Breakthrough Principals E-Book

Jean Desravines

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 586

Veröffentlichungsjahr: 2016

Beschreibung

Bridge the achievement gap with proven strategies for student success Breakthrough Principals debunks the myth of the 'superhero' principal by detailing the common actions and practices of leaders at our nation's fastest-gaining public schools. Based on the authors' Transformational Leadership Framework, which they developed through in-depth study of more than 100 high-gaining, high-poverty schools, the book distills findings into a practical, action-focused plan for diagnosing school needs and implementing structures, systems and practices that accelerate student achievement. Brought to life by case studies of principals who have led dramatic gains in student achievement, the book is a how-to guide for increasing the quality of teaching and learning; improving school culture; attracting and supporting high-performing teachers; and involving parents and community to help students achieve. You'll learn how breakthrough principals make the school's mission a real part of both strategy and practice, and set up sustainable systems that support consistent, ongoing improvement. High-impact practices are organized into five broad categories: learning and teaching, school-wide culture, aligned staff, operations and systems, and personal leadership. The primary job of school leadership is to help students succeed. It begins with first recognizing and prioritizing areas of need, then finding and implementing the most effective solutions. Whether you work in a turn around environment, or want to make a good school better, this book will give you a set of concrete practices--illustrated through examples of real principals in real schools--that have been proven to work. * Discover the primary drivers of student achievement * Work toward the school's vision in staffing, operations, and systems * Set the tone for all relationships and practices with good leadership Closing the achievement gap is a major goal of educational leadership, and principals are forever searching for viable methods that help them better serve their students. Breakthrough Principals unveils the details behind the success stories from across the nation to provide a roadmap to transformative gains.

Leseprobe

Table of Contents

Title Page

Copyright

Dedication

About the Authors

About New Leaders

Part One: Diagnosing Your School's Stages of Development

Introduction

The Transformational Leadership Framework in Action

Why Focus on the Work of the Principal?

What Is the Transformational Leadership Framework?

The Structure of the Transformational Leadership Framework

Stages of School Development

How to Use This Book

Notes

Chapter 1: The Stages of School Development

Overview of Stages

Putting the Framework to Work

Note

Chapter 2: Diagnosis and Action Planning

A Different Approach to School Planning

Case Study: The Four Steps of Planning

Next Steps

Notes

Part Two: The Transformational Leadership Framework

Chapter 3: Learning and Teaching

The Importance of Instructional Leadership

Lever 1: Aligned Curriculum

Lever 2: Classroom Practices and Instruction

Lever 3: Data

Lever 4: Student-Centered Differentiation

Next Steps

Notes

Chapter 4: School Culture

Lever 1: Shared Mission and Values

Lever 2: Relationships

Lever 3: Family and Community Engagement

Next Steps

Notes

Chapter 5: Talent Management

Why Managing Talent Matters

Lever 1: Recruitment and Onboarding

Lever 2: Instructional Leadership Team

Lever 3: Performance Monitoring and Evaluation

Lever 4: Professional Learning and Collaboration

Next Steps

Notes

Chapter 6: Planning and Operations

Lever 1: Goal Setting and Action Planning

Lever 2: Time Management

Lever 3: Budget

Lever 4: Community and District Relations

Next Steps

Notes

Chapter 7: Personal Leadership

Lever 1: Belief-Based and Goal-Driven Leadership

Lever 2: Equity-Focused Leadership

Lever 3: Interpersonal Leadership

Lever 4: Adaptive Leadership

Lever 5: Resilient Leadership

Next Steps

Notes

Part Three: A Role For Principal Supervisors and Coaches

Chapter 8: Principal Coaching Using the TLF

Building Alignment across the District

District-Level Strategies

Notes

Conclusion

Note

Appendix: The Principal's Tool Kit

Chapter 2: Diagnosis and Action Planning

Chapter 3: Learning and Teaching

Lever 4: Student-Centered Differentiation

Chapter 4: School Culture

Chapter 5: Talent Management

Chapter 6: Planning and Operations

Chapter 7: Personal Leadership

Chapter 8: Principal Coaching Using the TLF

Index

End User License Agreement

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Guide

Table of Contents

Begin Reading

List of Illustrations

Introduction

Figure I.1 Structure of the TLF.

Chapter 4: School Culture

Figure 4.1 Pyramid of Behavioral Interventions

List of Tables

Chapter 1: The Stages of School Development

Table 1.1 Sample TLF Table for Planning and Operations for Lever 3, Budget, and Action 1, Budget and Resources

Table 1.2 Behavioral Expectations

Table 1.3 TLF Analysis of LPS Richmond

Chapter 2: Diagnosis and Action Planning

Table 2.1 Lever 1: Goal Setting and Action Planning

Table 2.2 TLF Analysis of Jones Elementary School

Table 2.3 Key Findings for Jones Elementary School

Chapter 3: Learning and Teaching

Table 3.1 Lever 1: Aligned Curriculum: Action 1: Scope and Sequence

Table 3.2 Lever 1: Aligned Curriculum: Action 2: Units of Study

Table 3.3 Lever 2: Classroom Practices and Instruction: Action 1: Classroom Routines and Instructional Strategies

Table 3.4 Lever 3: Data: Action 1: Identifying Data Sources and Assessments

Table 3.5 Lever 3: Data: Action 2: Data Analysis and Action Planning

Table 3.6 Lever 3: Data: Action 3: Feedback on Progress

Table 3.7 Lever 4: Student-Centered Differentiation: Action 1: Interventions and Accelerations

Chapter 4: School Culture

Table 4.1 Lever 1: Shared Mission and Values: Action 1: Vision, Mission, and Values

Table 4.2 Lever 1: Shared Mission and Values: Action 2: Behavioral Expectations

Table 4.3 Lever 1: Shared Mission and Values: Action 3: Adult and Student Efficacy

Table 4.4 TLF Analysis of LPS Hayward

Table 4.5 Lever 1: Shared Mission and Values: Action 4: Social-Emotional Learning Skills and Supports

Table 4.6 Lever 2: Relationships: Action 1: Supportive Adult-Student Relationships

Table 4.7 Lever 2: Relationships: Action 2: Cultural Competency and Diversity

Table 4.8 Lever 2: Relationships: Action 3: Student Voice

Table 4.9 Lever 3: Family and Community Engagement: Action 1: Involving Family and Community

Chapter 5: Talent Management

Table 5.1 Lever 1: Recruitment and Onboarding: Action 1: Recruitment

Table 5.2 Lever 1: Recruitment and Onboarding: Action 2: Selection and Hiring

Table 5.3 Lever 1: Recruitment and Onboarding: Action 3: Staff Assignment

Table 5.4 Lever 1: Recruitment and Onboarding: Action 4: Induction

Table 5.5 Lever 2: Instructional Leadership Team: Action 1: Instructional Leadership Team Roles, Expectations, and Supports

Table 5.6 Lever 2: Instructional Leadership Team: Action 2: Teacher Leadership

Table 5.7 TLF Analysis of Expeditionary Learning School for Community Leaders

Table 5.8 Lever 3: Performance Monitoring and Evaluation: Action 1: Performance Expectations

Table 5.9 Lever 3: Performance Monitoring and Evaluation: Action 2: Observation and Actionable Feedback

Table 5.10 Lever 3: Performance Monitoring and Evaluation: Action 3: Monitoring Implementation

Table 5.11 Lever 3: Performance Monitoring and Evaluation: Action 4: Performance Evaluation

Table 5.12 Lever 4: Professional Learning and Collaboration: Action 1: Ongoing Professional Learning

Table 5.13 Lever 4: Professional Learning and Collaboration: Action 2: Collaborative Teacher Team Structures

Chapter 6: Planning and Operations

Table 6.1 Lever 2: Time Management: Action 1: Time and Schedule Review

Table 6.2 Lever 2: Time Management: Action 2: Master Schedule

Table 6.3 Lever 3: Budget: Action 1: Budget and Resources

Table 6.4 Lever 3: Budget: Action 2: External Partnerships

Table 6.5 Lever 3: Budget: Action 3: Facilities

Table 6.6 Lever 4: Community and District Relations: Action 1: Stakeholder Communications and Engagement

Table 6.7 Lever 4: Community and District Relations: Action 2: District Relationships

Jean DesravinesJaime AquinoBenjamin Fentonwith Lori Taliaferro Riddick and Jill Grossman

BREAKTHROUGHPRINCIPALS

AStep-by-Step Guide to Building Stronger Schools

Copyright © 2016 by New Leaders, Inc. All rights reserved.

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Cover image: © Kadir Barcin/Getty Images, Inc.

FIRST EDITION

For all the transformational school leaders with whom we have worked, who have inspired and informed us about what is truly possible for all children

About the Authors

Jean Desravines serves as chief executive officer of New Leaders, an innovative school reform organization that develops and supports highly effective leaders to turn around the nation's high-need public schools. He has more than fifteen years of leadership experience in education and community development, with a primary focus on improving outcomes for students in underserved communities. Before joining New Leaders, Jean served as senior counselor to the chancellor of New York City's public school system, the executive director for the Office of Parent and Community Engagement, chief of staff to the senior counselor for Education Policy, and director for Community Relations at the New York City Department of Education.

Jean serves as a board member for 100Kin10; America Achieves; his alma mater, St. Francis College; and St. Benedict's College Prep in Newark, New Jersey. He served on Governor Andrew M. Cuomo's Education Reform Commission and was been named to Forbes's Impact 30, recognizing the world's leading social entrepreneurs. Jean received a BA in history from St. Francis College and a Master's degree in Public Administration from New York University.

Jaime Aquino is the chief program officer for New Leaders. In this role, he oversees the design, development, and delivery for the organization's core programs, ensuring that participants acquire the essential leadership skills needed to build vibrant schools and advance student achievement. Prior to joining New Leaders, he held leadership positions in several major school districts, including deputy executive director for the Division of Instructional Support and local instructional superintendent for New York City, deputy superintendent of instruction for Los Angeles Unified School District, chief academic officer in Denver, and deputy superintendent in Hartford, Connecticut.

Jaime holds a PhD in curriculum and teaching from Fordham University. In 1990 he was named New York State Bilingual Teacher of the Year. In addition, he was featured in the videotape series Approaching the Vision of the National Council of Teachers of Mathematics (NCTM) Standards: A Videotape Series for Teacher Development.

Benjamin Fenton is cofounder and chief strategy officer at New Leaders. A recognized expert on the quality of principals, Ben leads New Leaders' human capital consulting initiatives, helping states and districts develop new policies and practices for principal evaluation and effectiveness. He is also responsible for the ongoing implementation of the New Leaders research agenda and programmatic evaluation. He co-led the development of New Leaders' Transformational Leadership Framework, identifying the school practices and principal actions found in high-gaining, high-poverty public schools.

Ben was a founding board member of Teach Plus, a nonprofit dedicated to retaining and developing great teachers who improve student achievement. He formerly worked as a consultant at McKinsey & Company, focusing on marketing and operational efficiency. Ben is a graduate of Harvard College and the Harvard Business School, where he received the Fiske award for excellence in teaching in the Economics Department.

Lori Taliaferro Riddick is executive director of leadership development for Cleveland Metropolitan School District (CMSD). In this role, she supports academic superintendents and aspiring academic superintendents by building individual and team capacity, facilitating successful implementation of the network and investment school strategy, and assessing the effectiveness and impact of each principal supervisor's work.

Prior to her work with CMSD, Lori was the executive director of policy and practice services at New Leaders. In that role, she managed the qualitative research project to identify the principal actions and school practices in schools that were realizing dramatic achievement gains, resulting in the Transformational Leadership Framework. Lori also developed and implemented evaluation tools for new principals and systems for multiple school districts, including the New Orleans Recovery School District and Newark Public Schools, and states, including Illinois and Louisiana. Based on these experiences, Lori created the New Leaders principal evaluation rubric as an example for other states and districts to use or adapt.

Lori received a BA in urban studies and an MS in education from the University of Pennsylvania.

Jill Grossman is a writer and researcher for New Leaders. She has conducted research for school districts and nonprofit organizations on principal training programs, school autonomy, and teacher teams. Before working in education policy, Jill spent fifteen years as an editor and writer for New York City news outlets, including City Limits magazine, insideschools.org, and a number of community newspapers. Her work examined the challenges and achievements that urban communities experience, particularly around housing, homelessness, schools, and politics.

Jill has taught graduate and undergraduate courses in journalism at New York University and Columbia University. As a GED teacher at community-based organizations and colleges, she created curricula that pushed her students to think, read, and write critically, and this curricular work was featured in the New York Times. She also served as president of the board of directors of a Montessori preschool in Brooklyn. Jill holds a master's degree in education policy from Teachers College, Columbia University, and a BA from Vassar College.

About New Leaders

Founded in 2000 by a team of social entrepreneurs, New Leaders is a national nonprofit that develops transformational school leaders and designs effective leadership policies and practices for school systems across the country. Research shows, and our experience confirms, that strong school leaders have a powerful multiplier effect, dramatically improving the quality of teaching and raising student achievement in a school. We have trained more than sixteen hundred leaders nationwide and have affected over 350,000 students. Students in New Leaders schools consistently achieve at higher levels than their peers, have higher high school graduation rates, and are making progress in closing the achievement gap. As New Leaders enters its second decade, we are broadening our work in order to reach more students with greater impact. Beyond training new principals, we are now developing transformative leaders throughout schools and school systems—from teacher leaders and assistant principals to veteran principals and district supervisors. We are also working with school systems to build the kinds of policies and practices that allow strong leaders to succeed in driving academic excellence for students.

Part OneDiagnosing Your School's Stages of Development

Introduction

Chapter One

The Stages of School Development

Chapter Two

Diagnosis and Action Planning

Introduction

AS A RECENT GRADUATE OF THE NEW LEADERS PRINCIPAL TRAINING PROGRAM, Janeece Docal was excited about her next step as the new principal of Powell Elementary School in Washington, DC. Thrilled to be working in a community where she had previously taught—some of the elementary school parents had been her students when they were in high school—Docal also had real trepidation given what she knew about the school. Powell had been labeled as “failing” for more than two years and had recently cycled through a number of principals. Parents were concerned about whether the school was meeting the needs of their children, almost all of them first-generation Americans. Before Docal started, they protested a district proposal to close the school; they wanted a good neighborhood school where they could be actively engaged and know that the many Spanish speakers in their ranks would be supported. They wanted a community school that worked.

Docal knew she needed to lead a dramatic transformation so that the school could deliver the outstanding education its students deserved. The big question was where to begin. She could focus on only a few priorities at once, but everything was essential. She knew she needed to first focus on areas that would deliver the greatest benefit for the students.

To find her answers, she spoke with staff, parents, and community members, asking what they hoped for the school's future, what was working well at Powell, and what needed to change. She and her staff also examined a variety of data, asking themselves: “What does a scholar leaving Powell need to know and be able to do?” The answers formed the basis for a shared vision for the school's future. Working backward from that vision, Docal's team looked at what practices the school already had in place that would advance that vision and what high-impact actions they could take to help the school improve in areas where it was falling short.