Southern Regional Education Board Learning- Centered Leadership Program Preparing Highly Qualified...
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Southern Regional Education Board Learnin g- Centere d Leaders hip Program Preparing Highly Qualified School Leaders Illinois Benchmarking Report November 2007 - Preliminary Report Betty Fry, Leadership Research and Publications Cheryl Gray, Leadership Curriculum Development and Training Learning-Centered Leadership Program Southern Regional Education Board Atlanta
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Transcript of Southern Regional Education Board Learning- Centered Leadership Program Preparing Highly Qualified...
Southern
Regional
Education
Board
Learning-Centered Leadership Program
Preparing Highly Qualified School Leaders
Illinois Benchmarking Report November 2007 - Preliminary Report
Betty Fry, Leadership Research and Publications
Cheryl Gray, Leadership Curriculum Development and Training
Learning-Centered Leadership Program
Southern Regional Education Board
Atlanta
Southern
Regional
Education
Board
Learning-Centered Leadership Program
Benchmarking Progress
Where Illinois now stands in achieving a cohesive, learning-centered school leadership system
How Illinois compares to pacesetter states in the sixteen-state SREB region
Recommendations for further action
Southern
Regional
Education
Board
Learning-Centered Leadership Program
Core Components of a Learning-Centered School Leadership System
Learning-focused leadership standards Purposeful recruitment and selection of future school
leaders Preparation that emphasizes the principals’ responsibilities
for curriculum, instruction and student learning School-based experiences that expose candidates to the
real-world challenges of school leadership and prepare them to solve difficult problems
Licensing that serves the public’s expectation for improved school and student performance
Professional development that continually develops expertise in school improvement
State and district conditions that motivate and enable principals to affect improvements in teaching and learning
Southern
Regional
Education
Board
Learning-Centered Leadership Program
Indicators of Progress
Adopt learning-focused leadership standards
Recruit and select future leaders
Redesign leadership programs to emphasize curriculum, instruction and student achievement
Develop programs with school-based experiences that prepare participants to lead school improvement
Base professional-level licensure on improved school and classroom practices
Create alternative pathways to initial licensure
Provide training and support for leadership teams in low-performing schools
Southern
Regional
Education
Board
Learning-Centered Leadership Program
Rating the State’s Actions: Baseline Implementation of a Learning-Centered Leadership System
No action - no actions that addressed the criteria
Minimal action - limited or emerging actions that addressed (or had potential for doing so) the criteria
Some action - some, but not a majority of, actions that addressed (but not implemented) the criteria
Promising action - a majority of actions that addressed and were beginning to implement the criteria
Substantial action - substantial actions that implemented the criteria for an indicator of a Learning-Centered Leadership System, and intended results were being achieved.
Southern
Regional
Education
Board
Learning-Centered Leadership Program
Rating Indicators
Some Action Learning-focused leadership standards
No Action Recruitment and selection of future school leaders
Minimal Action Redesigned leadership preparation to emphasize curriculum, instruction and student learning
Minimal Action School-based learning experiences that prepare participants to lead school improvement
Minimal Action Professional-level licensure based on improved school and classroom practices
Some Action Alternative pathways to initial licensure
No Action Training and support for leadership teams in low-performing schools
Illinois Benchmark Ratings
Southern
Regional
Education
Board
Learning-Centered Leadership Program
Learning-Focused Standards
Pacesetter States and Your State
Explicitly define knowledge, skills and responsibilities of leaders
Percentage connected directly to student learning
Include criteria for measuring performance of school leaders
Alabama Moderately 41% No
Louisiana Considerably 33%No, but lists performance
tasks
Maryland Considerably 63%No, but lists performance
tasks
Illinois Moderately 20% No
Southern
Regional
Education
Board
Learning-Centered Leadership Program
Recommendations:Learning-Focused Standards
Analyze and strengthen current standards to emphasis student learning
Develop performance criteria for competent, proficient and advanced performance
Go to scale with implementing the standards: criteria for program approval, hiring and evaluation, professional development
Southern
Regional
Education
Board
Learning-Centered Leadership Program
Recruitment and Selection
Illinois and Pacesetter States
Alabama Promising Progress
Delaware Some Progress
Georgia Promising Progress
Louisiana Promising Progress
Maryland Some Progress
Illinois No Action
Southern
Regional
Education
Board
Learning-Centered Leadership Program
Recommendations: Recruitment and Selection
Establish learning-centered criteria for admission to preparation programs
Encourage districts to develop a school leader succession plan and provide models
Create and maintain a statewide database and monitor supply, demand and quality
Create incentives for universities to offer master’s degrees in teacher leadership
Southern
Regional
Education
Board
Learning-Centered Leadership Program
Redesigned Leadership Preparation
Illinois and Pacesetter States
Alabama Promising Progress
Arkansas Promising Progress
Delaware Promising Progress
Georgia Promising Progress
Louisiana Promising Progress
Maryland Promising Progress
Tennessee Promising Progress
Virginia Promising Progress
Illinois Minimal Action
Southern
Regional
Education
Board
Learning-Centered Leadership Program
Recommendations: Redesigned Leadership Preparation
Adopt policy with conditions for learning-centered programs
Provide strong leadership within state agencies
Closely monitor the redesign process
Redesign program approval around learning-centered standards and conditions
Research the cost of learning-centered programs and realign state and university budgets
Southern
Regional
Education
Board
Learning-Centered Leadership Program
School-based Learning/Internships
Illinois and Pacesetter States
Alabama Promising Progress
Arkansas Promising Progress
Delaware Promising Progress
Kentucky Promising Progress
Louisiana Promising Progress
Maryland Promising Progress
Texas Promising Progress
Illinois Minimal Action
Southern
Regional
Education
Board
Learning-Centered Leadership Program
Recommendations: School-based Learning/Internships
Make universities and districts jointly accountable
Require projects addressing a range of real school problems
Establish standards and training for mentors
Base completion of internship on performance – not hours
Allocate more resources for quality mentoring
Southern
Regional
Education
Board
Learning-Centered Leadership Program
Professional-level Licensure
Illinois and Pacesetter States
Louisiana Promising Progress
Tennessee Promising Progress
Illinois Minimal Action
Southern
Regional
Education
Board
Learning-Centered Leadership Program
Recommendations:Professional-level Licensure
Use licensure to ensure competent performance from the start; and job performance that improves student learning
Require reliable evidence of performance – not just program completion
Align licensure tests with learning-focused standards
Provide induction programs that develop proficient performance of standards
Southern
Regional
Education
Board
Learning-Centered Leadership Program
Alternative Licensure
Illinois and Pacesetter States
Louisiana Promising Progress
Maryland Promising Progress
Mississippi Promising Progress
Oklahoma Promising Progress
Illinois Some Action
Southern
Regional
Education
Board
Learning-Centered Leadership Program
Recommendations: Alternative Licensure
Allow highly qualified candidates to prove themselves on the job
Tailor professional development to assessed needs – not required courses
Provide mentors who have a record of success and furnish incentives
Provide performance coaching
Southern
Regional
Education
Board
Learning-Centered Leadership Program
Training and Support for Low-performing Schools
Illinois and Pacesetter States Alabama Promising Progress Arkansas Promising Progress Florida Promising Progress Georgia Promising Progress Louisiana Promising Progress Tennessee Promising Progress West Virginia Promising Progress Illinois No Action
Southern
Regional
Education
Board
Learning-Centered Leadership Program
Recommendations: Training and Support for Low-performing Schools
Train teams – not individual principals
Provide high-quality training and coaching
Train school boards and district staffs to create conditions for continuous improvement
Evaluate effectiveness by changes in school and classroom practices and student learning
Provide incentives that attract and retain highly-qualified principals and teacher leaders in low-performing schools
Southern
Regional
Education
Board
Learning-Centered Leadership Program
What Will It Take to Take Action?
Illinois will need to expand the role of the Task Force to develop a learning-focused leadership system that has all of the necessary components and is cohesive. The expanded charge of the commission should include:
recommending policies and procedures that will help focus all components of the school leadership system on the principal’s responsibilities in improving teaching and learning;
providing oversight for the development and implementation of the new system; and
developing strategies for evaluating the system’s effectiveness in achieving state goals and expectations — including the quality of principal preparation programs, principal-candidates, induction and professional development programs for principals, and principals’ performance and impact on teaching and learning.
Southern
Regional
Education
Board
Learning-Centered Leadership Program
What Will It Take to Take Action?
Illinois will need to provide sufficient resources — in time, money and people — to develop and fully implement a redesigned leadership system and obtain assistance from national or regional organizations with expertise in improving school leadership.
Southern
Regional
Education
Board
Learning-Centered Leadership Program
What Will it Take for Results?
Say what you mean about school leadership
Choose the right people for the job
Get university leadership programs on track
Make sure aspiring principals learn on the job
Use your licensing power to drive reform
Cast a wider leadership net
Make low-performing schools a top priority
