volume 39 • No. 1
with Lawmakers What Money Can’t Buy:
p. 17 Powerful, Overlooked
Opportunities for Learning
The Technology Leader
By Mike Schmoker
Has Been Waiting For p. 12
s p ec i al s ec t i o n : 2 0 0 8 - 2 0 0 9 aw s p an n ual re p o rt
t h e m a g a z i n e o f t h e a s s o c i at i o n o f w a s h i n g t o n s c h o o l p r i n c i p a l s
Leading teachers is your passion.
Strengthening their skills is ours.
You have a vision for your success as an educator. The Richard
W. Riley College of Education and Leadership at Walden
University can help you realize it. Walden is an accredited
institution with nearly 40 years of experience in distance learning
and over 37,000 education students and alumni. For the third
Online Program Offerings year in a row we have the largest online graduate program in
• Ph.D. in Education education by enrollment, according to U.S. News & World Report.
• Doctor of Education (Ed.D.) Ready to make an even bigger difference?
• Education Specialist (Ed.S.) Visit us at www.WaldenU.edu/AWSP.
• M.S. in Education
• M.S. in Instructional Design and
• B.S. in Child Development To schedule an Information Session
• B.S. in Instructional Design at your school, please contact
• Endorsement Programs Cynthia Tracey at 425-495-9693
• Teacher Preparation Programs or email@example.com.
• Graduate Courses for Teachers
Walden University is accredited by The Higher Learning Commission and a member of the
North Central Association, www.ncahlc.org.
Walden University cannot guarantee that completion of coursework or any degree-level
program (bachelor’s, master’s, education specialist, or doctorate) will lead to educator licensure,
certification, or endorsement. Walden does offer some Minnesota state–approved programs.
While it remains the prospective student’s responsibility to comply with state requirements,
a Walden enrollment advisor can provide generalized state–specific information.
Call 1-866-492-5336 or visit www.WaldenU.edu for details.While it remains the prospective
student’s responsibility to comply with state requirements, a Walden enrollment advisor can
provide state-specific information. Call 1-866-492-5336.
Prospective Washington state students are advised to contact the Office of the Superintendent
of Public Instruction at 1-360-725-6320 or firstname.lastname@example.org to determine whether Walden’s
programs in the field of education are approved for teacher certification or endorsements in
Washington state. Additionally, teachers are advised to contact their individual school district as
to whether this program may qualify for salary advancement.
To learn more about AWSP professional development
activities or to register for an event, visit the AWSP
Web site at www.awsp.org.
Renton 23 ASB Finance Issues and Answers Moses Lake 30 ASB Finance Issues and Answers
SeaTac 1–2 How to Work Less, Produce More and
Still Get the Job Done in a Sensible School Week
ASB Finance Issues and Answers
Pasco 13 ASB Finance Issues and Answers
Yakima 18-20 The AWSP Principals’ Conference
Olympia 8 ASB Finance Issues and Answers Vancouver 22 ASB Finance Issues and Answers
Olympia 3 If Disaster Struck Your School Today, Bremerton 12 ASB Finance Issues and Answers
How Would or Should You Operate? Kennewick 16-17 Extraordinary Leadership Institute
Yakima 5 ASB Finance Issues and Answers Anacortes 17 ASB Finance Issues and Answers
december Olympia 11 Working Successfully with Difficult
Olympia 7-8 Extraordinary Leadership Institute and Challenging Students
Spokane 8 ASB Finance Issues and Answers Tacoma 15 ASB Finance Issues and Answers
Shoreline 7-8 Effective Strategies to Maximize
Instructional Conversations Renton 12 ASB Finance Issues and Answers
Bellevue 3-5 Assistant Principals’ Leadership Conference Burien 23-24 Extraordinary Leadership Institute
To register for the ASB workshops,
please visit the WASBO Web site at www.wasbo.org.
Association of Washington School Principals
The Principal News is the official publication of the Association of Washington School Principals’ Education Foundation
Washington School Principals (AWSP). It is published in the fall, winter
and spring each school year. Advertising inquiries should be addressed Elementary School Principals Association of Washington
to the AWSP Olympia office. All articles published become the property Association of Washington Middle Level Principals
of AWSP and may not be reprinted without permission. Washington Association of Secondary School Principals
AWSP • 1021 8th Ave. SE • Olympia, WA 98501-1500 National Affiliates
(P) 360.357.7951 • (F) 360.357.7966 • www.awsp.org National Association of Elementary School Principals
National Association of Secondary School Principals
4 the principal news | fall 2009
Jerry Bender Director of Governmental Relations
Don Rash Director of Middle Level Programs
9 Vulnerability and Leadership
Director of Assessor/Mentor and Intern Programs 12 What Money Can’t Buy:
Paula Quinn Director of Elementary Programs Powerful, Overlooked Opportunities for Learning
Director of Professional Development
Robert Mc Mullen Director of High School Programs 17 Straight Talk with Lawmakers
Director of School Improvement Principal Support
Sharon Green Director of Diversity Initiatives and Services
19 Senator Honored by AWSP
Jennifer Fellinger Director of Communications and 21 AWSP 2008-09 Annual Report
Business Partnership Development
Susan Davis Executive Assistant 29 Difficult Times Call for Student Leadership
Annalee Braley Membership Services Support
Middle Level Programs Coordinator
30 The Technology Leader Your School
Denise Johnson Professional Development Coordinator Has Been Waiting For
Diversity Initiatives and Services Support
39 Managing the ‘Unsolvable Problem’
Caroline Brumfield Communications Specialist
Rick Stacy Financial Services and Information Technology Coordinator 41 Cultural Competency: It Takes a Village
Linda Thomas Principal Leadership Support
High School Programs Coordinator
Legislation Committee Support
Cris Sippel Elementary Programs Coordinator
PAC Support COLUMNS
Susanne Danubio Production Room Coordinator 6 The Editor’s Desk
Harry Clemmons Eastern Washington Member Services Support
7 From the AWSP President
Tom Eisenmann PAC Membership/Special Projects A Sound Investment
Terry Barber Special Projects Phil Brockman
John Kvamme Legislative Support/Retirement Issues
Joe Pope Northwest Association of Accredited Schools (NAAS)/
8 Student Leadership
School Safety Authentic Engagement—Real Results
Sandie Cannady Northwest Association of Accredited Schools Susan Fortin
20 Outdoor Learning
The Outdoor School
STUDENT LEADERSHIP PROGRAMS
Susan Fortin Director of Student Leadership
Martin Fortin, Jr.
Joe Fenbert Communications and Curriculum Coordinator 34 Honor Roll
Jan Phillips Leadership Support Staff
Profiles of Educational Leadership
Featuring Steve Mullin
OUTDOOR LEARNING CENTERS
Martin Fortin Director of Outdoor Learning Centers 46 From the AWSP Executive Director
Quotes and Questions
Managing Editor Jennifer Fellinger
Printing Capitol City Press
2975 37th Ave. SW
Tumwater, WA 98512 4 Professional Development Calendar
www.capitolcitypress.com 32 PR for Principals
Design Daniels-Brown Communications 36 Book Reports
2510 RW Johnson Blvd. SW, Suite 103
Tumwater, WA 98512
42 AWSP/WSPEF Board Highlights
360.705.3058 44 Component News
the principal news | fall 2009 5
The Editor’s Desk
THERE’S a scene in the movie American Beauty where Lester,
played by Kevin Spacey, asks his wife, Carolyn, played
by Annette Bening, “When did you become so joyless?” The first time I saw this
scene, my stomach dropped. Could there be anything worse in life than being joyless?
But in these challenging economic times, we find ourselves dangerously close
to becoming just that—deprived of joy as anxiety, fear and cynicism threaten to
transcend happiness, hope and gratitude. It seems to me that principals are par-
ticularly at risk. They walk a tightrope, keeping steady while juggling countless
Jennifer Fellinger concerns—not just the pressures of changing assessments and dwindling resources,
but also the personal challenges of staff and students facing job loss, illness,
Managing Editor, The Principal News
AWSP poverty and abuse.
email@example.com And yet, after being with AWSP for just over one year, I can say one thing for
sure: Despite having to shoulder this collective burden, principals and assistant
principals are among the most joyful people I know.
I was reminded of this recently at the Principals’ Summer Leadership Retreat
in Leavenworth, where I joined AWSP members who had gathered to reflect on their
jobs and recharge their batteries.
What impressed me was how often the participants, often unprompted, wove joy
into their conversations about leadership. Sure, there was talk about challenges; as
we all know, there are real challenges out there. But throughout the participants’
many discussions, there was an underlying focus on what makes them happiest in
their jobs. Even casual chats led to humorous reflections on the most gratifying
things about being a principal—most often, not “things” at all, but rather simple
acts by students, staff or parents that might otherwise go unnoticed.
Don Rash, AWSP’s director of middle level programs, recently described an
exercise he used to share with his staff: Think back to the best teacher you ever
had. Write down all the things that made him or her a great teacher. Now, look at
that list—how many of the things cost money? Chances are, very few. The same
could be said, I believe, of great leaders.
Joy doesn’t cost a thing. While joy may not be a prerequisite for leadership, it
seems that there are very few great leaders out there who are joyless. Perhaps this is
why, even in the toughest times—especially in the toughest times—great leaders shine.
My joy comes from having the opportunity to collaborate with some outstanding
AWSP members on this magazine. I hope you enjoy this issue of The Principal News as
When you see this symbol much as I enjoyed working on it. In addition to featuring the voices of your colleagues
after an article, you know in this issue, we offer a special contribution from Dr. Mike Schmoker. (Consider it a
preview of coming attractions: Dr. Schmoker will be a keynote speaker at The AWSP
there’s even more great
Principals’ Conference, Oct. 18-20, in Yakima.) We’ve also included our 2008-09
Annual Report, to let you know what your Association accomplished last year.
Best to you as you make your way through the new school year!
6 the principal news | fall 2009
FROM THE awsp pREsIDENT
A Sound Investment Even in a climate of economic uncertainty, an investment in
leadership never ceases to pay high dividends.
WHEN we opened our schools for the new
academic year, we did so under the
charge to lead our schools with fewer resources, reduced
Leadership does matter, according to the Mid-continent
Research for Education and Learning (McREL). In fact,
staff and diminished support services for our students. McREL research shows that effective leadership is
Fortunately, as AWSP members, we have access to countless associated with a 10 percent point gain in school achieve-
resources that support our work in the principalship. ment. Perhaps you know about the 21 leadership
The Principal’s Handbook, the members-only section of responsibilities McREL researchers have correlated with
www.awsp.org, offers ready-to-use materials and the latest student achievement. Three of these responsibilities—
research on principal leadership. In addition to The intellectual stimulation, optimizer and culture—are
Principal’s Handbook, particularly helpful to leaders during difficult times.
AWSP offers excellent The responsibility of “intellectual stimulation” ensures
professional development that faculty and staff are making current theories and
through workshops, practices a regular aspect of the school culture. At The
conferences and various Principals’ Conference, Dr. Mike Schmoker will discuss one
training programs. of the most effective practices in schools today—profession-
One of the best confer- al learning communities—and its direct connection to
ences of the year—The raising student achievement.
AWSP Principals’ The responsibility of “the optimizer” reflects the extent
Phil Brockman Conference—will return to which a leader inspires others. The closing speaker of the
Principal, Ballard High this fall on Oct. 18-20. conference, Helen Thayer, will share her inspirational story
Seattle PS This year, building of trekking to the magnetic North Pole. Like Helen’s, your
administrators and other challenges can seem overwhelming—and yet you must press
conference-goers from on. Learn how to become the optimizer in your school and
across the state will meet in Yakima to focus on the most motivate staff and students to reach their goals.
important aspect of their profession: leadership. The responsibility of “culture” drives a leader to foster
When it comes to conferences, I often hear colleagues a shared sense of community and cooperation. Dr. Gene
say they can’t afford to go, usually due to schedule or budget Sharratt will kick off the conference with a conversation
concerns. We all know how it feels to be mired in the about building the capacity for hope in others and a culture
day-to-day demands of the principalship. And these days, of continuous improvement. “When you have hope for
those demands are intensified by the pressure of having to tomorrow,” says Gene, “you have the power to change today.”
do “more with less.” This is precisely why professional The common thread of all AWSP resources, including the
development opportunities like The Principals’ Conference conferences and workshops throughout the year, is leader-
are so critical. In just three days, attendees will gain ship. We must continue to build our capacity and
experience and knowledge that will impact their leadership knowledge, especially in difficult times, so that our school
beyond measure—at a time when their leadership skills are communities sustain their focus on student achievement.
needed more than ever. The truth is, if leadership matters to It is an honor to represent all of you as the president of
you, you can’t afford not to go. AWSP. Have a great year!
the principal news | fall 2009 7
Raising Student Voice and Participation—five years later.
BEING number one feels good. I’m not particularly competitive and
certainly didn’t set out to achieve this standing. However, with
five years of Raising Student Voice and Participation (RSVP) under our belts,
Washington state leads the nation with the largest number of high schools that have
Susan Fortin been trained and have implemented the RSVP process. I find this exciting—not
Director of Student because we’re at the top, but because behind each of our RSVP schools there is a story.
Leadership Programs — AWSP Each story reflects powerful changes in school climate because of student engagement.
Here’s one story:
In the late afternoon on May 19, 2009, I drove down • What community issues concern you?
40th Street in Yakima. Kids with signs, T-shirts, smiles • What national or global issue concerns you?
and hands waving lined the street in support of the
The results of Summit 1 were clear. Eighty-five
Yakima School District building bond. My first thought:
percent of the issues students identified as problems
“That’s cool—kids rallying for the bond.” Second thought:
were related to their outdated facility. Rather than
“Wow, running a bond in this economy?!”
seeking solutions to each individual issue, the student
After three intersections and at least 100 students, I
coordinators met with school administrators, the district
spotted Alyssa Patrick holding a sign. Alyssa, a senior at
superintendent and ultimately the school board to
Eisenhower High, was the co-coordinator for RSVP at
encourage their support of a building bond. With more
Eisenhower for the 2008-09 year. Seeing Alyssa flanked
than 1,000 students actively involved in the campaign,
by peers who reflected the ethnic diversity of the Yakima
the building bond passed, and a new facility for
School District—students coming together to make a
Eisenhower is in the works! Following the election, I read
difference—I was overcome with a “goosebump moment.”
the news reports, district comments and local letters to
What I didn’t know at the time was that the student
the editor. Every article referred to the fact that student
involvement in the bond was a direct result of the RSVP
involvement had made the difference.
process. In the fall of 2008, the entire student body at
The school-wide conversations that happen because of
Eisenhower participated in Summit 1 of RSVP. These
the RSVP process are powerful, but beyond the conversa-
student-led conversations focused on four questions:
tions you find focused action. Student voice. Students
• What is going well at our school? taking action. Students shaping school climate. Give
• What is one thing you would change students the opportunity to be your partners in improving
about our school if you could? school climate. In reality, you can’t do it without them.
8 the principal news | fall 2009
An unlikely pair? Not for those who want
to build a culture of trust and success.
LET me ask a simple question: Are you a school leader? Now,
let me ask: Are you a vulnerable school leader?
During my 20-plus years as a principal, I have wrestled with this and many
other leadership questions. To what extent am I simply managing or indeed
Paul Bodnar leading? What do I believe about change? Is there congruity between my words
Sunrise Elementary and actions? Perhaps part of the reason for my persistent questioning is that many
definitions of “leader” abound, each reflecting different theories of leadership.
By some definitions, I may be a leader; according to others, I may not.
In their book The Soul at Work, Roger Lewin and • Communicate with each other in an honest, recep-
Birute Regine noted that leaders need to pay as much tive and positive manner.
attention to how “we treat people as we do to our struc- • Use “I” statements.
tures, strategies and statistics.” Margaret Wheatley said, • Speak only for yourself and not for a collective “we.”
“We cannot hope to influence any situation without • Use e-mail for positive comments or general informa-
respect for the complex network of people who contrib- tion and meet face-to-face if the information could
ute to our organizations.” Hans Selye observed, “Leaders be perceived as negative.
are leaders only as long as they have the respect and • Silence does not indicate agreement.
loyalty of their followers.” To these insights, I would add • When a conflict arises with another staff member,
that at the heart of leadership is a life template that go directly to that coworker to discuss the situation.
includes vulnerability. • Avoid “triangles.”
When I first arrived at my current school, I recog- • Avoid meeting when you are angry.
nized that earning trust had to begin with my own • Hold each other accountable in order to avoid behav-
willingness to be vulnerable and manifest transpar- ior that is divisive to our team.
ent behavior. To foster trustworthy actions within the • If “we” is brought into the discussion, ask the parties
school, we took time to create operating norms in three who “we” is.
distinct areas—Communication, Preventing/Recovering • If pulled into a triangle, listen, but ask colleagues
from Misunderstandings and Disagreements, and to discuss the issue directly with the person. Draw a
Accountability. Some of the norms included: line when you start to feel uncomfortable.
the principal news | fall 2009 9
Once these were adopted, I asked the staff, first and fore-
most, to hold me accountable for following our agreements.
Because I knew my actions were going to be scrutinized and
Everyone is important. Do I pay attention to
analyzed for meaning as to my intentions and character, I
everyone in our organization? In what ways do I
became more thoughtful about my behavior.
strengthen the self-esteem of staff members? Do I
To gauge the perception of my leadership, I conduct an
know what motivates each person? What do I know
administrative leadership survey about every three years.
about their families, the seemingly minor details
Using a 1-5 scale, staff members assess the extent to which
of their lives, the burdens they are carrying? Am I
they have observed 30 specific behaviors on my part and the
ready to affirm evidence, even glimmers, of excel-
extent to which these behaviors are important to them. In a
lence from all corners of the school community?
subsequent staff meeting, I revisit one or two items with
the biggest disparity between what is occurring and what
Model consideration, patience and courtesy.
is important. I ask staff to provide me some ways that these
Do I get so wrapped up in my work and my image
particular areas could be improved. For example, when I noted
that I walk past people without acknowledging
that the staff felt I didn’t “respond to their needs in a timely
them? Or, worse yet, do I acknowledge only some
manner,” they offered suggestions for ways I could improve.
people? Are people valued as individuals or are
In being asked for this level of feedback, people recognize
they thought of primarily as assets? Do I maintain
the importance of seeking personal growth. In fact, a
confidentiality? Do I hurt when others hurt? Am I
number of staff have conducted similar surveys with their
timely in responding to people’s needs? Am I good
students and/or parents.
to my word?
While “vulnerability” may not be the first quality you
associate with leadership, it is deeply powerful. Think of the
Listen to understand. Do I stay focused on the
implications of taking the time to evaluate your meetings
person who is talking with me? Does my body lan-
and ask questions such as, Did I, as facilitator, seek every-
guage say I am not interested in the conversation?
one’s opinion? Did you feel that you had a chance to ask
Do I try to multitask when talking with people?
questions and to offer your thoughts? What would you like
When a person rambles, do I hang in there, mind-
to see changed ahead of our next meeting? True, you may
ful that the sentence I tune out might hold some
expose yourself to an unexpected critique, but the benefits
crucial fact? When we’re done talking, do I reiterate
of soliciting and responding to input far outweigh the
what they said? Do I ask clarifying questions?
minor discomforts of a bruised ego.
In closing, I offer five precepts (at right) that have
Let the staff get to know me. To what extent
influenced my thinking as a principal. The extent to which
does my staff know me? Do I believe that I can’t
I am able to build and sustain trusting relationships in a
manage well unless I have an image of impervious
spirit of humility, using these five precepts, is foundation-
strength? Do I hide my humanity, especially my
al to our success as a school. These precepts, however, are in
flaws and weaknesses? Do people around me know
no way exhaustive. As part of an ever-changing blueprint
what I care deeply about, and even what I struggle
for strong leadership, they continue to evolve as I continue
with? Do I regularly share my core values with staff?
to revisit them.
As principal, your behavior sets the tone for your
Get formal feedback about performance. Do
building. Take a step toward vulnerability—and take a step
I institute regular feedback mechanisms? Do I ask
toward a stronger, more trusting culture.
staff for input about how I facilitate meetings?
Do I model that learning from mistakes is OK, or
do people perceive that they will be reprimanded
See an example of Paul’s administrative leadership
for errors or failures? Do I model commitment to
survey. Go to The Principal’s Handbook at continuous improvement and learning? Do I use
www.awsp.org, then click on The Principal News. surveys in a judicious manner? If I have made a
mistake, do I own it?
10 the principal news | fall 2009
What Money Can’t Buy:
Powerful, Overlooked Opportunities
Simple fundamental changes in instruction
are less about cash than courage
and could make gargantuan differences
in student learning.
Dr. Mike Schmoker, author of Results NOW: How We Can Achieve
Mike Schmoker Unprecedented Improvements in Teaching and Learning, will be a
Writer and consultant keynote speaker at AWSP’s 2009 Principals’ Conference, Oct. 18-20,
in Yakima. Be sure to join Dr. Schmoker for his presentation, “The
Opportunity: From Brutal Facts to the Best Schools We’ve Ever Had.”
STATES are in a fiscal funk. This
means, as we are told in
Education Week, that “ambitious education initiatives”
Stop wasting time by using worksheets, movies and the
like as if they were important instructional tools.
Virtually every audience I have spoken to will admit to the
are being scuttled (Jacobson 2008). inexcusable proliferation and abuse of worksheets, movies
Sounds grim, but there may be an opportunity here. and other time-consuming activities that only masquerade
The current downturn could force us to see how much as instruction. Even teachers and administrators in high-
can be accomplished by attending to some long over- scoring or award-winning schools openly acknowledge
looked, incontrovertibly effective actions and initiatives. this. Most of them agree that, with exceptions, low-quality
Best of all, these are largely free. It’s not that funding is worksheets consume as much as 25 percent or more of
irrelevant or that money couldn’t help us institute these class time in most schools. Replacing these with worthy
changes. But the simple, fundamental actions I recom- learning experiences (which I later describe) would be like
mend could all be done with existing resources. In adding two months to the school year—enough to have a
combination, they would have more impact on learning, breathtaking impact on learning.
on the achievement gap, and on civic, college and career And then there are…the movies. When I walk the
preparedness than anything we’ve ever done. halls of schools, from high-scoring to low, I routinely
This might sound farfetched. So before you weigh hear the blare of movies emanating from too many
their merits, know that each of the following suggestions darkened classrooms—in science, history and English.
has been tested on hundreds of educators, including For most of these (often recent release) films, we hear
members of state and national education organizations. the same flimsy justifications, year after year. Most of
Overwhelming majorities of these audiences have these movies consume about three entire class periods.
strongly agreed with these proposals, as well as the Then, there is the ubiquitous coloring, cutting and
problems—the brutal realities—which they address. poster-making, the collages and arts projects—in
12 the principal news | fall 2009
subjects like history and English, from kindergarten to text and the chance to argue about the characters and
senior year. In a rank perversion of “active learning,” issues within it, and they will do the rest (Wiliam 2007).
“differentiated instruction” and “multiple intelligences,” I have led countless discussions with students from
collages and mobiles have emerged as unit assessments 2nd grade through university. If you give them a fair
for gauging student understanding of To Kill a Mock- chance to read a good text closely and then to form and
ingbird and The Great Gatsby—even in honors classes. express an opinion about it, they will respond. This is
Something is amiss when high school students spend especially true if they have adequate in-class time to do
weeks building a medieval castle for world history, a the reading, under a teacher’s supervision, followed by a
course in which time is so clearly precious. chance to pair up to share opinions and impressions
All this starts in the early grades, when many chil- before whole-class debate or discussion.
dren’s academic futures and their college prospects are This year, I’ve been working with a teacher who does
made or broken. That’s when many students discover that this with students continually. With middle schoolers,
“reading” class means lots of coloring, cutting and we’ve had great discussions, analyzing and comparing
pasting—about two-thirds of classtime, according to Ford readily available texts. We make sure that every student
and Opitz (2002). participates. We’ve discussed Plessy v. Ferguson and
Add it up. These various diversions translate to several Disney’s use or abuse of history in the movie Pocahontas,
months per year of precious instructional time. As bizarre and we’ve closely compared primary source documents
as these practices might describing the lives of
sound to the average a slave and a New
person, educators admit England mill worker.
that they are oh-so-com- Of course, we exten-
mon in every kind of sively model such
school, even as they analytical reading
diminish kid’s futures. and thinking for
Fixing this is not a every assignment and
matter of money. Like all give students plenty
of the following, these of opportunities to
problems will be solved engage in these
only with candid, coura- activities in class,
geous dialogue. It’s time with teacher guid-
to break the silence on ance. We explicitly
these insidious, indefen- and repeatedly teach
sible practices. them how to under-
But what will replace these activities? Simple, pow- line and annotate a text as they read (I can’t overemphasize
erful lessons and activities that are affordable within the importance of this).
most school’s budgets. Once you get the hang of these simple activities, they
won’t fail you, even if you vary and repeat them hundreds of
Dramatically increase the amount of purposeful times per year in almost any subject. Moreover, students do
reading, writing and discussion—in as many subjects their best, most impassioned writing after they have
as possible. If we replaced the most egregious and time- carefully read and discussed one or more texts—in the
wasting activities with vastly more reading, writing and argumentative mode. A legion of thinkers and researchers
discussion, something marvelous would happen for has found these simple activities to be the best way to
students. There is a revealing story in Cross X, the bestsell- prepare students not only for college, but for the intellec-
er about the meteoric rise of an all-black debate team at an tual demands of 21st-century work and citizenship (Conley
inner-city high school in Kansas City. Their adventure 2005; Allington 2001; Schmoker 2006).
began with a simple practice: Give students an interesting (continued)
the principal news | fall 2009 13
The impact of this one simple change—replacing poor ments is an essential and ongoing professional learning
teaching and pseudo literacy practices (described previ- experience (summer is an excellent time for such work).
ously) with large daily doses of purposeful reading, writing Finally, teacher leaders or administrators must meet
and discussion—would be seismic. But keep reading: There with teacher teams to constructively discuss the results
are other, equally rich opportunities for improvement. of these assessments for continuous improvement
purposes. These simple practices have had a
stunning impact on schools like Adlai
Stevenson High School in suburban Chicago
and many schools that have faithfully
implemented Stevenson’s model.
For what it’s worth, even in the small
school district where I once worked, it cost us
less than $30,000 in the late 1990s to create
the curriculum maps and common assess-
ments—about 5 percent of our federal funding
allotment for a single year. Monitoring such a
simple system is cost-free. And remember:
These simple mechanisms address the #1
factor that affects student learning, that is,
what we teach (Marzano 2003).
Which brings us to how we teach. Huge
Ensure that a high-quality, coherent curriculum rewards await those who, at no additional cost, will
actually gets taught. On the one hand, Marzano and actually implement what we’ve known for decades about
others found that a coherent, agreed-on curriculum effective instruction.
(which includes higher-order literacy and problem
solving) has more impact on achievement than any Ensure reasonably sound lessons in every subject
other factor (Marzano 2003). But only if we actually and classroom. The work of several eminent educators,
teach that curriculum. over several decades, points to one of the most simple,
And there’s the rub. Numerous studies, including powerful sets of practices we know. They form the
Marzano’s, confirm what most educators know all too general structure of an effective lesson. This simple,
well: “curricular chaos”—not coherence—still prevails in well-known pattern is supported by the work of Dylan
most schools, a result of our no-oversight, high-autono- Wiliam, Robert Marzano, Douglas Fisher and Nancy Frey,
my culture (Schmoker and Marzano 1999). Fortunately, Madeline Hunter, James Popham, Richard Stiggins,
many successful schools have seen achievement levels Marilyn Burns, Grant Wiggins and Jay McTighe. Together,
soar after developing coherent, high-quality curricula— they have a monumental impact on learning for every
but only when they instituted monitoring mechanisms kind of student. But alas, these practices are seldom
for ensuring that it is taught. consistently implemented in the preponderance of our
There is a simple way to ensure a common, high-quality schools and classrooms. Indeed, we don’t insist on them
curriculum: Teachers, by school or district, must create or even monitor to ensure that they are implemented.
maps, by grading period, designating clearly which Effective lessons (most of them, anyway) start with
standards and objectives students will learn, with ample teaching only those skills or standards that teachers fully
inclusion of higher-order, critical-thinking, reading and understand and which come directly from the agreed-on
writing standards. Then, for each grading period, common curriculum. Then, start the lesson by being scrupulously
assessments must be built and administered (not bought clear in conveying both the purpose of the lesson and
from a test-prep vendor). Building these maps and assess- how it will be assessed, with a careful description of the
14 the principal news | fall 2009
criteria necessary to succeed on the assessment. The lesson References
must be taught in manageable steps or “chunks.” Between
each step, the teacher must “check for understanding” or Allington, Richard L. What Really Matters for
“formatively” assess (e.g., by circulating, scanning, observing) Struggling Readers. New York: Addison Wesley
to ensure that students understand the “chunk” that was just Longman, 2001.
taught. Between chunks, students engage in “guided practice”
replete with teacher modeling (or “thinking aloud”), with Conley, David. College Knowledge: What It Really
frequent use of student and adult models and exemplars, Takes for Students to Succeed and What We Can
where helpful, to help students understand the work. Do to Get Them Ready. San Francisco: Jossey-
Throughout the lesson, the teacher makes ongoing adjust- Bass, 2005.
ments and clarifies difficult concepts or processes when Elmore, Richard F. Building a New Structure for
students are struggling. These general elements are as School Leadership. Washington, D.C.: Albert
important for learning three-digit multiplication as for Shanker Institute, 2000.
learning how to take notes for content mastery or to effective-
ly select and explain supporting quotes and references in an Ford, Michael P., and Michael F. Opitz. “Using
argumentative paragraph. In sum, these should be “routine Centers to Engage Children During Guided
components of every lesson” (Marzano 2007, p. 180). Reading Time.” The Reading Teacher 55
We know these elements. But we greatly underestimate (May 2002): 710-717.
the impact they would have if they were even reasonably well Jacobson, Linda. “States May See Fiscal Squeeze
implemented. Dylan Wiliam (who all but coined the term “for- on Education.” Education Week, January 9,
mative assessment”) found that such practices can account for 2008, pp. 1, 16.
“400 percent speed of learning differences” (2007, p. 185).
Students whose teachers largely observe such practices can Marzano, Robert J. What Works in Schools:
learn, in a single grading period, what those in less effective Translating Research into Action. Alexandria,
classrooms will require an entire school year to learn. For all Va.: Association for Supervision and Curriculum
this, my audiences concede that these simple, universally Development, 2003.
known practices are conspicuously absent in most lessons. Marzano, Robert J. The Art and Science of Teaching:
This is painfully apparent with respect to perhaps the A Comprehensive Framework for Effective
most pivotal component—the “check for understanding” or Instruction. Alexandria, Va.: Association for
“formative assessment.” Teachers in America almost univer- Supervision and Curriculum Development, 2007.
sally continue to call on students who raise their hands, then
move on—while the rest tune out or fall behind because no Schmoker, Mike. Results Now: How We Can
one took a moment to see if they understood the material. As Achieve Unprecedented Improvements in
Richard Elmore notes, effective instruction is voluntary—and Teaching and Learning. Alexandria, Va.:
therefore rare (2000, p. 6). Association for Supervision and Curriculum
To change this, these elements of good instruction need to Development, 2006.
be reinforced and clarified regularly and redundantly. Schmoker, Mike, and Robert J. Marzano.
Someone in the system should make regular, brief classroom “Realizing the Promise of Standards-Based
visits to ensure they are being implemented—and then Education.” Educational Leadership 56
provide feedback to faculties primarily (and to individual (March 1999): 17-21.
teachers only as a last resort). We need to require all teachers
to observe effective teaching as a routine matter of profes- Wiliam, Dylan. “Content, Then Process: Teacher
sional practice. This, too, could be accomplished in Learning Communities in the Service of
already-existing faculty meetings and with existing profes- Formative Assessment.” In Ahead of the Curve,
sional development funds. ed. Douglas Reeves. Bloomington, Ind.:
(continued) Solution Tree, 2007.
the principal news | fall 2009 15
Ensure that teachers work in teams, as all true professionals do. Stop honoring
“teamwork” and “professional learning communities” mostly in the breach. Be redundantly,
obsessively clear about this: True “PLC” teams meet regularly to ensure fidelity to good
curriculum that is replete with higher-order skills and habits of mind. Remind each other
that professionals don’t let professionals abuse worksheets and movies. Authentic teams
build effective curriculum-based lessons and units together—which they routinely refine
together on the basis of common assessment data.
Adlai Stevenson High School is, deservedly, the poster child for the power of professional
learning communities. As one teacher there noted recently, such disciplined teams made all
the difference—and didn’t cost anything in additional expenditures.
The impact of these simple changes, in combination, would be gargantuan. To be sure,
there are legitimate needs for additional funding to address structural needs in many of our
schools. But the actions advocated here are less about cash than courage—and clarity. In
these tough budget times, we could do no better than to turn our attention, at the national,
state and local level, to the historic opportunity these changes represent.
“What Money Can’t Buy: Powerful, Overlooked Opportunities for Learning,” by Mike
Schmoker, Phi Delta Kappan, Vol. 90, No. 7 (March 2009): pp. 524-527. Reprinted with
permission of Phi Delta Kappa International, www.pdkintl.org, 2009. All rights reserved.
16 the principal news | fall 2009
Principals are stepping up to share their expertise with legislators.
Did you know AWSP helps members set up meetings with their state legislators? As one of the benefits of
membership, the Association works on its members’ behalf to organize meetings such as the one described in this
article by Seattle principal Jennifer Wiley. For a calendar of principal-legislator district meetings taking place
this fall, go to www.awsp.org, then click on the “Legislation” tab.
“Of all of the civil rights for which the world has struggled
and fought for 5,000 years, the right to learn is undoubtedly
the most fundamental… And whatever we may think of the
curtailment of other civil rights, we should fight to the last
ditch to keep open the right to learn, the right to have exam-
ined in our schools not only what we believe but what we
Jennifer Wiley, Ed.D. do not believe; not only what our leaders say, but what the
Principal, Franklin High leaders of other groups and nations, and the other centuries,
firstname.lastname@example.org have said. We must insist upon this to give our children the
fairness of a start which will equip them with such an array
of facts and such an attitude toward truth that they can
THE executive board of the
Seattle Public Schools
Principals Association recently had
have a real chance to judge what the world is, and what its
greater minds have thought it might be.” — W.E.B. Dubois
the pleasure of meeting with Rep.
Reuven Carlyle, 36th Leg. District, and
Sen. Joe McDermott, 34th Leg. District, for an invigorating discussion about public education in Washington state.
During the meeting, the two state legislators expressed an earnest desire to hear about the successes, tri-
als and tribulations of principals in order to better understand and advocate for our children. While there were
many heartfelt stories of courage, conviction and triumph, there were also shared accounts of the frustration and
despair that come with the leadership journey of getting all students to reach academic excellence.
Three main themes emerged during the principals’ discussion with the legislators.
First, the principals expressed a need to celebrate educators, with special acknowledgment of building leaders.
As the principalship grows increasingly complex, research suggests an inextricable link between high-quality
instruction and building leadership. Educators, students and school leaders are working harder and in a more focused
fashion, despite the backdrop of an ever more challenging society. While teachers deserve thunderous applause for
their efforts, we must also take a moment to recognize our principals who are often held in the blinding public light,
playing a “shock-absorber” role for the shortcomings of many public services—and doing so with aplomb, dignity and
the principal news | fall 2009 17
Second, the principals called on the legislators to Legislators like Carlyle and McDermott are to be
embark upon a more honest dialogue with the public about applauded for reaching out to energize this conversation.
education. The average citizen probably does not know that, Although it remains unclear whether these lawmakers
in school funding, Washington ranks 42nd among the 50 will be able to make a difference for principals, educators
states. This level of funding is acceptable only if we agree and ultimately the young people in our state, the
as citizens that a 42nd-rate education is good for our kids. principals in attendance felt the discussion we shared
From the perspective of those of us “in the trenches,” it was enlightening on all fronts. We were left with the
appears that we are expected to deliver first-rate results and impression that public education is a top priority for
experiences for our children with 42nd-rate resources. If both lawmakers, who seemed not only genuinely inter-
we expect excellence, it is incumbent upon each and every ested in understanding the principals’ perspective but
citizen to ensure as much. further serving on behalf of students and educators to
Finally, shared by all was an ethos of high-quality establish a world-class public education system in
instruction for every student, with particular emphasis on Washington state.
providing historically underserved students more services By meeting with your legislators, you have the oppor-
in order to close the opportunity gap. While budgets are tunity to reach out and remind them that public education
strained, the demand to do even more with less is reaching a is one of the cornerstones of our democracy. We ought not
fever pitch, particularly in light of our commitment to offer- lose sight of this investment in our future as we look for
ing all our children equitable educational opportunities. ways to tighten the fiscal belt. When push comes to shove
As principals, our plea to legislators is to keep in mind “the in making fiscal decisions at the state and local levels, we
paramount duty of the state to make ample provision for the must take care of the children first and foremost. Our very
education of all children residing within its borders.” democracy depends on it.
tbc129154_AWSP_7.5x4.75K_rSG 8/3/09 2:34 PM Page 1
If you wanted to spend your days putting
out ﬁres, you would have become a
ﬁreﬁghter instead of a school principal.
Learn How to Work Less, Produce More, and Still Get the Job Done in a Sensible
School Week with Malachi Pancoast, President, The Breakthrough Coach. It’s one
of the most practical – and liberating – programs you will ever attend.
UPCOMING PROGRAMS IN YOUR AREA:
• Seattle, October 1 & 2, 2009
PROGRAM SOLD OUT
For more information on our Spring 2010 Programs,
please visit www.the-breakthrough-coach.com/upcoming.asp
18 the principal news | fall 2009
by AWSP Torch of Leadership Award goes to Sen. Rodney Tom.
“Principals will play a vital role as we move forward
with education reform within the constraints of stagnant
revenues,” said Tom, upon learning of the award. “Very few
areas in education give us better leverage than making
sure every school has a great principal.”
“There is not a great school in Washington state
that does not also have a great principal; the two go
hand-in-hand,” he added.
School building administrators in the 48th district
have noticed Tom’s hard work. Paul Luczak, principal of
Juanita Elementary (Lake Washington SD), remarked,
“Sen. Tom is a bipartisan legislator who truly under-
Senator Rodney Tom stands educational issues and has worked tirelessly for
Torch of Leadership Winner education reform.”
Tom just completed his first term in the Washington
State Senate after serving two terms in the House. He is the
IN June, AWSP selected Sen. Rodney Tom to receive
the 2009 Torch of Leadership Award. The award
honors a state-level public servant who has demonstrated
vice chair for the operating budget on the Ways and Means
Committee and also serves on the Early Learning and K-12
Education Committee and the Judiciary Committee.
support of principals and the principalship in the educa- The senator will be honored with a formal recogni-
tion of all students. tion and award presentation at AWSP’s next Legislation
Tom, who represents the 48th district, was chosen for Committee meeting, Oct. 6, in Seattle.
the award for his commitment to K-12 education during The Torch of Leadership Award is administered by
the 2009 legislative session. AWSP. Nominations for the award are submitted by mem-
According to AWSP Director of Governmental bers of AWSP’s Legislation Committee, and final selection
Relations Jerry Bender, the senator has kept education is made by a panel of staff and committee members.
a top priority, even when the demands of a downward
economy made it difficult to do so.
“He appreciates the challenges principals face, and has
championed legislation that provides what is needed to Watch an exclusive AWSP interview with
carry our students and schools forward,” explained Bender. Sen. Rodney Tom and hear from AWSP
As a member of the Basic Education Funding Task members who have hosted legislators
Force, Tom helped craft ESHB 2261, which ushers in a in their schools. Go to The Principal’s
new plan for the full funding of K-12 basic education in Handbook at www.awsp.org, then click on
Washington state. He also backed bills supporting the
The Principal News.
state’s principal internship program and the Washington
State Leadership Academy.
the principal news | fall 2009 19
The Outdoor School An outdoor residential experience
‘brings out something good’ in students.
I HAVE been an advocate of using the outdoors as a laboratory for
learning my entire career in education. My opinion was most
likely formed in my Boy Scout days, and that opinion carried over to my approach as a
classroom science teacher.
Recently I received a report from a group that had visited the Cispus Learning Center.
In the report, the adviser relayed an evaluation from one of his students, a Naval Junior
ROTC cadet: “I paid 60 bucks to take a two-hour bus ride, get yelled at, sleep in a haunt-
Martin E. Fortin, Jr. ed barracks, and do way too many push-ups. It was a perfect weekend.” That statement
Director of Outdoor Learning Centers made me think that our greatest advocates are the students who live through the camp
email@example.com life. The lasting effect of the residential experience affects the participant intellectu-
ally, emotionally, physically and socially.
I believe the individual’s growth is best expressed when the student relates his or her own experience. Here is what
Josh Neitzel from Capital High School in Olympia shared with me:
“Cispus has been part of two of the best experiences in my life, first as a camper and then as a counselor. In fact,
it was some of my experiences as a camper—being able to connect with the fun of bonding with my classmates,
escaping the monotony of conventional schooling and spending time in the outdoors—that made my experience as
a counselor that much greater. Remembering the magic of these things as a kid, and again seeing it in the campers
taking part in the exact same activities six years later, is moving in a way that only those who have been to camp
can fully understand. There’s something about camp that is truly unique. I’m not sure if it’s the people, the facili-
ties, the outdoor experience, but it just brings out something good in you. And all of this is coming from a relatively
privileged kid. Some people there had never had a chance to go camping, and they experienced things they had never
done before. The overwhelming love these kids have for this place just takes you over. These are normal kids—they
hate school. But when they go to camp, things change. Learning becomes fun, and that alone makes the entire expe-
Ethan Voon, another Capital High School student, best summed up the experience:
“In the end, having the chance to enjoy Cispus camp life in this new way as a counselor was a great experience. We
got to have fun but, more importantly, I was able to help give the fifth graders a great time.”
I am convinced that the residential camp experience has far-reaching benefits. Perhaps one of the best is to see the
emerging servant’s heart develop in our high school students. What better place than at outdoor school?
20 the principal news | fall 2009
Annual Report 2008-09
Highlights of Another Great Year in the Principalship
The association of washington school principals
T he success of
Effective That’s why the Association of
Washington School Principals is
association is dependent
on the leadership of its
leaders make dedicated to helping all administrators
develop, enhance and refine their
members. As I reflect
on this past year and
for effective leadership abilities. This year, more
than 3,400 principals, assistant
the evolution of the schools. principals, principal interns, teacher
Association of Wash- leaders and central office adminis-
ington School Principals, trators, from both public and private schools, were members of the
I am in awe of the talent Association. Together, they stood at the forefront of academic progress
of our Association’s elected leaders. With and school change.
remarkable skill and insight, the members
and officers of the AWSP board and com- Our members benefit not just from professional development—the
ponent boards masterfully set the values primary focus of AWSP’s mission—but also from professional support in
and direction for our Association. Because the form of mentoring, coaching and career counseling, administered by
of these individuals who have donated their the Association through various programs. Additionally, AWSP gives the
time to lead us, AWSP is held in high regard principalship an active voice in the Legislature and Congress, testifying
both by its members and by those outside on behalf of—and in partnership with—practicing principals and assis-
the Association. tant principals from around the state.
The staff at AWSP takes their work personally. In this Annual Report, we have organized our 2008-09 highlights around
They understand the research underscoring the Association’s six strategic goal areas—Advocacy, Principal Leader-
a principal’s impact on student achievement. ship, Member Services, Diversity and Cultural Competence, Student
They see the relationship between their own Leadership and Outdoor Learning Centers. These six areas relate to the
work and successful schools, and they are work we do on behalf of our members and the one million students they
energized by being a part of AWSP. It is no serve every school day.
surprise that I so often receive compliments
on the actions of our staff.
As we move into next year, with the challenges
of more budget shortfalls, significant federal
and state legislative issues, and the continued
challenge of creating culturally and academi-
cally responsive schools, I am confident that
the principals of our state are in good hands
with their AWSP membership.
AWSP Executive Director
awsp annual report | 2008-2009
AWSP Board of Administrators
Directors of the Year
of the Year
Cle Elum-Roslyn High,
Cle Elum-Roslyn sD
President Past President
Sue Corey Charlene Milota
Central Kitsap SD Spokane PS
principal of the Year
President-Elect Budget Chair
Dave Balcom Vicki Puckett
Moses Lake SD Northshore SD
principal of the Year
Sue Corey (Central Kitsap SD)
Jill Massa (Warden SD) Christine Lynch
James Rudsit (Peninsula SD) shaw Middle,
Middle Level Representatives
Karen Owen (North Thurston PS)
Thomas Schend (West Valley SD #208)
John Westerman (Eastmont SD)
High School Representatives
Phil Brockman (Seattle PS) Distinguished
Boyd Keyser (Cle Elum-Roslyn SD) principal of the Year
Jennifer Shaw (Franklin Pierce SD)
Three-Year Component Board Representatives Edison Elementary,
Nancy Faaren (Olympia SD) Kennewick sD
Diane Otterby (North Kitsap SD)
Karen Reid (Mukilteo SD)
awsp annual report | 2008-2009
Notable Numbers in 2008-09
3,451 Number of AWSP members for the 2008-09 school year
(as of June 1, 2009).
98 Percentage of principals and assistant principals in
Washington state who are members of AWSP.
106 Total number of years’ experience in the principalship
within the AWSP executive staff.
NAESP/NASSP National Leaders’
Number of volunteer ambassadors who contacted
Conference — Washington, D.C.
potential members for AWSP.
New Principals’ & Assistant Principals’
26 Number of assessor/mentors AWSP trained to
help principals and assistant principals, bringing the
Workshop — Lacey
Summer Leadership Retreat — Leavenworth
Association’s cadre of assessor/mentors to 68.
34 Number of professional development workshops held for
AWSP members and their staff statewide.
66 Number of different school districts represented on
AWSP’s Board of Directors, Diversity Task Force and
elementary, middle and high school component boards.
42 Number of principals and assistant principals served
through AWSP’s Assessing and Developing the
21st Century Principal program. February
21 Number of principals and assistant principals—both
new and veteran—who received support through AWSP’s
Leadership Coaching Services.
16 Number of districts involved in the pilot year of the
Washington State Leadership Academy.
180 Number of interns who participated in the Washington
State-funded Internship Program administered through
AWSP. Assistant Principals’ Leadership
Conference — Vancouver
39 Number of members on the AWSP Facebook Group
(as of June 1, 2009).
NASSP Convention — San Diego, CA
8 Number of businesses participating in AWSP’s
business partnership program. January
47 Number of members who received guidance from AWSP
regarding legal matters. Support ranged from answering
inquiries about instructional practice to responding to
more complex concerns over contracts or personnel isues.
130 Number of schools in Washington state trained in the
Raising Student Voice and Participation (RSVP) program.
AWSP/WSPEF Board Meeting — SeaTac
awsp annual report | 2008-2009
Highlights of ctober
a Great Year
August S eptember
AWSP Executive Board AWSP/WSPEF Board Meeting The AWSP Principals’ Conference
Planning Retreat — Olympia — Port Ludlow — Spokane
Washington Scholars Recognition and
Luncheon — Olympia
NAESP Convention — New Orleans, LA
AWSP/WSPEF Board Meeting — Redmond
WASA/AWSP Summer Conference — Spokane
AWSP/WSPEF Board Meeting — Spokane
awsp annual report | 2008-2009
AWSP and its members are a leading voice on statewide
K-12 education issues, including principal leadership.
2 Principal Leadership
AWSP aims to be the preferred provider of
professional learning opportunities for all members.
Conferences and Workshops
“The 2009 session posed many This year, nearly 1, 200 individuals from across the state
challenges for K-12 schools. But thanks
attended our conferences, including the Summer Leader-
to the collective efforts of AWSP, the
Legislation Committee and several ship Retreat in Leavenworth, the AWSP Principals’ Con-
members advocating on behalf of our ference in Spokane, the Assistant Principals’ Leadership
schools, legislation passed that will Conference in Vancouver and the WASA/AWSP Summer
support principals’ professional Conference in Spokane.
development, maintain internship
opportunities and help advance our profession.”
In 2008-09, AWSP hosted 34 workshops designed to help
members develop and enhance their leadership skills.
— scott Friedman, assistant principal, lakeside High, Nearly 1,275 members were served by these events.
Nine Mile Falls sD / Chair, awsp legislation Committee
Highlights of 2008-09:
The Legislative Platform provided 180 interns with up to 32 release days through
The Association’s legislative platform is established each the Washington State-Funded Intern Program.
fall by the 27-member Legislation Committee. Comprised
of principals and assistant principals from around the
state, this group prioritizes AWSP’s legislative efforts for “This was an extraordinary training!
each session and identifies members who can speak to the I have to rank it as the most useful and
issues before committees and in stakeholder meetings. valuable training I have had. The infor-
mation I received was truly a gift.”
Highlights of 2008-09: — attendee Evaluation, March 2009,
Extraordinary leadership workshop
Influenced legislation to include AWSP in the development
of the redefinition and funding of basic education and the
development of a dual-credit program policy.
supported the passage of bills that clarified school em- led a “Welcome to Your Internship” workshop for more
ployee misconduct, established online learning oversight, than 100 interns starting their principal internship year.
and repealed, suspended and amended education statutes.
administered comprehensive, confidential and individual-
Maintained funding for the Washington State-Funded ized leadership coaching to 21 new and veteran principals
Intern Program. and assistant principals.
Maintained administrative responsibility for all aspects of Offered assessment and mentoring for 42 principals and
school operations, including school media. assistant principals, many at the start of their administra-
tive careers, through the Assessing and Developing the
Created the Torch of Leadership Award to honor state- 21st Century Principal Program.
level public servants who have demonstrated support of
principals and the principalship, and named Sen. Rodney provided the 32 principals from schools in “School
Tom the recipient of the 2009 Torch of Leadership Award. Improvement” with 159 days of leadership development
support. This involved 45 hours of on-site confidential
principal consultation and professional development
programs for principals and their coaches.
“There is not a great school in
Washington state that does not also Completed the pilot year for the Washington State
have a great principal—the two go hand Leadership Academy, which included more than 40 hours
in hand.” of professional development and 11 days of coaching for
— sen. Rodney Tom, 48th leg. each of the 16 districts involved, and finalized implementa-
District / winner, 2009 awsp Torch of tion planning for the Academy’s second cohort, which will
leadership award include 13 additional districts in the 2009-10 school year.
awsp annual report | 2008-2009