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FloridaDepartmentofEducation

TeacherandLeaderPreparationImplementationCommitteeMay9th,2021Ocala,FloridaObjectivesProvideabriefglanceofsomecurrentleadershipresearchOverviewthecriteriaformultidimensionalleadershipassessment(PRESTO)PresentanewmodelforprincipalevaluationbasedontheresearchIdentifywherethegapsareinthecurrentFPLScomparedtocontemporaryresearchonleadershipAbackwardglancedowntheleadershipresearchroad…JamesMcGregorBurns(1978),"Leadershipisoneofthemostobservedandleastunderstoodphenomenaonearth.〞“Thereis,infact,asubstantialrelationshipbetweenleadershipandstudentachievement.〞(Marzano,Waters,&McNuluty,2005)“…whendistrictleadersarecarryingouttheirleadershipresponsibilitieseffectively,studentachievement…ispositivelyaffected.〞(Waters&Marzano,2006)“Schoolleaderswhofocusonstudents’achievementandinstructionalstrategiesarethemosteffective.〞(Hattie,2021)VisibleLearningZoneofDesiredEffectsd=0.4ABarometerofInfluencesStudentscouldhaveachievedw/oschoolingWhatteachersaccomplishinatypicalyearThegreatestimpactonstudentachievementoutcomesInterpretingEffectSizeAverageFormativeEvaluationWhenimplementinganewprogram,aneffectsizeof1.0wouldmeanthat,onaverage,studentsreceivingthattreatmentwouldexceed84%ofstudentsnotreceivingthattreatmentWhenteachersSEElearningthroughtheeyesofthestudentandwhenstudentsSEEthemselvesastheirownteachersInstructionalLeadershipDimensionsPromoting&participatinginteacherlearninganddevelopmentPlanning,coordinating,andevaluatingteachingandthecurriculumStrategicresourcingEstablishinggoalsandexpectationsEnsuringanorderlysupportiveenvironmentd=0.91d=0.74d=0.60d=0.54d=0.4960%ofaschool'simpactonstudentachievement

isattributabletoprincipalandteachereffectiveness25%33%PrincipalTeacherAugustine,Gonzalaz,Ikemoto,Russell,Zellman,Constant,Armstrong,&Dembosky(2021)LargeScale,SixYear

LeadershipStudyLargestofitskindtodateNinestates,43schooldistricts,and180elementary,middle,andsecondaryschools.SurveyDatafrom8,391teachersand471schooladministratorsandobservationaldatafrom312classrooms.“Ourresearchconfirmsleaders’potentialinfluence,aswellasthelimitsontheirability,tobethecentralfigureandcatalystforauthenticandlastingsystemiceducationalreform.〞(Wahlstrometal.,2021)PoweringLeadership2ndLeadershipissecondonlytoclassroominstructionasaninfluenceonstudentlearning“Todatewehavenotfoundasinglecaseofaschoolimprovingitsstudentachievementrecordintheabsenceoftalentedleadership〞(p.9)“School’sleadershaveanimpactonstudentachievementprimarilythroughtheirinfluenceonteacher’smotivationandworkingconditions〞ViewingLeadershipThroughThreeLensesCollectiveLeadershipSharedLeadershipDistributedLeadershipCollectiveleadershiphasastrongerinfluenceonstudentachievementthanindividualleadershipHigher-performingschoolsawardgreaterinfluencetoteacherteams,parents,andstudentsLeadershippracticestargeteddirectlyatimprovinginstructionhavesignificanteffectsonteachers’workingrelationshipsand,indirectly,onstudentachievementOneofthemostpowerfulsourcesofdistricts’influenceonschoolsandstudentsisthroughthedevelopmentofschoolleaders’collectivesenseofefficacyabouttheirjobsDistrictsShapePrincipals’CollectiveSenseofEfficacyBy…1234InvestinginthedevelopmentofinstructionalleadershipAssigningprioritytotheimprovementofstudentachievementandinstructionEnsuringteachersandadministratorshaveaccesstoworthwhileprogramsofPDEmphasizingteamworkandprofessionalcommunity50%ofprincipalsidentifiedsevenbehaviorsaspositiveinfluencesontheirsenseofefficacy:ProvisionofresourcesEncouragementtodeveloprelationshipsFlexibilityinpursuitofdistrictgoalsInsistingondata-baseddecision-makingAssistingintheinterpretationanduseofdataPoliciesthatenableprincipalstostafftheirschoolswiththepeopletheyneedCleardirectionHowever,ifpoorlymanagedorimplemented…MorelikelywillhavenullorevennegativeconsequencesForExample…Investingintheprofessionaldevelopmentofschoolleadershadlimitedeffectsonefficacyandstudentachievementunlessdistrictsalsodevelopedandcommunicatedcleargoalsforimprovement.“Forsometimenowwehavebeensayingthatprincipalsneedtobeinstructionalleaders,butwenowknowthatthesameistrueforsuperintendentsandcentralofficestaff.〞McNulty&Besser(2021)p.44SuperintendentResponsibilitiesAveragerNon-negotiablegoalsforachievementandinstruction.33Boardalignmentandsupportofdistrictgoals.29Definedautonomy;superintendentrelationshipwithschools.28Monitoringgoalsforachievementandinstruction.27Useofresourcestosupportthegoalsforachievementandinstruction.26“Principalsplayacriticalroleinstudentlearning,buttheyareevaluatedalmostasanafterthought.〞

AndrewJ.Rotherham,Time,October21,2021ANewModelforEvaluationCriteriaforaMultidimensional

Leadership

Assessment

PrestoSpeed,clarity,andadaptabilityARobustEvaluationSystemFMLACharacteristicDescriptionProactiveItstartsbeforethefirstdayonthejobReciprocalItgivestheleadertheopportunitytoprovidefeedbacktotheorganizationEmpoweringLeadershavetheauthoritytomakedecisionsthatwillimprovetheireffectivenessStandards-basedSuccessisnotaguessinggame,asthestandardsforproficientor“effective”TruthfulFeedbackishonestandaccurateObjectiveLeadershipbehaviorsareamatterofdescription,notconjectureFMLAFrameworkAlogicalgroupingofcharacteristics,traits,andperformanceindicators10LeadershipDomainsResiliencePersonalBehaviorandProfessionalEthicsStudentAchievementDecision-makingCommunicationFacultyDevelopmentLeadershipDevelopmentTime/Task/ProjectManagementTechnologyLearningResilientPersonalBehavior/ProfessionalEthicsStudentAchievementDecision-makingCommunicationFacultyDevelopmentLeadershipDevelopmentTime/Task/ProjectManagementTechnologyLearningPerformanceContinuumGenericScaleHighlyEffective(System-wideImpact)Effective(LocalImpact)NeedsImprovement(LeadershipPotential)UnsatisfactoryLeadershipperformanceatthislevelisdramaticallysuperiorto“Proficient”or“Effective”initsimpactonstudents,staffmembers,parents,andtheschooldistrict.Theleaderhelpseveryotherelementwithintheorganizationbecomeasgoodastheyare.Leadershipperformanceatthislevelhaslocalimpact(i.e.,withintheschool)andmeetsorganizationalneeds.Itisadequate,necessary,andclearlymakesasignificantcontributiontotheschool.Leadershipperformanceatthislevelshowspotentialbutlackssufficientproficienciestoimprovestudentlearning,instructionalpracticeand/orotherresponsibilities.Theleaderunderstandswhatisrequiredforsuccess,iswillingtoworktowardthatgoal,and,withcoachingandsupport,canbecomeproficientwithinareasonabletime.Leadershipperformanceatthislevelisinadequate.Theleaderdoesnotdemonstrateunderstandingofwhatisrequiredforproficiencyortheyhavedemonstratedunsatisfactoryproficiencythroughtheiractionandinaction.LaunchingYourWorkSmallgroupswillreviewthegapanalysisandareastheFPLSaresilentonto:Createclear“wordpictures〞ofthestandardsIncorporateactionorientedverbswithinthestandardthatrequirehighratherthanlowlevelcognitivefunctionsEnsureintentisclearandconciseFMLACrosswalkBigPictureViewManystandardsarealignedwithcontemporaryexpectationsofleadersandwillrequireonlyminorreworkSomestandardswillrequireamoreconcertedeffortsotheyreflecttheleadershipresearchFewareaswillrequiremajorreworkInsomecasesthestandardsaresilentincriticalleadershipcompetenciesFPLSAreSilentOn…ChangefacilitationSystemsthinkingOrganizationdevelopmentTimemanagement(personalandorganizational)FocusonprioritizedneedsLeadershipdevelopmentEssentialbehavioralleadershipqualitiesPersonallearningChangeFacilitationChangeishighlycomplex,multivariate,anddynamicPredictmuchmoreaboutwhattrulyhappensduringthisprocessthanistypicallythecaseBetteratattendingtotheneedsofpeopleinvolvedandpreventwhatoftengoeswrongFuturechangeeffortscanbemoresuccessfulifleadershaveastrongknowledgeandskillbaseSystemsThinkingRecognizestheinterrelationshipsandinterdependenciesamongpartsoftheeducationalsystemandthecommunityCompetenciesforsuccessfulsystemicwork(e.g.,collecting,interpreting,andusingdata,creatingcoherence,forgingalliances,buildingcapacity,promotinginnovation)Requiresalllevelsofthesystem(classroom,school,anddistrict)begivenattentionOrganizationDevelopmentHelpmembersofthesystem/organizationdevelopexpertiseandthecapacitytousegroupandindividualprocessskillstosolveitsproblemsBuildingandleadingteamsEffectiveconversationskills(i.e.,dialogueanddiscussion)Groupdecision-makingandproblemsolvingskillsTimeManagementPersonaltimemanagementthatincreasestheamountoftimeleadersspendfocusedonhigh-leveragepracticesPrincipalsmustprotectteachersfromissuesandinfluencesthatcoulddistractthemfromusingclasstimesolelyforteachingandlearningProtectinginstructionaltimefrominterruptionsFocusOnPrioritizedNeedsMorethansixprioritiesinverselyrelatedtoachievementSchoolswiththehighestlevelsoffocusandmonitoringachievedtwicethegainsinreadingoverthreeyearscomparedtoschoolswithlowestlevelsTeachersandleadersburnedtoacinderdoingEVERYTHINGtheirboardsandadministratorsrequire—evenhighscoresonimplemen