PROFESIONALISME GURU- DESIGN PRINCIPLES PRINCIPAL PREPARATION

8/14/2019 PROFESIONALISME GURU- DESIGN PRINCIPLES PRINCIPAL PREPARATION

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Design Principles

Principal PreparationChristopher Mazzeo

National Governors AssociationFrances Groff

National Conference of State

Legislatures


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What Research Teaches us About thePrincipalship

The job is not currently designed to be aboutteaching and learning Middle managers

Loose coupling Administrative not instructional expertise

The job as currently designed is impossible Do everything mentality

Standards for principals dont necessarily solve thisproblem


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Principal as Buffer

Protect teachers from the outsideenvironment politics, policy, external bureaucracy

Manage time and work efficiently

keep a keen focus on instructionalimprovement


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Principal as Hub

Embrace the environment bring into the school ideas and individuals that

can improve teachingsort through what works and what doesnt

cultivate parent and community resources thatsupport instructional improvement

Distribute leadership widely understand the strengths of others

know your own limitations


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Principal as Instructional Leader

Supervise classroom instruction formal (observations, counseling out ineffective

teachers)

Build professional community create a culture continuous improvement

demand collaboration and open classroom

practice lead and support teacher study groups


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Build teacher knowledge and skills provide professional development in context

Sculpt the organization create time for teachers to work together

Scheduling and programming

use resources (money, time) to support

instructional improvement attack incoherence (Sebring & Bryk, 2000)


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Excellent Preparation Programs...

Select candidates with the potential to leadinstructional improvement

Teach candidates the knowledge and skills

necessary to do this give students opportunities to practice

Develop strong linkages with districts think of what they do as workforce development

connect preparation to district-wide reform effortsBuild curriculum and instruction around

problems of practice


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How Can States Get There?

A guiding principle: The role of policy is to create incentives for

universities and other programs to develop

school leaders with the knowledge and skillsnecessary to be successful at leadinginstructional improvement recognize the system was not designed to do this resist searching for heroes


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Potential Leverage Points

Program Accreditation What institutions are allowed to prepare new

principals? What standards will govern state approval? What will happen to programs that meet standards?

Candidate licensure

What skills and knowledge are required for schoolleaders? Will these expectations be linked to program

accreditation requirements?


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Preparation Programs

Effective leadership training programs notonly provide management training whichinclude: Budgeting

Facilities and organizational management

Curriculum development and assessment

Technology

Collective bargaining

Personnel evaluation


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Preparation Programs

But also provide leadership trainingwhich includes developing skills in:Decision-making which encourages innovation

Problem solving and conflict resolution

Team-building and delegation

Self-Assessment


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Examples of States improving programsMississippi

Created the School Executive ManagementInstitute (SEMI) in the early 1980s to offerschool leadership training at three levels Entry-level training offers an orientation to primary

roles

Career-level training develops conceptual, technical,and human relations skills

Auxiliary programs offer on-going training to keepschool leaders current on evolving trends in schools


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Mississippi

SEMI was created with an initial appropriationof $850,000. Funding for the program haschanged over the years but continues,

$595,000 was spent in 1996.SEMI programs are offered regionally and in

individual districts by DOE staff, current and

former administrators, former school boardmembers, and university staff.


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Mississippi

Administrators must completeOrientation during their first year.

50 hours of training every five years.

School Board members must complete 12 hours of training during the first six months

of their term.

6 hours every year thereafter.


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North Carolina

Training is offered byRegional Universities

Eight regional universities offer programs based on

the needs in their area.Each program receives annual appropriation of

$150,000


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North Carolina

Principals Executive Program (PEP)25-day residential leadership program scheduled

over a four-month period

Nine sessions per year Five for principals and superintendents

Four for assistant principals

$1.2 million appropriation in 1994

$9.9 appropriated in 1997 for a separate facility


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North Carolina

State Department of Public Instruction inconjunction with local businesses Practicing school administrators join business

managers for corporate management trainingwhich includes:Negotiation

Problem-SolvingParticipatory ManagementFacilitative ManagementTeam Building


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Licensure

All states except Michigan requireprincipals and school administrators to belicensed.

Most based on number of credit hourscompleted in an approved program

Most require principal candidates to haveteacher certification and classroomexperience.


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Licensure

Requirements vary but most relyoninputs rather than performance Years of experience as a licensed educator

Hours completed in a preparation trainingprogram for initial licensure

Hours of professional development necessaryfor renewal

Hours completed in training in endorsementareas.

Successful completion of state examination


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State ExamplesDelaware

Educator Accountability Act adopted in2000

Provisional License dependent oncompleting an induction process Earning a Certificate of Proficiency in

performance appraisal

Participating in a mentoring program

Being evaluated under the Delaware AdministratorStandards.


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Delaware

Continuing license is issued uponcompletion of induction.

90 hours of continuing professionaldevelopment every 5 years required forrenewal

Advanced (10-year) license availableupon continued PD focused on schoolimprovement.


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Maryland

Initial certification principal certificationbased on passing the SLLA.Certification is valid for five years.

Renewal based on development ofIndividualized Professional DevelopmentPlan (IDPD) with school district by thirdyear as principal. Failure to do so results in loss of certification.


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States looking at Alternative RoutesNew Jersey

Leadership candidate with mastersdegree or equivalent in recognized fieldof management can receive provisionallicense.Candidate must be hired by a school system.

Permanent license depends on:Completion of the Principal Residency Program

under a state-approved mentor

Passing state test.


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Texas

Any candidate possessing a Mastersfrom an accredited institution anddemonstrated experience in eitherteaching or management is eligible.

Universities and preparation programsare held accountable for developingcandidates who can perform according tothe ExCET assessment.


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Texas

Preparation entities must providedcandidates with structured, field-basedexperiences at diverse school settings.

Candidates must demonstrate proficiencyin each of the state standards.

Principals must complete one yearinduction process.


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What States Can Do

Enlist the help of local school districts inidentifying teachers and other qualifiedstaff who demonstrate leadershipqualities and a knowledge of curriculumand instruction to create leadershipopportunities.

Develop statewide standards specificallyfor education leaders.


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What States Can Do

Tie certification to performance.

Change the university-based school

leadership preparation programsOffer alternatives to traditional university

school leadership programs

Tie certification renewal to participation incontinuing professional developmentaligned to school improvement.

PROFESIONALISME GURU- DESIGN PRINCIPLES PRINCIPAL PREPARATION

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