delaware academy for school leadership university of delaware jacquelyn wilson, ed.d. delaware...

Delaware Academy for School Leadership • University of Delaware

Jacquelyn Wilson, Ed.D.Delaware Academy for

School LeadershipUniversity of Delaware

Delaware’s Cohesive Leadership System


Leadership

1. Leadership matters

2. In difficult times, leadership matters even more.

3. In periods of significant organizational transition, leadership is the major controllable factor in explaining organizational performance.


Leadership

4. Instructionally-focused and change-

oriented leadership are especially

effective frames for education.

5. Team leadership seems to offer promise

for enhancing organizational performance.

6. Assessment provides a strategic leverage

point for strengthening leadership.

--Joseph F. Murphy, Learning Centered Leadership, Vanderbilt University 2007


Putting the Pieces Together—A Cohesive System


Principles of Delaware’s Cohesive Leadership System

Delaware School Leader Standards

State and District Policies




State and District Policies

Conditions of Work


Conditions of Work

Assessing School Leader EffectivenessEvaluation

School Boards and Public EngagementGovernance

Salary, Resources, and Multi-Year ContractsIncentives

Distributed Leadership, Use of Time, and SuccessionRoles and Responsibilities

Continuum from Aspiring to RetiringProfessional Development




State and District Policiesevaluation • governance • incentives

roles and responsibilities • professional development




CAREER TIMELINE CAREER TIMELINE

internshippreparation

LICENSURE

education



C E R T I F I C A T I O N





internship

accreditation/program approval

preparation

LICENSURE



education

C E R T I F I C A T I O N





induction/residency

professional development

internship


preparation

LICENSURE



education

R E L I C E N S U R E

MentoringC E R T I F I C A T I O N





induction/residency

professional development

internship


preparation

LICENSURE



education

R E L I C E N S U R E

Mentoring MentoringC E R T I F I C A T I O N


From Standards to Improved Teaching and Achievement

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Standards Training Conditions

Standards (State Role)Delaware has determined what leaders need to know and do to improve instruction and learning by adopting national standards (ISLLC).

Standards (District Role)Delaware has set clear expectations, aligned to state standards, of what leaders should do to improve teaching and learning.



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Training (State Role)All Delaware training programs are aligned with the Delaware School Leader Standards, respond to local district needs, and reflect the realities of the job.

Training (District Role)Delaware 1) collaborates with the University of Delaware, Wilmington College, and Delaware State University to provide high-quality, job-relevant leadership prep aligned to the standards and 2) provides continuing professional development and support to new and practicing principals.



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Conditions (State Role)• Delaware provides the necessary data to inform leaders’

decisions.• Delaware enables flexible use of resources (people, time,

money) to meet all students’ needs.• Delaware holds school leaders accountable for student

achievement.



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Conditions (District Role)• Delaware has established hiring, evaluation, and

succession policies and practices that reinforce standards and district learning goals.

• Delaware has given principals the authority and incentives to be instructional leaders.

• More resources are being allocated according to students’

learning needs.

which supports…



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Effective School Leadership – Principals who…• Establish high expectations for all students.• Use data and other means to diagnose shortfalls in

instructional effectiveness and implement plans to strengthen instruction.

• Focus attention on improving instruction.and School leadership teams that… Plan,

implement,and evaluateimprovements

ininstruction forall students.



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…and contributes toImproved Teaching and Student Achievement• Significantly improving high-needs schools• Closing the achievement gap• Lifting achievement of all students to meet high

expectations


1. Standards

Delaware’s CLS scaffolds on the ISSLC National

Standards for School Leaders.

• Professional growth experiences aligned to the school leader standards and tied to licensure renewal


Standards

The Delaware Performance Appraisal System for

assessing school leader effectiveness is aligned

to the Delaware School Leader Standards.

1. Vision and Goals

2. Culture of Learning

3. Management of Learning

4. Professional Responsibilities

5. Student Improvement


Standards

State approval of university preparation programs is contingent on the alignment of the Masters and Doctorate in School Leadership Programs with Delaware’s School Leader Standards

• University of Delaware• Wilmington University• Delaware State University


2. Developing Policy

• Advisory Committees convened to provide input and to make policy recommendations:

– Recruitment and Retention of School Leaders– Minority Recruitment and Retention of School

Leaders– Working Conditions for School Leaders– Professional Development Continuum for

School Leaders


2. Developing Policy

• Advisory Committees convened to provide input and to make policy recommendations:

– School Leader Professional Development Continuum

– National Certification for School Leaders– Career Path for Teacher Leaders


Developing Policy

• Policy recommendations are shared and prioritized at the annual Policy and Practice Institute

• Policy recommendations are provided to the Secretary of Education and to the Executive Director of the Delaware Association of School Administrators to for their legislative agenda


3. Engaging the Right People

Bringing the right people together, with a commonvision, focused on specific goals…over and overand over until the work is done.


Stakeholders

HigherHigherEducationEducation

PrincipalsPrincipals

StateStateBoardBoard

LegislatorsLegislatorsSecretary ofSecretary of EducationEducation

BusinessBusinessLeadersLeaders

LocalLocalSchoolSchoolBoardsBoards

SuperintendentsSuperintendents

OrganizationsOrganizationsDASA, DPA,DASA, DPA,DASL, DSBADASL, DSBA

DOEDOEStaffStaff

CluelessHaveIdea

Knowledgeable

Involved

Engaged

HaveImpact

PROGRESS CONTINUUM


CCLLUUEELLEESSSS

IIMMPPAACCTT

EENNGGAAGGEEDD

HHAAVVEE

IIDDEEAA

KKNNOOWWLLEEDDGGAABBLLEE

IINNVVOOLLVVEEDD

HIGHEREDUCATION

PRINCIPALS

STATE BOARDSECRETARY OF

EDUCATIONLEGISLATORS

LOCALSCHOOLBOARDS

SUPERINTENDENTS

STAKEHOLDERSSTAKEHOLDERS

PROFESSIONALORGANIZATIONS

DOESTAFF


Putting the Pieces Togetherto Form DCLS


4. Multi-Dimensional Interlocking Pieces

StandardsState and District

Policies

• Conditions of Practice– Training– Performance Evaluation– Governance– Roles and

Responsibilities– Incentives

• Career Path

• Pre-Service Preparation

• Licensure and Certification

• Mentoring

• Succession Planning

• Distributed Leadership

• Data Warehouse


Career Continuum


Advisory and Focus Groups

• Advisory group that provided recommendations for professional growth including:– Coaching for new principals– Induction years one-three– Incentive for mid and senior career level

school leaders


Principal Focus Groups

• 6 regional focus groups– School leaders with less than 3 years– School leaders with more than 5 years– Nominated by the superintendent

Purpose: To gather feedback from practitioners to be shared with the Advisory Committee working on recommendations related to the professional development continuum


District Succession Planning

• Appoquinimink• Indian River• Woodbridge• Caesar Rodney• Brandywine• Christina• Laurel • Sussex Academy for Arts and Sciences• Wilmington Charter School• Capital


Career Continuum


District Succession Planning

During the 2006 – 2007 school years, out of the 81 candidates involved in Succession Planning, 11 are now in leadership positions. From June 2007 until January 2008, an additional 6 candidates have assumed leadership positions, either as assistant principals or principals. Of these six, four are minority candidates.


TEACHER LEADERSHIP PROGRAM

Delaware is working with a consortium of five states to develop a teacher leadership program that could also become an alternative routes to certification program

–Delaware–Kansas–Ohio–Alabama–Kentucky


Distributed Leadership

Providing opportunities for teachers to share leadership authority and responsibility with a focus on instruction


DL Training

• Team Building and Conflict Resolution• SREB Working as a Team• Marilyn Katzenmeyer- “Awakening the

Sleeping Giant”• ASCD What Works in Schools• Jim Spillane-Distributed Leadership• Coming Soon- Learning Focused

Strategies and Smart Teams



• Appoquinimink– Redding Middle

• Indian River– Selbyville Middle– Sussex Central High School

• Seaford– West Seaford Elementary– Seaford Middle



• New Castle County Vo-Tech• Delcastle High school• Hodgson High School

• Milford School District• Milford High School

• Red Clay School District• H.B. DuPont Middle School



• Christina School District• Gauger Cobbs Middle School• Kirk Middle School• Shue Medill Middle• Christina High School• Newark High School• Glasgow High School



• Sharon Brittingham, Coordinator and Coach

• Dave Sechler-coach• Sara Wilkerson-coach• Kae Keiser-coach• Linda Rogers-coach**new• Shannon Wilson-facilitator


Pre-service Preparation Programs

• University Programs– Alignment to state standards for school

leaders– Monitoring of quality using a “critical friends”

model– Advisory meetings with school leadership

faculty and school/district practitioners– Training for school leadership faculty– Redesign of programs– Internships with district partnerships and

placements


Revised Licensure and Certification System

• License and certification tied to credentialing, mentoring/coaching, performance evaluation and professional development


National Certification for School Leaders

• Incentive for mid-senior level school leaders

• High quality professional development• Incentive for performance


Mentoring & Developmental Assessment Center

• A state-funded coaching/mentoring program that includes:– State-funded coaching for new principals – Use of the Performance Planning Worksheet– Training for coaches provided by the New York

Leadership Academy

• A Developmental Assessment Center for aspiring and new assistant principals and principals– No cost to districts– Simulation, roles plays, post-conference feedback


Executive Leadership Program-UVA

Collaboration with the Department of

Education and the following district:WoodbridgeChristinaNew Castle County Vo-TechLake Forest Indian River


Executive Leadership and the Balanced Scorecard

• One of the requirements of participation was the development of a balanced scorecard. In essence, the goal was to develop a systemic approach to taking a usually static strategic plan and turn it into a dynamic plan that becomes a measurement tool, a communication tool, and a strategic management tool. The State, with the assistance and guidance of this partnership, has developed a system that not only transforms a strategic plan into an action based process but connects common measures across the state, district and state. The system is called the Education Success Planning and Evaluation System. This system is web-based and will allow our nineteen school districts and seventeen charter schools to take their current strategic planning document and transform this into a success plan that outlines goal, objectives connected to the strategies and resources that support those activities.


Governance

• Implication Training for School Districts and Boards

• Public Engagement


Correlates of Achievement

• Working with school teams and school leaders to look at factors that influence student learning– Discipline data– Teacher quality data– Access to the curriculum


SAMS Study

Determining How School Principals and Assistant Principals Use Their Time

Management Instruction


Vision 2015 Executive Leadership Program

• Research – School leaders behaviors– First and second order change– Change leadership

• Roles and Responsibilities– Job descriptions– Use of Time

• Conditions of Work– Positional model– Allocation of resources

• Alignment of leadership responsibilities to influence student achievement– Professional development needs


Vision 2015 and Executive Leadership Training

• The Delaware Academy for School Leadership in collaboration with the DOE provided training to the following districts and charter schools:

• Appoquinimink• New Castle County Vo-Tech• Kuumba Academy• MOT Charter School• Indian River• Capital


The Pieces Interlock• Professional development required for license

renewal

• State-funded mentoring/coaching program aligned to the performance-evaluation system and the professional development continuum

• University programs aligned to the standards and district partnerships


The Pieces Interlock

• Performance Evaluation System that impacts district hiring practices and succession planning and alignment to mentoring program.

• Executive Leadership Training—state to district to school to classroom, all focused on student achievement and sharing progress using a balanced scorecard


System Continues to Need Work

• Coaching/Mentoring Program redesign—based on what we have learned through The Wallace Network

• University school leadership programs must continue to evolve and deepen—focus on driver behaviors during internship

• Data-informed decision-making—using Delaware’s data warehouse with school leadership teams

• Implications of SAM Study—how school leaders are using their time

• Districts must strengthen succession planning models


Leadership For Learning

….leadership is all about organizational improvement; more specifically, it is all about establishing widely agreed upon and worthwhile directions for the organization and doing whatever it takes to prod and support people to move in those directions…..it is very simple, then; it is about direction and influence.”

--Leithwood, Day, Summons, Harris, Hopkins, Successful School Leadership, 2006


Would you tell me, please,” said Alice, “which way I ought to walk from here?”

“That depends a good deal on where you want to get to,” said the Cat.

“I don’t much care where,” said Alice.

“Then it doesn’t matter which way you walk,” said the Cat. “…so long as I get somewhere,” Alice added as an explanation.

“Oh, you’re sure to do that,” said the Cat, “if you only walk long enough.”

---from Alice in Wonderland, by Lewis Carroll


Delaware’s leadership journey… the road less traveled


Questions

delaware academy for school leadership university of delaware jacquelyn wilson, ed.d. delaware...

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