1. School Leadership Matters Dr. Richard Ingersoll & Ann Maddock
National ESEA Conference
January 31, 2019
Great Hall 3501 A
12:00-1:00PM

2. AGENDA 1.) The Research: School Leadership Matters
Dr. Richard Ingersoll, University of Pennsylvania
and Consortium for Policy Research in Education
The Research Study
Key Findings
2.) Policy Applications of the Research
Ann Maddock, CEO, Center for Optimal Learning Environments
COLE’s Action for School Quality Initiative
Examples From States, Districts, and Schools
ESSA Plans And Title I Opportunities
3.) Questions & Discussion

3. School Leadership Matters
1.) The Research
School Leadership Matters

4. 2 Aspects of Leadership in Schools
The Study Focus:
2 Aspects of Leadership in Schools
Part A.) Instructional Leadership
Leadership emphasis on the key elements of teaching and learning:
Shared purpose & vision
Atmosphere of trust & teamwork
Promoting high academic standards
Useful assessment of teacher quality
Use of evidence/data to make decisions
Support for, and recognition of, teachers
Part B.) The Role of Teachers in School Decision-making
Teacher voice and input into school decision-making, especially beyond the classroom

5. 4 Research Questions Part A:
To What Extent Do Schools Focus on Instructional Leadership?
Is Instructional Leadership Related to Student Achievement?
Part B:
3. What Role Do Teachers Have in School Decision-making?
4. Is Teacher Decision-making Related to Student Achievement?

6. The Teaching, Empowering, Leading and Learning (TELL) Survey
Source of Data
The Teaching, Empowering, Leading and Learning (TELL) Survey
One of the largest and best sources of information on school conditions and student achievement in the U.S.
Our Analysis Sample:
880,500 Teachers
24,645 Public (and Charter) Schools
16 States
The school years

7. Part A Instructional Leadership

8. Levels of Instructional Leadership
(Percent Schools in Which Faculty on Average “Agree” or “Strongly Agree” with Selected Statements Regarding Their School’s Instructional Leadership)
Percent Schools where Teachers Agree/Strongly Agree

9. Levels of Instructional Leadership (Percent Schools in Which Faculty on Average “Agree” or “Strongly Agree” with Selected Statements Regarding Their School’s Instructional Leadership, by School Poverty Level)
Percent Schools Where Teachers Agree/Strongly Agree

10. Instructional Leadership and Student Achievement
(Percentile Ranking of School’s Student Proficiency, by the Overall Level
of Instructional Leadership, after Controlling for School Characteristics)
Levels of Instructional Leadership
Percentile Ranking of Schools’ Student Proficiency

11. Instructional Leadership Elements Most Tied to Achievement
Teachers Held to High Standards
An Effective School Improvement Team
Faculty and Leaders Share Vision for School
*A School Improvement Team  is a group of individuals which have the accountability to create the conditions that help the adults in the school continually improve upon their collective capacity to ensure all students acquire the knowledge, skills and dispositions essential to their success. 

12. Instructional Leadership Elements Most Tied to Achievement
Teachers Held to High Standards
An Effective School Improvement Team
Faculty and Leaders Share Vision for School
But, Schools Sometimes Lag in These….
In 42% of schools faculty report there is NOT an effective School Improvement Team
In 43% of schools faculty report there is NOT a Shared Vision among Faculty and Leaders

13. Part B The Role of Teachers in School Decision-Making

14. The Role of Teachers in School
Decision-Making
(Percent Schools in Which Faculty Report Teachers on Average Have “Moderate” or “Large” Roles in Selected Areas of Decision-Making in Their Schools)
Percent Schools where Teachers have Moderate/Large Roles

15. Teachers’ Roles in Decision-Making and Student Achievement
(Percentile Ranking of School’s Student Proficiency, by the Overall Level of Teacher Decision-making, after Controlling for School Characteristics)
Levels of Teacher Decision-making
Percentile Ranking of Schools’ Student Proficiency

16. Teacher Decision-Making Roles Most Tied to Achievement
Teachers’ Role in Establishing Student Discipline Procedures
Teachers’ Role in School Improvement Planning
*A School Improvement Team  is a group of individuals which have the accountability to create the conditions that help the adults in the school continually improve upon their collective capacity to ensure all students acquire the knowledge, skills and dispositions essential to their success. 

17. Teacher Decision-Making Roles But, Schools Sometimes Lag in These….
Most Tied to Student Achievement
Teachers’ Role in Establishing Student Discipline Procedures
Teachers’ Role in School Improvement Planning
But, Schools Sometimes Lag in These….
In 55% of schools faculty report teachers have only a SMALL or NO role in School Improvement Planning
In 64% of schools faculty report teachers have only a SMALL or NO role in Establishing Student Discipline Procedures

18. The Importance of School Planning Teams
More Teacher Involvement in
School Improvement Planning
Having a More Effective
School Improvement Team
Higher Student Achievement
But, Schools Often Lag in These…
In 55% of schools faculty report teachers have a SMALL or NO role in School Improvement Planning
In 42% of schools faculty report there is NOT an effective School Improvement Team

19. Summary of Findings Schools Vary in IL and T DM
Higher Poverty Schools Usually Less IL & T DM
IL and T DM Both Related to Student Achievement
Some Elements of IL and Some Areas of T DM More Strongly Related to Student Achievement
Schools Often Lag in Those Elements of IL and Areas of T DM that are Most Strongly Related to Student Achievement

20. Imbalance in Instructional Leadership
and Teacher Roles in Decision-Making
Yet these are among the areas most associated with improved student achievement.
-High Standards
-Teacher Accountability
-Teacher “Voice”
-Shared Vision
Instructional Leadership / Teacher Roles in Schools
But, Schools Sometimes Lag in These….
In 42% of schools, faculty report there is NOT an effective School Improvement Team
In 43% of schools, faculty report there is NOT a shared vision among faculty and leaders

21. Implications Drawing From the Study of Organizational Management……
The Benefits of Balancing Two Needs:
School Standards and Accountability
And
Faculty Voice/Teacher Autonomy

22. AGENDA 1.) The Research: School Leadership Matters
Dr. Richard Ingersoll, University of Pennsylvania
Consortium for Policy Research in Education
The Research Study
Key Findings
2.) Policy Applications of Research
Ann Maddock, CEO, Center for Optimal Learning Environments
COLE’s Action for School Quality Initiative
Examples From States, Districts, and Schools
ESSA Plans And Title I Opportunities
3.) Questions & Discussion

23. COLE’s Action for School Quality Initiative
“We now have specific, quantifiable elements of teacher leadership
connected to student achievement!”
Purpose: to gather data from those educators which research has shown to be the most important school-based influence in student achievement: the teachers in the classroom- about the tools they need to do their jobs well.
What ASQi is: an anonymous, online, validated school-based survey of licensed educators in schools which is administered with stakeholder involvement followed by analysis and policy consultation services.
Results: utilized by decision-makers in their strategies for school improvement.
Research: shows the connections of these survey questions to student achievement and teacher retention.
The Center for Optimal Learning Environments (COLE) connects research-based strategies and
best practices with key decision makers in states and districts to
transform school learning environments.

24. Ingersoll Research Highlights Missed Opportunities
Let’s look at the findings as related to real numbers in the study…..
10,350 schools!
In 42% of schools the faculty report there is NOT an Effective School Improvement Team
In 43% of schools the faculty report there is NOT a Shared Vision among Faculty and Leaders
In 55% of schools faculty report teachers have only a SMALL or NO role in School Improvement Planning
In 64% of schools faculty report teachers have only a SMALL or NO role in Establishing Student Discipline Procedures
10,597 schools!
13,554 schools!
15,772 schools!

25. Using Ingersoll Research to Assess Recent State Data
School Leadership
Teacher Decision-making
NOTE: The rates of agreement are the percentage of teachers and administrators in agreement to the each of the five questions. (This is slightly different from the way the information is displayed in Dr. Ingersoll’s full report as he used the percentage of schools where teachers agreed.)

26. Using Ingersoll Research to Assess District Data
COLE- Ingersoll Item Analysis Example: state data for 15 districts
School Leadership
Teacher Decision-making

27. Teacher Decision-making
Note that for four of the elements of leadership there is much lower Rates of Agreement as indicated by red-yellow shading.
School Leadership
Teacher Decision-making
NOTE: The rates of agreement are the percentage of teachers and administrators in agreement to the each of the five questions. (This is slightly different from the way the information is displayed in Dr. Ingersoll’s full report as he used the percentage of schools where teachers agreed.)

28. The Value of the New Ingersoll Research
New, Quantifiable Data showing the connection to student achievement of five specific school leadership elements
Not only for all schools, the data is especially compelling for high poverty schools
where billions of dollars are spent each year on school improvement!
The ‘fixes’ to
improve schools using this research as the basis
are
NOT
resource- heavy!
The infrastructure to utilize federal and local resources towards these fixes….
Are already in place via state and local ESSA Plans!

29. COLE: Sharing Ingersoll Research With Policy Makers
COLE is working with many states and districts to be sure policy makers are aware of this new, exciting research from Dr. Ingersoll.
We guide leaders as they develop strategies to improve schools through various existing pathways such as ESSA, Title IA, Title IIA and Title IV.
Ingersoll Research
ESSA
State Priorities under ESSA
District
Priorities under ESSA
Title I Funding
Title IIA Funding
Title I Funding provides the foundation of the ESSA plan in states
and it is the largest federal education expenditure for preK-12.
Under ESSA, the state then determines how these resources will be distributed to the districts. Approximately 95% of Title IA funding must be allocated to districts.
Each state is different in how they will allocate these monies to districts for school improvement.
And, each state is different is what they will do the 7% ‘set-aside’ funds.
State strategies to help these schools are much more customized than in years past and are not the authoritative top-down models used under NCLB.
There is a pronounced focus on research-based evidence for school improvement strategies.

30. Some States Integrating This Research Into State and District ESSA Plans
We have been working with states and districts to develop policies specifically related to survey findings and incorporate into state and district ESSA plans, (using funds from Title I, IIA, and IVA) around school improvement, educator quality, and school accountability: AZ, DE, KY, NC, OR, NM, and various urban school districts.
The new Ingersoll research adds a new depth to school improvement strategies!
States which specifically name a teaching conditions survey in their ESSA plan include DE, KY, MD, NM, NC, NY, OR.
Mentioned numerous times throughout the North Carolina ESSA plan is the state’s biennial administration of the TWC Survey, and the use of school- and district-level results to inform policies and strategies for improvement. “The TWC survey continues to inform local communities on ways to improve each school, and data from the survey assist district and State policymakers in decisions affecting the recruitment and retention of quality teachers, teacher induction practices, and quality training of principals.” • The use of the TWC data is required in annual School and District Improvement Plans. • The TWC data and accompanying research findings continue to “shape statewide policy, leading to newly established 21st century standards and evaluations and support for school leaders and classroom teachers.”
COLE:
Provided in-depth analysis and review of Ingersoll research and shared positive implications for including this research in policy decisions in school year
Continued consultation/assistance on policy integration via ESSA and OR HB4044 which involves using the findings from the Ingersoll data runs and addressing specific areas of strength and weakness.

31. COLE’s Recommendations
Administer an externally validated and reliable, anonymous teaching conditions survey (such as the ASQi Survey) to all of your school based educators. Be sure it includes the questions Ingersoll used as the basis of his research.
Analyze the results of your survey regarding the 5 key findings from Ingersoll research and look for connections specific to high poverty schools.
Utilize the survey results for the 5 Ingersoll findings as part of any assistance being provided using state or federal funding to customize the assistance based on the analyses.
Look at re-evaluating state and local policies on teacher involvement/leadership to incorporate the Ingersoll findings into a comprehensive approach to teacher leadership.
For example, design policies so districts have an incentive to make this a priority- offer competitive grants through ESSA Title I and IIA funding. 1 2 3 4
What are some ways your organization can zero in on the 5 Ingersoll findings as focal points in your existing work within the state ESSA plan, especially in your Title I schools?

32. AGENDA 1.) The Research: School Leadership Matters
Dr. Richard Ingersoll, University of Pennsylvania
Consortium for Policy Research in Education
The Research Study
Key Findings
2.) Policy Implications of Research
Ann Maddock, CEO, Center for Optimal Learning Environments
COLE’s Action for School Quality Initiative
Policy Implications: The Value of Ingersoll Findings
Examples From States, Districts, and Schools
ESSA Plans And Title I Opportunities
3.) Questions & Discussion

34. Articles On This Research
Link to AE Publication
Link to Full CPRE Report
Link to Edweek article
COLE has already begun incorporating this research into state level policy work for the upcoming school year!
Complete Copies of Related Articles and Reports
For further information and guidance on using Dr. Ingersoll’s research in education policy towards school improvement, please contact his liaison for this research, Ann Maddock

35. For more information contact:
Thank You!
For more information contact:
Ann Maddock
CEO, Center for Optimal Learning Environments
(919)
Richard M. Ingersoll
Board of Overseers
Professor of Education and Sociology
University of Pennsylvania
(215)