singh forseth acsa summit 2013
TRANSCRIPT
Welcome District Leadership Practices that Contribute to Principal EffectivenessACSA Leadership Summit ~ November 2013
Presented by Eric Forseth and Candace Singh
Fallbrook Union Elementary School District
Today’s Objectives
By the end of today’s session, participants will:
recognize the importance of clarity and alignment in district beliefs, expectations, and practices.
learn and apply proven research-based practices to direct, support, and develop site principals.
About FUESD...
FUESD: Avocado Capital of the World
★5,300 Students★600 Employees
★8 Schools★ 4 ~ K-6th Grade Schools★ 1 ~ 7-8th Grade Jr. High School★ 2 ~ K-8th Grade Schools ★ 1 ~ Home School Program
Demographics57% Hispanic/Latino - 35% White - 8% other 30% English Language Learner - 63% Free/Reduced Lunch
Academic Growth Site 2013 API 2 Year Growth
District 835 +33 Fallbrook Street 801 +76 William H. Frazier 803 +19 Iowa Street 897 +43 La Paloma 873 +67 Live Oak 796 +13 Mary Fay Pendleton 887 +14 Potter Jr. High 812 +27 San Onofre 888 +26
Suspension-Expulsion RateYear to Date Reduction of 80%
2012/13: (70) 2013/14: (14)
Our Amazing TeamTeamwork Makes the Dream Work
Research on District Leadership that Supports Principal Effectiveness
Effective District Leaders...
Provide direction.
Provide support.
Provide development and opportunities for learning.
Three Key Findings
Providing Direction
FUESD Blueprint for Student Success
Principal Expectations and Goal Setting
Providing Direction
“Clarity in direction and focus supports me as a principal. When the direction and the goals of the District are clear to me, and I have the autonomy and the trust to do my job, I
can be successful. I know that when I have difficult conversations with teachers and parents, I have my
Superintendent’s support because I am in line with the District's direction and focus on achievement.”
Leonard Rodriguez2013 MIddle Grades Principal of the Year
San Diego County
Fallbrook Union Elementary School District Blueprint for Student Success
Culture of Achievement for All
• Core Beliefs Among All Staff o All students will learn. o Success breeds success. o We control the conditions of success.
• Two Focused Achievement Goals o Students will increase a minimum of one
performance band a year until advanced
o English Learners will increase a minimum of one proficiency level a year until reclassified
• High Expectations for Staff and Students
• Leadership Development for Students and Adults
• Professional Learning Community
• Safe and Orderly Environment
• Parent Involvement
Systematic Implementation of:
• Standards Based Curriculum o Guaranteed and Viable o Program Congruency o Instructional Timelines o English Language Development
• Common Instructional Framework o Direct Interactive Instruction (DII) o Accelerating the Achievement of English
Language Learners
• Assessment and Data Analysis o On-Going, Formative and Summative o District, School, Grade, Teacher, and Student
• Collaboration o Purposeful, Data-driven o Common Planning Time o Grade Level Planning Days
• Intervention o Defined Placement Criteria o Strategic and Intensive Levels o Consistent Small Group Instruction o Extended Learning Time
• Professional Development o Focused on Student Achievement Goals
FUESD Guiding Principles
All students will learn.Success breeds success.We control the conditions of success.
Our beliefs guide our work.
What conditions do we control?FOCUS • ALIGNMENT
EXPECTATION • OPPORTUNITY
We control the conditions of success.
Focus: Student achievement goals
Alignment: Programs, practices, procedures, and policies
Expectations: “What we expect is what we get.”
Opportunity: Creating the conditions for people to be their best
Focus: Student AchievementStudents will increase a minimum of one performance band every year until advanced.
English learners will increase a minimum of one language proficiency level per year until reclassified.
Providing Direction ThroughHigh Expectations for Staff and Students
“In the last two years, we have made dramatic changes to our work and our focus on student learning. The message always
is, ‘We want you to be better than you are now,’ and that expectation is followed up with support and training. This is
very clear to our principal group. We all know we are expected to lead our schools in a way that brings success to students -
that has brought focus to our work.”
Lilly PerezPrincipal ~ 6 Years
Explicit Communication of High Expectations
Teaching Effectiveness
School and Classroom Environments
Professional Behavior
Providing DirectionPrincipal Expectations and Goal Setting
Principal Expectations and Goal Setting
“Principals are expected to lead the effort in creating the culture and systems outlined in the FUESD Blueprint for
Student Success, resulting in increased achievement for all students.”
Principal Goals
Goal 1~Systematic Implementation of:Standards-Based Curriculum and Assessment
Common Instructional Framework
Principal Goals
Goal 2 ~ Culture of Achievement for AllHigh Expectations for Staff and Students
School and Classroom Environment
College Going Culture Strategies
Leader in Me - Leadership Development
Principal Goals
Goal 3 ~ Developing Leadership CapacityEncourage, inspire, and support self and others to higher levels of performance, commitment, and motivation
Your Reflections on LeadershipProviding Direction
Effective District Leadership
Providing SUPPORT to Principals
Providing Support
CommunicationPhone calls, texts, email and visits
Newsletters
Resources
Team Development
Recognition
“Our research and practically everyone else’s on the subject, clearly shows that people perform significantly more effectively when their leaders treat them with dignity and respect, listen to them, support them, recognize them, make them feel important, build their skills, and show confidence in them.”
A Leader’s Legacy By Kouzes & Posner
Providing Support Through CommunicationPhone Calls, Texts, Email, and Visits
“Communication more than anything has been my biggest support. Being
able to have those personal conversations and having a relationship
with my District Leaders supports me as a principal and helps me to be
effective in my job.”
Leonard Rodriguez, Principal Potter Jr. High School
E-Newsletter
Providing Support Through
Resources
Personnel, facilities, equipment, money, etc.
On-Site Instructional CoachesInstructional leadership is a TEAM effort.
Providing Support Through Team Development
Team Development:Leadership Retreats
Team DevelopmentBuilding Personal Relationships Between Site and District Leaders
Team Development Gratitude BBQ
Support Through RecognitionAwards, Board Meetings,Twitter, Outside Visitors
Outside Visitors
Your Reflections on LeadershipProviding Support
Effective District Leadership:Providing DEVELOPMENT for Principals
“Only now have I had the experience of intentional development of me as a leader and doing it collectively as an organization. In my past experiences in other districts, we did a lot of ‘one shot’ training with no follow through. When training is not aligned to the goals or when it is not followed through, it sends a message to the organization that it is not important.
My current District Leaders know that leadership development is an investment in the system and everything is aligned to the District's goals to raise achievement.”
Jeff King, PrincipalFallbrook Street SchoolExperience: 20+ Years
Developing Principals
Professional Development
Book Study
Meeting Structures
Classroom Walk-Through Teams
Leadership Development for Principals (and Assistant Principals)
Inside: Consultants and District Leaders
Outside: Conferences and Academies
District Initiatives: All Staff and Leaders
Leadership Development Initiatives Instructional Framework:
Direct Interactive Instruction Accelerating the Academic Achievement of English Learners
Data Analysis Process and Protocols
Professional Learning Communities
Instructional Observation and Conferencing
Positive Behavior Intervention and Support (PBIS)
Technology: Apple, Google
CA Common Core State Standards
Instructional LeadershipBringing congruency to instructional conferences
Book Study
Meeting StructuresPrincipals Council
Our Vision for Student Learning
Teamwork
Instruction
Assessment
Learning Environment
Intervention and Extension
FUESD “Teachable Point of View”Teamwork
“Successful teams share a common belief in the academic and social potential of every student. Effective teamwork is
purposeful, goal oriented, and built on open and honest communication between people who believe in the work they are doing. Team members are accountable to one
another, reflective about their work, and committed to each
other’s success in improving student learning.”
Classroom Walk-Through Teams“You can’t coach from the locker room.”
~Malachi Pancoast, The Breakthrough Coach
Walk-Through Teams Site and District Level Leaders
Your Reflections on LeadershipProviding Development
Inspiring GreatnessOur job is to create the conditions in which our site leaders can be fulfilled, effective, and successful in their work.
All Systems GoCollective Capacity at the School and District Level
“As successful strategies and extraordinary efforts become routine, improved performance gathers momentum. Success breeds success among collaborating schools with shared alliance. At some point it reaches a critical level where so may schools are moving this way, and supporting each other, that it becomes almost self-sustaining.”
Michael Fullan (2010)
Contact Information:Eric Forseth, Associate Superintendent
Candy Singh, [email protected]
Twitter: @supsingh