National Summit for Principal Supervisors Building the Capacity of Principals to Lead the Improvement of Instruction A Presentation by the Charlotte – Mecklenburg Schools and the Center for Educational Leadership May 19, 2017

Goals for Today’s Session Participants will: Learn from a team of Charlotte Mecklenburg principal supervisors some of the strategies and approaches they have used to support principals in the work of improving instruction. Engage with the panel and other participants in a discussion of best practices, lessons learned, and topics for further exploration on the work of improving instruction.

Our Mission The Center for Educational Leadership (CEL) is a nonprofit service arm of the University of Washington College of Education dedicated to eliminating the achievement gap that continues to divide our nation’s children along the lines of race, class, language and disability.

Equity Is a Key Principle of Our Work Equal Outcomes Fairness Access and Support Respect for Differences Achievement of Every Student Equity

Two-Part Equation Instructional Anatomy Instructional Leadership Common language for high-quality instruction Knowing how to lead for that Instructional Anatomy Instructional Leadership Instructional Effectiveness

Practices of Effective Principal Supervisors Work one-on-one with principals to grow their instructional leadership capacity. Develop principal professional learning networks that support principals’ growth as instructional leaders. Provide and broker professional development for principals based on individual and group learning needs. Collaborate with others in the central office to support principals as instructional leaders. Utilize a principal evaluation process to support principals’ growth as instructional leaders. Steve

What strategies have we found to be particularly effective in this work? The use of inquiry as an approach to problem-solving when it comes to student problems of learning and both instructional and leadership problems of practice. The use of data and evidence to support performance assessment and decision-making Intentional planning for 1:1 visits with principals using pre-planned agendas and the development of learning plans for principals. A focus on the need to balance the work of principal supervision with the work of coaching and support.

What Principal Supervisors Need to Know and be Able to do in the One-on-one Work with Principals Know quality instruction Identify learning goals and develop learning plans Use inquiry as a problem solving strategy Give principals feedback Observe classrooms, collecting and analyze data and evidence; identify trends; make recommendations Use effective coaching strategies Pre-plan school visits; develop agenda Know when to “teach” and when to “tell” Use reflective questioning

Today’s Presenters Mr. John Wall Dr. Ann Stalnaker Mrs. Acquanetta Edmond  

The Structure of Principal Supervision in CMS Learning Communities Organization

CMS at a Glance 147,157 students and 170 schools Student demographics: 39% African-American, 29% White, 23% Hispanic, 6% Asian, and 3% other Employee demographics: 19,098 total of which 13,146 are teachers and support staff The CMS graduation rate rose to 89.6% for 2016 $1.4 billion operating budget; $9,396 per pupil 10 Learning Communities* with 8 - 33 schools each Mostly organized by feeder pattern Mostly staffed with Learning Community Superintendent, Executive Director and Curriculum Coordinator * Excludes learning community with 2 school for exceptional children.

North Carolina Principal Evaluation/Standards Time Professional Learning Strategies Evidence of Principal Effectiveness Development & Continuous Improvement of Principals

The CMS Approach to Building the Capacity of Principals Sharing the success in our one-on one work with principals

Build on Student Strengths and Solve Student Problems of Learning The Through Line Principal Supervisor Supervision Coaching Principal High Leverage Leadership Practices Teaching High Quality Teaching Every Classroom Build on Student Strengths and Solve Student Problems of Learning John

A Few Examples of Best Practice School data Student problem of learning Teaching problem of practice Leadership problem of practice Principal Learning Plan Evidence John

Four Essential Elements of Principal Practice: Lessons Learned Know good Instruction Identify instructional Problem of practice Laser-like focus on instruction Good use of accountability tools Ann

The School Visit Agenda Pre-planning Learning goal/Area of focus Reflection on previous visit Activities Praise Questioning Next steps/Task assignment/Timeline Acquanetta

The Learning Plan Area of Focus Success Measures Area of Change Supporting Evidence Aligned Actions Acquanetta

Example of the Learning Plan Area of Change Evidence Student Learning Which indicators of student learning will you see change as a result of this learning plan?   2nd grade students will have more rigorous learning standards, which will impact student achievement with MAP scores and common assessments. What will be the specific evidence of the changes in student learning? PD on rigor and review of the CCS MAP assessments and common assessments targets will increase SLC Walkthrough Visits will show more rigorous learning environment 2nd grade re-loop groups will demonstrate progress Monitoring student progress at the EOY Coaching Conversations

Best Practices Insert yourself into the work Build Trust first Narrow the focus of the work Follow up on next steps Record a coaching session Be reflective on your practice Acquanetta

Lessons we are learning and questions we still grapple with! A Panel Discussion All

Questions I am Still Grappling With! How do I make strategic use of tools such as video and tracking tools? How do we build those principal competencies that surround and support instructional improvement? Is there really a developmental continuum for principals that we must address? If so, how? How do we ensure that the work and progress are sustained over time? Ann

Let’s Hear from the Audience!

“The chance to be coached as an instructional leader is one of the best things that ever happened to me professionally.” Charles Ransom Superintendent and Former Principal Woodburn School District, Oregon