The Effective Middle Grades Principal: What Does Research Say? AMLE Annual Conference, Austin, TX October 10, 2016 Dana L. Bickmore – University of Nevada Las Vegas Patti KinNEY – Teacher, principal, Middle Grades Consultant Nancy Flowers – CPRD, University of illinois

Key Sources of Middle Level Philosophy This We Believe: Keys to Educating Young Adolescents (AMLE, 2010) Breaking Ranks: A Comprehensive Framework for School Improvement© (NASSP, 2011) National Forum to Accelerate Middle-Grades Reform: Schools to Watch Criteria

Basics... Association for Middle Level Education This We Believe: Keys to Educating Young Adolescents Developmentally Responsive Challenging Empowering Equitable

Basics... National Association of Secondary School Principals Improved Curriculum, Instruction & Assessment Collaborative Leadership 12 recommendations 9 recommendations Improved Student Performance Personalizing your School Environment 8 recommendations National Association of Secondary School Principals

Basics... Academically excellent National Forum to Accelerate Middle Grades Reform (Schools to Watch program) Academically excellent Responsive to the developmental needs and interests of young adolescents Socially equitable Organizational Structure

Matrix of Philosophies High expectations supported by engaging instruction and balanced assessments Organizational structures promote academic growth & personal development Curriculum is challenging, aligned and relevant Safe, healthy, personalized environment Multiple approaches to teaching and learning Prepared, knowledgeable teachers & principals Collaborative Leadership Equity and access for every student Committed to professional development

How Principal Leadership at the Middle Level is Different? The unique nature and needs of 10 to 14 year olds. The variety of building configurations in which they serve. The critical role the middle grades play in later life success. (Gale & Bishop, 2014)

Little & Little (2001) Of the 59 characteristics from 10 Middle Grades Experts only 5 unique to middle grades: Commitment to developmentally responsive middle level education Compassionate understanding of the nature and needs of older children and young adolescents Knowledge of middle level curriculum, programs, and practices Understanding of the unique nature and needs of adolescent learners Commitment to the centrality of the interdisciplinary team organization and the skills in scheduling and supervision to make them effective groups

NASSP Studies Knowledgeable about effective middle grades programs and research. Emphasizes developmental needs of students in decision making and school operations. Collaborative decision-making. (Keefe, Clark, Nickerson, & Valentine, 1983; Keefe, Valentine, Clark, & Irvine, 1994; Valentine, Clark, Hackman, & Petzko, 2004)

Swaim & Kinney (2010) Effective middle grades principals knowledgeable of foundational documents Breaking Ranks in the Middle This We Believe: Keys to Educating Young Adolescents The National Forum to Accelerate Middle-Grade Reform

Developmentally Responsive Middle Level Leadership Research Responsiveness to the Needs of Young Adolescents Developmentally appropriate curriculum, instruction, and assessments – integrative, engaging Culture of relationships and support Responsiveness to Needs of Faculty Community building & collaboration Responsiveness to Needs of the School Unique middle grades structures that support responsiveness to students and faculty – advisory, transition programs, etc. flexible scheduling (limited tracking) (Brown & Anfara, 2002; Anfara, Roney, Smarkola, DuCette, & Gross, 2006; Bickmore, 2011; Bickmore, 2012; Gale, 2011; Gale & Bishop, 2014)

Research Summary: Limitations of research Knowledgeable of young adolescents, developmentally appropriate practices, and organizational structures that support young adolescent development Committed to developmentally appropriate practices and organizational structures Fosters school cultures that support collaboration and relationships *Implements developmentally appropriate curricular, instructional, and organizational structures to support young adolescents

Research References Anfara, V. A., Roney, K., Smarkola, C., DuCette, J. P., & Gross, S. J. (2006). The developmentally responsive middle level principal: A leadership model and measurement instrument. Westerville, OH: National Middle School Association. Bickmore, D. L. (2011). Confirming a middle grades leadership model and instrument. Research in Middle Level Education Online, 34(10), 1-15. Retrieved from http://www.lib.lsu.edu/apps/onoffcampus.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=67264255&site=ehost-live&scope=site Bickmore, D. L. (2012). Professional learning experiences and administrator practice: Is there a connection? Professional Development in Education, 38(1), 95-112. doi:10.1080/19415257.2011.579004 Brown, K. M., & Anfara, V. A. (2002). From the desk of the middle school principal: Leadership responsive to the needs of young adolescents. Lanham, MD: Scarecrow Press. Gale, J. J. (2011). Examining principals' perceptions of middle grades leadership. (Doctor of Education), University of Vermont. Gale, J. J., & Bishop, P. A. (2014). The work of effective middle grades principals: Responsiveness and Relationships. Research in Middle Level Educaton Online, 37(4), 1-23. Keefe, J. W., Clark, D. C., Nickerson, N. C., & Valentine, J. (1983). The middle level principalship: Volume II: The effective middle level principal. Reston, VA: National Association of Secondary School Principals. Keefe, J. W., Valentine, J., Clark, D. C., & Irvine, J. L. (1994). Leadership in middle level education: Volume II: A national survey of middle level leaders and schools. Reston, VA: National Association of Secondary School Principals. Little, A. L., & Little, S. F. (2001). How to become an exemplary middle school principal: Westerville: National Middle School Association. Swaim, S., & Kinney, P. (2010). Voices of experience: Perspectives from successful middle level leaders. Westerville, OH: National Middle School Association. Valentine, J., Clark, D. C., Hackman, D. G., & Petzko, V. N. (2004). Leadership for highly successful middle level schools: A national study of highly successful leaders and schools volume II. Reston, VA: National Association of Secondary School Principals.  

Two Studies of Middle-Grades Reform and Leadership i3 Schools to Watch (STW): School Transformation Network Project: 18 schools in California, Illinois, and North Carolina participated in the 5-year project. Purpose is for schools to build a school culture that supports high expectations, shared leadership and decision making, professional learning, and shared accountability. i3 Middle-Grades Leadership Development (MLD) Project: 12 schools in Kentucky and Michigan are participating in the 4-year project. Purpose is to increase the knowledge and competencies of middle-grades principals so they can more effectively lead their schools resulting in students better prepared to succeed in high school and beyond. Both projects are designed by the National Forum to Accelerate Middle-Grades Reform and funded by the U.S. Department of Ed Investing in Innovation (i3) grants. STW project uses the STW criteria combined with a multi-layered system of support. MLD project uses the STW Leadership Matters Model

Lesson Learned About Leadership Value of a principals working with their faculty to adopt a guiding vision for improvement. Provides a framework and a focus. Provides a common language for discussions. Brings the faculty together with a shared purpose. “I attribute the improvements we’ve made to establishing a vision. A lot of times you’ve got to be able to see the full picture of where you are going before you take the steps to get there.” - i3 Principal

Lessons Learned About Leadership (cont.) Importance of collaborative leadership which empowers teachers to: Take on shared leadership roles. Increase their ownership for improvement goals and action plans. Build school capacity to sustain the changes over time, and sometimes despite leadership change. “The principal has really empowered his staff, and that’s when the school really started to take off. That’s made a huge difference in momentum. He’s still in charge, but he really has empowered different people in leadership roles and gotten many people involved. That has made a huge difference in that school in terms of cohesiveness and community.” - i3 STW Coach

Lesson Learned About Leadership (cont.) Key ingredients of collaborative leadership: Cultivate a collaborative culture between the administration and teachers. Develop the right person for the job by encouraging teachers to take a lead in areas that interest them and by giving them support to try something new. Structures for teachers to work together (leadership team, interdisciplinary teams, PLCs). Time for regular collaboration. A common goal and action plan, including refection. Defined roles for team members. “I know whoever joins that team or leaves that team, that somebody’s going to be on that team that says this is what we’re doing that’s great it’s working and we’d like to continue it. And I’m sure they’re going to continue the work.” - i3 Principal

Lesson Learned About Leadership (cont.) Building a strong leadership team: Team Composition - Appointments versus volunteers. Goal is that members represent the whole faculty. Organizational Protocol - Establish group expectations and norms. Regular meeting schedule with agendas shared before meetings. Document decisions and next steps. Strong Leadership Teams - Are engaged and focused on improvement. Examine data to drive actions. Have a continuous improvement approach. Communicate actively with the whole faculty. “The leadership team is really pushing the school in a positive direction with student centered activities, their foremost concern.” - i3 STW Coach

Lesson Learned About Leadership (cont.) Support and resources for principals: Knowledge of middle level philosophy, young adolescent needs, and best middle- grades practices. Network with other principals. Self-assessment of leadership behaviors and skills. Refining a leadership style built around collaborative practices. “I think for me the biggest piece was just to increase my knowledge about what works in the middle grades and how we can best implement those practices in my school setting.” - i3 Principal

Findings Results showed increased implementation of vision at project schools.

Findings (cont.) Results showed increased collaboration practices at project schools.

Findings (cont.) Results showed improved work climate at project schools.

Findings (cont.) Results showed improved principal effectiveness at 8 out of 13 project schools.

Findings (cont.) Overall theory of change.

Next steps…. Where to go from here?

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