School leadership models: Current Landscape 45_84 95_84 51_84 School leadership models: Current Landscape Common practice Incremental leadership Distributed Leadership Concentrating leadership: Placing the vast majority of all instructional leadership responsibility and accountability for teachers’ personal development with school principals Adding leadership roles: Expanding leadership capacity through a variety of different roles, but most with limited time and authority and rarely with an integrated vision of how they will work together Integrated model: Creating leadership structures that distribute responsibility for teaching and learning among an empowered group of talented individuals that work in teams

Principals feel responsible for teacher performance and growth “For the teachers that I lead, I am…” Principal n1 = 131 Principal n2 = 106 TL n1 = 403 TL n2 = 48 Source: Bain Distributed Leadership Study 2015

Principals manage significantly more people than leaders in other fields In a typical school, principals manage up to 10 non-instructional staff, increasing the total to ~50 people 47 Process for arriving at 72%: In Q15 of Fall survey only, we asked Principals how many individuals they DIRECTLY supervise (teachers and other) n=36 responded; they supervise ~37 staff total. 26 of these are teachers. Source: Bain Distributed Leadership Study 2015; Bain Organizational Practice

Teachers are unsatisfied with the feedback they receive “There’s not nearly enough time given to each teacher.” “10 minutes is not long enough to get true picture of lesson or my teaching performance.” “The time evaluators and coaches spend in the classroom is not enough to be able to judge a teacher's ability to teach effectively.” Source: Bain Distributed Leadership Study 2015

Current practices result in few teachers substantially improving their performance each year “Substantial improvement seems especially difficult to achieve after a teacher’s first few years in the classroom” TNTP, The Mirage Source: TNTP, The Mirage, 2015

Teachers feel isolated and are unlikely to recommend their school as a place to work “On a scale of 0-10, how likely are you to recommend working at your school in your current role to a qualified friend or colleague?” 1 Net Promoter Score calculated as Promoters (9-10) less Detractors (0-6) divided by total respondents (0-10) *Benchmarks represent for-profit companies in Bain decision and org effectiveness database Source: Bain Distributed Leadership Survey 2015, Bain organization diagnostic surveys.

Support drives teacher satisfaction 13_84 Support drives teacher satisfaction “On a scale 0-10, How likely is it that you would recommend your current role to a friend or colleague (assuming they have the necessary qualifications for the role)?” District B Note: N = 655 Source: Bain Distributed Leadership Study 2015

School leadership models: Current Landscape 45_84 95_84 51_84 School leadership models: Current Landscape Common practice Incremental leadership Distributed Leadership Concentrating leadership: Placing the vast majority of all instructional leadership responsibility and accountability for teachers’ personal development with school principals Adding leadership roles: Expanding leadership capacity through a variety of different roles, but most with limited time and authority and rarely with an integrated vision of how they will work together Integrated model: Creating leadership structures that distribute responsibility for teaching and learning among an empowered group of talented individuals that work in teams

12 additional leaders for every principal 5_84 8_84 School systems recognize the leadership challenge and have added a large number of roles District A 12 additional leaders for every principal Source: Bain Distributed Leadership Study 2015

Teacher leaders focus on facilitation over other development activities Source: Bain Distributed Leadership Study 2015

“For the teachers that I lead, I am…” Teacher leaders do not feel responsible for the development of the teachers they lead Teacher leaders “For the teachers that I lead, I am…” Principal n1 = 131 Principal n2 = 106 TL n1 = 403 TL n2 = 48 Source: Bain Distributed Leadership Study 2015

Contributing to the challenge, few teacher leaders feel supported in their roles “I do not have time in my schedule to be responsible for teacher performance and growth.” Teacher leader “I have very little impact because I have been unable to observe what most of the teachers do in their classrooms. Therefore I feel as if I have no real authority.” Teacher leader Source: Bain Distributed Leadership Study 2015

School leadership models: Current Landscape 45_84 95_84 51_84 School leadership models: Current Landscape Common practice Incremental leadership Distributed Leadership Concentrating leadership: Placing the vast majority of all instructional leadership responsibility and accountability for teachers’ personal development with school principals Adding leadership roles: Expanding leadership capacity through a variety of different roles, but most with limited time and authority and rarely with an integrated vision of how they will work together Integrated model: Creating leadership structures that distribute responsibility for teaching and learning among an empowered group of talented individuals that work in teams

Successful distributed leadership models share five key principles 1 2 Make a bet on a leadership model Create and strengthen leadership capacity 3 4 5 Focus leaders on improving teaching and learning Create teams with a shared purpose Empower leaders with time & authority to lead

Distributed leadership models that follow these principles have been well received by teachers Denver Public Schools % of teachers who agree with the following statements… 89% My teaching practice has improved as a result of working with a Team Lead My Team Lead is successful at both evaluating my teaching practice and coaching me to improve my teaching practice 85% 84% I am glad that my school adopted a distributed leadership model “I can’t stress enough how impactful it has been to work with a Team Lead. I am learning and growing constantly this year, and I truly think that having a fellow teacher’s perspective and feedback has been a ‘game changer’ for me.” Team teacher at DR school