SAM Project School Administration Manager Jan Walker, Iowa SAM Coordinator jdjwalk@msn.com

What is the SAM Project? (3 Models) Professional Development Process for principals =more time as Instructional Leader: provide assistance/feedback, collaborate, investigate student learning, build culture. Principals can better focus, prioritize, schedule Relies on reflective practice and data collection, use of data – regularly-use time data-DATA MATTERS Principals’ behavior can change; Principal can change others’ behavior

Why Do Principals Need SAMs? Assessment of curriculum- align to new standards New instructional initiatives/strategies/PD/PLC/TL New student assessments Hiring highly qualified staff/ Rigorous Eval systems Vision and culture/climate Parental Relationships Growing population needing extra supports More Management responsibilities…

Why Do Principals Need SAMs? Schedules Finances – budget, purchasing Facilities Management Safety Issues Student Discipline Supervision of Non-Certificated (custodians, nurses, associates/paras, etc) Supervision of activities during the day: lunch, recess, study hall, bus, etc. Supervision of before/after school activities Supervision of evening activities PR-Working with school and community groups, PR events organize and set up Scheduling testing sessions ETC.

SAMs’ Work Help principal schedule, prioritize, track time TimeTrack (cloud-based calendar) Protect the principal’s time with First Responders deal-student behavior, supervise paras, organize meetings, order supplies, supervise before/after Assist principal to reflect on how time was spent and with whom impact

History of the SAM Project - NSIP Wallace Foundation-2002-Mark Shellinger, Exec. Director Louisville, KY- 3 pilot locations- NOW-800-900 1. Can management duties be separated from the principal’s job? 2. Can a SAM/FR take on those management duties successfully? 3. Will the principal spend more time on instructional improvement? Initially=66.7% -management and 29.7% -Instruction After SAM=70% Instruction

secretaries

Iowa SAM Project 2006= 3 pilot schools – Linn-Mar 2017-2018= 62 schools/teams; HS=9, MS=8, EL=44, Central Office=1 Model 1=42, Model 2=3, Model 3=17 SAI-State Parent Organization 12 districts=Council Bluffs, Woodbine, West Des Moines, Ankeny, Bondurant, Clarke, Iowa City, West Branch, Davenport, Burlington, Cardinal, Louisa-Muscatine 12 new teams (principal and SAM) 4 new principal, same SAM 5 new SAM, same principal 5 Iowa Coaches and 15 Data Collectors

Getting Started 1. Readiness work (State Coordinator) 2. Training (SAM, Principal with State Coordinator) -SAM Standards and Authorization/Licensure -TimeTrack/Calendar (cloud-based calendar) -First Responders & Communication 3. Data Collection (Data Collector-Shadowing) 4. Conduct Daily Meetings-reflect on time, data, impact 5. Coaches support (monthly, weekly)

Research for SAM Project-PSA 5 hours, 57 more minutes every week or 27 extra days=year 1-SAM 8 hours, 30 minutes every week or 38 extra days=year 2-SAM 12 hours, 20 more minutes every week or 55 extra days= year 3-SAM

Research for SAM Project-Vanderbilt 71% of principals- increasing time spent on instruction—greatest benefit 83% of principals felt the process increased focus on teaching and learning 85% of principals say improved teacher behavior/practice-much to tremendous Principals felt staff given more, quality feedback

“The SAM project is the first time we can demonstrate a change of principal practice, increasing time spent on instructional leadership, in the history of educational leader preparation and development.” (35 years of minimal time spent on CIA) Dr Joe Murphy, Vanderbilt

Research for SAM Project Western Ill. Davenport Schools “Instructional leadership does not happen in the office.” Over 2/3 of the intermediate teachers perceived moderate-great improvement in principal feedback and in administrative support of student academic needs. “It helped identify the struggling teacher and classrooms where I need to get in a little quality time.”

Research for SAM Project Council Bluffs Schools From Frenzied to Focused (Melissa Tooley) 2006–07 school year-low Graduation Rate 2005=68.6% and in 2015=88.5%. The avg. time principals spent on instructional leadership= 2009=39% 2013= 65% Council Bluffs’ teachers indicate that by working with principals more closely on instruction, their school’s instructional culture has changed.

Research for SAM Project Council Bluffs Schools “You just can’t [provide teachers feedback and engage them in reflective questioning] unless you have spent the time in their classrooms.”

Hyperactive Superficial Principal Syndrome Kim Marshall coined this term: Hyperactive Superficial Principal Syndrome Referring to the immense amount of time and effort a principal can put forth each day without ever stepping into a classroom. Kim Marshall, a former teacher, principal, and district official in the Boston Public Schools, is an independent professional development consultant working with schools and districts nationally on leadership practices. Marshall writes for educational journals such as Education Week and Phi Delta Kappan and publishes a weekly online newsletter, The Marshall Memo, summarizing the best ideas and research in education.

How can….Principals get More Time? - to focus on high quality learning environments and investigate student learning? -to develop teachers and provide them the assistance and feedback to improve their craft? -to set the direction, build the collaborative learning culture? SAM