? http://creativeeducator.tech4learning.com/v08/articles/Becoming_a_21st_Century_Administrator
I have been enthusiastic this year about our campus public relations efforts. We have a very strong Facebook group and have generated some great buzz simply through using this group. This, mixed with some of the national "Principal YouTube celebrities" we see like Mr. Jerry have made me realize how important public relations is to student motivation, staff morale and recruiting and retention of teachers (as well as students thanks to school choice laws.) I found this article concise and very informative with lots of ideas based upon practices that worked for the contributing principals. http://www.educationworld.com/a_admin/admin/admin357.shtml
From Carol Overton @ Hall High SchoolThe Changing Role of the PrincipalHow High Achieving Districts are Recalibrating School Leadershiphttps://www.americanprogress.org/issues/education/reports/2014/07/01/93015/the-changing-role-of-the-principal/Before the principal was characterized as un-heroic like Welcome Back Kotter or Ferris Bueller’s Day Off. Principals used to be seen as: school building managers, powerful, enforcing compliance disciplinarians, public relations experts and managing conflict.Now principals are concerned with teaching and learning, school building managers, aspirational leader, powerful, enforcing compliance, team builder, disciplinarians, coach, instructional leaders, public relations experts, agents of visionary change, and managing conflict. One must have new competencies largely centered around data. curriculum, pedagogy, and human capital. They still need the old skill set for school building managers, powerful, enforcing compliance, disciplinarians, public relations experts, and managing conflict. But they also need to be able to be able to do teacher development and instructional improvement.The new skill set for a principal is monumental compared to the old knowledge needed to be a principal.
The July 2014 issue of The Center for American Progress issued an article about the changing role of the principal. It highlighted the modern role of the principal which includes being an instructional leader,a team builder,coach, an agent of visionary change, good with time-management, and delegation of administrative tasks. Sounds overwhelming? It can be without the support of your district and proper training. Research has proven that 20 percent of first-year principals leave their position within two years. It is so important that we remember to work as hard as we can and remember to always make decisions based on what is best for our students and teachers. With that said, I truly believe that with adequately support by school district would increase job satisfaction and lower the stress level of principals. We are not "school-building managers" as seen in "Ferris Bueller's Day Off."http://www.americanprogress.org/issues/education/reports
I've been working on two smart goals. One with my principal and one that I have been focusing on alone. Smart Goal #1: By May 2017 there will be grade-level PLCs implemented in every grade K-6 as measured by meeting agendas, surveys, and notes.Smart Goal #2: By May 2017 there will be an increase of community service projects completed in the fourth, fifth, and sixth grade student leadership team as measured by surveys, videos, pictures, and letters.
This report discusses the importance of being able to collaborate, communicate, and share responsibility with teachers and staff. The author references the Wallace Foundation and their findings regarding what makes an effective school leader. They have identified the following practices as essential to effective leadership:-Developing vision that includes success for all-Creating a hospitable climate-Encourging/Developing leaders-Focusing on instruction-Managing people, data, and processesThese five practices align with the ALA Leadership performance Strands and Skillshttp://www.ascd.org/publications/newsletters/policy-priorities/vol21/num01/Principal-Leadership@-Focus-on-Professional-Development.aspx
Smart Goal:By May of 2017 there will be a professional development plan in place that focuses on SAMR and technology integration for teachers. This plan will include plans for implementation during faculty meetings, team time, and after school professional development. This will be measured by reviewing planning practices of teachers with incorporating the SAMR strategy.
SMART Goals for Leadership Project: By May of 2017, 85% of grade level teachers will implement PBiS with fidelity. By ay of 2017, 80% of faculty and staff will report an average of 10 positive behavior reinforcements per day as evidenced by faculty surveys.
SMART Goal for Leadership Project: By April 30, 2017, there will be a 20% increase in the math scores of the ACT Aspire as measured/evidenced by Aspire Summative Assessment reports.My plan, through my Leadership Project, is to fully implement both ACTAspire Interim Assessments and Committee-Created Common Assessments, as well as using a Data PLC to make this happen.
This is one of the best ideas I've seen to make classroom visits a priority.... It's simple and easy. Get Into Classrooms 500 Times This Year #500cBY JUSTIN BAEDER LEAVE A COMMENTI want to challenge you to get into 500 classrooms this year.Now, I don’t mean that I want you to try to get into 500 classrooms. Everyone tries.Trying doesn’t count.yoda-do-or-do-not-there-is-no-tryTrying might get you a thumbs up from anyone who notices, but it doesn’t produce results for students.I want to challenge you to develop a plan to make 500 classroom visits this year.And then implement that plan. Hard.If you’d like a solid plan…good news. I’ve made one for you. It’s called the 21-Day Instructional Leadership Challenge.But I made a mistake with the Challenge—I made it too long and complicated.More than 5,000 people have gone through the Challenge. But many have put off actually implementing the practice of visiting 3 classrooms a day.Don’t put it off any longer. Make this the year you get into classrooms 500 times.If you’re in…tweet at me (@eduleadership) with the hashtag #500c.The “Master Yoda” Plan for Getting Into ClassroomsHere’s the “Master Yoda” plan. Don’t try it—do it. It’s simple but powerful:Schedule 5+ timeslots a day to visit classrooms.If you’re in a secondary school, schedule at least one per periodSchedule a few extras if you get interrupted a lot. For example, if you know you’ll get interrupted 50% of the time, schedule 6 visits so you can actually do 3.Put these specific times on your calendar, and let NOTHING short of a real “fire alarm” emergency keep you from visiting classrooms when your calendar says it’s time.Make a list (in Repertoire or on a stack of index cards) of all your teachers, and visit them in rotation—3 a day—at the scheduled times.Visit—unannounced—for ~10 minutes, and take low-inference notes (no checklists or forms!)Don’t worry about collecting data or coming up with suggestions for improvement.Share your notes with the teacher immediately, ideally via email.Talk face-to-face, on the spot or as soon as possible thereafter (within 24 hours). Here are 10 great evidence-based questions to ask.Do this EVERY. SINGLE. DAY. Not once a week, or when “time allows.” Every day.Repeat until you’ve been around to every teacher (this should take about 10 days, or two weeks).Repeat the entire cycle all year, so you get around to every teacher every two weeks (about 18x/year)That’s it. Make it happen.From: Justin Bader, https://www.principalcenter.com/blog/page/3/
SMART goal: All teachers will utilize an embedded RTI process within team meetings in order to ensure the school-wide goal of 70% mastery on essential skills, by April. This process will include the use of common formative assessments with rubrics.https://www.americanprogress.org/issues/education/reports/2014/07/01/93015/the-changing-role-of-the-principal/This article explains how some districts are supporting the changing role of the principal from manager to leader through organizational change, identifying the needs of principals and supporting them through learning opportunities down to restructuring central office that supports the needs of the principals. This article brings to light the fact that the principalship is changing but that the rest of the educational structure needs to change with it to support the new demands and challenges. Chris Sputo
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