Advisory Committee for Principal Selection Overview and Preparation

Agenda Overview of the School Leader Selection Process Introduction to the School Leader Selection Process The Framework for Effective School Leadership – Key Indicators for Principal Selection The Role of the Advisory Committee Advisory Committee Discussion – School Leader Selection Priorities School Life Cycle School Size School Programs/Student Needs School Context Wrap-up and Next Steps Summary of key priorities Interview Questions

DPS School Leadership Framework Denver Public Schools has developed a School Leadership Framework that is being used both as a common definition for effective school leadership and as a tool to select, evaluate and provide professional learning opportunities for principals. This Framework guides all of the district’s work in selecting, supporting, and evaluating school leaders. The Expectations, Indicators and Behaviors identified in this Framework define the types of skills, abilities and aptitudes that future and current DPS Principals need to be able to demonstrate.

School Leadership Framework For example, the Advisory Principal Selection Committee will not need to spend any time reviewing the resumes or candidates who lack basic eligibility for the principalship (such as licensure).

School Leadership Framework

High-level Overview: School Leader Selection Process Talent Acquisition Pre-Screen Applicant Screening for Qualified Principal Candidate Pool School Principal Search Advisory Committee Finalist Engagement: Learning Walk & Community Forum Superintendent Interview and Offer

Introduction to the SPSAC The school committee’s role is to provide advisory input to the Instructional Superintendent as they recommend finalist candidates to the superintendent for hire. The committee will meet with the Instructional Superintendent to review the selection process and talk through the schools’ characteristics, priorities, and needs as related to what the committee seeks in a new school leader. Once this meeting is complete, the I.S. or E.D. will work with the committee to add questions to the select interview questions from the question bank. The committee will receive training in interviewing and effective/ethical practices in interviewing by a Human Resources Partner. The committee will conduct the interview process, collecting evidence on the interview rubric form. The Instructional Superintendent will develop a summary of the Framework- based strengths and needs of each candidate and provide this summary to the Superintendent for review and selection of Finalist candidates. Competencies: Lead’s to the school’s vision, evidence of self-reflection and continuous growth

SPSAC Membership The Instructional Superintendent/Executive Director will provide for approval of the Advisory Committee membership and will serve as co-chair. The remaining eight to ten members must be representative of the diversity of the school population and will be selected by the school’s CSC with the following level of representation: Five building staff members. This must include three teaching staff members and one non-teaching staff member; the fifth may be any member of the school staff. The current principal is not eligible to serve on the committee. Three to five parent/guardian and community members. The members must include one parent or guardian of a student currently enrolled in the school and one CSC representative. The IS/ED reserves the right to refer the composition of the proposed Advisory Committee back to the CSC to ensure adequate representation of the whole community.

3. School Programs/ Student Needs School Leader Selection Focus Areas Which areas of focus will be most critical for our school in the next one to five years? 1. School Life Cycle 2. School Size 3. School Programs/ Student Needs 4. School Context IS should share context on their vision. Describe there are two different lenses used for identifying the right school leader – first is the unique context of the school and the second is haing a leader with the right charateristics and wd leadership qualities to achieve and meet the needs of a specific school. School Life Cycle Where is our school now in terms of leadership, enrollment, and academic achievement? School Size What does the size of our school mean for the type of leadership that is needed here? School Programs/Student Needs What specific school programs or student needs will be important for our new principal to understand and manage effectively? School Context What is happening in the school community that will affect our new school leader?

Group Discussion: School Life Cycle, Which Are We? HIGH ACHIEVING STEADY IN FLUX NEW TURNAROUND School that consistently exceeds district student achievement standards, with” Distinguished” accreditation ratings Not in need of significant change to maintain high student achievement School consistently meets district standards, with consistent “Meets Expectations” or “Accredited on Watch” accreditation ratings School has not recently had significant increases in student achievement School curricular focus, student or community demographic is undergoing rapid change Starting a school “from scratch” either in a new or existing building School consistently receives “Accredited on Priority Watch” or “Accredited on Probation” ratings Student achievement has been low and stagnant or decreasing for several years in a row School is in need of a significant change in direction to improve student achievement Competencies: Lead’s to the school’s vision, evidence of self-reflection and continuous growth

What Activities Will be Most Critical for Our School Leader? HIGH ACHIEVING STEADY Maintain strong culture of high achievement Consistently develop a pipeline of great staff Successfully manage relationships with parents and staff Focus on continuous improvement Identify opportunities for instructional improvement and create a sense of urgency to move student achievement Develop a new vision and counsel staff to improve instructional outcomes Ensure accountability at all levels Some examples IN FLUX NEW TURNAROUND Maintain focus on rigorous instruction through change Help others adapt to change Personally adapt to change Anticipate and make necessary changes to school facility, staff or instruction Select and place a high quality staff Create and inspire others towards new vision Establish processes and policies that lead to safe, student-centered and efficient building Build a school community focused on building a college and career going culture Ensure the best quality staff Intense focus on improving instruction Set challenging goals and make sure they are achieved Use resources creatively Use personal impact rather than organizational “mandate” to effect change in school Competencies: Lead’s to the school’s vision, evidence of self-reflection and continuous growth

Group Discussion: School Size, Where Do We Fall?   SMALL LARGE Definition <500 (E.S./M.S.); < 700 (H.S.) >500 (E.S./M.S.); >700 (H.S.) Context School leader can personally know each student and family School leader is often personally engaging with individual staff members School leader may take care of most administrative activities May be difficult to personally know each student and their family School leader may have limited interaction with all staff members; need to maintain accountability School leader may need to get work done through others; staff members may take on administrative responsibilities Facilities may be large and physically spread-out Competencies: Lead’s to the school’s vision, evidence of self-reflection and continuous growth What would we add or change about the context description for our school?

Group Discussion: School Programs/Student Needs What specific school programs or student needs will be important for our new principal to understand and manage effectively?  Samples Definitions Magnet and Specific programmatic focus School has a specific programmatic or curricular focus, including American Indian, Arts, Dual-Language, Expeditionary Learning, International Baccalaureate, International, Montessori and Science, High AP participation, Career and Technical Education, etc. Innovation School implements innovative practices to improve student outcomes. School may petition to waive district policies for increased flexibility. Highly Gifted and Talented Programs School has a high percentage of students designated as highly gifted and talented Students participate in screening to receive the designation and to be admitted into a Highly Gifted Program English Language Acquisition Program High percentage of students are learning English as a second language High Special Education Population High special needs population, or significant Special Education compliance issues within the school Early Childhood Focus School may be limited to Pre-K to 3, or may have a specific early childhood program as a core school focus Intensive Competencies: Lead’s to the school’s vision, evidence of self-reflection and continuous growth

Group Discussion: School Context What is happening in the school community that will affect our new school leader?  Samples Definition Sustaining Success High degree of satisfaction among stakeholders Consensus that school has done well over the years and priority is to maintain status quo Previous leadership highly regarded; leadership change is regretted by school community Internally Focused General distrust of “outsiders” or central office involvement in school decisions Staff has long tenure and is protective of current school culture Politically Charged Recent turmoil in the school has led to mistrust among staff and/or community members High need for relationship building and realignment of stakeholders Competencies: Lead’s to the school’s vision, evidence of self-reflection and continuous growth

Group Discussion: What areas of focus will be most critical for our school in the next one to five years 1. School Life Cycle 2. School Size 3. School Programs/Student Needs 4. School Context Competencies: Lead’s to the school’s vision, evidence of self-reflection and continuous growth

Group Discussion: What work experience or credentials should we look for in a candidate? 1. School Life Cycle 2. School Size 3. School Programs/Student Needs 4. School Context Competencies: Lead’s to the school’s vision, evidence of self-reflection and continuous growth