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Lisa K. Hamm, Ph.D.
Peer reviewed research
National Charter School Conference
June 20-23, 2011
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Who is in the room?
National or State Leaders
Founders
Sponsors
Supporting organizations of charter schools Managementcompanies
School principals, assistant principals or admin equivalent
Other school leaders
Teachers
Researchers
Staff Developers
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Why?As educational systems advance into the 21st century,
successful leadership is as concern for inner-citycharter schools.
Leadership Crisis in Urban Charter Schools hasresulted in the lack of ability to transform schools andlow student achievement.
Successful leaders do exist. What can we learn fromthem?
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Research QuestionWhat characteristics and behaviors are exhibited in
successful inner-city charter school leaders that relatespecifically to student academic achievement?
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AndWhat characteristics
identified in theoutcomes in this studywere not mentioned inthe previous Gray andStreshly (2008) study?
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Background of the study Criteria for selecting leaders:
Enrollment over 200
Containing grades 4-8 60% or higher poverty rate
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Successful Leader Description Those who have achieved and sustained an effective
rating or better for 3 or more consecutive years
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Comparison Leaders Those with like demographics that have not achieved
or sustained and effective or better rating as identifiedby the Ohio Department of Education.
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Background This qualitative exploratory multiple case study took
place in the state of Ohio.
Five leaders were selected, 3 different successfulleaders and 2 comparison leaders were selected basedon the criteria of the study.
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Type of Study Qualitative Exploratory Multiple Case Study with an
inductive approach using interviews and observationsof 3 successful urban charter school leaders and 2comparison leaders in the state of Ohio.
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Data Collection and Analysis Interviews
Observations
See details beginning on p. 96 of the study
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Results Common characteristics and behaviors were present at
high levels in successful urban charter school leadersthat were minimally present or absent incomparison leaders.
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Findings5 Factors contributed to school success
7 Themes emerged related to the success of schoolleaders
5 Actions or Conditions Leading to Themes
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5 Factors that contributed to school success 1. Ongoing Evaluations and Goal Setting
2. Decision making
3. Vision for their schools 4. Sustained Success
5. Holistic Needs Programming
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1st Factor
Ongoing Evaluations and
Goal SettingAll leaders used data for evaluations and goal setting
but the successful leaders engaged in this processcontinually. There were differences in the way andtypes of data collection and what actions occurred as aresult of the data.
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SL vs. CL SL collected target data
used to establishincremental goals and
make action orienteddecisions based upon thedata.
Use self created
assessments for apurpose
Outcomes sharedregularly
Used data to set goalsbut at decreased ratefrom that of SL. At times
only used OAA data.
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2nd
factor: Decision MakingAware of everything possible, be involved at high levels
and be positioned to make decisions quickly andinvolved in the process of implementing the decisions.
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SL vs. CL Aware of problems and
challenges
Visible and accessible
Positioned to make decisionsquickly and implementquickly
Addressing problems quickly
minimized obstacles
Did make decisions but theimplementation time wassignificantly longer than that
of SL Obstacles increased over time
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3rd Factor
Vision for their schoolsAll SL had hopes and dreams for their schools. The
differences between the successful leaders andcomparison leaders were related to the level of activityleaders spend in communicating and acting out a cleardirection and vision.
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SL vs. CL SL created an ongoing platform
in which the leader could cast avision and navigate a cleardirection, something theseleaders do naturally. (Wholegroup, teams, and individuals)
The communicated whether ornot each stake holder washeaded in the right direction
regularly.
Plans were created to get peopleon track if they were off track.
Actions were aligned with themission
CL did not allocate timelooking into the future/forward looking
activities or planning forit
Lacked the ability to castvision in meaningfulways and did notnavigate steps along theway
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4th
factor Sustained Success The level of expectation held among successful leaders
to succeed varied.
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SL vs. CL SL were relentless
individuals who attackedchallenges no matter
how large and whoexpected success. Theydid not back down fromcommon urban issues orof leadership.
Seemed to persevereregardless of thechallenge.
CL gave what appearedto be best efforts butthey did not persevere.
Refrained from applyingenergy to combat somechallenges. Somewhatapathetic attitude in
some areas.
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5th factor
Holistic Needs Programming Differences existed related to problem solving and
educational programming in general to addressholistic needs of students.
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SL vs. CL SL had the ability to
address holistic needs ofstudents effectively. They
continued to work to findresources needed.
Students living in povertywere not limited in theiropportunities for learning,
enrichment, or resourcesin the school setting. Staffused as resource for morethan classroom teaching.
CL addressed holisticneeds but at a lower ratethan SL.
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7 Themes of Successful Urban Leaders
Theme 1: Consistent Navigation
Theme 2: Holistic Focus
Theme 3: Shared Mindset
Theme 4: Mission Alignment
Theme 5: Resourcefulness
Theme 6: Shaping and Sustaining Culture
Theme 7: Selection and Development of People
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Step 1: Groups of 7
Step 2: Number off 1-7
Step 3: Individuals in group read theme #according to group # and identify nuggets (3
min.)
Step 4: In 1 min. share summary nuggets foryour group
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Theme 1: Consistent Navigation SL have the ability to be highly engaged in daily
operations while navigating the direction and bigpicture of the organization. Leaders who employconsistent navigation have clear direction and arefaithful to their mission. SL cast vision in a wasthat includes the big picture, daily actions needed
to accomplish the mission, and communicationstrategies to achieve success.
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SL vs. CLHighly engaged whilenavigating direction
I sent you a memo on that.
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Theme 2: Holistic Focus Leaders with HF concentrate on the needs of the
whole child or whole person from different vantagepoints within the organization. They are able tocouple the focus to achieve excellence withunderstanding and reaching out to meetindividual needs. They approach each stakeholder
as a vital family member who is to be treated withspecial care and concern coupled with highexpectations of success and strong accountabilityplans. Sweat the small stuff
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SL vs. CL
Address challenges anddevelop systems ofmonitoring
Does someone have a plan tohelp me here?
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Theme 3: Shared Mindset SL had circles of people around them that had shared
values and vision while balancing their teams withdiversity of backgrounds, skills, and knowledge. New
ideas and challenge related to ways of improvingprogramming were welcomed while interpersonalstruggles and loss of focus from the desired goal arenot. Much energy is place in the development ofstrong cohesive teams.
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SL vs. CLLook beyond obstacles forinsurmountable solutions
Accept defeat more readily
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Theme 4: Mission AlignmentAll objectives, goals, and actions are set in place for
the sole purpose of mission accomplishment.Curriculum and instructional strategies is researchbased, proven to raise student achievement andaligned with the mission. Instructors, dailyprogramming, staff development, parent
communication, and community partnerships areall carefully calculated in ways that will best helpaccomplish the mission.
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SL vs. CLAll actions set in place are formission accomplishment
Lack of clarity
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Theme 5: ResourcefulnessAll leaders in the study had limited resources. All
facilities were different along with the resourceswithin. Successful leaders has strategies to tap into
resources within the community and within thestakeholders of the school.
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SL vs. CLFound non traditionalresources to meet needs
Saw lack of funds morelimiting than SL
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Theme 6: Shaping and Sustaining School
Culture This theme rated at a high level of importance as one
of the tope 3 factors in the success of leaders. Amongthe top elements existing within the cultures of these
SL are a culture of achievement, discipline,collaboration, accountability, family- orientedrelationships among colleagues and stakeholders, andrecognition and celebration of success.
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SL vs. CLWork alongside WITH
Looked on from a distance
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Theme 7: Selection and Development of
People
Extensive practices of selecting people exist and a highlevel of commitment in developing them.
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SL vs. CL
Wait for the right personthen invest in strongdevelopment
Mindset of filling position
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Distinguished actions and conditions leading
to themesAction and condition 1: Purposeful Platforms
Action and condition 2: Proven Methods
Action and condition 3: Maximum Use of Academic
TimeAction and condition 4: Relationship Capacity
Action and condition 5: Level of Expertise in TeamDevelopment
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Action and condition 1:
Purposeful Platforms Events or activities built
into the system toprovide opportunities to
cast vision, set direction,and meet needs.
Familyrelationships
LeadershipDev
Academic Review
Staff dev
In touch w students andprograms
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Action and condition 2:
Proven Methods
Distinguishing factorwas the use of researchbased proven methods
for staff development,curriculum andinstructional strategies.
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Action and condition 3:
Maximum Use of Academic Time Exemplary at
minimizing schooltransitions. The teaching
process beganimmediately aftertransitions throughoutthe school day. This was
a part of creating aculture of achievement. *2 minutes or less transitions
*book in hand*Start when bell rings
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Action and condition 4:
Relationship Capacity SL had deeper capacity
to develop relationships
with stake holders.
Action and condition 5:
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Action and condition 5:
Level of Expertise in Team Development
The SL had strengthspresent in all areas by
utilizing the teammembers in the rightareas. All exhibiteddifferent strengths from
one another.
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Summary Over time SL created implemented actions and created conditions that caused 7 Themes to emerge.
The 5 factors present in the schools of SL were as follows:
1. Ongoing Evaluations and Goal Setting
2. Decision making
3. Vision for their schools
4. Sustained Success
5. Holistic Needs Programming
The 7 Themes were as follows:
Consistent Navigation Holistic Focus Shared Mindset Mission Alignment Resourcefulness Shaping and Sustaining Culture Selection and Development of People
The 5 actions and conditions that caused the themes to emerge were as follows:
Purposeful Platforms Use of Proven Methods Maximum Use of Academic Time Exhibited Relationship Capacity Level of Expertise in Team Development
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