Independent Curriculum Group 2015 Survey on Academic Leadership
Transcript of Independent Curriculum Group 2015 Survey on Academic Leadership
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The ICG Survey on Academic Leadership
INSTRUCTIVE DATA?Peter Gow
The Independent Curriculum GroupFall 2015
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SURVEY BACKGROUND
• Summer of 2015• 220+ respondents• 90.5% independent schools• 67% day schools• ≈ 80% work with secondary• ≈ 75% work with middle school• ≈ 60% work with pre-K – elementary
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RESPONDENT
CATEGORIES• Work in school, not admin or T 51• Head or principal 45• Academic administrator 70• Non-academic administrator 25• Academic department chair 14• Classroom teacher 20• Non-school-based 7
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SCHOOL DESCRIPTORS
• “Progressive” 35%• “21st-century” 40%• “Deeper Learning” 12%• “Traditional” 28%• Faith-affiliated 32%• Other 19%
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CONNECTIONS I
I meet with my supervisor irregularly and I wish it were more often.•Non-T, non-admin 12%•Academic admin 16%•Non-academic admin 0%•Academic department chair 31%•Classroom teacher 28%
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CONNECTIONS II
I meet with my supervisor irregularly, but it’s enough.•Non-T, non-admin 22%•Academic admin 6%•Non-academic admin 4%•Academic department chair 0%•Classroom teacher 33%
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CONNECTIONS III
I meet with my school head irregularly and seldom, or never unless there is an issue.•Non-T, non-admin 41%•Academic admin 10%•Non-academic admin 17%•Academic department chair 39%•Classroom teacher 56%
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CONNECTIONS IV
As a school head, do you meet with individual teachers at least once each year as a matter of policy?
• YES 46%• NO 41%• NO, but I always intend to 14%
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STRATEGIC DIRECTIONSOn a scale of 1 to 6 (sixth is most), how tuned in are you to your school’s articulated strategic directions?
RATED 2 to 4; bulk of remainder 5 – 6 •Non-T, non-admin 49%•Academic admin 32%•Non-academic admin 43%•Academic department chair 54%
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CULTURE OF PROFESSIONAL LEARNING
On a scale of 1 to 6 (sixth is most), how would you rate your school as having a culture of professional learning and growth?
RATED 2 to 4; bulk of remainder 5 – 6 •Non-teacher, non-admin 51%•Academic admin 49%•Non-academic admin 44%•Academic department chair 36%•Classroom teacher 55%•School head 33%Fall 15 10
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BARRIERS TO CHANGE: Lack of Material Resources
• Non-teacher, non-admin 31%• Academic admin 34%• Non-academic admin 52%• Academic department chair 0%• School head or principal 53%
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BARRIERS TO CHANGE: Lack of Time
• Non-teacher, non-admin 53%• Academic admin 66%• Non-academic admin 80%• Academic department chair 79%• School head or principal 62%
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BARRIERS TO CHANGE: Lack of Administrator Will
• Non-teacher, non-admin 22%• Academic admin 20%• Non-academic admin 12%• Academic department chair 14%• School head or principal 9%
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BARRIERS TO CHANGE: Lack of Department Chair
Will• Non-teacher, non-admin 16%• Academic admin 29%• Non-academic admin 8%• Academic department chair 7%• School head or principal 7%
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BARRIERS TO CHANGE: Lack of Teacher Will
• Non-teacher, non-admin 39%• Academic admin 43%• Non-academic admin 36%• Academic department chair 29%• School head or principal 20%
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BARRIERS TO CHANGE: Lack of Clarity in Goals,
Process• Non-teacher, non-admin 41%• Academic admin 31%• Non-academic admin 48%• Academic department chair 50%• School head or principal 27%
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BARRIERS TO CHANGE: Lack of Administrator
Capacity• Non-teacher, non-admin 26%• Academic admin 24%• Non-academic admin 12%• Academic department chair 36%• School head or principal 24%
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BARRIERS TO CHANGE: Lack of Teacher Capacity
• Non-teacher, non-admin 24%• Academic admin 40%• Non-academic admin 28%• Academic department chair 29%• School head or principal 33%
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BARRIERS TO CHANGE: Lack of Learning/PD
Resources• Non-teacher, non-admin 18%• Academic admin 21%• Non-academic admin 32%• Academic department chair 21%• School head or principal 22%
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IDEAL CONDITIONS
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IDEALS—OF NOTE
• “right people on the bus”• “faculty voice”• “AP programs defeat us all”• “phased expectations”• “not top-down”• “empathy for teachers”• “evidence that the change will work”
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CHALLENGES TO CHANGE
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CHALLENGES—OF NOTE
• “Earning the trust of faculty members not in our departments”
• “tyranny of urgency”• “fighting the culture of achievement”• “Having a leadership role but sometimes
not being included in the decision-making process”
• “what’s innovative v. what’s trendy”
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SOME NOTABLE DISCONNECTS
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ON HIRING TEACHERS
WhoImportance
(Quite + Extremely)
Confidence/Preparation
(Not + Somewhat)
Heads/principals 85 20
Academic admin 57 21
Department chairs 86 29
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ON EVALUATING
TEACHERS
WhoImportance
(Quite + Extremely)
Confidence/Preparation
(Not + Somewhat)
Heads/principals 65 20
Academic admin 63 26
Department chairs 71 14
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BEING A THOUGHT
LEADER
WhoImportance
(Quite + Extremely)
Confidence/Preparation
(Not + Somewhat)
Department chairs 72 29
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STUDENT PROGRESS
WhoImportance
(Quite + Extremely)
Confidence/Preparation
(Not + Somewhat)
Department chairs 65 43
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ST./FAM. ACADEMIC
“STUFF”
WhoImportance
(Quite + Extremely)
Confidence/Preparation
(Not + Somewhat)
Academic admin 52 23
Department chairs 64 29
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ADVOCATING RESEARCH
WhoImportance
(Quite + Extremely)
Confidence/Preparation
(Not + Somewhat)
Heads/principals 64 33
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DEALING WITH DATA
WhoImportance
(Quite + Extremely)
Confidence/Preparation
(Not + Somewhat)
Heads/principals 84 27
Academic admin 83 24
Department chairs 65 43
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Note, please, that Department Chairs
appeared in 6 of the 7
“Disconnect” slides
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