Prince George’s County Public Schools

November 13, , 2013

National Governors Association: Enhancing School Leadership in the Principal Pipeline Initiative (PPI) Districts: Implications for State Policy

Prince George’s County: Background

• $1.6 Billion annual budget

• 18,000 full time staff members

• 9,000 teachers

• 485 building administrators

• Uniquely positioned at the heart

of the Washington,

DC metropolitan region

• 500 square miles

• Population of 863,420 residents

Prince George’s County Public Schools

124,000 Students

204 Schools

18,000 Employees

<1% Native

American

3% Asian

4% Caucasian

23% Hispanic

Student Demographics

• Eligible for Free & Reduced

Meals 54%

• ESOL 13%

• International students (from 149

countries speaking 165

languages) 23%

Our Students, Our Schools

69% African American

Theory of Action

Students

• College & Career Readiness

Employees

• Human Capital Strategy

Teachers

• Educator Effective-ness

Assistant Principals

• Aspiring Administrators Program

TheFive Components

Component # 1

• Created the Prince George’s County Public Schools (PGCPS) Leadership profile through the development of leader standards

• Revised the principal job description to reflect the new standards

• Continue the work of aligning recruitment, selection, pre-service program, job-embedded professional development and performance management system to the newly established PGCPS leadership standards

• Communicate the Leader Standards to all internal and external stakeholders

Defining Leadership

1. Sets high expectations for achievement

2. Ensures school-wide instructional and achievement goals are met based upon effective pedagogical practices, data analysis and monitoring

3. Monitors effective instructional practices through observation and evaluation

4. Builds a shared vision, fosters shared goals, and communicates high performance expectations

5. Demonstrates a commitment to excellence, equity, and innovation

6. Demonstrates human resource and managerial leadership

7. Demonstrates strong external leadership

8. Demonstrates knowledge of the use of technology and data

New Leader Standards

Recruit

Hire

Train

EvaluateFacilitates

budget, personnel,

politics,

Community

Problem solves effectively in a

variety of contexts

Balances

Management

&

Vision

Component #2• Integrated research based suite of screening tools

into the principal selection process - for best

match of candidates to the schools where they

will have the most profound impact

• Developed and created the Aspiring Leaders

Program for Student Success (ALPSS) program

in concert with the National Institute of School

Leadership (NISL)

• Continue to work with and develop partnerships

with University and other partners

• Continue to refine the selection process and

expand the dimensions of our internal preparation

program to include residency and demonstration

sites opportunities

High Quality

Pre Service Training, Recruitment

& Selection

Component #3• Continue to refine and develop profiles

of principal candidates - which include screening outcomes and results from assessments

• Match candidate profiles to school profiles (based upon community input) that coincide with candidate profile “score cards”

• Develop a more robust system for providing feedback to candidates

• Implement a Leader Tracking System

Component 3

Selective Hiring

Component #4

• Use data from recruitment process and

program evaluations (internal and external) to identify

professional development for novice principals

• Implement a new principal evaluation tool that is aligned to

PGCPS leadership standards, and best practices as

evidenced by research and student achievement

• Leverage VAL-ED as both formative and summative data to

inform support and PD for aspiring principals and principals

• Designed and started implementation of an integrated

performance management system

• Continue to develop and create a “menu” of professional

development opportunities tied to leadership standards,

research-based practices

• Assign NAESP trained/certified mentors to novice principals

for a period of 2 years

On the Job Evaluation and

Support

Professional Practice Student Growth

SLOs 20% for ES MS HS Student Attendance 2% for ES MS HSState Assessment 20% ES MS & K-8 6% HSRetention n/a ES MS & K-8 3% HSCollege & Career Ready 2% ES MS & K-8 10% HSDistrict Assessments 2% ES MS & K-8 5% HSVAL-Ed 4% for ES MS HS

50 % Qualitative MeasuresDomain/standard percentages proposed by LEA

50 % Quantitative MeasuresAs defined below

16%Standard 1

7%Standards 2

and 6

9%Standard 3

4%Standard 4

3%Standard 5

2%Standards 7

and 8

PGCPS Approved Administrator Evaluation Model

Component #5

•Leverage insights and feedback from steering committee, research studies, consultants and various stakeholder groups to inform the work moving forward

•Integrate all of the technology, Oracle Learning Management System, Leader Tracking system etc. to create an infrastructure that will support sustainability

•Continue to utilize Human Capital Strategy to improve the work

Alignment, Capacity and

Quality Assurance

Initiatives that Support

Leader Development

• PGCPS Doctoral Program

• SUPES Academy

• University Convenings

• Business Roundtables

• Parental & Community Involvement

• Student Forums

• Urban Schools Human Capital Academy

• Support Personnel, Teacher & Administrator Forums

• Steering Committees (eg Teacher Leadership, Principal

Leadership, National Board)

• Secondary School Reform

• Graduate Level Partnerships

Effective Leadership:Who Helps Us to Make it Happen ?

• Wallace Foundation

• The Academy of Health Sciences at Prince George’s

Community College

• Johns Hopkins, George Washington University,

University of Maryland, and Howard University

• Bowie State Aspiring Leaders Program

• Business Partnerships

• National Association of Elementary/Secondary School

Principals

• Maryland State Department of Education Break Through

Center

• Gates Foundation Teacher Effectiveness

• Learning Forward

Looking Ahead

Dr. Kevin Maxwell, CEO

Entry Plan

and

Transition Effort

Goal 1: Ensure teaching and learning produces

college- and career-ready students;

Goal 2: Build community trust in the school

system;

Goal 3: Create an organizational structure staffed

with a skilled team focused on teaching and

learning;

Goal 4: Align resources to system priorities; and

Goal 5: Establish a transition team to conduct a

review of the school system.