Effective Leaders Improve Schools

University Council of Educational Administrators

Alexandria , VA

November 17, 2007

Gail Ward, Chief Officer

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OPPD Mission

Effective leadership is at the core of improving and sustaining the quality of education for all students. Focusing on principal competencies that are performance-based and results-oriented, the mission of the Office of Principal Preparation and Development is to develop and ensure high quality school leadership by

identifying and developing aspiring principals to meet the challenges of a CPS principalship;

developing and supporting new principals; and

providing continual development opportunities

for experienced principals.

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Initial Priorities - OPPD

Revise policy on principal selection for the Chicago Public Schools

Assess candidates in existing pool for baseline of readiness

Establish rigorous performance assessments for eligibility process

Establish district expectations and standards for leadership development and support Principal preparation programs Mentoring of aspiring and new principals

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Develop and Articulate a Belief System through Voice and Actions

Engage and Develop Faculty

Assess the Quality of Classroom Instruction

Facilitate and Motivate Change

Balance Management

CPS Principal Competencies

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The CPS Principal Competencies

The CPS Principal competencies help us to:

Shape the curriculum of the approved principal preparation programs

Identify candidates with the skill sets that will support their early success in the principalship

Build the level of proficiency applied to accomplishing school improvement goals by incorporating the CPS Principal Competencies into the principal evaluation process.

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The CPS Principal Eligibility Process

Application

Submit college degree transcripts and Type 75

Online Writing Assessment

Self-Assessment and CPS Principal Competencies Portfolio

Individualized Program of Study

Exam on Board Policies

Oral Interview

Background Check

Eligible

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Project Goal 1: To address coherence and quality control issues across principal preparation and development components.

Project Goal 2: To strengthen the effectiveness of professional development and on-site support through mentoring and coaching of aspiring and beginning principals.

Project Goal 3: To provide intensive experiences to foster leadership development and school improvement through the second year of the principalship.

Effective Leaders Improve Schools

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ELIS Qualitative Objectives

1. To implement a rigorous coherent

process of coursework and supported site-based internship to prepare candidates for principal eligibility and effective school leadership.

2. To prepare a customized development

program with continuing school-level support for first and second year principals in the Chicago Public Schools.

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ELIS Quantitative Objectives

1. ELIS program completers (projected

as approximately 100 individuals per year) will fill vacant principal positions in 82% of 136 high need schools with vacancies in fiscal years 2007 and 2008.

2. New school leaders developed under

ELIS will have a measurable impact on student achievement, as evidenced by greater than average district gains on state and national tests.

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New Principal Support Model

One-to-One Site-Based Mentoring provided by active and retired principals

LIFT – Fixed Induction Curriculum

Innovative Professional Development Offerings – Kellogg, PTLI, Quality Continuous Improvement Pilot, Shared Book Study Sessions, Instructional Leadership PD Series

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Mentor Principal Support

75 Mentor Principals supported by a

Mentor Principal Institute hosted twice annually focusing upon:

Four Phase Mentoring Cycle –

Dr. Lois Zachary

Blended Coaching – Gary Bloom

OPPD- CPS Principal Competencies

Mentor Coaches (4)

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Program Evaluation / Dissemination

CREP – Survey New Principals, Aspiring Principals, Mentor Principals

Mentor Impact Statement

Interviews Induction Mentor Principals

New Principals

Aspiring Principals

Internship Host Site Mentor Principals

Conference Presentations

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Accomplishments / Celebrations

Established goal driven instructional focus Every mentor totally committed to supporting the

success of the new principals Integrated the CPS Principal Competencies into the

mentoring framework High degree of principal satisfaction with mentoring

support Began establishing a common vocabulary around the

practice of mentoring and coaching Established entry criteria for mentoring Highly cost-efficient delivery system Increased CPS / OPPD visibility as a leader in support

for new principals

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Limitations / Lessons Learned Mentoring Support was “un-even” in Chicago.

Managing schedules between active and new principals presented significant

challenges Accountability – Low Mentor Impact Completion Rates Capacity of Mentors to integrate the CPS Principal Competencies and apply core

mentoring practices was inconsistent High level of variation in the amount of time that mentors were available to

principals Little opportunity to influence induction year curriculum for new principals

Redundant Topics No opportunity for Learner Choice Limited coordination between induction curriculum and mentoring support

LIFT sessions exacerbated the amount of time that first year principals spent out of the building

Limited opportunities for mentors to share experiences and receive support Limited OPPD capacity to manage a mentor cadre sufficient to provide support for

175 new principals. Participation in Shared Study of professional literature was disappointing. Mentors operated in isolation.

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What do you do when 171 CPS Schools get new Chiefs?

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New Model Organizing Principles

Increase Professionalism of Leadership Coaches Concentrate mentoring support in fewer mentors; From 1:1 to 1:8 Ratio From limited stipends for adjunct mentors to .75 Positions with

professional compensation for Leadership Coaches Sustained professional development with on-going support for

application Establish a coaches professional learning community to provide peer

support through monthly network and support sessions

Increase / Differentiate Support Options for New Principals Commitment to being responsive to priority needs of new principals

identified through coaching interactions and survey data to guide selection of professional development topics for the Chicago Academy of New Principals

Provide cohort learning experiences for small groups of between 6-8 new principals facilitated by Leadership Coaches

Offer a menu of additional professional development options from which principals can select.

Establish a cadre of Rapid Response Coaches to provide on demand, on-site technical assistance to principals.

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Looking for Best Practices

Chicago Model

New York Leadership Academy

Wallace Foundation Network

Federal School Leadership Grant Sites

Literature Review

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1. Leadership coaches support principals to nurture success

2. Leadership coaches encourage principals to support and rely on colleagues

3. Rapid Response Coaches will provide technical knowledge and assistance when principals need it

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2. AIO’s may share information or concerns about new principals with the Executive Coach or OPPD

to be passed on to leadership coaches to assist a coachee

3. Rapid Response Coaches linked with principals through leadership coaches

1. OPPD and AIOs communicate, coordinate and align work to maximize support for first year principals

OPPD - AIO Connections Around Coaching

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CPS – OPPD Leadership Coach Job Description

To implement this vision, OPPD is building a dynamic cohort of individuals to serve as Leadership Coaches

Co-create trust-based goal-driven relationships

Maintain confidentiality

Support the work of other leadership coaches

Affirm principals’ successes

Link to district resources

Continually enhance coaching skills

Facilitate small group principal cohorts

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Getting the Right Coaches on the Bus

Screen Resumes and Essays

Three –Phase Interview Process

Oral Interview

Social Emotional Intelligence

Self-Assessment and Reflections

Role Play Scenario

Interview Teams analyzed evidence against coach criteria

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Tapping the Coach in Me

The work and needs of new principals

The district’s expectations

The role transition from supervisor to coach

The “Me” in Coaching

The “Me” in a Coaching Community

The Four Phase Coaching Cycle

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Stir the Leadership Soul

Examining the Olympic Spirit

Connecting with my values and vision

The Vision Tested

Testing for values in my new context

System resources and challenges

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Moving the Work

Coaching Network and Support Session

Chicago Academy for New Principals

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Building the Pipeline

CPS Approved Principal Preparation Programs

New Leaders for New Schools

UIC – University of Illinois @ Chicago

Urban School Leadership Program

Other Routes

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Developing CPS Principal Competencies –Projects for Practice

The Instructional Leadership Change Project provides opportunities for interns to enhance or increase proficiency in targeted CPS Principal Competencies identified through a self-assessment, and lead work designed to achieve host site school improvement priorities.

The Instructional Leadership Change Project requires

interns in our two CPS approved principal preparation programs to work with their mentor principals and a team of teacher leaders in their host sites to: Examine a school issue Study relevant data Research best practices Review literature Chart a course for improvement Execute a plan to attain goals

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Looking Deeper –

What’s inside the “black box?”

Observe Practice

Collect and examine stories

What difference is it making in our schools: Triangulating

School Observation Measures

School Climate Inventory

Student Achievement Data

Interview Data

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ELIS: First Two Years

OVERARCHING PROJECT GOAL: To

increase student learning in Chicago’s

Schools through the improvement of

school-based leadership

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PLANNED INTERVENTIONS AND STRATEGIES

Attention to programs for aspiring

principals

Improvement of selection processes

Development of clear focus for leaders

Mentoring for new principals

Continuing learning for mentors

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MODIFICATIONS

Changes in aspiring principal

programs

Move from “mentoring” to “coaching”

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WHAT HAPPENS NEXT?

Thorough external evaluation of the project

Chart the change from mentoring to

coaching

Look at the value of cohort coaching

Analyze the value of the Competencies

Review the development of assistant

principals

Examine impact on student achievement

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Chicago Public Schools

Office of Principal Preparation and Development

Gail Ward, Chief Officer

125 S. Clark – 19th Floor

Chicago, IL 60603

(773) 553-1515

www.oppdcps.com