NATIONAL ASSOCIATION OF PRINCIPALS AND DEPUTY PRINCIPALS

CONFERENCE

GALWAY, IRELANDOCTOBER 17, 2014

PAUL REVILLEFrancis Keppel Professor of Practice and Educational Pol icy and Administrat ion

Director, Education Redesign Lab Harvard University Graduate School of Education

THE US PRINCIPALSHIP – A SNAPSHOT

Centralization re Standards and Assessments Devolution re: strategy

TRENDS

Lots of Responsibility (Accountability), Not Enough Authority

MIDDLE MANAGER DILEMMA

Operational Management vs. Instructional Leadership

Limited time, capacity and support

LEADERSHIP DILEMMA

Instructional Expertise (Technical) vs. Mobilizing Talents of Others (Adaptive)

Creating an Adult Learning Community, A Community of Practice

WHAT IS INSTRUCTIONAL LEADERSHIP?

unprecedented quantities of data teacher evaluation English language learners adapting technology eg hybrid learning,

fl ipped classrooms, on-line assessments early learning, reading by grade 3 applied learning 21st century skills career readiness, college readiness technology in students’ lives student engagement poverty

TECHNICAL CHALLENGES

JOURNEY TOWARD EQUITY AND

EXCELLENCE

THE MASSACHUSETTS

EXPERIENCE

PAUL REVILLEFrancis Keppel Professor of Practice and Educational Pol icy and Administrat ion

Director, Education Redesign Lab Harvard University Graduate School of Education

ACHIEVEMENTS - MCAS

In NAEP Reading and Math tests (4 th and 8th grades), administered in 2005, 2009, 2011, and 2013, Massachusett s was 1 st or tied for 1st on all four tests each year.

ACHIEVEMENTS - NAEP

TIMMS 2011 Eighth-graders ranked 2nd in Science 6th in Mathematics

PISA 2012 Results

ACHIEVEMENTS - INTERNATIONAL

Average Mathematics Science Reading

Massachusetts 514 527 527

U.S. 481 497 498

OECD 494 501 496

MCAS 2010 Results

GAPS - MCAS

MCAS 2013 Results

GAPS - MCAS

Proficient or Higher Grade 3 Grade 5 Grade 8

English Language Arts White: 65%Low-Income: 34%English Language Learners: 19%

White: 72%Low-Income: 46%

White: 84%Low-Income: 61%

Mathematics White: 73%Low-Income: 49%English Language Learners: 39%

White: 67%Low-Income: 41%

White: 61%Low-Income: 34%

Science White: 59%Low-Income: 30%

White: 46%Low-Income: 19%

Drop-out Rates Black Males: 5.4% White Males: 1.8% Hispanic Males: 6.8%

Low-income students are 20% less likely to graduate high school on time 31% less likely to enroll in college

GAPS

Budget Pressure / Proposition 2½ Court Case Business Involvement MBAE Executive and Legislative Leadership Grand Bargain

HISTORICAL ORIGINS OF REFORM

Lack of Goals Lack of Performance Measurement Lack of HR System Uneven Performance and High Failure RatesUnsupported Educators

Inadequate, Irrational Finance System Lack of Choice and Competition

BUSINESS CONCERNS ABOUT EDUCATION SYSTEM

Standards, Assessments, and Accountability System Improvements Finance Reform and Reinvestment

EDUCATION REFORM ACT OF 1993

Leadership - Deep, Non-Partisan, Persistent Clear, Powerful Equity and Excellence Rationale High Expectations, Standards, and Stakes Significant Investment in Capacity and Equity Inclusive Implementation Approach Long-term Commitment

IMPLEMENTATION SUCCESS

Shared Ownership in Building Standards High Quality Assessments Focus on Building Educator Accountability Strengthening Districts Central Role of Data High Quality Charters and Other Innovati ons Strengthened Accountability Expanded Turn-arounds Limited Att enti on to Time and Wrap-around Balance on Teacher Evaluati on Race to the Top Collaborati on with Early and Higher Educati on

KEY STRATEGIES

Gap Closing, Sub Groups Early Literacy Turn-arounds Career Readiness (STEM Inspiration Gap) Inadequate Time Problems Associated with Poverty

MAJOR CHALLENGES

Need for a “New Engine” Schools Alone Cannot Do It Limits of School Reform and Standards

Paradigm

LOOKING AHEAD

Drives Achievement of “All Means All” Braided Systems Schools - Expanded, Extended and

Differentiated Health and Human Services Integrated Out of School Learning Accessible

NEW ENGINE

BIG IDEA #1:

A Felicitous Coincidence: All Means All Reflects Economic Interests Converging with Moral Obligations

ALL MEANS ALL

Everyone ready for success in:• 21st century employment• Active citizenship• Family leadership• Lifelong learning

BIG IDEA #2:

Schooling Alone Is Insufficient

MASSACHUSETTS FOURTH GRADERS WHO SCORED BELOW PROFICIENT READING

LEVEL BY FAMILY INCOME

Family Income

2009 2011 2013

Eligible for free/reduced school lunch

77% 75% 75%

Not eligible for free/reduced school lunch

41% 37% 38%

Data Courtesy of Kids Count Data Center

2013 STATEWIDE MCAS RESULTS: GRADE 3 ENGLISH LANGUAGE ARTS -

PERCENTAGE OF STUDENTS AT EACH ACHIEVEMENT LEVEL

–

Select Subgroups

Data Courtesy of MA Department of Elementary and Secondary Education

BIG IDEA #3:

The Current System Is Outmoded

WHAT’S THE PROBLEM?

• Too little time• “One size fits all” approach• Designed for another era with different

goals• Schools are too weak of an intervention

WHAT ARE BIGGEST CHALLENGES?

• Poverty• Growing inequality • Special needs• Immigration and language acquisition

BIG IDEA #4:

We Need A New Design:Integrated Systems of Child Development

and Education

OUR GOAL IS AND MUST BE:

Prepare each and every student for success.

BIG IDEA #5:

Need to DifferentiateMeet each child where (s)he is and give him the education and support (s)he needs

to be successful at each stage of development and ultimately in college,

career, citizenship, and life.

BIG IDEA #6:

• Need to braid systems of health, mental health and education while building social and emotional learning and student resiliency.

• Need to eliminate impediments to students attending school and being attentive and supplying motivated

effort when in school.

BIG IDEA #7:

Need to increase access to out of school time learning for disadvantaged students:

• 20%-80% challenge• Level the learning field