OVERVIEW & UPDATECADEA/MCEAP Conference: Advancing Leadership

Preparation Conversations on Policy & Practice Innovations

Joseph P. FreyJanuary 29, 2010 Robert B. McClure

To create a world class system of school leadership . . .

Centered on student learning, and . . .Built on research-based actionable

behaviors and practices . . .To positively impact teaching and

learning . . .At every phase within the leadership

continuum.

To support the growing body of research which recognizes the strong correlation between:

School Leadershipand

Student Learning

Leadership is second only to classroom instruction among all factors that influence student outcomes

Leadership effects are usually largest where and when they are needed most

Principals and superintendents are being admonished to be “instructional leaders” without much clarity about what that means

1. A Common Set of Leadership Standards2. Pre-Service Programs for School Leaders3. Professional Development for School

Leaders4. Performance Evaluation for School Leaders5. Program for Aspiring Superintendents6. Support from Superintendents Statewide

Adoption of ISLLC Leadership Standards

to serve as the foundation for:

• leader preparation programs• professional development• leader performance evaluation• aspiring superintendents program

Transform College/University Leadership Programs

Base programs on ISLLC Standards Apply research-based effective program

elements Integrate theoretical and practical knowledge Require an authentic, full-time internship Focus on teaching and learning Require collaboration with high need schools

Bank Street CollegeBaruch College in partnership with

Brooklyn College and Lehman College

Fordham UniversitySUNY OswegoSUNY Stony BrookSyracuse University

Goal: Develop a Network of Regional Leadership

Academies

• One Academy in Each JMT Region

• One Academy in Each of the “Big Four” Buffalo - Syracuse - Rochester -

Yonkers

A “Working Group” selected by: School Administrators Association of N.Y. State

(SAANYS)Council of School Supervisors and Administrators

(CSA)New York State Council of School Superintendents

(NYSCOSS)

Purpose: To identify the “design elements” and “components” for a school leader evaluation system

Based upon:• Research, best practice, and experiential

learning• ISLLC Leadership Standards

Focused on:• The advancement of learning• Evidence-based indicators of student,

teacher, and leader growth

The Leadership for Educational Achievement Foundation (LEAF) will take responsibility for this initiative on behalf of NYSCOSS (THE COUNCIL).

Goal:

To develop a statewide system to provide relevant information and research for superintendents regarding the CLS in terms of its design, implementation and need for their support.

Review of Key Components

1. Enhanced collegiate leader preparation programs

2. Leadership academies statewide providing quality P.D. to practicing school leaders

3. An evaluation system tied to professional growth and student learning

4. Quality programs to train future superintendents5. Understanding and active support from N.Y.

State’s superintendents

1. Adopting standards and assessments that prepare students to succeed in college and the workplace and to succeed in the global economy

2. Building data systems that measure student growth and success, and inform teachers and principals about how they can improve instruction

3. Recruiting, developing, rewarding and retaining effective teachers and principals, especially where they are needed most

4. Turning around our lowest-achieving schools

Part A: State Success Factors-State reform agenda articulated 5 pts.-MOU’s of support from districts 45 pts.-Broad support for achievable goals 15 pts.-Capacity to implement demonstrated 20 pts.-Support for Implementation 10 pts.-Progress on 4 Reform Areas evident 5 pts.-Gains in student achievement evident 25 pts.

TOTAL: 125 pts.

Part B: Standards and Assessment-Participation in state consortium to develop and adopt common standards 40

pts.

-Plan to develop high quality assessments via consortium 10 pts.

-Support for transition to new standards 20 pts.

TOTAL: 70 pts.

Part C: Data Systems

-Statewide longitudinal system in place 24 pts.-Plan for accessing State data 5

pts. -Plan for using data to improve instruction

18 pts.

TOTAL: 47 pts.

Part D: Great Teachers and Leaders-Creating quality pathways for teachers and principals

21 pts.-Improve teacher and principal 58 pts. performance based on evaluation-Equitable distribution of effective teachers and principals 25

pts.-Improve effectiveness of teacher and principal preparation programs 14 pts.-Provide support for teachers and principals 20 pts.

TOTAL: 138 pts.

Part E: Turning Around Schools

-State authority to intervene 10 pts.

-State “turn around” plan in place With ambitious, yet achievable annual targets

40 pts. TOTAL:

50 pts.

Improve teacher and principal performance based on evaluation

MOU’s of Support from districts Common Standards Adopted

Turning around the lowest achieving schools

NOTE: Next item drops to 25

points

58 points

45 points

40 points

40 points

1. National Standards2. Innovation, Collaboration and Competition

(new pathways and program providers)3. Emphasis on teacher and principal evaluation

systems tied to student achievement4. Compensation tied to student achievement5. Improving teacher and leader preparation

programs (tracking performance of graduates)6. Use of data to improve instruction7. Support for principals as instructional leaders

Recruitment proactive plan in place to secure desired

candidates Selection: Candidates demonstrate: intent to be school leaders prior leadership experience excellence in teachingCurriculum ISLLC based/coherent scope & sequence reflects research on effective leadership and

school improvement and best practice

Clinical Work anchors the program and woven throughout developmental, with increasing

responsibilities progressing to independent leadership

features authentic leadership work (not passive activities)

is aligned with the school year and the time-flow of leadership responsibilities

is tightly linked to classroom learning experiences

Internship supervised by a highly qualified school

leader and a faculty advisor considerable length and intensityFaculty maintain close contact with schools includes a balance of theoretical and

practical experiences recency of highly effective leadership

experience includes educators from partner districts

Instruction reflects deep understanding of learning features effective instructional practices makes appropriate use of technology emphasizes the development of higher order

skillsCandidate Assessments reflect best practice in measurement scaffolded on authentic conditions of

leadership and problems of practice more than a collection of course grades 

Program Structure and Delivery promote supportive learning structures for

students integrate and make technology available community of practice among students and

faculty timely program completion learning experiences occur during the school day link students with excellent mentorsPartnerships practitioner partners are meaningfully involved in

all dimensions of the program

Program Evaluation important and well planned dimension uses best practice of program evaluation

and assessment measures institutional performance across

a variety of desired outcomes provides performance feedback for

changing the program ensures that evaluation data are directed

to strengthening the program

Contact Information:

Joseph P. FreyDeputy Commissioner for Higher Education, NYSEDJFREY@MAIL.NYSED.GOV

Robert B. McClureWallace Cohesive Leadership System Grant

Directormcclure@nyscoss.org