1. © TNTP 2015 Leveraging Principal Supervisors to Drive Instructional Support to Schools Principal Summit May 12, 2015

2. / 2 Session Agenda Thermometer activity Introductions The Challenge Statement The 3-Pronged Bet Principal Development Proactive ILT development Cognitively Demanding Tasks Questions and Discussion Closing

3. / 3 Thermometer Activity 1-3 years3-5 years5+ years 1-5 principals 6-10 principals 11+ principals Train the TrainerIndividual Training

4. / 4 Thermometer activity Introductions The Challenge Statement The 3-Pronged Bet Principal Development Proactive ILT development Cognitively Demanding Tasks Questions and Discussion Closing Session Agenda

5. / 5 Christine Landry, Principal Leader, Boston Public Schools Doannie Tran, Assistant Superintendent, Boston Public Schools Christina Brown, Partner, TNTP Sarah Lynch, Leadership Coach, TNTP Session Presenters

6. / 6 Objectives 1 Discuss how and why BPS decided to shift the way principal managers are being used 2 Codify the plan for high-touch schools (TNTP partnership) and lower touch schools 3 Define what it looks like to prioritize differentiated ILT development 4 Share thinking about how BPS is thinking about growing capacity through cognitively demanding tasks

7. / 7 Thermometer activity Introductions The Challenge Statement The 3-Pronged Bet Principal Development Proactive ILT development Cognitively Demanding Tasks Questions and Discussion Closing Session Agenda

8. / 8 BPS was leading district-wide turnaround efforts, and much of that change began with principals and school leadership. THE CHALLENGE 1 Changes in leadership priorities for the district which placed an increased focus on the role of principal managers. 2 Several schools in BPS had young principals leading schools who were not showing strong student achievement rates. 3 Observation and training looked different across schools for each principal in BPS. 4 Principals were struggling to find the time to work on academic issues rather than operations issues.

9. / 9 Thermometer activity Introductions The Challenge Statement The 3-Pronged Bet Principal Development Proactive ILT development Cognitively Demanding Tasks Questions and Discussion Closing Session Agenda

10. / 10 BPS made three potentially risky bets in the area of principal development with the goal of overhauling their instructional support and outcomes. THE THREE BIG BETS High-Touch Principal Coaching Proactive ILT Development Cognitively Demanding Tasks

11. / 11 Operations → Instructional Coaching and Leadership Development Observations for Evaluation → Observations for Development Top Down → Shared Leadership Evaluating out → Proactive Talent Management PD to disseminate logistics and announcements → Replicable PD for skill development and practice Before BPS could take on these bets, there needed to be some large-scale school leadership shifts.

12. / 12 Role of Principal Leaders BPS vision for the role of principal leaders -- teachers of the principals Should be able to model the work PD/adult learning Observation and feedback Leadership development Talent Management Managing School Culture

13. / 13 Bet 1: High-Touch Principal Coaching THE WHY: Principals were receiving varied levels of support and coaching. New principals needed more support which became critical in a district where 2/3 or principals are in their first three years in the role. THE HOW: Define expectations Hire support Hire a leadership coach for high-needs principals Establish baseline skills for all principal managers. All coaches should be experts in: Modeling the work PD/adult learning Observation and feedback Leadership development Talent Management Managing School Culture

14. / 14 Bet 2: Proactive Instructional Leadership Team Development THE WHY: Leaders were struggling to find the time to move from evaluation to growth mindset. Growing principals requires a different mindset than evaluating principals. THE HOW: Emphasize talent management and allow room for role- differentiation. Principal leader leads the principal through the following process: Exemplar organizational chart with differentiated roles Predicted or desired ILT based on teacher proficiency One-on-one conversations Goal is getting the right people on the ILT

15. / 15 Bet 3: Cognitively Demanding Tasks THE WHY: PARCC test results and Common Core standards are raising the bar for what’s expected at an instructional level. Diagnostic review of Common Core implementation presented a clear picture of low level tasks across the district. Strategic focus on the right levers for Common Core implementation support district change. THE HOW: Emphasize cognitively demanding tasks at all levels. Models of cognitively demanding tasks make the target clear. Protocols for looking at student and teacher work at all levels raise the bar and engage staff in communities of practice around cognitively demanding tasks.

16. / 16 Instructional Focus: Cognitively Demanding Tasks

17. / 17 Thermometer activity Introductions The Challenge Statement The 3-Pronged Bet Principal Development Proactive ILT development Cognitively Demanding Tasks Questions and Discussion Closing Session Agenda

18. / 18 Christina.brown@tntp.org tntp.org facebook.com/thenewteacherproject twitter.com/tntp linkedin.com/company/tntp Connect with us.