National SAM Project Kentucky Georgia Iowa Illinois Delaware California New York Missouri Texas Missouri

National Study Commissioned by The Wallace Foundation Commissioned by The Wallace Foundation Independent 18 month research focusing on current SAM/Principal teams Independent 18 month research focusing on current SAM/Principal teams

Findings SAM Works. There is a change in principal practice. SAM Works. There is a change in principal practice. The change is significant. The change is significant. 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 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.” -Dr. Joe Murphy, Vanderbilt

Principals spent almost ½ hour less in school overall. Principals spent almost 1 hour more on instruction per day. Principals spent almost 5 hours more on instruction per week. Instruction 31.9% Management 65.1% Baseline 8 hr. 46 min. Total Hours Per Day Management Instruction 45.1% 51.7% Year 1 8 hr. 15 min. Total Hours Per Day % Increased Time Spent on Instruction Baseline to One-Year Follow-Up (n=75)

Recommendations and Response 1. Delegation of time intensive management tasks is key. Initial team training and ongoing coaching has been refined to emphasize delegation of five identified management tasks.

Delegation Makes the Difference “High Delegation” schools, in which SAMs are the first responders for five time-intensive management tasks are consistently successful. –Student discipline –Student supervision –Management of non-teaching staff –Management of school facilities –Interactions with parents High-delegation schools were found in Models 1, 2, and 3

High Delegation (n = 34) Low Delegation (n = 17) (Change not Significant) Time Spent on Instruction 32%51% BaselineYear 1 Time Spent on Instruction 31%41% BaselineYear 1 Change in Time Use by Amount of Delegation

Recommendations and Response 2. Review and align time descriptors. Requests for Proposals for a yearlong review of the descriptors and alignment with high leverage leadership behaviors will be issued in February, 2010.

Descriptors Management a. student supervision b. student discipline c. employee supervision d. employee discipline e. office work/prep f. building management g. parents/guardians h. decision making committees, groups, meetings i. district: meetings, supervisors, others j. external: officials, others k. celebration Instruction a. student supervision b. work with student(s) c. employee supervision d. office work/prep. e. observation, walk through f. feedback g. parents/guardians h. decision making committees, groups, meetings i. district: meetings, supervisor, others j. external: officials, others k. teaching/modeling l. professional development m. planning, curriculum, assessment n. celebration

Recommendations and Response 3. Identify stages of project implementation and customize support. Grant requests will be submitted in February, 2010 to allow a full range of differentiated professional development aligned with SAM/principal team needs

Recommendations and Response 4. Improve data tools. 4. Improve data tools. TimeTrack 3.0 was released in August and the first web version was installed this month making data entry far easier. TimeTrack 3.0 was released in August and the first web version was installed this month making data entry far easier.

Recommendations and Response 5. Improve coaching. Coaching training, monthly support Coaching training, monthly support and expectations have been increased; new coaching materials are under development.

Recommendations and Response 6. Actively engage school districts, align professional development. State Coordinators are developing a district engagement logic model; district level administrators have been invited to participate in the SAM process; Grant requests will be submitted in February, 2010 to allow a full range of differentiated professional development aligned with individual district and individual SAM/principal team needs.

General Recommendation Better communicate with teams. School Profile Sheet developed: Struggling, Progressing, Successful School Profile Sheet developed: Struggling, Progressing, Successful Ten Day Turn-a-Round Ten Day Turn-a-Round Data direct to principal, SAM and Coach Data direct to principal, SAM and Coach Feedback from National Director Feedback from National Director Monthly eNews published Monthly eNews published

Next? Correlate change of practice with student achievement Correlate change of practice with student achievement Focus on logic map: improve teacher practice, student engagement and parent effectiveness Focus on logic map: improve teacher practice, student engagement and parent effectiveness

For more information: Mark Shellinger, National SAMs Project Director Mark Shellinger, National SAMs Project Director

SAMs : Alternative School Administration Study (ASAS) Time Task Analysis Sample School 6 Management/Instruction Code Student Supervision 1A 6.4%0.8% Student Discipline 1B 3.1%1.5% Employee Supervision 1C 18.9%7.8% Employee Discipline 1D 0.0% Office Work Prep 1E 21.4%6.9% Building management 1F 0.6%0.4% Parents / Guardians 1G 4.7%0.8% Decision making groups, meetings 1H 5.1%0.8% District: meetings, Supervisors 1I 3.5%2.1% External: Officials, others 1J 1.6%0.6% Celebration 1K 1.4%0.2% Student Supervision 2A 2.7%0.2% Work with students 2B 1.0%1.3% Employee Supervision 2C 1.4%3.4% Office Work/ Prep 2D 2.5%8.6% Observation, walk through 2E 2.1%22.9% Feedback to teacher 2F 0.0%13.6% Parents / guardians 2G 0.0% Decision making groups, meetings 2H 1.9% District: Meetings, supervision 2I 3.3%5.2% External: Officials, others 2J 0.0% Teaching / Modeling 2K 0.8%0.4% Professional Development 2L 10.5%9.2% Planning, Curriculum, assessment 2M 5.3%8.2% Celebration 2N 0.0%0.2% Personal 3 1.8%2.9% Average Time in school per day Management 66.7%22.0% Instruction 31.6%75.1% Personal 1.8%2.9% Non Instruction 68.4%24.9% Instruction 31.6%75.1%