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Cage-Busting Leadership - Rick Hess
- 6. 0 50 100 150 200 250 300 350 400 450 500 Note: Combined mentions of these terms in Educational Leadership and Phi Delta Kappan from January 2009 to September 2012. Searches were performed using an in-text search.
- 7. Compensation and termination 5% Everything else 95% Focus of Course Weeks on Personnel Management in Leadership Preparation Programs Frederick M. Hess and Andrew P. Kelly, “Learning to Lead? What Gets Taught in Principal Preparation Programs,” Teachers College Record 109, no. 1 (January 2007): 244–274.
- 8. Frederick M. Hess and Andrew P. Kelly, “Learning to Lead? What Gets Taught in Principal Preparation Programs,” Teachers College Record 109, no. 1 (January 2007): 244–274. 0 5 10 15 20 25 30 Terrence Deal Allan Odden Kent Peterson Eric Hanushek Henry Levin Richard Murnane Peter Senge Stephen Covey Edgar Schein Number of Readings Assigned From Top Three Scholars in Various Categories “Top 50” Management Scholars Ed Governance/Productivity Scholars Traditional Ed Leadership Scholars N = 1,851 readings
- 9. Leading books on education leadership that never mention “union contract” or “collective bargaining.” What’s Worth Fighting For in the Principalship, Michael Fullan School Leadership That Works, Robert Marzano, Timothy Waters, and Brian McNulty Rethinking Leadership, Thomas Sergiovanni The Shaping School Culture Fieldbook, Kent Peterson and Terrence Deal Change Leader, Michael Fullan Leaders of Learning, Richard Dufour and Robert Marzano. What Great Principals Do Differently, Todd Whitaker Strengthening the Heartbeat, Thomas Sergiovanni Shaping School Culture, Terrence Deal and Kent Peterson Leading with Soul, Lee Bolman and Terrence Deal Reframing the Path to School Leadership, Lee Bolman and Terrence Deal Searches in this section were performed in May 2012 using the in-text search feature on Amazon.com.
- 10. “The worst thing to do is to write off apparently poor or mediocre teachers as dead wood, and seek easy administrative solutions in transfers or retirements.” – Fullan and Hargreaves, What’s Worth Fighting for in Your School “Running a tight ship” is a “distortion of the goal of educating children.” – Drake and Roe, The Principalship “Combin[ing] reform with major changes in the structure of the organization . . . is almost always a mistake.” – Ben Levin, How to Change 5000 Schools
- 11. Things you can already do Things you can do if you’re a little creative Things you can do if you alter little p policies Things that you can do only if you change big P policies
- 13. Restrictiveness of Labor Agreements in 50 Biggest Districts Flexible 10% Restrictive 32% Ambiguous 58% Frederick M. Hess and Coby Loup, The Leadership Limbo: Teacher Labor Agreements in America’s Fifty Largest School Districts (Washington, DC: The Thomas B. Fordham Institute, 2008).
- 16. Training & socialization Incentives & accountability Culture, norms & practices
- 17. Rethinking who is admitted Reassessing what preparation entails Reconsidering what kind of mindsets and skills are valued Reimagining how candidates are supported after completion
- 19. Book available: www.hepg.org www.Amazon.com E-Book available: www.hepg.org
Editor's Notes
- Robert Bobbthought it important to shift resources into boosting early elementary literacy. Michigan Department of Education told him that violated Title I guidelines around “supplement, not supplant.” When the district reached out to the US Department of Education, ED said that the plan seemed fine. Effective schools research, history of initiatives
- Why best practices alone won’t get it done
- Cami Anderson: We reduced the number of things they were required to report to the district over the year to four pieces of paper from four binders.” Automobiles, airlinesJohn white, federal grants
- Deasy – 11 month salaries for teachers working on curriculum development (in hard to staff schools)New York City’s deputy chancellor of education David Weiner as a newbie principal at San Francisco’s Alvarado Elementary School worked from the incompetent teacher’s classroom for six weeks.
- Though 84% of district leaders described their district as “inadequately funded” in 201073% never considered reducing employee benefits70% never considered outsourcing custodial or maintenance work
- Melissa Junge and Sheara Krvaric work with an SEA that wants to focus on low attendance, behavioral problems, and low literacy rates. Districts didn’t take advantage because the Title I application(it is title I!) “contained a drop-down menu where districts could select the costs they wanted to charge to the grant . . . but the menu was limited to items like ‘reading intervention,’ ‘math intervention,’ or ‘Title I teacher.’”
- TNTP – Ariela Rozman, CEO of TNTP (formerly The New Teacher Project), says she’s seen this often: “We went into [one troubled Midwestern district] expecting to find a very restrictive contract that kept them from allowing freedoms like mutual consent for all teachers and schools.” Instead, Rozman recalls, “We found a very limited, small contract that covered only a few specific topics. And the reason the district was doing a ton of forced placement was because that’s just the way [Human Resources] had operated for years.
- Dan WeisbergKaya Henderson – But Rhee’s team looked at the municipal regulations governing “reductions in force” (RIF), which said that city agencies had to take four things into account: professional credentials, agency needs, unique skills, and seniority. But didn’t specify percentages. So the district went ahead and weighted school needs at 75 percent, unique skills at 10 percent, professional credentials at 10 percent, and seniority at 5 percent.
- Adrian Manuel Kaya principal pay: Washington, DC, chancellor Kaya Henderson was determined to give principals a hefty pay raise, averaging close to $30,000 a year. However, the bargaining unit that represented the principals also represented other administrative personnel (like school business managers) and insisted that any raise be granted across the board. She found a provision that allowed her to increase pay for any member of the bargaining unit by up to $20,000 a year. It’s intended for recruitment or to keep us from losing principals to Fairfax or Montgomery. But the contract didn’t say that. So she boosted pay for all principals by $20,000.Wisconsin and Indiana – Wisconsin’s 2011 Act 10, which restricted the scope of bargaining and required teachers to contribute to the cost of their health care and pensions – districts renegotiated right before it went into effect. In Indiana, the legislature also moved in 2011 to limit the scope of collective bargaining. Yet, dozens of districts went ahead and left restrictive language intact.
- Otherwise, it’s “more, better”