Building a Culture of Leadership at Belmont High School Michael M. Harvey, Ed.D. Principal, Belmont High School

Introduction Background Background The Challenge The Challenge The Process The Process Outcomes Outcomes

Belmont High School 1150 Students, Grades Students, Grades 9-12 –25% minority Located in Suburban Boston Located in Suburban Boston –Total Town Population= 23, Teaching Faculty Members 90 Teaching Faculty Members 60 Support Staff 60 Support Staff Budget of approximately USD$12 million in Budget of approximately USD$12 million in

BHS Academic Profile 93 % of Students Attend College 93 % of Students Attend College Average SAT: 578 (cr), 609 (m), 587 (w). Average SAT: 578 (cr), 609 (m), 587 (w). 72% of students take Advanced Placement. 72% of students take Advanced Placement. Named a “Top 100 US Public High School” by US News and World Report for Named a “Top 100 US Public High School” by US News and World Report for 2008.

Graduation Requirements 4 Years of English, Mathematics, Science, and Physical Education 4 Years of English, Mathematics, Science, and Physical Education 3 Years of Social Studies 3 Years of Social Studies 2 Years of Foreign Language 2 Years of Foreign Language 1 Year of Fine or Performing Arts 1 Year of Fine or Performing Arts Community Service—40 Hours in 4 years Community Service—40 Hours in 4 years

More Than Just Academics After-School Activities After-School Activities –Interscholastic Sports –Performing Arts Groups –Clubs and Activities

BHS in 2006 Retirement of long-term principal in Retirement of long-term principal in –Replacement resigned in Very Inexperienced Faculty Very Inexperienced Faculty –Most in first 5 years of career School lacked a clear focus on Teaching and Learning School lacked a clear focus on Teaching and Learning

Enter the New Principal My Training My Training –Classroom Teacher, Asst. Principal, Curriculum Director, Principal My Leadership Philosophy My Leadership Philosophy –The Purpose of the Principal/Administrator –Setting Priorities –Non-negotiables –Entry Strategy

What Was in Place at BHS? Leadership Structure within BHS Leadership Structure within BHS –Principal –Asst. Principals (2) –Curriculum Directors Strong Culture of Hiring and Retaining Excellent Staff Members. Strong Culture of Hiring and Retaining Excellent Staff Members. Community that had high expectations for student performance. Community that had high expectations for student performance.

The Challenge How do you take an already highly performing school and make it better? How do you take an already highly performing school and make it better? Began a course to focus the school on its core mission of teaching and learning. Began a course to focus the school on its core mission of teaching and learning. –Instructional Leadership –Data-Based Decisions –Collaborative Leadership

Step I: Instructional Leadership Step I: Establishing a Presence in the Classroom. Step I: Establishing a Presence in the Classroom. –BHS had an effective system for hiring and evaluating new teachers. –The building administration (principal and assistants) did not have a strong presence in the classroom.

Walk Through Program Informal Classroom Visits Informal Classroom Visits –One time per month for each teacher Follow up via Follow up via –Comment on one thing you observed. –Ask teacher a leading question about their practice. Important to build a culture based on teaching and learning. Important to build a culture based on teaching and learning.

Step II: Deciding What to Change Data Based Leadership Data Based Leadership –Data drives decisions From: Boudett, Kathryn, ed. (2005) Data Wise: A Step by Step Guide to Using Assessment Results to Improve Teaching and Learning. Cambridge: Harvard Press.

The Data-Based Approach at BHS Began with analysis of data by faculty members Began with analysis of data by faculty members Many forms of data Many forms of data –SAT Results –State Testing –Classroom Assessments –Surveys –Lesson plans

Major Findings of Data Analysis BHS is doing well by 80% of students. BHS is doing well by 80% of students. The bottom 20% is not performing well. The bottom 20% is not performing well. –Minority Students –Special Needs □Staff were eager for opportunity to assume positions of leadership

Step III: Implementing the Changes Examples: Examples: –Student Focus “BHS Scholars” –Staff Focus “Creating Teacher Leaders” –Programmatic Changes “Special Education Service Delivery”

BHS Scholars Why are African American students not achieving as high as white students? Why are African American students not achieving as high as white students? –Examined SAT, state assessment, school grades and course enrollments. –Created to address the disparity between white and African American students at BHS.

BHS Scholars Program Goal of the Program: To Improve the Representation of African American Students in Advanced Courses Goal of the Program: To Improve the Representation of African American Students in Advanced Courses –Students grouped in “cohorts” and placed in advanced-level classes. –Students given greater support  Summer Tutoring  After School Help Sessions  SAT Preparation Courses

BHS Scholars Program Outcomes 40 Students took part in Students took part in –Grouped in Honors English Classes 61 Students in Students in –English and Mathematics Courses In first year of program: In first year of program: –Number of students in advanced courses increased –GPAs of students in Scholars program increased.

Staff Focus: Creating Teacher Leaders Data: State sponsored survey and teacher interviews. Data: State sponsored survey and teacher interviews. Major Initiatives Major Initiatives –Protocol teams –Change in staff training –Mentoring of future administrators

Protocols and Lesson Study Peer Review Teams Peer Review Teams –Teams of teachers analyze each other’s lesson plans and examples of student work as the data. –Teams critique their colleagues’ lessons based on a strict set of protocols. –Selected members of the faculty were trained to run teams.

Staff Development Staff Study Groups Staff Study Groups –Small groups of staff members study a topic and present findings to full faculty. –First topic “Student Motivation” presented to full faculty at professional development workshop. –Second study group will focus on the topic “21 st Century Skills for Success.”

Mentoring Future Leaders Programs have created opportunities for staff members to demonstrate leadership. Programs have created opportunities for staff members to demonstrate leadership. The need to identify future school administrators. The need to identify future school administrators. Several members of the faculty have also begun administrator preparation programs. Several members of the faculty have also begun administrator preparation programs.

Program Focus: Special Education Focus Group Group of parents, faculty and administrators formed to discuss issues in special education at BHS. Group of parents, faculty and administrators formed to discuss issues in special education at BHS. Data: District-wide survey of parents and student assessment data. Data: District-wide survey of parents and student assessment data. Group met regularly over school year and discussed methods that administrators, teachers, parents and students could improve the system. Group met regularly over school year and discussed methods that administrators, teachers, parents and students could improve the system.

Conclusions Analyze your School! Analyze your School! Empower your staff! Empower your staff! Change is faster and stronger if your faculty is driving it! Change is faster and stronger if your faculty is driving it! Your job it to point them in the right direction. Your job it to point them in the right direction.

Questions