1. DRAFT Click to Add Title “Principal as P-3 Leader: Excellence for All Students. Minneapolis 4/28/2016

2. DRAFT 3 rd Grade Reading Percent Scoring At or Above Statewide Medians

3. DRAFT A World-Class Education, A World-Class City “Your system, any system...... is perfectly designed to obtain the results you are obtaining” (Carr, 2008) Principal preparation and development are key elements of current “results system” on P-12 To obtain significantly improved results, a significantly improved (disrupted) system is necessary Higher ed, districts, and state agencies play key roles in current system of principal production

4. DRAFT A World-Class Education, A World-Class City What we know A strong principal can dramatically improve school culture, climate, and student outcomes in a short period of time We know how principals do this (vision, people, systems) We know that a capable and motivated teacher can learn how to do this in a carefully designed program The leadership challenge: organizing a school to support adult and student learning at scale

5. DRAFT A World-Class Education, A World-Class City Leadership and Learning Outcomes Bryk, Sebring, et al (2010) Organizing Schools for Improvement (Essential Supports) School Leadership Professional Capacity Parent Community School Ties Student Centered Learning Climate Instructional Guidance (Charles Payne: Leadership and pick 2)

6. DRAFT A World-Class Education, A World-Class City Root Cause: Within-school Improvement of Student Learning Within-school Improvement of Student Learning (explicit theory of impact) Administrative Leadership Instructional Leadership TEAM Organizational Resources Teaching/ Instruction Student Engagement and Learning Cosner 2014; Gamoran, Secada, & Marrett, 2000; Bryk et al., 2006

7. DRAFT A World-Class Education, A World-Class City We don’t know how to do it at scale: The scale of the principal preparation challenge is within our resources to address (approximately 10,000 principals annually, 400 in IL, 250 in NC) We do not know how to organize ourselves to address the problem of scale—across IHEs, districts, or states The organizational challenge is systemic, requiring IHEs, districts, and the state to function together

8. DRAFT A World-Class Education, A World-Class City System change “from the inside-out” Focus must be on leaders who can support elevated instructional performance in schools P-12 [NAESP COMPETENCY 5] Which requires new IHE/district collaborations Which requires new state supports if we are to do it at scale

9. DRAFT : A World-Class Education, A World-Class City Early Learning and Quality Instruction: Leadership as a Key Lever PreK-3 education and school leadership as key levers Growth of Pre-K in and out of elementary schools and importance of quality ECE for later learning Quality PreK-3 as an organizational property of the school—instruction, integration, adult learning Developing/supporting school principals who “get it”: challenges at multiple levels of principal development Policy and resources for the field(s) at scale

10. DRAFT A Short Bookshelf of Resources for Leadership In P-3 Education (First, the Science) Allen, L. & Kelly, B. eds. (2015) Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation. Committee on the Science of Children Birth to Age 8—Board on Children, Youth, and Families. Institute of Medicine and National Research Council. Washington, DC: National Academies Press. (www.nap.edu) www.nap.edu) Anderson A., Anderson, J., Hare & McTavish (2016) Language, Learning and Culture in Early Childhood. NY: Routledge. Shonkoff, J. P. & Phillips, D. A. eds. (2010) From Neurons to Neighborhoods: The Science of Early Childhood Development. Board on Children, Youth, and Families, National Research Council and Institute of Medicine. Washington, DC: National Academies Press. 9

11. DRAFT A Short Bookshelf (Policy and Practice) Goffin, S. (2013) Early Childhood Education for a New Era: Leading for our Profession. NY: TC Press. Heckman, James J. (2013) Giving Kids a Fair Chance (A Strategy that Works). Cambridge: Boston Review. Kauerz, K & Coffman, J. (2013) Framework for Planning, Implementing, and Evaluating PreK-3 rd Grade Approaches. Seattle, WA: College of Education, UW. Ritchie, S., & Gutmann, L. (2014) First School: Transforming Prek-3 rd Grade for African American, Latino, and Low-Income Children. New York: Teachers College Press. Teale, W., Walski, M. et al. (2015) Early Childhood Literacy: Policy for the Coming Decade. Chicago: UIC Research on Urban Education Policy Initiative Brief. http://ruepi.uic.edu/early-childhood-literacy- policy-for-the-coming-decade/ Zaslaw, M., Martinez-Beck, et al., eds (2011) Quality Measurement in Early Childhood Settings. Baltimore: Paul H Brookes Publishing. 10

12. DRAFT A Short Bookshelf (Organization and Leadership as Foundations for Learning) Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2010). Organizing Schools for Improvement: Lessons from Chicago. Chicago, IL: The University of Chicago Press. Bryk, A., Gomez, L. et al. (2015). Learning to improve: How America’s schools can get better at getting better. Cambridge, MA: Harvard Education Press. Kostelnik, M. J. & Grady, M. L. (2009) Getting It Right from the Start: The Principal’s Guide to Early Childhood Education. Thousand Oaks, CA: Corwin Press and NAESP. Leading PreK-3 Learning Communities: Competencies for Effective Principal Practice (2014) Alexandria, VA: National Association of Elementary School Principals. 11

13. DRAFT A World-Class Education, A World-Class City Characteristics of Next-Generation programs Results-oriented focus on principal impact on schools Partnerships with districts that invest resources Highly selective admissions to structured cohorts Full time, intensively coached, site-based learning (residencies, internships) Integration of academic and practical learning Structured post-licensure support to accelerate early- career development and success

14. DRAFT A World-Class Education, A World-Class City Districts as partners in prep and devel’t As hospitals and clinics are to med schools, so are districts to next-gen principal prep programs A limited number of IHE/district partnerships can provide principals for entire state Requires district buy-in and resources for planning, implementation, and assessment of program Some districts pay for full-year residencies

15. DRAFT A World-Class Education, A World-Class City State supports for next-gen partnerships States can pass new licensure requirements for programs: partnerships, candidate selectivity, internships, and program impact on schools Field-based learning and supervision requires new resources not currently standard in the field If limited number of IHE/district partnerships provide principals for entire state, that burden needs state support for partnering districts, IHEs The costs at scale are small by state budget standards

16. DRAFT A World-Class Education, A World-Class City UIC Program Impact 98% of first 12 cohorts became principals or APs, 80% of first 12 cohorts are principals, and 16 now supervise principals Out-perform elementary and secondary school system norms on leading indicators such as attendance, freshman-on-track, and annual dropout rates Out-perform CPS and state averages in lagging indicators such as graduation rates and standardized achievement tests Six of top 20 elementary schools now led by UIC principals Higher retention rates (80%) for HS and Elementary principals

17. DRAFT A World-Class Education, A World-Class City Root Cause: Within-school Improvement of Student Learning Within-school Improvement of Student Learning (explicit theory of impact) Administrative Leadership Instructional Leadership TEAM [P-3??] Organizational Capacity [NAESP Competency 5] Teaching/ Instruction [P-3??] Student Engagement and Learning [P-3??] Cosner 2014; Gamoran, Secada, & Marrett, 2000; Bryk et al., 2006

18. DRAFT 17 A World-Class Education, A World-Class City CPS vs. Illinois XChi: 2001 Grade 3

19. DRAFT 18 2001 Grade 3 Grade 5 Grade 8

20. DRAFT 19 2012 Grade 3 Grade 5 Grade 8

21. DRAFT A World-Class Education, A World-Class City Next-generation school leaders Are already performing at the building level Are already being produced at the level of university and district partnerships—approaching scale at the local level (Chicago, Gwinnett County, GA, etc.) But are not yet being produced at scale at the state level: no state has yet taken the clear lead “Your system, any system, is perfectly designed...” School leaders as P-3 Policy change agents

22. DRAFT Steve Tozer: stozer@uic.edu A World-Class Education, A World-Class City Questions