ONBOARDING FOR ADMINISTRATORS

Transcription

1 ONBOARDING FOR ADMINISTRATORS February 2015 In the following report, Hanover Research reviews onboarding and orientation practices for new school district administrators.

2 TABLE OF CONTENTS Executive Summary and Key Findings... 3 INTRODUCTION... 3 KEY FINDINGS... 3 Section I: Effective Practices for Administrator Orientation... 5 ORIENTATION THROUGH MENTORSHIP... 5 Effective Practices for Mentoring Programs... 6 ESTABLISHING A TIMELINE... 9 ESTABLISH EXPECTATIONS FOR NEW SCHOOL ADMINISTRATORS Section II: Profiles ASSOCIATION OF WASHINGTON SCHOOL PRINCIPALS NEW LEADERS ASPIRING PRINCIPALS PROGRAM Residency Principal Placement Hanover Research 2

3 EXECUTIVE SUMMARY AND KEY FINDINGS INTRODUCTION In this report, Hanover Research discusses onboarding practices for new school district administrators. Effective onboarding programs orient new administrators to their role and introduce them to the district s culture while improving the quality of their leadership. This report presents effective practices for administrator onboarding in the following sections: Section I reviews the secondary literature surrounding orientation and onboarding for new school district administrators. Section II profiles onboarding practices provided by two professional organizations. KEY FINDINGS The literature indicates that successful orientation programs pair new administrators with a more experienced mentor, either from within the district or through a state-wide mentoring program. Effective mentoring programs take care in selecting mentors who are experienced, willing to share insights, and able to provide constructive feedback. Experts recommend that the mentoring process focus on supporting new administrators in identifying, evaluating, and solving onthe-job problems. Finally, sources suggest that small districts partner with another entity (e.g., nearby school district, state-affiliated organization) to deliver mentoring programs. Effective mentoring programs provide new school leaders with opportunities to take meaningful responsibility under the guidance of an experienced mentor. However, some mentoring programs fail to provide new administrators with sufficient opportunities to take responsibility or offer only perfunctory support. School districts can ensure high-quality mentoring by screening and training mentors and ensuring that mentors, new administrators, and support personnel have clearly defined roles, adequate supervision and accountability, and the support and resources needed to implement mentoring programs effectively. Many school districts offer an onboarding process spread out throughout an administrator s first year in their position. The Southern Region Education Board outlines the following steps that a year-long orientation for new administrators should take: o Familiarize the new administrator with the key relationships to build and information to master at the outset of their orientation. o Set 45 day, 90 day, and year-long goals for the administrator to accomplish. Use these goals and benchmarks for periodic check-ins. o Conduct a formal check-in at the mid-year point that consists of an evaluation followed by a discussion about possible adjustments to make in the second half of the year Hanover Research 3

4 o Provide continuous opportunities and encourage membership in professional learning communities. A number of effective onboarding programs provide additional support beyond the one-year orientation program. The Southern Regional Education Board and New Leaders recommend that the initial year of onboarding be followed up with one to two years of support from a professional learning community and national workshops and resources. Several key players are involved in designing and administrating effective orientation programs for new administrators. Many administer onboarding through two key players: mentors and supervisors. As previously noted, the mentor is an experienced individual in a similar position as the new administrator who meets frequently with their mentee and is responsible for day-to-day training and support. The supervisor role designates the competencies she or he wishes the new administrator to meet and conducts periodic check-ins to evaluate progress towards goals. This division of responsibility is helpful if the supervisor is new to their job because the mentor brings considerable experience to the arrangement. School districts may wish to include a discussion of effective leadership practices in the orientation process for new school leaders. Research suggests that specific leadership practices (e.g., providing mentoring opportunities for teachers; supporting teachers in interactions with students and parents) can improve student achievement. Therefore, instruction in these strategies may contribute to the overall success of the new administrator Hanover Research 4

5 SECTION I: EFFECTIVE PRACTICES FOR ADMINISTRATOR ORIENTATION In this section, Hanover Research reviews the secondary literature on administrator onboarding, including academic studies, research published by advocacy and professional organizations, and best practices suggested by practitioners. Specifically, the literature recommendations for administrator orientation fall into three broad categories: Establish a mentorship program for new administrators; Decide on a timeline for orienting new administrators; and Familiarize new administrators with expectations for their role. The following section will elaborate on each of these recommendations, in turn. ORIENTATION THROUGH MENTORSHIP Onboarding programs allow school districts to orient new administrators to the culture of the district and their new role. Research suggests that new administrators often find the transition to their new role intensely stressful due to the demands of the position and the sense of isolation they may feel. 1 For example, a RAND study of first-year principals in six large, urban school districts finds that more than 20 percent of principals in these districts left their position within two years, resulting in decreased student performance in their schools. 2 Programs that reduce the sense of isolation on the part of new administrators and prepare them for the demands of administrative positions may improve retention and performance. To reduce isolation among new administrators, orientation may be offered in a collaborative format, such as mentoring or professional learning communities. These formats allow new administrators to learn from each other and from their more experienced colleagues. Research suggests that administrators, particularly school principals, benefit from opportunities to participate in learning communities within their district or across districts. 3 For example, a 2009 case study reported in Educational Leadership describes two principals from the same district who meet once a month to collaboratively discuss their practice. These principals report that having a fresh perspective on their work and receiving advice from a colleague improves their practice and the quality of their leadership. 4 1 Holloway, J. Research Link / Mentoring New Leaders. Educational Leadership, 61:7, April Burkhauser, S. et al. Challenges and Opportunities Facing Principals in the First Year at a School. Product Page. 2012, p David, J. What Research Says About Learning Communities for Administrators. Educational Leadership, 67:2, October Sterrett, W. and M. Haas. The Power of Two. Educational Leadership, 67:2, October Hanover Research 5

6 Many school districts provide ongoing support for new administrators by pairing them with a more experienced mentor or coach. Several studies published in the early 2000s found that principal mentoring programs are an effective method of preparing new principals. Participants in the study reported that mentoring programs not only reduced feelings of isolation, but encouraged mentors to stretch their own thinking about instructional strategies. 5 In addition, mentors can provide a model of effective leadership and an outlet for new administrators to discuss leadership issues they encounter in their new role. 6 The Aspiring Principals Program offered by New Leaders, profiled in Section II of this report, provides an example of a successful mentoring program. New Leaders recruits candidates through a rigorously selective process and trains them through a year-long residency program during which new principals work with an experienced mentor. After the Aspiring Principals Program, new principals continue to receive mentoring, coaching, and opportunities to participate in professional learning communities (PLCs). An analysis of the program by the RAND Corporation finds that students who attended elementary schools led by New Leaders principals experienced a statistically significant gain of 0.7 to 1.3 percentile points on standardized tests in mathematics and reading. Gains for students attending high schools led by New Leaders principals were slightly higher, with an average gain of about 3 percentile points. 7 EFFECTIVE PRACTICES FOR MENTORING PROGRAMS Select and Train the Right Mentors Mentorships can provide new administrators with effective support from their more experienced colleagues. However, in some cases mentors can limit the ability of new administrators to gain direct experience practicing an administrative role. An evaluation of the Principal Residency Network, a residency program with a mentoring component, found that some of the mentors participating in the program found it difficult to cede control to the new administrators working under them. This led to tensions in mentoring relationships and prevented new administrators from gaining hands-on experience in their role. To remedy this issue, participating administrators suggested having each participant work with multiple mentors or factoring the ability to share control into the screening process for mentors. 8 5 Holloway, Op. cit. 6 Crocker, C. and S. Harris. Facilitating Growth of Administrative Practitioners as Mentors. Journal of Research for Educational Leaders, 1:2, Gates, S.M. et al. Preparing Principals to Raise Student Achievement. Rand Corporation, 2014, p. xvi-xviii. 8 Braun, D., F. Billups, and R. Gable. Transforming Equity-Oriented Leaders: Principal Residency Network Program Evaluation. 45th Annual Meeting of the New England Educational Research Organization, April 1, 2013, pp Hanover Research 6

7 According to a 2002 review of research on effective mentoring for new principals, published in the Journal of Research for Educational Leaders, effective mentoring requires: A willingness to share knowledge, honesty, competency, a willingness to allow growth, a willingness to give positive and critical feedback, directness in dealings with the mentee, being nurturing, supportive and viewing mentoring as an opportunity for thoughtful reflection and personal growth. School districts may also wish to consider training mentors with a focus on allowing mentees to take appropriate levels of responsibility and providing effective guidance. 9 SREB Recommendations for High-Quality Mentorship Programs In 2007, the Southern Regional Education Board (SREB) published a review of mentoring programs within university principal preparation programs in the 16 states it serves. Although this report did not examine mentoring programs for administrators who were already hired into school leadership roles, its findings are informative for administrator mentoring programs in general. Based on the findings of its review, the SREB recommends that: School districts developing mentoring programs should set high standards and expectations for participants. High standards that reflect research-based competencies can produce high quality leaders. Standards should be aligned with clearly defined performance tasks to be exhibited during a residency or mentoring process. School districts should collaboratively plan mentoring programs. This planning process should develop: o A common vision for the competencies that new administrators will gain from the mentoring process; o A shared commitment and responsibility for the allocation of the resources needed for the success of the program and for the development of learning plans for new administrators; and o Procedures to collect feedback and report results to participating organizations and other relevant stakeholders. The mentoring process or internship should include problem-based learning experiences in which new administrators work directly with teachers to address achievement issues. This requires a shift in the format of mentorships from managing routine tasks to leading a team of teachers through the process of finding, testing, and evaluating solutions to a specific problem in curriculum, instruction, or achievement. Responsibilities for mentors, supervisors, and program administrators should be clearly defined. Mentors need to understand their own responsibilities and the components of effective mentoring, while supervisors and administrators need to 9 Crocker and Harris, Op. cit Hanover Research 7

8 ensure the consistency of mentors and provide support to mentors. Clearly defined roles allow staff participating in a mentoring program to perform their jobs with confidence and allow the program to hold participants accountable. Mentoring should be evaluated through a meaningful process that includes an accurate assessment of new administrators preparedness for the position. Mentors are uniquely positioned to evaluate new administrators and should be relied on to assess the preparedness of the individuals they work with. Evaluations should rely on specific performance measures rather than time parameters. 10 Partnerships for Effective Mentoring Programs School districts may wish to develop onboarding programs in partnership with other school districts in the region, local colleges or universities, or statewide organizations. Council Bluffs Community School District (Council Bluffs Schools) and Rock Island School District 41 (RISD), profiled in Section II of this report, both offer orientation programs for new principals through statewide organizations. Council Bluffs Schools combines an internally developed series of professional development meetings with a mentoring program offered through the School Administrators of Iowa (SAI), a statewide professional organization of school administrators. RISD offers mentoring through the Consortium for Educational Change (CEC), a nonprofit organization affiliated with the Illinois Education Association. Partnerships with other districts or organizations may be particularly useful for smaller school districts that would otherwise face difficulties obtaining the resources needed to offer effective orientation programs. They may be able to recruit effective mentors from neighboring districts through formal or informal arrangements and can collaborate to develop coaching solutions that may not be efficient for a single small school district. 11 For example, the mentoring program used by Council Bluffs Schools pairs new principals with a veteran principal from a nearby school district, creating opportunities to share knowledge and expertise across district boundaries. 10 Bulleted text adapted from: Gray, C. et al. Good Principals Aren t Born - They re Mentored: Are We Investing Enough to Get the School Leaders We Need? Southern Regional Education Board, 2007, pp , Ibid., p Hanover Research 8

9 ESTABLISHING A TIMELINE Experts vary in their recommendations for the length of the onboarding process for new administrators, though most cite a year as the minimum amount of time. In a blog post for Education Week, talent management expert Emily Douglas suggests that effective onboarding programs for new principals offer support for at least 90 days. However, many programs last throughout a new administrator s first year of employment. 12 The orientation programs offered by Council Bluffs Schools, Rock Island School District, and the Association of Washington School Principals (AWSP) take place over the course of a single school year. In addition, the New Leaders Aspiring Principal Program combines principal preparation and support for new principals in a one-year format. During this year, new principals participate in a residency under the supervision of a mentor and then move to an independent principal position. After completing the one-year program, participants continue to receive support from a professional learning community composed of other local participants in the program. On the other hand, a report on succession planning for new principals prepared by the SREB recommends a two-year mentoring process for new principals. In the first year of the mentoring program, the SREB recommends that the onboarding process provide new principals with the tools and resources needed to accomplish the most important elements of their job. The SREB suggests that a principal s first year orientation follow the onboarding process displayed in Figure 1.1, which is adapted from onboarding processes used in the private sector Douglas, E. 8 Tips to Ensure Great Onboarding. Top School Job - K-12 Talent Manager, December 21, _talent_manager/2011/12/8_tips_to_ensure_great_onboarding.html?cmp=SOC-SHR-FB 13 Schmidt-Davis, J. and G. Bottoms. Who s Next? Let s Stop Gambling on School Performance and Plan for Principal Succession. Southern Regional Education Board, 2011, p Hanover Research 9

10 EXPECTATIONS Lists of Key Relationships to Build Lists of Key Information to Master Clear Goals for the First 45 Days, 90 Days, and Year Formative 360-Degree Feedback Early in the First Year Figure 1.1: SREB First Year Onboarding Plan for New Principals ONBOARDING PROCESS If the principal is new to the school, the principal s predecessor or direct supervisor provides an annotated list of the most influential teachers in the building. In-person introductory meetings are arranged with all key support staff in the central office prior to the school year. The district arranges a reception honoring the new principal, inviting parents and local community members with an active interest in education. The principal s supervisor carefully monitors and supports his or her progress in developing critical relationships with the staff and the community. The district provides organized lists of key information regarding compliance issues and special dates (federal and state regulations; district policies and procedures; state and district standards and expectations for grade-level instruction and achievement; attendance, grading, testing and personnel policies; daily routines and logistics; building maintenance and safety plans), with a timeline for mastery. The key information to master would include the district strategic plan, how to request and receive special assistance from the district office, school budgeting and the use of discretionary funds. The new principal s supervisor frequently checks to ensure an accurate and timely understanding of key information, rather than assuming the new principal knows how to do what he or she has never done before. End of 45 days: Lesson planning expectations are understood by teachers and are being met. Student expectations (for both learning and discipline) are clear. The principal has selected a school leadership team, and it is meeting and already working on an agreed-upon set of priorities for the year. The principal has personally conducted at least one walkthrough of every teacher s classroom and provided feedback. End of 90 days: Student and teacher attendance rates are at 95 percent or are improving. Teacher professional development has a clear focus. Formative assessments for key subjects either are happening or are being planned and will be available soon. District walkthroughs see evidence of literacy standards and strategies being embedded in lesson plans and in the classroom to advance both literacy and subject-matter achievement in all classes (or other key practice identified as critical to this school s improvement and discussed in advance with the new principal). The principal has organized at least one focus team of teachers and others to take ownership of a major school problem having to do with improving student engagement in school. The focus team has been charged to identify the problem, its root cause, a set of desired student goals, and changes in school and classroom practices and the types of support needed to achieve the goal. End of the year: School climate results (teacher, parent and student perceptions) are positive or perhaps mixed if the principal has had to really change the culture of the school. Minimum targets on end-of-year assessments (set at the beginning of the year by the district, in consultation with the new principal) have been met. Teaching assignments and the master schedule for the next year are completed, and they prioritize student needs over adult desires. Hiring for teacher vacancies for the next year is under way and is on pace to have all vacancies filled at least 30 days prior to school start, and a plan is in place for orientation and training of new teachers. At least one major school improvement initiative has been planned for year two. VAL-ED (or similar) evaluation in December of the first year, with a debrief and a conversation about guided professional reading, tailored coaching and possible adjustments for the remainder of the first year. Time for networking is included in monthly principals meetings. Membership in professional A Peer Networking Plan organizations is encouraged. Attendance at one professional conference of principal s choice is and Opportunities supported. Source: Southern Regional Education Board Chart taken directly from: Ibid., p Hanover Research 10

11 ESTABLISH EXPECTATIONS FOR NEW SCHOOL ADMINISTRATORS In addition to orienting new administrators to a district s climate and procedures, onboarding programs can help new administrators become familiar with best practices in their field. The Council of Chief State School Officers has created the ISLLC Standards, which set national practice standards for school leaders. These standards were last updated in 2008, and a preliminary draft of new and expanded standards was released in The 2008 standards form the basis for the AWSP s Leadership Framework, discussed in greater detail in Section II of this report. Figure 1.2 shows the preliminary standards for STANDARD Standard 1: Vision and Mission Standard 2: Instructional Capacity Standard 3: Instruction Standard 4: Curriculum and Assessment Standard 5: Community of Care for Students Standard 6: Professional Culture for Teachers and Staff Standard 7: Communities of Engagement for Families Standard 8: Operations and Management Standard 9: Ethical Principals and Professional Norms Standard 10: Equity and Cultural Responsiveness Standard 11: Continuous School Improvement Figure 1.2: ISLLC 2014 Draft Standards DESCRIPTION ensuring the development, articulation, implementation, and stewardship of a child-centered vision of quality schooling that is shared by all members of the school community. enhancing instructional capacity. promoting instruction that maximizes student learning. promoting robust and meaningful curricula and assessment programs. promoting the development of an inclusive school climate characterized by supportive relationships and a personalized culture of care. promoting professionally normed communities for teachers and other professional staff. promoting communities of engagement for families and other stakeholders. ensuring effective and efficient management of the school or district to promote student social and academic learning. adhering to ethical principles and professional norms. ensuring the development of an equitable and culturally responsive school. ensuring the development of a culture of continuous school improvement. Source: Council of Chief State School Officers ISLLC Standards - Draft for Public Comment. Council of Chief State School Officers, 2014, pp Hanover Research 11

12 A 2010 report prepared for The Wallace Foundation by researchers at the University of Minnesota and the University of Toronto includes results of a survey of 8,391 teachers and 471 school administrators, combined with more detailed interviews with 581 teachers and administrators, 304 district staff members, and 124 state personnel, as well as observations of 312 classrooms. This report finds that collective leadership, in which school principals and district leaders delegate influence to teachers, parents, and students, has a significantly greater impact on student achievement than individual leadership by the principal or district administrator. 16 In addition, substantial numbers of survey respondents reported that the specific leadership practices listed below have a positive impact on student achievement: Focusing the school on goals and expectations for student achievement, Keeping track of teachers professional development needs, Creating structures and opportunities for teachers to collaborate, Monitoring teachers work in the classroom, Providing mentorship opportunities for new teachers, Being easily accessible, and Providing backup for teachers with student discipline and with parents. 17 In addition to general best practices for administrators, new administrators may face particular challenges or issues that can be addressed through the onboarding process. In a 2009 article from the journal Leadership, former district superintendent Frank Infusino suggests the following strategies for success in a new administrative position: Never send s or memos to staff on critical issues. Administrators should discuss sensitive topics such as evaluations, classroom observations, or substantial changes in school practices in person rather than by in order to be able to receive feedback and gauge responses. Sending sensitive information via may risk breaches of confidentiality or generate uncertainty and resentment. Never make changes immediately after assuming a leadership position. Administrators should get to know the culture of their school or district and build trust among stakeholders before making substantial changes. Implementing changes too quickly or without first building trust among stakeholders will increase resistance from stakeholders who feel like change is being imposed on them. Do not vote on critical issues. Infusino warns that voting on critical issues can cause the losers to try to undermine a program they did not support. Consensus-building strategies are a more effective method of generating wide-spread support than voting. If voting is necessary, Infusino recommends that administrators only proceed with projects that gain at least 85 percent of votes. 16 Lewis, K. et al. Investigating the Links to Improved Student Learning: Final Report of Research Findings. The Wallace Foundation, 2010, pp Learning from Leadership Project Bulleted text taken verbatim from: Ibid., pp Hanover Research 12

13 Consult with others before making decisions. New administrators should make decisions collaboratively when possible and consult with all affected stakeholders. Although this takes longer than making decisions alone, it makes stakeholders take responsibility for the success of a decision and decreases resentment. Level the playing field in a meeting likely to be contentious. New administrators should always allow personnel who request to have a representative present at a meeting to do so, but also have another administrator attend the meeting to ensure a balanced report of what happens in the meeting. In particular, new administrators may wish to have a representative from the teacher s association attend meetings to discuss performance so that the association will support improvement plans. Be accessible and approachable to staff. Encouraging staff to discuss issues, concerns, or complaints will maintain a high level of morale. In addition, allowing staff members to vent will allow a new administrator to build trusting relationships. Never display anger in public. Public displays of anger or loss of control will cause staff and students to lose respect for a new administrator. Infusino recommends that administrators avoid raising their voices or belittling subordinates in both public and private situations. Demonstrate integrity at all times. Administrators should take responsibility for failures and share credit for success. In addition, administrators should make decisions transparently and employ a budget committee in order to avoid the appearance of impropriety. Get out of the office. School leaders should visit classrooms and be present on campus. This will allow leaders to identify problem areas and demonstrate an interest in and understanding of classrooms. High visibility on the part of administrators will increase staff loyalty and decrease apprehension about evaluations, while creating a perception among students that they cannot hide anything from administrators. Use common sense to guide actions. Infusino defines common sense as the reasonable, responsible thing to do in a given situation. He suggests that administrators avoid decisions that are not appropriate for the context of their school. Administrators should consult with trusted colleagues when in doubt about the appropriateness of a decision Bulleted text adapted from: lnfusino, F. 10 Rules for New Administrators. Part of a Special Issue: Leadership for a Changing World, 39:1, October 9, pp Accessed via Ebsco Host Hanover Research 13

14 SECTION II: PROFILES In this section, Hanover Research profiles onboarding and orientation practices at two organizations: the Association of Washington School Principals, and New Leaders. ASSOCIATION OF WASHINGTON SCHOOL PRINCIPALS The Association of Washington School Principals is the primary membership organization of school principals in Washington, claiming 96 percent of principals and assistant principals in the state as members. 19 The AWSP provides professional development opportunities for its members that reflect the AWSP Leadership Framework. The Framework includes a rubric to evaluate principals performance along eight criteria: Creating a Culture: Creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff. Ensuring School Safety: Providing for school safety. Planning with Data: Leading the development, implementation and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements. Aligning Curriculum: Assisting instructional staff with alignment of curriculum, instruction and assessment with state and local district learning goals. Improving Instruction: Monitoring, assisting and evaluating effective instruction and assessment practices. Managing Resources: Managing both staff and fiscal resources to support student achievement and legal responsibilities. Engaging Communities: Partnering with the school community to promote student learning. Closing the Gap: Demonstrating commitment to closing the achievement gap. 20 The AWSP s primary professional development opportunity for new or newly assigned principals is the Launching Principal Leadership Training Series. The Series consists of four workshops offered at a single location and led by experienced administrators. It focuses on a principal s first year in her or his new position and consists of the four stages outlined in Figure 2.1. Topics covered include both procedural issues (e.g., calendar planning) and leadership skills (e.g., developing school climate and conducting effective evaluations and 19 Annual Highlights. Association of Washington School Principals, , p e2058b2c7e34/uploadedimages/awsp_highlights_ _web.pdf 20 Bulleted text taken verbatim from: The AWSP Leadership Framework To Support Principal Development. Association of Washington School Principals, July 22, 2014, p e2058b2c7e34/uploadedimages/awsp_framework_version_2.0.pdf 2015 Hanover Research 14

15 observations). 21 Workshops are collaborative in nature and include opportunities for new principals from across the state to discuss their practices with one another. 22 Figure 2.1: Launching Principal Leadership Training Series STAGE TOPICS COVERED Establishing key relationships Stage 1: Maximizing Your Leadership in Building climate and culture the First Eight Weeks Planning your first eight weeks Creating systems for success Planning your mid-year calendar Stage 2: Instructional Leadership for Planning effective staff meetings Success Instructional leadership: creating shared leadership The Observation Cycle Planning your calendar to the end of the year Creating urgency for change Stage 3: Finishing the Year Strong Having difficult conversations Creating systems of efficiency Reflecting and celebrating year one Stage 4: Setting Yourself Up for Success Creating your task list to jump start year two in Year Two The next steps for building climate and culture Collaborate with other first and second year principals Source: Association of Washington School Principals Launching Principal Leadership Training Series. Association of Washington School Principals Therrien, P. Creating a Caring Culture. Association of Washington School Principals, July 29, Slide =9a0c7eba-bd11-4bba f3835d80d&Event_Tabs_LPL=3#Event_Tabs_LPL 23 Launching Principal Leadership Training Series, Op. cit Hanover Research 15

16 The AWSP also offers the Building a Foundation for Success Training Series for principals, assistant principals, and interns preparing to assume school leadership positions. This series consists of three workshops followed by a facilitated workshop that focuses on selfmarketing and strengthening the internship process. Although the series is offered to principals and assistant principals, the workshops focus on issues related to internships and self-marketing for new school leaders as well as procedural issues such as student rights and social media. Topics covered in each workshop are listed in Figure 2.2. Figure 2.2: Building a Foundation for Success Training Series WORKSHOP TOPICS COVERED Strengthening your internship Workshop 1 Marketing yourself Reducing risk and liability Strengthening your internship Workshop 2 Marketing yourself Student procedural rights, social media and texting Strengthening your internship Marketing yourself Workshop 3 Managing conflict, dealing with difficult people, and de-escalation skills Source: Association of Washington School Principals 24 In addition to programs specifically for interns or new principals, the AWSP offers leadership coaching, which is available to all principals, assistant principals, deans of students, and administrative interns. Participants receive individual coaching focused on developing professional goals and identifying strategies and resources to complete those goals. All coaches have graduate degrees in education or educational leadership and substantial experience in school and district administration. 25 NEW LEADERS ASPIRING PRINCIPALS PROGRAM The New Leaders Aspiring Principals Program prepares current and former classroom teachers to work as principals in large urban school districts. This program recruits candidates through a selective admissions process that includes online problem-solving activities and a daylong in-person interview. 26 RESIDENCY The Aspiring Principals Program uses a 360-degree assessment and evaluation process, which matches participants to a residency at a high-performing school. The residency 24 Building a Foundation for Success Series. Association of Washington School Principals AWSP Leadership Coaching Services. Association of Washington School Principals, p e2058b2c7e34/uploadedimages/pro%20dev/coaching_brochure_updated_2012.pdf 26 Aspiring Principals Admissions New Leaders Hanover Research 16

17 requires prospective principals to lead teachers with support from a mentor principal and New Leaders program staff. The program also includes working in a leadership role at a school site, participating in national cohort seminars during the summer, and online training and seminars. Each resident works with a local program director to create an Individualized Learning Plan that personalizes and differentiates the residency program. 27 Coaching and coursework in the residency program align with New Leaders Urban Excellence Framework, a tool for diagnosing school needs and developing an action plan to improve student achievement. The Urban Excellence Framework was developed by New Leaders based on research on effective schools and case studies of approximately 100 schools identified as obtaining substantial gains in student achievement. This framework consists of the categories and key levers outlined in Figure 2.6. Figure 2.1: New Leaders Urban Excellence Framework CATEGORY KEY LEVERS Curriculum aligned to state and college-readiness standards Learning and Consistent, high-quality classroom practices, routines, and instructional strategies Teaching Use of diverse student-level data to drive instructional improvement Pyramid of academic preventions and interventions Clear school mission and values focused on college success for every student Behavioral expectations, including a code of conduct, based on the mission and values Culture A culture of achievement and high expectations where all students are valued Purposeful engagement of families in the academic and social success of students Recruitment, selection, and placement of staff Development of high-performing instructional leadership team Aligned Staff Monitoring and management of individual staff performance Professional learning structures to drive instructional improvement Tracking of clear and focused school goals and strategy adjustment based on progress Operations and Time use aligned with school-wide goals Systems Budget, external partnerships, and facilities aligned to strategic plan Political context and school system relationships managed to ensure a focus on learning Belief-based, goal driven leadership Culturally competent leadership Personal Interpersonal leadership Leadership Adaptive leadership Resilient leadership Source: New Leaders 28 Within the Aspiring Principals Program, residencies focus specifically on the key competencies for transformational principals identified by New Leaders, which include: Diagnosing a school and building a first-year action plan, Using data to drive instructional improvement, 27 Participant Experience New Leaders New Leaders Urban Excellence Framework. New Leaders, 2011, pp. 11, 23, 35, 51, Hanover Research 17

18 Aligning staff and building school teams, Developing personal leadership skills. 29 Creating a school culture of high expectations, and PRINCIPAL PLACEMENT After completing the residency, participants move to a leadership position at one of New Leaders partner districts or charter school operators. New Leaders continues to support new principals through the Principal Institute, which serves first year elementary and middle school principals and first and second year high school principals. The Institute includes a guided process for developing an Entry Plan for a principal s first year, which features: Collecting data from stakeholders, Aligning staff around a common vision, Setting student achievement targets, and Establishing high standards for both students and adults. 30 During the school year, new principals receive ongoing support within professional learning communities established by the New Leaders Principal Institute. Members convene each month with a regional network of New Leaders principals for several hours of structured meetings facilitated by New Leaders staff. Participants also receive ongoing feedback on challenges faced by their schools. In addition, new principals have access to national professional development workshops, diagnostic tools, planning frameworks, a guide to implementing the Urban Excellence Framework, and New Leaders archive of research and best practices. The Principal Institute provides participants with tools and strategies to improve student achievement and distribute leadership within their schools Bulleted text taken verbatim from: Participant Experience New Leaders, Op. cit. 30 Bulleted text taken verbatim from: Principal Institute New Leaders Ibid Hanover Research 18

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