Instructional Leadership and the Common Core: Matching Principal Needs with State/District Supports Copyright © 2013 American Institutes for Research. All rights reserved. Matthew Clifford and Donna Warthan American Institutes for Research Webinar for the Council of Chief State School Officers March 11, 2014

American Institutes for Research (AIR) is a non-profit, non-partisan organization focused on the development of rigorous social and behavioral sciences research and the application of research to issues affecting the education, health, and work of youth and adults, particularly the disadvantaged.. American Institutes for Research: Our Emphasis 2

The mission of the Center on Great Teachers and Leaders (GTL Center) is to foster the capacity of vibrant networks of practitioners, researchers, innovators, and experts to build and sustain a seamless system of support for great teachers and leaders for every school in every state in the nation. Center on Great Teachers and Leaders Mission 3

Use the chat box to state your name, organization and interest in the session. For interests, consider the following key word pick list.  Needs voiced by principals around Common Core  Professional development design  Status of Common Core implementation  Forums for further exchange  Other (please specify) Our Session 4

Common Core State Standards were launched in 2009 Standards development was state-led, with input from:  National Governors Association  Council of Chief State School Officers  National Education Association  American Federation of Teachers  National Council of Teachers of Mathematics  National Council of Teachers of English Common Core State Standards: The Change Process 5

Common Core Standards ELA/Literacy emphasize:  Increasing reading complexity to prepare all for reading levels expected in college and career  Expansion of vocabulary  Use of text-based evidence  Reading and development of non-fiction texts Common Core Standards mathematic emphasize:  Building knowledge depth  Developing conceptual understanding  Increasing operational fluency  Applying knowledge Common Core State Standards: Key Shifts 6

Common Core Standards emphasize:  National approach to teaching and learning, with flexibility  Research base on math and language acquisition  Charting a course for learning from youth through adulthood  Curriculum and instructional alignment in schools and school systems Common Core State Standards: Key Shifts 7

Common Core State Standards: Progress in States 8 AK MT WY ID WA OR NVNV UT CA AZ ND SD NE CO NM TX OK KS AR LA MO IA MN WI IL IN KY TN MS AL GA FL SC NC VA WV OH MI NY PA MD DE NJ CT RI MA ME VT NH HI If the Common Core are to affect the learning of the nation’s 34 million public school students, they must be implemented in daily instructional interactions among teachers, students, and academic content. -Clifford & Mason, 2013

School principals are now supposed to be more…  Engaged more deeply with teachers in curriculum alignment and instructional decision-making  Involved in leading teacher professional development and instructional change  Informed about instructional quality with better data  Prepared with instructional leadership knowledge to support teaching improvement  Accountable for instructional support and student performance Common Core State Standards: Implications for Principals 9 Principal leadership is critical in schools making significant gains in student academic learning. -Wallace Foundation, 2010

School principals traditionally have…  Set instructional priorities  Interpreted state and district policy, and applied policies to processes and practices  Allocated human and financial resources to teachers, curriculum and instruction  Coordinated change processes  Selected, with teachers, instructional materials and technology  Assessed teacher performance Common Core State Standards: Implications for Principals 10 Common Core implementation is going to come down to the principal. We’re the ones that are going to be implementing Common Core with our teachers, not the superintendent and not the state legislature. -School Principal, 2014

11 Common Core State Standards: Leadership for the Common Core Survey A National Association of Elementary School Principals Study, with support from the Wallace Foundation and AIR Key questions: What priority do principals assign Common Core State Standards? What supports do principals have and need for instructional leadership of Common Core State Standards? What actions have principals taken to implement Common Core State Standards? The report is located at:

12 Common Core State Standards: Leadership for the Common Core Survey AK MT WY ID WA OR NVNV UT CA AZ ND SD NE CO NM TX OK KS AR LA MO IA MN WI IL IN KY TN MS AL GA FL SC NC VA WV OH MI NY PA MD DE NJ CT RI MA ME VT NH HI Purposeful sample of principals within states On-line survey 1,100 principals responded

13 Common Core State Standards: Leadership Priorities Common Core State Standards implementation is a high priority for respondents

14 Common Core State Standards: Leadership Knowledge and Needs

15 Common Core State Standards: Leadership Knowledge and Needs Nearly all of the principals reported completing professional development activities aimed at supporting teachers’ use of CCSS. The principals felt most prepared to communicate the general purposes of Common Core State Standards and inspire staff to action. The principals felt least prepared to lead organizational process for Common Core State Standards integration, particularly: Integrating Common Core with programs serving English- language learners, special education students Using expanded learning opportunities to support Common Core Evaluating teachers on use of instruction supportive of Common Core State Standards Budgeting for change processes

16 Common Core State Standards: Leadership Actions Nearly all of the principals have communicated the purposes of Common Core State Standards, organized staff to make curriculum changes, and sent staff to professional development. Approximately 75 percent of the principals reported math and English language curriculum had been modified. Half of the principals included Common Core State Standards in the school improvement plan and upgraded technology to support Common Core implementation. Less than one third of the principals had integrated special education, English language learning, expanded learning, and other offerings with Common Core State Standards.

17 Common Core State Standards: Implications for Principal Learning Build leadership content knowledge, which is content, pedagogy, and instructional leadership knowledge How do students learn and how is learning assessed? What should instructional be like? What must teachers know and do? How should organizational systems support teaching? Professional development for building technical knowledge Formal leadership learning opportunities on pedagogical knowledge, teacher observation and evaluation, data and assessments, and change processes

18 Common Core State Standards: Implications for Principal Learning Professional supports for building technical knowledge, or what leaders should know and do Institutes, workshops, and other formal learning focused on pedagogical knowledge, teacher observation and evaluation, data and assessments, and change processes. Networks and websites focused on leadership actions and organization processes, with tools principals can use. Information about managing instructional change in schools.

19 Common Core State Standards: Implications for Principal Learning Professional supports for building practical knowledge, or how leaders should know and do Coaching principals to initiate change and improvement processes, including teacher observation. Principal (and school leaders) networks focused on Common Core State Standards implementation and model schools. Cases and videos of leadership processes for change and improvement.

20 Common Core State Standards: What State and District Leaders Could Do Develop and support principal professional development activities and networks Engage principals in determining how and when changes occur Provide principals time, through job assignment flexibility or staffing assignments, to lead instruction Consider principal performance evaluation system changes Join CCSSO and Center for Great Teachers and Leaders in discussions with states Work in partnership with principal preparation programs and districts to prepare, recruit and hire the next generation of leaders

21 Contacts Matthew Clifford, Ph.D. American Institutes for Research 20 North Wacker, suite 1231 Chicago, IL gtlcenter.org educatortalent.org