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NCSL Early Learning Fellows: Developing Early Learning Leaders—Chicago 8.08.16

A World-Class Education, A World-Class City

From Coleman & Jencks to Chicago Consortium• 1960s: SES is prime contributor to student learning outcomes;

there’s little that schools can do (yet Head Start begins . . .)

• 1970s: “Effective Schools” research: successful high-need schools have successful leaders

• 1980s: A Nation at Risk launches 30 years of teacher ed reform

• 1990s: What Matters Most and the quality of classroom instruction (true for P-3, but what is instruction in ECE?)

• 2000s: From No Child Left Behind to a growing recognition of the impact of school leadership and ECE on student learning P-12

• 2010: Bryk, Sebring, et al. Organizing Schools for Improvement: Lessons from Chicago-- 5 essential supports for improving schools


Leadership and Learning Outcomes

• “Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school” (Leithwood, et al., 2004) (K-12)

• “Six years later we are even more confident about that claim” (Louis, et al. 2010)

• The limitations of such thinking: Bryk et al. 2010


CPS vs. Illinois XCPS: 2001 Grade 3

Kauerz & Coffman (2014): Framework (Cycle) (also 8 NAESP policy recs--both raise leadership expectations at every step)

• Cross sector work (governance, strategy, funding)

• Administrator Effectiveness (licensure, support for P-3)

• Teacher Effectiveness (supporting adult learning in schools)

• Instructional Tools (state role in standards, assessments)

• Learning Environments (achieved only via adult learning)

• Data-Driven Improvement (creating local & state systems)

• Family Engagement (one of the 5 essential supports)

• Continuity and Pathways (multiple ECE paths to success)

3A World-Class Education, A World-Class City

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2001 ILXCPS v. CPS: Reading & MathGrade 3 Grade 5 Grade 8

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2012: ILX CPS Vs. CPS--Reading & MathGrade 3 Grade 5 Grade 8

3rd Grade ReadingPercent Scoring At or Above Statewide Medians

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What happened?

1. Pre-school for all legislation (statewide)

2. Concerted effort to establish the most ambitious

school leader development pipeline of any urban

district in US (selection, treatment, assessment)

3. Extensive engagement of the funding community

4. The multiplier effect of school leadership

5. Research ongoing: From Chicago P-12 Preparation

to Illinois P-12 Principal Endorsement


:


Early Learning and Quality Instruction: What’s a State/District Leader to Do?

• PreK-3 education and school leadership as key levers

• Growth of Pre-K in and out of elementary schools and importance of quality ECE for later learning

• Quality PreK-3 as an organizational property of the school—instruction, integration, adult learning

• Developing/supporting school principals who “get it”: challenges at multiple levels of principal development

• Policy and resources for the field(s) at scale

A Short Bookshelf of Resources for LeadershipIn P-3 Education (First, the Science)

• Allen, L. & Kelly, B. eds. (2015) Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation. Committee on the Science of Children Birth to Age 8—Board on Children, Youth, and Families. Institute of Medicine and National Research Council. Washington, DC: National Academies Press. (www.nap.edu)

• Anderson A., Anderson, J., Hare & McTavish (2016) Language, Learning and Culture in Early Childhood. NY: Routledge.

• Shonkoff, J. P. & Phillips, D. A. eds. (2010) From Neurons to Neighborhoods: The Science of Early Childhood Development. Board on Children, Youth, and Families, National Research Council and Institute of Medicine. Washington, DC: National Academies Press.

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http://www.nap.edu)/

A Short Bookshelf (Policy and Practice)

• Goffin, S. (2013) Early Childhood Education for a New Era: Leading for our Profession. NY: TC Press.

• Heckman, James J. (2013) Giving Kids a Fair Chance (A Strategy that Works). Cambridge: Boston Review.

• Kauerz, K & Coffman, J. (2013) Framework for Planning, Implementing, and Evaluating PreK-3rd Grade Approaches. Seattle, WA: College of Education, UW.

• Ritchie, S., & Gutmann, L. (2014) First School: Transforming Prek-3rd

Grade for African American, Latino, and Low-Income Children. New York: Teachers College Press.

• Teale, W., Walski, M. et al. (2015) Early Childhood Literacy: Policy for the Coming Decade. Chicago: UIC Research on Urban Education Policy Initiative Brief. http://ruepi.uic.edu/early-childhood-literacy-policy-for-the-coming-decade/

• Zaslaw, M., Martinez-Beck, et al., eds (2011) Quality Measurement in Early Childhood Settings. Baltimore: Paul H Brookes Publishing.

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A Short Bookshelf (Organization and Leadership as Foundations for Learning)

• Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2010). Organizing Schools for Improvement: Lessons from Chicago. Chicago, IL: The University of Chicago Press.

• Bryk, A., Gomez, L. et al. (2015). Learning to improve: How America’s schools can get better at getting better. Cambridge, MA: Harvard Education Press.

• Kostelnik, M. J. & Grady, M. L. (2009) Getting It Right from the Start: The Principal’s Guide to Early Childhood Education. Thousand Oaks, CA: Corwin Press and NAESP.

• Leading PreK-3 Learning Communities: Competencies for Effective Principal Practice (2014) Alexandria, VA: National Association of Elementary School Principals.

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Your system, any system . . .

• . . . is perfectly designed to obtain the results you are obtaining (Carr, 2008)

• Our current system of public school inequity has to be disrupted if we are to produce different results

• School leader development & P-3 are key system components that can disrupt current outcomes

• (Could not have presented this material 10 years ago; it wasn’t there, in school leadership or PK-3)


Leadership and Learning Outcomes (implicit theory of impact)

• Bryk, Sebring, et al (2010) Organizing Schools for Improvement (5 Essential Supports)

• School Leadership (“and pick 2”)

• Parent Community School Ties

• Professional Capacity

• Student-Centered Learning Climate

• Instructional Guidance


Root Cause: Within-school Improvement

of Student LearningWithin-school Improvement of Student

Learning (explicit theory of impact)

Administrative

Leadership

Instructional

Leadership

TEAM

Organizational

Resources

(e.g. 5 Es, and

P-3

alignment)

Teaching/Instruction

Student

Engagement

and Learning

Cosner, 2014;Gamoran, et al., 2000; Sporte, et al., 2006


The PK-3/Leadership Nexus

• Growth of PreK in elementary schools and importance of quality ECE for later learning

– Carson School Principal in Chicago: “ I could not have done it without the PreK program” (NAESP 2015)

– Quality instruction, quality integration from 3 to 3rd

requires quality school leadership, CBO leadership

• P-3 education and ed org leadership as key levers

– Yet too often in separate conversations

– The need for intentional cross-sector work (Kauerz & Collins; NAESP)


Challenge: PreK-3 Leadership at scale requires change agency at key leverage points

Leadership ==> Org Capacity ==> Instructional Capacity

==>PreK-12 Student Learning

• Quality PreK as an organizational property of the school—instruction, integration, assessment, adult learning

• Developing/supporting school principals who “get it”: pushing down vs. pushing up (at scale: 100,000 principals, only 400 annually in Illinois)

• IHEs, districts, and state policy: turning ECE teachers into leaders AND turning leaders into Early Childhood Educators


Implications for state systemic approach

Kauerz & Coffman (2014): Framework (also 8 NAESP policy recs--both raise leadership expectations at every step)

• Cross sector work (governance, strategy, funding)

• Administrator Effectiveness (licensure, support for P-3)

• Teacher Effectiveness (supporting adult learning in schools)

• Instructional Tools (state role in standards, assessments)

• Learning Environments (achieved only via adult learning)

• Data-Driven Improvement (creating local & state systems)

• Family Engagement (yet another of the 5 essential supports)

• Continuity and Pathways (multiple ECE paths to success)


Leadership Challenge to School DistrictsNAESP: Leading PreK-3 Learning Communities--

• Embrace the Pre-K-3 Early Learning Continuum

• Ensure Developmentally Appropriate Teaching

• Provide Personalized Learning Environments

• Use Multiple Measures of Assessment of Learning Growth

• Build Professional Capacity Across the Learning Community

• Make Schools a Hub of PK-3 Learning for Families and Communities (Adult learning for staff and stakeholders)

WHY DISTRICTS? PRINCIPAL PREPARATION PROGRAMS ARE NOT SET UP TO PREPARE SUCH PRINCIPALS (AT LEAST NOT YET)


Implications for DISTRICT LEADERS

• “Good leaders don’t build followers; they build leaders.”

• True for principals as it is true for district leaders;

– Transformative principals need to build strong teacher leadership

– Effective district leadership needs to build strong principals systemically

• Current PK-3 disjunctures and misalignments must be addressed at both the building and the district level, “from the inside out”: providing necessary supports for high quality aligned instruction, which requires high-quality leadership


What would it look like to prepare such principals? UIC example:

• University/District Partnership: pre-service/inservice

• High selectivity for all program admissions

• Full-year paid residency leading to P-12 principal licensure

• Integration of research/theory with practice throughout

• The Early Learning default rule for all courses

• Three years of post-residency coaching in leadership roles

• Ed.D. program structure to support 4 – 5 years of leadership development (EXTERNAL FUNDING to build the model)

Sample Comp Exam on Teacher Learning

• In a document that is at least 15 pages in length but can be longer, provide compelling evidence that in your work setting (school or network role) this year, you are doing the following:

• Implementing a coherently explained plan for cycles of inquiry in your school to improve student learning outcomes and other school priorities,

• [P-3 literacy as one example of a school priority]

• engaging teacher teams in data-informed cycles of inquiry, demonstrating how you are developing the capacity of those teams to succeed

• showing how cycles of inquiry are used to build the organizational and instructional capacity of the school,

• with explicit attention to the planning, implementation, and assessment of teacher learning strategies.

Challenges to preparing P-3 leaders (at scale)

• Knowledge base? Not so much.

• Ron Edmonds, 1978: “We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.”

• Then what’s the problem? Leading, organizing, mobilizing for institutional change

:


OK—but how do we get there from here?

• “Change Agency in Our Own Backyards” Tozer 2015

• If we want educators to change their practices, then we will have to be change agents

• “Change agent”—Ken Benne et al. in OD literature

• Not everyone signed up for change agency

– Making a living

– Making a difference

– Making institutions change (“Changing the world”)


BUT: Your system, any system . . .

• . . . is perfectly designed to obtain the results you are obtaining (Carr, 2008)

• Some key steps in disruptive institutional change

– Secure “senior support” for focus on selected lever

– Convene stakeholders with adept process leadership

– Collaboratively examine the data and shape diagnosis

– Collaboratively recommend solutions & sustainability

– Communicate recommendations strategically and widely

– Seek administrative and legislative implementation


“Increases in math and reading achievement often double and quadruple the gains seen elsewhere.”

Chicago's gains also stand out in comparison to the state and the nation. A study by the Center for Urban Education Leadership at the University of Illinois at Chicago found that from 2001 to 2015, student growth in Chicago exceeded growth elsewhere in the state among all racial subgroups. On the National Assessment of Educational Progress . . . Chicago's trajectory has defied the declines reported in many other cities as well as the stagnating progress of the nation as a whole.

--Crain’s Chicago Business 6/15/16

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• “Change Agency in Own Backyards” (2015)

• Steve Tozer: [email protected]


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