OVERVIEW & UPDATE CADEA/MCEAP Conference: Advancing Leadership Preparation Conversations on Policy & Practice Innovations Joseph P. Frey January 29, 2010Robert B. McClure

To create a world class system of school leadership... Centered on student learning, and... Built on research-based actionable behaviors and practices... To positively impact teaching and learning... At every phase within the leadership continuum.

To support the growing body of research which recognizes the strong correlation between: School Leadership and Student Learning

 Leadership is second only to classroom instruction among all factors that influence student outcomes  Leadership effects are usually largest where and when they are needed most  Principals and superintendents are being admonished to be “instructional leaders” without much clarity about what that means

1.A Common Set of Leadership Standards 2.Pre-Service Programs for School Leaders 3.Professional Development for School Leaders 4.Performance Evaluation for School Leaders 5.Program for Aspiring Superintendents 6.Support from Superintendents Statewide

 Adoption of ISLLC Leadership Standards to serve as the foundation for: leader preparation programs professional development leader performance evaluation aspiring superintendents program

 Transform College/University Leadership Programs  Base programs on ISLLC Standards  Apply research-based effective program elements  Integrate theoretical and practical knowledge  Require an authentic, full-time internship  Focus on teaching and learning  Require collaboration with high need schools

 Bank Street College  Baruch College in partnership with Brooklyn College and Lehman College  Fordham University  SUNY Oswego  SUNY Stony Brook  Syracuse University

Goal: Develop a Network of Regional Leadership Academies One Academy in Each JMT Region One Academy in Each of the “Big Four” Buffalo - Syracuse - Rochester - Yonkers

A “Working Group” selected by: School Administrators Association of N.Y. State (SAANYS) Council of School Supervisors and Administrators (CSA) New York State Council of School Superintendents (NYSCOSS) Purpose: To identify the “design elements” and “components” for a school leader evaluation system

Based upon: Research, best practice, and experiential learning ISLLC Leadership Standards Focused on: The advancement of learning Evidence-based indicators of student, teacher, and leader growth

The Leadership for Educational Achievement Foundation (LEAF) will take responsibility for this initiative on behalf of NYSCOSS (T HE C OUNCIL ).

Goal: To develop a statewide system to provide relevant information and research for superintendents regarding the CLS in terms of its design, implementation and need for their support.

Review of Key Components 1. Enhanced collegiate leader preparation programs 2. Leadership academies statewide providing quality P.D. to practicing school leaders 3. An evaluation system tied to professional growth and student learning 4. Quality programs to train future superintendents 5. Understanding and active support from N.Y. State’s superintendents

1. Adopting standards and assessments that prepare students to succeed in college and the workplace and to succeed in the global economy 2. Building data systems that measure student growth and success, and inform teachers and principals about how they can improve instruction

3.Recruiting, developing, rewarding and retaining effective teachers and principals, especially where they are needed most 4.Turning around our lowest-achieving schools

Part A: State Success Factors - State reform agenda articulated 5 pts. -MOU’s of support from districts 45 pts. -Broad support for achievable goals 15 pts. -Capacity to implement demonstrated 20 pts. -Support for Implementation 10 pts. -Progress on 4 Reform Areas evident 5 pts. -Gains in student achievement evident 25 pts. TOTAL: 125 pts.

Part B: Standards and Assessment - Participation in state consortium to develop and adopt common standards 40 pts. -Plan to develop high quality assessments via consortium 10 pts. -Support for transition to new standards 20 pts. TOTAL: 70 pts.

Part C: Data Systems -Statewide longitudinal system in place 24 pts. -Plan for accessing State data 5 pts. -Plan for using data to improve instruction 18 pts. TOTAL: 47 pts.

Part D: Great Teachers and Leaders -Creating quality pathways for teachers and principals 21 pts. -Improve teacher and principal 58 pts. performance based on evaluation -Equitable distribution of effective teachers and principals 25 pts. -Improve effectiveness of teacher and principal preparation programs 14 pts. -Provide support for teachers and principals 20 pts. TOTAL: 138 pts.

Part E: Turning Around Schools -State authority to intervene 10 pts. -State “turn around” plan in place With ambitious, yet achievable annual targets 40 pts. TOTAL: 50 pts.

 Improve teacher and principal performance based on evaluation  MOU’s of Support from districts  Common Standards Adopted  Turning around the lowest achieving schools NOTE: Next item drops to 25 points 58 points 45 points 40 points

1. National Standards 2. Innovation, Collaboration and Competition (new pathways and program providers) 3. Emphasis on teacher and principal evaluation systems tied to student achievement 4. Compensation tied to student achievement 5. Improving teacher and leader preparation programs (tracking performance of graduates) 6. Use of data to improve instruction 7. Support for principals as instructional leaders

Recruitment  proactive plan in place to secure desired candidates Selection: Candidates demonstrate:  intent to be school leaders  prior leadership experience  excellence in teaching Curriculum  ISLLC based/coherent scope & sequence  reflects research on effective leadership and school improvement and best practice

Clinical Work  anchors the program and woven throughout  developmental, with increasing responsibilities progressing to independent leadership  features authentic leadership work (not passive activities)  is aligned with the school year and the time-flow of leadership responsibilities  is tightly linked to classroom learning experiences

Internship  supervised by a highly qualified school leader and a faculty advisor  considerable length and intensity Faculty  maintain close contact with schools  includes a balance of theoretical and practical experiences  recency of highly effective leadership experience  includes educators from partner districts

Instruction  reflects deep understanding of learning  features effective instructional practices  makes appropriate use of technology  emphasizes the development of higher order skills Candidate Assessments  reflect best practice in measurement  scaffolded on authentic conditions of leadership and problems of practice  more than a collection of course grades

Program Structure and Delivery  promote supportive learning structures for students  integrate and make technology available  community of practice among students and faculty  timely program completion  learning experiences occur during the school day  link students with excellent mentors Partnerships  practitioner partners are meaningfully involved in all dimensions of the program

Program Evaluation  important and well planned dimension  uses best practice of program evaluation and assessment  measures institutional performance across a variety of desired outcomes  provides performance feedback for changing the program  ensures that evaluation data are directed to strengthening the program

Contact Information: Joseph P. Frey Deputy Commissioner for Higher Education, NYSED Robert B. McClure Wallace Cohesive Leadership System Grant Director