1 Advisory Committee for Principal Selection Overview and Preparation Principal Selection Process

Agenda Overview of the Principal Selection Process Introduction to the Principal Selection Process The Framework for Effective School Leadership – Key Indicators for Principal Selection The Role of the Advisory Committee for Principal Selection Advisory Committee Discussion – Principal Selection Priorities School Life Cycle School Size School Programs/Student Needs School Context Wrap-up and Next Steps Summary of key priorities Interview Questions 2

Introduction to the Principal Selection Process: DPS School Leadership Framework Denver Public Schools has developed a School Leadership Framework that is being used both as a common definition for effective school leadership and as a tool to select, evaluate and provide professional learning opportunities for principals This Framework guides all of the district’s work in selecting, supporting, and evaluating school leaders. The Expectations, Indicators and Behaviors identified in this Framework define the types of skills, abilities and aptitudes that future and current DPS Principals need to be able to demonstrate. 3

4

5

6 Principal Selection Process Lead in Denver Pre- Screen Applicant Screening for Qualified Principal Candidate Pool Advisory Committee for Principal Selection Finalist Engagement Learning Walk Community Forum Superintendent Interview and Offer

Introduction to the Principal Selection Process: Advisory Committee for Principal Selection Process The school committee’s role is to provide advisory input to the Instructional Superintendent as they recommend finalist candidates to the superintendent for hire. The committee will meet with the Instructional Superintendent to review the selection process and talk through the schools’ characteristics, priorities, and needs as related to what the committee seeks in a new school leader. Once this meeting is complete, the I.S. or E.D. will work with the committee to add questions to the select interview questions from the question bank. The committee will receive training in interviewing and effective/ethical practices in interviewing by a Human Resources Partner. The committee will conduct the interview process, collecting evidence on the interview rubric form. The Instructional Superintendent will develop a summary of the Framework- based strengths and needs of each candidate and provide this summary to the Superintendent for review and selection of Finalist candidates. 7

Membership of the Advisory Committee The Committee will be composed of nine to eleven members as follows: The Instructional Superintendent/Executive Director will provide for approval of the Advisory Committee membership and will serve as co-chair The remaining eight to ten members must be representative of the diversity of the school population and will be selected by the school’s CSC with the following level of representation: – Five building staff members. This must include three teaching staff members and one non-teaching staff member; the fifth may be any member of the school staff. The current principal is not eligible to serve on the committee. – Three to five parent/guardian and community members. The members must include one parent or guardian of a student currently enrolled in the school and one CSC representative. – The IS/ED reserves the right to refer the composition of the proposed Advisory Committee back to the CSC to ensure adequate representation of the whole community. 8

9 Principal Selection Priorities 1. School Life Cycle 2. School Size 3. School Programs/ Student Needs 4. School Context

Group Discussion 10 Section 1: School Life Cycle Which are we? HIGH ACHIEVINGSTEADYIN FLUXNEWTURNAROUND  School that consistently exceeds district student achievement standards, with” Distinguished” accreditation ratings  Not in need of significant change to maintain high student achievement  School consistently meets district standards, with consistent “Meets Expectations” or “Accredited on Watch” accreditation ratings  School has not recently had significant increases in student achievement  School curricular focus, student or community demographic is undergoing rapid change  Starting a school “from scratch” either in a new or existing building  School consistently receives “Accredited on Priority Watch” or “Accredited on Probation” ratings  Student achievement has been low and stagnant or decreasing for several years in a row  School is in need of a significant change in direction to improve student achievement

What Activities Will be Most Critical for Our Principal? 11 Some Examples: HIGH ACHIEVINGSTEADY  Maintain strong culture of high achievement  Consistently develop a pipeline of great staff  Successfully manage relationships with parents and staff  Focus on continuous improvement  Identify opportunities for instructional improvement and create a sense of urgency to move student achievement  Develop a new vision and counsel staff to improve instructional outcomes  Ensure accountability at all levels IN FLUXNEWTURNAROUND  Maintain focus on rigorous instruction through change  Help others adapt to change  Personally adapt to change  Anticipate and make necessary changes to school facility, staff or instruction  Select and place a high quality staff  Create and inspire others towards new vision  Establish processes and policies that lead to safe, student-centered and efficient building  Build a school community focused on building a college and career going culture  Ensure the best quality staff  Intense focus on improving instruction  Set challenging goals and make sure they are achieved  Use resources creatively  Use personal impact rather than organizational “mandate” to effect change in school

Group Discussion 12 Section 2: School Size Where do we fall? SMALLLARGE Definition  <500 (E.S./M.S.); < 700 (H.S.)  >500 (E.S./M.S.); >700 (H.S.) Context  Principal can personally know each student and family  Principal is often personally engaging with individual staff members  Principal may take care of most administrative activities  May be difficult to personally know each student and their family  Principal may have limited interaction with all staff members; need to maintain accountability  Principal may need to get work done through others; staff members may take on administrative responsibilities  Facilities may be large and physically spread- out What would we add or change about the context description for our school?

Group Discussion 13 Section 3: School Programs/Student Needs What specific school programs or student needs will be important for our new principal to understand and manage effectively? SampleszDefinitions Magnet and Specific programmatic focus  School has a specific programmatic or curricular focus, including American Indian, Arts, Dual-Language, Expeditionary Learning, International Baccalaureate, International, Montessori and Science, High AP participation, Career and Technical Education, etc. Innovation  School implements innovative practices to improve student outcomes.  School may petition to waive district policies for increased flexibility. Highly Gifted and Talented Programs  School has a high percentage of students designated as highly gifted and talented  Students participate in screening to receive the designation and to be admitted into a Highly Gifted Program English Language Acquisition Program  High percentage of students are learning English as a second language High Special Education Population  High special needs population, or significant Special Education compliance issues within the school Early Childhood Focus  School may be limited to Pre-K to 3, or may have a specific early childhood program as a core school focus

Group Discussion 14 Section 4: School Context What is happening in the school community that will affect our new school leader? SamplesDefinition Sustaining Success  High degree of satisfaction among stakeholders  Consensus that school has done well over the years and priority is to maintain status quo  Previous leadership highly regarded; leadership change is regretted by school community Internally Focused  General distrust of “outsiders” or central office involvement in school decisions  Staff has long tenure and is protective of current school culture Politically Charged  Recent turmoil in the school has led to mistrust among staff and/or community members  High need for relationship building and realignment of stakeholders

Group Discussion: Which areas of focus will be most critical for our school in the next one to five years? School Life Cycle 2. School Size 3. School Programs/Student Needs 4. School Context

Group Discussion: Which Framework Indicators will be most important for our school? 16 EXPECTATIONKEY INDICATORDESCRIPTION CULTURAL AND EQUITY LEADERSHIP CEL1: Leads for equity toward college and career readiness Leader is aware of issues of diversity and equity in achievement engages all stakeholders in conversations around these topics. INSTRUCTIONAL LEADERSHIP IL1: Leads for high-quality, data-driven instruction by building the capacity of teachers to lead and perfect their craft Leader uses data to make instructional decisions and knows how to work with stakeholders to ensure data-driven instruction takes place across the school. Leader has deep knowledge of high quality instruction and can work with teachers to implement these practices for all students. HUMAN RESOURCE LEADERSHIP HRL1: Applies teacher and staff performance management systems in a way that ensures a culture of continuous improvement, support, and accountability Leader is well-acquainted with and uses the district performance management system to support teachers and promote student achievement. STRATEGIC LEADERSHIP SL1: Leads the school’s vision, mission, and strategic goals to support college readiness for all students Leader has a clear strategic plan and engages all stakeholders in the development of the school vision/mission. COMMUNITY LEADERSHIP CL: Actively advocates for members of the school community and effectively engages family and community Leader communicates effectively with school stakeholders and community members, including second language families and those from different cultural backgrounds. Leader ensures that all members of the school community have a strong voice in regard to concerns, ideas, and interests.

Group Discussion: What work experience or credentials will we want to look for in potential principal candidates? School Life Cycle 2. School Size 3. School Programs/Student Needs 4. School Context