1. In Your Own Time: Leveraging Blended Models to Maximize Learning
Leadership Academy
In Your Own Time: Leveraging Blended Models to Maximize Learning
May 2017
Session 12:45-200
@NYCLeadership

2. Introductions 01
Activity 1 Mary
12:45-12:50 (5min)

3. NYCLA’s Vision for Impact:
At NYCLA we envision a nation where every school and school system is led by transformational leaders who prepare all children, especially the traditionally underserved, for success.
Activity 1 Mary
12:45-12:50 (5min)
Strong leadership creates a multiplier effect
Leadership from any seat (particularly important as we engage in this room with individuals in various leadership roles in the school)

4. NYC Leadership Academy: Who We Are
A nationally-recognized nonprofit launched in 2003.
Have worked with school systems and their partners in 30 states and 2 countries to advance student achievement by strengthening school leadership capacity.
Specialize in training, coaching, and supporting education leaders who serve and support high-need, hard-to-staff and turnaround schools and districts – and building partner capacity to do this work.
Activity 1 Mary
12:45-12:50 (5min)
The NYC Leadership Academy was founded in 2003 with a mission to prepare and support school leaders who can transform the most challenging schools and improve outcomes for all students. At the time there were 1257 schools in NYC and it was predicted that 600 of those schools would need new principals within the next few years. NYC had a lot of failing schools at that time and those few who wanted to be principals, were not interested in leading the most challenging schools in the city. Chancellor and Mayor decision was to invest in the development and implementation of an aspiring leaders program to prepare teachers and others specifically to go in and turn around schools – the hardest to staff schools – and be ready to lead within one year. We developed an aspiring principals program, driven by what a leader needs to know and be able to do to successfully lead a school through its first year. The first cohort… now…still learning, still evolving – but what we know is that school leaders, under seriously challenging conditions, can transform schools.

5. Our Services Primary Service Areas: School Leadership
“Highly skilled NYC Leadership Academy partners lead an innovative curriculum design, development and coaching model, strategically aligned to the skills required to meet identified district needs. It was highly customized, laser-like in focus and skillfully delivered.”
-Dr. Barbara Dean-Williams, Superintendent of Schools, Rochester City School District
Primary Service Areas:
School Leadership
District Leadership
Leadership Coaching
Activity 1 Mary
12:45-12:50 (5min)
Who We Are
Continuum of services. Direct delivery, building capacity of others in the district to do this work and the in-between where we build client capacity and sustainability plan with client and then step out. In all of this work we are not always easy to work with – we are there to push thinking and practices of others (including district central staff and those training) – we push leaders to continuously identify, examine and manage assumptions, beliefs and personal behavior -- we are looking to produce impactful learning experience that change practice.

6. NYCLA Footprint 30 states + Colombia and Brazil Activity 1 Mary
12:45-12:50 (5min)
30 states + Colombia and Brazil 6

7. Objectives
Learn about and experience aspects of the Foundations of Principal Supervision model
Leverage the NYCLA approach to inform your approach to supporting and preparing principal supervisors
Activity 1 Mary
12:45-12:50 (5min)

8. Draw a picture that reflects the daily work of a principal supervisor
Reflection
Draw a picture that reflects the daily work of a principal supervisor
Activity 2 Mary
12:50-12:55 (5min)
FN: Look into what it means to be a foundations participant
Need: Blank paper

9. Principal Supervisor Impact Framework
Activity 3 Mary
12:55-1:00 (5min)
Popcorn a few responses large group
Print of graphic in folders
1. What do you see?
2. How does this graphic compare to your (or your district’s) understanding of the role?

10. Foundations of Principal Supervision
Activity 3 Mary
12:55-1:00 (5min)

11. Foundations Yearlong Supports
Virtual Learning Community
Coaching
Working with District PS Team
Supporting Current School Leaders
Activity 3 Mary
12:55-1:00 (5min)

12. Foundations of Principal Supervision – Summer Snapshot
Monday: Principal Supervisor Role & Impact
Tuesday: Data Driven Leadership
Wednesday: Instruction and Feedback
Thursday: Evaluation and Coaching
Friday: Strategic Planning
Activity 3 Mary
12:55-1:00 (5min)

13. Develop Learning-Rich Communities of Practice
Pursue Personal Leadership Development
Balance Coaching and Evaluation
Build Instructional Leadership Capacity
Engage System Leaders to Promote Principals’ Success
Drive and Sustain Strategic Change
Activity 4 Derick
1:00-1:10 (10min)
Provide Background: Research based and aligned to national principal standards (specifically the Model Principal Supervisor Professional Standards and vetted by other PS across the country (2min)
These are the standards and how they were developed this slide in folders
Lets take a dive into the standards that represents an experience from foundations
Lead for Equity and Access

14. The Principal Supervision Role
Which standard do you see yourself being strong in?
Which standard do you see as an area of growth?
Activity 4 Derick need one pager, stickers
1:00-1:10 (10min)
Scatter-plot activity
Quick self-assessment
Provide one-pager of PS standards ( 5min) high level review
Graphic organizer needed
2min
Which standard do you see yourself being strong in?
Which standard do you see as an area of growth?
Place stickys representing answers onto scatterplot
Scatter-plot
Debrief:
What do you see?
Any pattern / trend?

15. Who are your principals?
Who are your three priority principals?
What do you know about each of them?
What are some of their strengths and areas for growth?
Activity 5 Derick
1:10-1:20 (10min)
Transition;
Opportunities to experience being a foundations participants
Day 1 was complete
Day2: data
Day 3: Instructional leadership ; school visit
Day 4 : begins to discuss coaching and evaluation
Purpose of experience is being targeted with their coaching and priorities in time. (caseload of a PS is tremendous)
Think, Pair, Share about the prompt questions (10min) 4 to think and 3 per partner)

16. Who are your principals?
How do you determine who to prioritize?
How does your criteria for prioritization align with your district leadership evaluation/coaching tool?
Activity 6 Derick
1:20-1:40 (20min)
Large group conversation 5min
How do I ensure my coaching is purposeful and this is what we explore as part of the foundations experience

17. Planning Your Support
What do we know about the leader as a learner, person, and leader?
Which leadership standards are your prioritizing?
What are the look fors to help you know that this is happening in the school building?
How do you support the principal in getting there?
What are your next steps?
Activity 6 Derick
1:20-1:40 (20min)
Graphic organizer to be completed (get from Francis) No
Individual w that you have your target principals in mind, how do you begin to plan out your next steps with them
Individual time to complete and think
Large group share out of next steps (complete this activity for one principal)
Opportunity for reflection and stepping back

18. Tuning Protocol Present (2 minutes)
The presenter has an opportunity to share context-principal/school
Focusing question for feedback
Clarifying Questions (3 minutes)
Participants have an opportunity to ask “clarifying” questions in order to get information that may have been omitted in the presentation that they feel would help them to understand the context. Clarifying questions are matters of “fact.”
Examine Plan (5 minutes)
Participants look closely at the plan, taking notes on where it seems to be in tune with the stated goals, and where there might be a problem. Participants focus particularly on the presenter’s focusing question.
Presenter is silent; participants do this work silently.
Pause to reflect on warm and cool feedback (2 minutes)
Participants take a couple of minutes to reflect on what they would like to contribute to the feedback session. Presenter is silent; participants do this work silently.
Warm and Cool Feedback (3 minutes)
Participants share feedback with each other while the presenter is silent.
The feedback generally begins with a few minutes of warm feedback, moves on to a few minutes of cool feedback (sometimes phrased in the form of reflective questions), and then moves back and forth between warm and cool feedback.
Activity 7 Derick / Mary
1:40-2:00 (20min)
Include whole group debrief of the process. Connecting back to the experience of Foundations and targeted, standards based planning opportunities throughout.

19. Questions?

20. Mary Rice-Boothe mriceboothe@nycleadershipacademy
Mary Rice-Boothe Derick Spaulding