Effective School Leaders and Student Achievement EPLC Conference Presentation March 13, 2006

K-12 School Leadership Project Purpose – recommendations to enhance leadership quality especially for Principals Superintendents Sponsored by EPLC, PASA, PAESSP Working since early 2005 Report this spring

Leadership Study Group 20-member study group School and district leaders Leadership educators Policymakers Associations PDE Foundations and advocates

Process Research Two study group meetings Focus groups Superintendents Principals Today’s session Draft report for release this spring

Issues Being Considered Supply and demand Evolution of leadership positions Knowledge and skills needed for success Leadership preparation programs Continuing education and support

Anticipated Outcomes Report and recommendations To state policymakers To school districts To leadership preparation institutions Information about the issue in multiple venues Advocacy for recommendations

Supply and Demand Plenty of certificates Not enough interested candidates Less experienced than in the past Quality?

Evolution of Leadership Less about control More about collaboration Less about management (as long as management issues are under control) More about student achievement

Evolution of Leadership Superintendent Vision Policy Politics Legal issues Personnel Principal Instruction Curriculum Personnel Legal issues

Superintendents – Knowledge, Skills, and Attributes Creating vision focused on students Strategic planning Standards-based systems Distributive leadership, empowerment School improvement strategies Learning theory Instructional strategies

Superintendents – Knowledge, Skills, and Attributes Diversity Managing resources for results Collaborating Communicating Consensus building Fairness, integrity Informed decision-making

Superintendents – Knowledge, Skills, and Attributes School board relations Media relations Community relations Advocacy for children Professional growth (self and others)

Principals – Knowledge, Skills, and Attributes Teacher development Letting teachers do their jobs Providing intellectual stimulation Providing models of effective practice Setting direction Developing shared goals Monitoring performance Promoting effective communications

Principals – Knowledge, Skills, and Attributes Organizational development Creating productive school culture Modifying structures that undermine work (including discipline issues) Building collaborative processes Design of curriculum, instruction, assessment Providing necessary resources

Principals – Knowledge, Skills, and Attributes Communications with teachers, students, parents Outreach and advocacy Flexibility Analysis and decision-making Knowledge of law, policy, etc. Fairness, integrity Emotional maturity, self-knowledge

Leadership Preparation Programs Does the course content support these requirements of effectiveness? Are state program approval standards aligned with them? Are programs organized to support best practices (e.g., clinical practice)? Are there proven practices or models to emulate?

Continuing Education and Support Effective professional development programs Pennsylvania Inspired Leadership Concept Content Organization and delivery Distributive leadership School district practices, including recruitment and compensation

Robert E. Feir Senior Fellow EPLC