1. N ATIONAL A SSOCIATION OF PRINCIPALS AND D EPUTY P RINCIPALS C ONFERENCE G ALWAY, I RELAND O CTOBER 17, 2014 P AUL R EVILLE Francis Keppel Professor of Practice and Educational Policy and Administration Director, Education Redesign LabHarvard University Graduate School of Education

2. THE US PRINCIPALSHIP – A SNAPSHOT

3.  Centralization re Standards and Assessments  Devolution re: strategy TRENDS

4.  Lots of Responsibility (Accountability), Not Enough Authority MIDDLE MANAGER DILEMMA

5.  Operational Management vs. Instructional Leadership  Limited time, capacity and support LEADERSHIP DILEMMA

6.  Instructional Expertise (Technical) vs. Mobilizing Talents of Others (Adaptive)  Creating an Adult Learning Community, A Community of Practice WHAT IS INSTRUCTIONAL LEADERSHIP?

7.  unprecedented quantities of data  teacher evaluation  English language learners  adapting technology eg hybrid learning, flipped classrooms, on-line assessments  early learning, reading by grade 3  applied learning  21 st century skills  career readiness, college readiness  technology in students’ lives  student engagement  poverty TECHNICAL CHALLENGES

8. J OURNEY T OWARD E QUITY AND E XCELLENCE T HE M ASSACHUSETTS E XPERIENCE P AUL R EVILLE Francis Keppel Professor of Practice and Educational Policy and Administration Director, Education Redesign LabHarvard University Graduate School of Education

9. ACHIEVEMENTS - MCAS

10.  In NAEP Reading and Math tests (4 th and 8 th grades), administered in 2005, 2009, 2011, and 2013, Massachusetts was 1 st or tied for 1 st on all four tests each year. ACHIEVEMENTS - NAEP

11.  TIMMS 2011  Eighth-graders ranked 2 nd in Science  6 th in Mathematics PISA 2012 Results ACHIEVEMENTS - INTERNATIONAL AverageMathematicsScienceReading Massachusetts514527 U.S.481497498 OECD494501496

12. MCAS 2010 Results GAPS - MCAS

13. MCAS 2013 Results GAPS - MCAS Proficient or HigherGrade 3Grade 5Grade 8 English Language ArtsWhite: 65% Low-Income: 34% English Language Learners: 19% White: 72% Low-Income: 46% White: 84% Low-Income: 61% MathematicsWhite: 73% Low-Income: 49% English Language Learners: 39% White: 67% Low-Income: 41% White: 61% Low-Income: 34% ScienceWhite: 59% Low-Income: 30% White: 46% Low-Income: 19%

14.  Drop-out Rates  Black Males: 5.4%  White Males: 1.8%  Hispanic Males: 6.8%  Low-income students are 20% less likely to graduate high school on time  31% less likely to enroll in college GAPS

15.  Budget Pressure / Proposition 2½  Court Case  Business Involvement MBAE  Executive and Legislative Leadership  Grand Bargain HISTORICAL ORIGINS OF REFORM

16.  Lack of Goals  Lack of Performance Measurement  Lack of HR System  Uneven Performance and High Failure Rates  Unsupported Educators  Inadequate, Irrational Finance System  Lack of Choice and Competition BUSINESS CONCERNS ABOUT EDUCATION SYSTEM

17.  Standards, Assessments, and Accountability  System Improvements  Finance Reform and Reinvestment EDUCATION REFORM ACT OF 1993

18.  Leadership - Deep, Non-Partisan, Persistent  Clear, Powerful Equity and Excellence Rationale  High Expectations, Standards, and Stakes  Significant Investment in Capacity and Equity  Inclusive Implementation Approach  Long-term Commitment IMPLEMENTATION SUCCESS

19.  Shared Ownership in Building Standards  High Quality Assessments  Focus on Building Educator Accountability  Strengthening Districts  Central Role of Data  High Quality Charters and Other Innovations  Strengthened Accountability  Expanded Turn-arounds  Limited Attention to Time and Wrap-around  Balance on Teacher Evaluation  Race to the Top  Collaboration with Early and Higher Education KEY STRATEGIES

20.  Gap Closing, Sub Groups  Early Literacy  Turn-arounds  Career Readiness (STEM Inspiration Gap)  Inadequate Time  Problems Associated with Poverty MAJOR CHALLENGES

21.  Need for a “New Engine”  Schools Alone Cannot Do It  Limits of School Reform and Standards Paradigm LOOKING AHEAD

22.  Drives Achievement of “All Means All”  Braided Systems  Schools - Expanded, Extended and Differentiated  Health and Human Services Integrated  Out of School Learning Accessible NEW ENGINE

23. BIG IDEA #1:  A Felicitous Coincidence: All Means All Reflects Economic Interests Converging with Moral Obligations

24. ALL MEANS ALL  Everyone ready for success in: 21st century employment Active citizenship Family leadership Lifelong learning

25. BIG IDEA #2:  Schooling Alone Is Insufficient

26. MASSACHUSETTS FOURTH GRADERS WHO SCORED BELOW PROFICIENT READING LEVEL BY FAMILY INCOME Family Income 200920112013 Eligible for free/reduc ed school lunch 77%75% Not eligible for free/reduc ed school lunch 41%37%38% Data Courtesy of Kids Count Data Center

27. 2013 STATEWIDE MCAS RESULTS: GRADE 3 ENGLISH LANGUAGE ARTS - PERCENTAGE OF STUDENTS AT EACH ACHIEVEMENT LEVEL –  Select Subgroups Data Courtesy of MA Department of Elementary and Secondary Education

28. BIG IDEA #3:  The Current System Is Outmoded

29. WHAT’S THE PROBLEM? Too little time “One size fits all” approach Designed for another era with different goals Schools are too weak of an intervention

30. WHAT ARE BIGGEST CHALLENGES? Poverty Growing inequality Special needs Immigration and language acquisition

31. BIG IDEA #4:  We Need A New Design:  Integrated Systems of Child Development and Education

32. OUR GOAL IS AND MUST BE:  Prepare each and every student for success.

33. BIG IDEA #5:  Need to Differentiate  Meet each child where (s)he is and give him the education and support (s)he needs to be successful at each stage of development and ultimately in college, career, citizenship, and life.

34. BIG IDEA #6: Need to braid systems of health, mental health and education while building social and emotional learning and student resiliency. Need to eliminate impediments to students attending school and being attentive and supplying motivated  effort when in school.

35. BIG IDEA #7:  Need to increase access to out of school time learning for disadvantaged students: 20%-80% challenge Level the learning field