1. Education Leadership Lessons Learned by The Wallace Foundation Presentation to: CCSSO National Summit on Educator Effectiveness Jody Spiro Senior Program Officer The Wallace Foundation Washington, D.C., April 28, 2011

2. Page 2 Today’s presentation  I: Lessons learned from a decade of work in education leadership work  II: What Wallace is doing – the “principal pipeline” initiative  III: What states can do

3. Wallace’s education leadership initiative: 2000-2010  Began in 2000 as a “big bet”  24 states; 15 main urban districts  Commissioned research to fill gaps  Learning community  Resulting in: - Over 70 research reports - 21 sustained, high-quality leader preparation programs - Strengthened laws and regulations - 7 new nonprofit organizations Page 3

4. Page 4 Leadership is key – to improving teaching & learning “Leadership is second only to classroom instruction among all school related factors that contribute to what students learn at school.” ― How Leadership Influences Student Learning, Kenneth Leithwood, et al, University of Minnesota, University of Toronto, 2004 “Six years later we are even more confident about this claim.” ― Learning from Leadership: Investigating the Links to Improved Student Learning, Leithwood, et al, 2010

5. Page 5 Leadership is crucial to making school reform succeed “There seems little doubt that both district and school leadership provides a critical bridge between most educational reform initiatives, and having those reforms make a genuine difference for all students.” ― How Leadership Influences Student Learning, 2004

6. Page 6 Especially in difficult situations “…there are virtually no documented instances of troubled schools being turned around without intervention by a powerful leader.” ― How Leadership Influences Student Learning, 2004

7. Page 7 Improving principal preparation is a cost-effective strategy Superintendents and principals are the leaders with the most influence in schools. “Efforts to improve their recruitment, training, evaluation and ongoing development should be considered highly cost-effective approaches to successful school improvement.” ― How Leadership Influences Student Learning, 2004

8. A new look at the principal role – leader of leaders  Set transformational vision and make it happen  Share leadership  Use data  Promote and join in teacher learning and development  Develop policies and incentives that support learning of both students and adults Page 8 Sources: Learning-focused Leadership and Leadership Support, Knapp, et al, 2010; Investigating the Links to Improved Student Learning, Leithwood, et al, 2010

9. Effective principals are key to retaining good teachers  “It is the leader who both recruits and retains high- quality staff. Indeed, the number one reason for teachers’ decisions about whether to stay in a school is the quality of administrative support – and it is the leader who must develop this organization.” -- Preparing School Leaders for a Changing World, Linda Darling- Hammond, et al, Stanford University, 2007 Page 9

10. Wallace’s “Principal Pipeline” initiative: 2011-2016 When an urban district and its principal training programs provide large numbers of talented, aspiring principals with the right pre- service training and on-the-job evaluation and support…. …. the result will be a pipeline of principals able to improve teaching quality and student achievement district-wide. Page 10

11. The pipeline components  Leader standards  High quality pre-service training - Recruitment and selection - High quality training  Selective hiring  Evaluation and on-the-job support for new principals (including mentoring) And….  All aligned and all in support of the district’s reform agenda  Brought to district-wide scale Page 11

12. Leader standards Districts and training programs adopt clear standards for principals based on the effective leadership characteristics that research has identified.  ISLLC 2008  VAL-ED  Gallup Page 12

13. Page 13 High quality pre-service training Effective training programs are: –More selective of applicants –Based on leadership standards –More focused on improving instruction –More closely tied to the needs of districts –Including robust, paid internships –Making efforts to place graduates They are more expensive, but graduates are: –Better-prepared –Perform better in high-needs schools –Twice as likely to actually become principals (60 percent vs. 20-30 percent) Source: Preparing School Leaders for a Changing World, Linda Darling- Hammond,et al, Stanford University, 2007; The New York City Aspiring Principals Program: A School-Level Evaluation, New York University, 2011

14. Selective hiring  Rigorous selection progress for filling principal and assistant principal job openings with the most qualified applicants  The district also gives hiring preference to graduates of high quality programs and places them in schools based on the best fit and match between the candidate and available vacancies Page 14 Source: Districts Developing Leaders: Lessons on Consumer Actions and Program Approaches from Eight Urban Districts, Education Development Center, 2010

15. Page 15 Evaluation and on-the-job support for new principals  Professional development based on continuous improvement  Carefully selected, well-trained principal mentors – and mentoring lasting for one year, ideally two  Supported by state and local funding that ensures mentors receive high-quality training and appropriate stipends  Evaluations that reflect leader standards, measure those behaviors, and school and student outcomes

16. Page 16 The critical role of the state  Set a vision and standards for school leadership  Define leader certification standards  Improve leadership preparation through review and accreditation of training programs  Provide mentoring and on-the-job support  Develop and implement a leader evaluation system based on standards  Build infrastructure for ongoing professional development

17. Page 17 Advocates appreciate the state’s strong role “Good leaders need and use the leverage that ambitious policy and aggressive advocacy provide for them – so don’t go fuzzy on them.” ― Kati Haycock, Director, Education Trust, 2007 Source: Education Leadership: A Bridge to School Reform, The Wallace Foundation, 2007

18. The Wallace Foundation seeks to support and share effective ideas and practices that will strengthen education leadership, arts participation and out-of-school learning. For a digital library of the publications cited here on education leadership, as well as others, visit the online Knowledge Center at www.wallacefoundation.org www.wallacefoundation.org The Wallace Foundation 5 Penn Plaza, 7th Floor New York, NY 10001 212-251-9700 Telephone Info@wallacefoundation.org www.wallacefoundation.org