1. Goal: Impact the Campus System

4. School Turnaround Change in the Performance of an Organization DocumentedQuick DramaticSustained

5. Turnaround Principal Institute Regional level Build a pipeline of turnaround leaders to turnaround low performing schools Turnaround Leader or Leader What’s the Difference?

6. Predict Success in a particular job or role a pattern of thinking, feeling, acting or speaking that

7. Adopted New 19 TAC Chapter 149, Commissioner's Rules Concerning Educator Standards, Subchapter BB,Administrator Standards, §149.2001, Principal Standards Turnaround Leader Competencies Actions  Achievement  Initiative and Persistence  Monitoring and Directiveness  Planning Ahead  Impact and Influence  Team Leadership  Developing Others  Analytical Thinking  Conceptual Thinking

8. Turnaround Leader Competencies Action

9. Gathering Data for Customized Support What are we hearing from our campus leaders regarding a critical competency such as Developing Others?

10. Developing Others Protecting Your Time Hardest to do Easy to put on paper – hard to get in there Difficulty with time It’s been hard – I’ve done 3 Not so good I like the idea of putting it down Sometimes it’s just easiest to knock that off It makes sense but it’s hard My time becomes everyone else’s time If I come back to my office, forget it, it won’t happen Has to be right at the beginning of my day

11. Developing Others Feedback to Develop Others Common Planning Time I pull aside I know I need to be in the classrooms Leaving notes Conversations have been totally different Open air data It’s doable now that I’m not thinking evaluative, the clarity helped, it’s developmental I have found out things I didn’t even know were going on I try to give them feedback, even if it’s in the hallway Trying to focus on the positive in the feedback, it’s hard I want to let them know they’re doing a good job I know post piece is important; I think I’m seeing I don’t really know how to do

12. Turnaround Principal Institute Identifies campus leaders who demonstrate Turnaround Competencies Develops leaders based on continuous data collection (i.e onsite visits, surveys) for customized resources, products and services Supports a cohort of leaders via a practitioner’s lens using research, tools, resources to create job embedded, face to face and on-site supportTo Impact the System Quick, Dramatic, Documented, and Sustained School Turnaround!

13. Impacting the System Turnaround Leaders take Action:  Encouraged District wide initiative  Change in interview processes  Provide actionable feedback  Manage time  Committed to teacher feedback (tools/resources)  Think in terms of competencies