strong principal pipelines and teacher effectiveness
TRANSCRIPT
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Creating the Link: Strong Principal Pipelines and Teacher Effectiveness
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HCPS – large and diverse
Hillsborough County Public Schools 8th largest school district in the nation – 206,000 students Largest employer in Hillsborough County - 27,000 employees 142 elementary, 43 middle, 27 high schools, 3 K-8, 4 career centers, 47 charter schools
Includes dense urban core, as well as farmland and suburban 62% of students economically disadvantaged 25% of families speak language other than English
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Ensuring a Legacy of Student Success
We all win when our principals and teachers are empowered and provided with the right support.
And we all benefit when our students are better
prepared for college or a career. With these goals in mind, Hillsborough County Public
Schools is transforming the way we identify and train our aspiring and new leaders, through the Hillsborough Principal Pipeline.
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Teacher Evaluations: More Input, More Balance
Teacher evaluations more balanced, meaningful
30%
35%
Before
25%
40%
100%
Principal’s Written Evaluation
25%
25% 40%
10%
Student achievement – Value Added
Principal rating of 4B-4F
Peer rating of 1A-4A
Principal rating of 1A-4A
After
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100%
Area Leadership Director’s Written Evaluation
Student Achievement – Value Added
Gains by Level 1 & 2 Students
Effectiveness Rubric Before
0%
After
35% 25%
Principal Evaluation: More Input, More Balance
Other Factors
30%
15% 45%
10%
Principal Evaluation
Principal Evaluation: More Input, More Balance
30%
15% 45%
10%
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“You do not get high quality teaching in every classroom without principals functioning as instructional leaders. There will be pockets of excellence but it will not be taken to scale.”
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School Culture
Human Capital
Management School
Operations
Instructional Leadership
Domains of School Leadership
What do we expect of our principals in HCPS? What key levers drive teacher and student learning and school improvement?
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Supporting & Developing Future Leaders
The Hillsborough Principal Pipeline consists of four integrated components:
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Competency Based Interview Questions and
Role Plays / Scenarios for APs
and Principals
5 Year Vacancy Model
School Profile Leader Tracking System and Data
Improving Hiring Practices
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School Leader Selection Competencies
Instructional Leadership
• Achievement Focus • Instructional
Expertise
Organizational Leadership / School
Culture
• Culture and Relationship Building
• Problem Solving and Strategic Change Management
Human Capital Management
• Managing and Developing People
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Selection Competency Sample Instructional Leadership: Achievement Focus and Results Orientation Sets and Achieves Challenging Goals
Future Leader
Academy Assistant Principal Induction Program
Preparing New Principals Program
Principal Induction Program
Experienced Principal
Sets rigorous goals and growth targets for students in their classroom and is successful in meeting them.
Supports other teachers to plan rigorous growth targets for their students.
Consistently and collaboratively sets rigorous goals for teachers and teams, aligned to the school’s goals and SIP.
Plans rigorous growth targets for a number of students, monitors progress against goals, and has a track record of some success.
Establishes a rigorous, comprehensive system for whole school goal-setting and measurement of success; engages staff in closing gaps among student subgroups.
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Future Leaders Academy
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AP Induction Program
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Principal Induction Program
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Accelerating Principals’ Impact
0 1 2 3 4 5 6
Stud
ent A
chie
vem
ent
Time in Years
Typical Trajectory
Goal Trajectory
Accelerating the impact principals have on student achievement from their first year in the building
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Supporting District Priorities Through Coaching
Good to Great Performance
Targeted Coaching
Pipeline Programs (FLA, APIP, PNP, PIP)
Coaching SAM
Principals Principal PLCs
Professional Development
for School Leaders
(SREB, Fierce, Book Studies,
Summer Institutes)
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Coaching and Professional Development Post-Induction Program ALD (Principal Supervisor) Theory of Action
ALD Coaching
Principal Goals
Change in Principal Practice
Change in Teacher Practice
𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼 𝑖𝑖𝐼𝐼 𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝐼𝐼𝐼𝐼𝑆𝑆
𝐴𝐴𝐼𝐼𝐴𝑖𝑖𝐼𝐼𝐴𝐴𝐼𝐼𝐴𝐴𝐼𝐼𝐼𝐼𝑆𝑆
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School Administration Manager (SAM) Project
• Change of Principal Time Use Leads to:
SAMs: a simple idea to redirect the power of principals by changing how they spend time. The average US principal spends less than 24% of the day on teaching and learning. SAM principals spend the majority of their time improving teaching and learning by using a SAM, a person trained in business skills or current staff member, to take the lead on management duties. Coaches work with the principal to not only increase the time spent on instructional leadership but make it effective. Reflective practice is a key element of this process and leads to a far more collegial relationship between administrators, teachers and parents.
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On the Job Support for Principals
SAM Training 108 principals currently trained
School Leaders Network (TIF4 Principals & members of leadership team)
Instructional Leadership Teams and Florida Standards training for all principals
General courses related to school (offered every fall, spring and summer)
Job-embedded coaching (for all principals through coach or ALD)
Brown Bag Sessions (Available to all aspiring and current principals – operational topics)
TELL Inquiry Action Study Teams (Volunteer teams each year)
Power Institute (TIF3 Principals and members of leadership team)
Principal Institute in June (with key notes and break-out collaborative sessions)
Principal PLC in areas based on goals and learning plans
ED.S in School Turn Around for principals moving to high-needs schools
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• Successful and experienced APs serve as mentors in addition to their AP role.
• Trained through 10 training modules.
• Mentors meet monthly for 90 minutes with new Assistant Principals for the first 2 years.
• They shadow one another as part of mentoring sessions.
Coaching and Mentoring in the Pipeline Programs
• Successful and experienced principals serve as coaches and are released from their principal positions and coach full time.
• Year 1 Principals- weekly visits by Principal Coach for 90 minutes based on Principal goals.
• Year 2 Principals- bi-weekly visits by Principal Coach for 90 minutes based on Principal goals.
AP Induction Principal Induction
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University Partnerships
• Convening of six local educational leadership providers
• Ongoing partnership with two of the educational leadership providers
-Quality Measures Review (assess program quality) -Data Sharing (graduate placement and performance) -Program Improvements
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Pulling It All Together: One Common Vision
• Human Resource Capabilities
• Employee communications
• Performance Management System
RTTT EET WALLACE
• Curriculum Alignment
College and Career Readiness
Foundation of Support
Leadership and Teacher Development, Recruitment, Training, and Placement Leadership
and Teacher Evaluation
Value Added Achievement Results
Common Core State Standards
Career Ladder and Compensation
Helping students achieve by helping teachers excel
Stra
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Creating the Link: Strong Principal Pipelines and Teacher Effectiveness