Leadership Development Nashua, NH
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Leadership Development Nashua, NH Leadership Development Nashua, NH Presentation Transcript

  • Nashua School District Leadership Development
  • Leadership Development Setting the Context Supporting the Goals Does Leadership Matter?  Are leaders crucial to support achievement?  How do we build leaders to support achievement?  How do we challenge our leaders? Student Achievement  Where we are and where we need to be Leadership Initiatives Laying the Cornerstones for Leadership Opportunities for Leadership Development
  • Leadership DevelopmentSETTING THE CONTEXT
  • Setting the Context: District Goals1. To increase academic achievement for all students while recognizing the diverse needs of our students2. To establish and communicate an accountability system3. To align policies, procedures, and resources4. To establish an assessment process5. To provide a positive climate and a safe educational environment
  • Leadership DevelopmentSUPPORTING THE GOALS
  • Setting the Context: Supporting the Goals Does leadership matter? Do beliefs make a difference?  Is our business growth and development?  Can all children learn?  If we seek student proficiency,  What is teacher proficiency?  What is administrator proficiency? What is a successful school?
  • Leadership DevelopmentDOES LEADERSHIP MATTER?
  • The Challenging Question: Instructional Leadership Principals are held accountable for student achievement; and yet, ―The direct effect of principals on student achievement is near zero.‖  Ross and Gray, School Leadership and Student Achievement. 2002 Do you believe this? And if you do, why are you a Principal [or, a District Administrator]?
  • Instructional Leadership ModelCommunity Instructional ClimatePersonalBeliefs and Principal Leadership Student OutcomesExperiencesInstitutional Instructional OrganizationContext
  • Instructional Leadership Model Instructional Climate  School mission  Student opportunity to learn  Teacher expectations for student learning Instructional Organization  Opportunities for teaching and learning  Teaming students and teachers for instructional delivery and curricular monitoring
  • Leadership Advice for Urban School Leaders  Do what you say you’re going to do.  Know the work to lead the work.  Do not be afraid of accountability.  Tom Payzant, former Superintendent, Boston
  • Leadership DevelopmentSTUDENT ACHIEVEMENT:WHERE WE ARE AND WHEREWE NEED TO BE
  • Leadership DevelopmentSTUDENT ACHIEVEMENT:ATTENDANCE
  • Nashua Attendance 2007-08 Attendance By School 100PERCENTAGE OF DAYS IN ATTENDANCE 95 90 85 96 97 96 96 96 95 96 94 95 95 95 95 95 94 94 92 93 80 87 75 70 ALT AM BH BI BR CH CR EMS FG FMS LG MD MP NHN NHS NS PMS SH SCHOOL
  • Nashua Attendance 2007-08 % Students with >30 Absences 40% 37% 35% ALT: 33 students 30% 25%% Students 20% North: 246 students South: 293 students 15% 13% 13% Ledge St: 32 students 10% 6% 5% 5% 4% 3% 3% 5% 2% 2% 2% 1% 1% 2% 1% 1% 1% 0% ALT AM BH BI BR CH CR EMS FG FMS LG MD MP NHN NHS NS PMS SH School
  • Leadership Questions Where we are and where we need to be  Student Attendance  Is it acceptable  That 293 students at South miss more than 30 days of school a year?  That 246 students at North miss more than 30 days of school a year?  That 32 elementary students at Ledge St. miss more than 30 days of school a year?
  • Leadership DevelopmentSTUDENT ACHIEVEMENT:CLIMATE
  • High School Climate High School Students Involved in Misconduct 450 448 400 402 350 385 300No. Students 250 NHN 249 NHS 200 150 100 50 0 2006-07 2007-08
  • High School Climate Students Involved in Fighting and Inappropriate Contact 160 159 140 135 120 121 114No. Students 100 NHN 80 NHS 60 40 20 0 2006-07 2007-08
  • High School Climate Incidents of High School Fighting and Inappropriate Contact 280 240 254 226 200 188No. Incidents 160 167 NHN NHS 120 80 40 0 2006-07 2007-08
  • High School Climate HIGH SCHOOL DISCIPLINE HISTORY Number of Suspensions12001000 1026 916800 848 760600 675 603 538 568 567400 442200 0 NHN NHS 03 04 05 06 07
  • Leadership Questions Where we are and where we need to be  High School Climate  Is it acceptable  That 18% of our students were involved in misconduct incidents last year?  That 7% of our students were involved in fighting incidents last year?  That 1500 suspensions occurred at the high schools last year?
  • Leadership DevelopmentSTUDENT ACHIEVEMENT:STATE TESTING
  • NECAP Math 2007 Elementary Proficiency and Poverty100%90% 84% 81% 81%80% 78% 74% 70% 69%70% 63% 58% 60%60% 52%50% 42%40% Proficient30% SES20%10% 0%
  • NECAP Reading 2007 Elementary Proficiency and Poverty100%90% 87% 82% 79% 78% 79% 78%80% 71% 71%70% 68% 59% 57%60%50% 47%40% Proficient30% SES20%10% 0%
  • NECAP Writing 2007 Elementary Proficiency and Poverty100%90%80%70% 68% 63%60% 58% 53% 54% 52% 51% 51%50% 48% 39%40% 33% 33% Proficient30% SES20%10% 0%
  • NECAP Math 2007 Elementary Not Proficient60% 57%50% 47% 41% 39%40% 36% 29% 30%30% 25% 21%20% 18% 18% 15%10%0%
  • NECAP Reading 2007 Elementary Not Proficient60% 52%50% 42% 40%40% 31%30% 28% 28% 20% 21% 20% 21%20% 17% 12%10%0%
  • NECAP Writing 2007 Elementary Not Proficient70% 66% 66% 60%60% 51%50% 48% 46% 48% 47% 45% 41%40% 36% 31%30%20%10%0%
  • Nashua District Test Results District NECAP 2005 Math Proficiency by Grade 80 70 60% Students 50 Proficient 40 Not Proficient 30 20 10 0 3 4 5 6 7 8 Grade
  • Nashua District Test Results District NECAP 2006 Math Proficiency by Grade 80 70 60% Students 50 Proficient 40 Not Proficient 30 20 10 0 3 4 5 6 7 8 Grade
  • Nashua District Test Results District NECAP 2007 Math Proficiency by Grade 80 70 60% Students 50 Proficient 40 Not Proficient 30 20 10 0 3 4 5 6 7 8 11 Grade
  • Leadership Questions Where we are and where we need to be  NECAP Math Testing  Is it acceptable  That 3 out of 10 students are not proficient in math in Grade 5?  That 4 out of 10 students are not proficient in math in Grade 8?  That 7 out of 10 students are not proficient in math in Grade 11?
  • Nashua District Test Results District NECAP 2007 Math Students in Poverty by Grade 100 80% Students 60 Proficient Not Proficient 40 20 0 3 4 5 6 7 8 11 Grade
  • Nashua District Test Results District NECAP 2007 Math Advanced Students by Grade 100 80% Students 60 Advanced Others 40 20 0 3 4 5 6 7 8 11 Grade
  • Nashua District Test Results District NECAP 2005 Reading Proficiency by Grade 70 60 50% Students 40 Proficient 30 Not Proficient 20 10 0 3 4 5 6 7 8 Grade
  • Nashua District Test Results District NECAP 2006 Reading Proficiency by Grade 70 60 50% Students 40 Proficient 30 Not Proficient 20 10 0 3 4 5 6 7 8 Grade
  • Nashua District Test Results District NECAP 2007 Reading Proficiency by Grade 80 70 60% Students 50 Proficient 40 Not Proficient 30 20 10 0 3 4 5 6 7 8 11 Grade
  • Leadership Questions Where we are and where we need to be  NECAP Reading Testing  Is it acceptable  That 3 out of 10 students are not proficient in reading in Grade 5?  That 4 out of 10 students are not proficient in reading in Grade 8?  That 5 out of 10 students are not proficient in reading in Grade 11?
  • Nashua District Test Results District NECAP 2007 Reading Students in Poverty by Grade 70 60 50% Students 40 Proficient 30 Not Proficient 20 10 0 3 4 5 6 7 8 11 Grade
  • Nashua District Test Results District NECAP 2007 Reading Advanced Students by Grade 100 80% Students 60 Advanced Others 40 20 0 3 4 5 6 7 8 11 Grade
  • Leadership DevelopmentSTUDENT ACHIEVEMENT:HIGH SCHOOL FINAL EXAMS
  • High School Final Exams Math Department Nashua North HS Final Exams Semester Two 2007-08 240 200 160Student Count A B 120 C 211 212 D F 80 157 136 119 40 0 A B C D F GRADE
  • High School Final Exams Math Department Nashua South HS Final Exams Semester Two 2007-08 350 300 250Student Count A 200 B C 150 320 D F 100 200 193 191 50 81 0 A B C D F GRADE
  • Leadership Questions Where we are and where we need to be  High School Math Final Exams:  Is it acceptable that 19% of our math students at North failed their final exam?  Is it acceptable that 35% received a D or F?  Is it acceptable that 33% of our math students at South failed their final exam?  Is it acceptable that 52% received a D or F?
  • School Climate and Leadership DevelopmentSTAFF RESPONSES TO MYASPIRATIONS SURVEY
  • My Voice Staff Survey: Leadership & Responsibility “I see myself as a leader.”
  • My Voice Staff Survey: Leadership & Responsibility “My colleagues see me as a leader.”
  • My Voice Staff Survey: Leadership & Responsibility “I am involved in school-wide decisions.”
  • My Voice Staff Survey: Leadership & Responsibility“I know the goals my school is working on this year.”
  • Leadership Questions Where we are and where we need to be  Staff responses to Aspirations Survey:  Is it acceptable that 25% of our staff do not view themselves as leaders in our elementary schools?  Is it acceptable that 50% do not believe their colleagues view them as leaders?  Is it acceptable that 60% of our staff do not feel they are involved in school decisions?  Is it acceptable that between 40 and 50% of our staff do not know their school goals?
  • Leadership DevelopmentLEADERSHIP INITIATIVES
  • Dr. Ron Krause – July 2008A PRACTICAL APPROACH TOEDUCATIONAL LEADERSHIP
  • Conceptual Framework If you are involved in building and managing an organization……it is of critical importance to create tangible mechanisms aligned to preserve the core and stimulate progress. Built To Last
  • VALUES – What’s Important What are your values? Discover the values of those whom you wish to lead Discover the organization’s values Discover your mutual values Make all decisions based on values The strength of the organization is the strength of shared values Drive home the organization’s values every time you speak
  • What do Leaders Talk About? They talk about what’s important around here They talk about where are we headed They talk about risk They talk about what motivates people
  • Leadership and ChangeAttitude: Ability is what you are capable of doing; motivation determines what you do; ATTITUDE determines how well you do it.Sensitivity: ―The art of progress is to preserve order amid change‖ WhiteheadStyle: ―The true measure of a person is how he/she treats someone who can do him/her absolutely no good‖ Samuel JohnsonSalesmanship: ―Enthusiasm is the very propeller of progress‖ B.C. Forbes
  • Leadership & Change Motivation: ―Management by objective works, if you know the objectives‖ Peter Drucker Communication: ―Understanding is a two-way street‖ Eleanor Roosevelt Support: ―If anything goes bad, I did it. If anything goes semi-good, then we did it. If anything goes real good, then you did it. That’s all it takes to get people to win football games for you.‖ Bear Bryant
  • Leadership & Change Drive: ― Leadership: The art of getting someone else to do something you want done because he wants to do it.‖ Dwight Eisenhower Integrity: ― A lie can travel halfway around the world while the truth is putting on its shoes.‖ Mark Twain Responsibility: ―The quality of a leader is reflected in the standards they set for themselves.‖ Abraham Lincoln
  • OUTCOMES Alignment – sense of purpose/energy Empowerment – responsibility Respect – shared participation Interdependence - connected system Innovation – divergent ideas Commitment – buy-in
  • Dr. Daniel GolemanLEADERSHIP THAT GETSRESULTS
  • Leadership That Gets Results Six Drivers of Climate  Flexibility  How free employees feel to innovate unencumbered by red tape  Responsibility  The sense of responsibility that employees have to the organization  Standards  The level of standards that people set
  • Leadership That Gets Results Rewards  The sense of accuracy about performance feedback and aptness of rewards Clarity  The clarity people have about mission and values Commitment  The level of commitment to a common purpose
  • Leadership That Gets Results Six Leadership Styles*  Coercive  Authoritative  Affiliative  Democratic  Pacesetting  Coaching* From Hay/McBer executive research
  • Leadership That Gets Results Coercive leaders  Demand immediate compliance Authoritative leaders  Mobilize people toward a vision Affiliative leaders  Create emotional bonds and harmony
  • Leadership That Gets Results Democratic leaders  Build consensus through participaton Pacesetting leaders  Expect excellence and self-direction Coaching leaders  Develop people for the future
  • Leadership That Gets Results Coercive Authoritative Affiliative Democratic Pacesetting CoachingFlexibility -.28 .32 .27 .28 -.07 .17Responsibility -.37 .21 .16 .23 .04 .08Standards .02 .38 .31 .22 -.27 .39Rewards -.18 .54 .48 .42 -.29 .43Clarity -.11 .44 .37 .35 -.28 .38Commitment -.13 .35 .34 .26 -.20 .27Overall Impact -.26 .54 .46 .43 -.25 .42
  • Leadership That Gets Results Coercive Authoritative Affiliative Democratic Pacesetting CoachingThe leader’s Demands Mobilizes people Creates Forges Set high Developsmodus immediate toward a vision harmony and consensus standards for people for theoperandi compliance builds through performance future emotional participation bondsThe style in a ―Do what I ―Come with me.‖ ―People come ―What do you ―Do as I do, ―Try this.‖phrase tell you.‖ first.‖ think?‖ now.‖Underlying Drive to Self-confidence, Empathy, Collaboration, Conscientiousn Developingemotional achieve, empathy, change building team ess, drive to others,intelligence initiative, catalyst relationships, leadership, achieve, empathy, self-competencies self-control communication communication initiative awarenessWhen the style In a crisis, to When changes To heal rifts in To build buy-in To get quick To help anworks best kick start a require a new a team or to or consensus, results from a employee turnaround, vision, or when a motivate or to get input highly improve or with clear direction is people during from valuable motivated and performance problem needed stressful employees competent to develop employees circumstances team long-term strengthsOverall impact Negative Most strongly Positive Positive Negative Positiveon climate positive
  • James Mealey, Chief Operating Officer, Nashua School DistrictTHE CHANGE PROCESS
  • The Ten Commandments of Implementing Change1. Analyze the organization and its need for change2. Create a common direction3. Separate from the past4. Create a sense of urgency5. Support strong leadership roles6. Line up political sponsorship7. Craft an implementation plan8. Develop enabling structures9. Communicate, involve people, and be honest10. Reinforce and institutionalize change
  • Priorities for Leadership and Organizational Development in NashuaLAYING THE CORNERSTONES
  • Laying the Cornerstones Cornerstones are foundations of organizational direction  To create and sustain organizational behavior to build leadership through the district  To focus the energy and direction of the internal organization of the Nashua School District  To Identify target areas of human resources development to maximize student achievement  To support the Board of Education goals for the Nashua School District
  • Organizational and LeadershipCornerstones for the Nashua School District  Building Leadership  Shaping Belief  Creating Achievement  Celebrating Success
  • Laying the Cornerstones How do we Build Leadership?  Throughout the district  In every student, every teacher, every administrator, every paraprofessional, every food service employee, every custodian, every secretary, every bus driver,  For shared decisions  For innovative ideas  For student success and student achievement
  • Laying the Cornerstones How do we Shape Belief?  In every student, every teacher, every administrator, every paraprofessional, every food service employee, every custodian, every secretary, every bus driver, that  All students can succeed  Education is an inalienable right  Our business is the growth and development of children  Learning takes place every day for everyone
  • Laying the Cornerstones How do we Create Achievement?  Do we believe that our business in education is the growth and development of children?  Can we commit ourselves to breaking the myth that some children are incapable of learning at high levels?  Are we creating opportunities for students to demonstrate that they can learn at high levels—in every class, every day?
  • Laying the Cornerstones How do we Celebrate Success?  Are we building a culture of community?  Are we recognizing the achievements of students and staff?  Do we recognize achievement when we see it?  Is the school a family?
  • The Four Cornerstones What will building the Cornerstones lead to?  Success and achievement for all students, through 1. Leadership development 2. Accountability for schools 3. Human resources professional development focused on student learning 4. Individual student monitoring reports
  • 1. Leadership Development Literacy training for Principals and school leaders 360 leadership institute Professional panel presentations by staff at Board of Education meetings The Efficacy Institute  Shaping proficiency throughout the organization
  • 2. Accountability for Schools Develop school report cards  Establish criteria [examples]  Attendance  State test scores [AYP]  Climate  My Voice surveys, School approval standards, Discipline, Staff evaluation  Student monitoring and improvement Set school targets Use targets for evaluations
  • 3. Human Resources Professional Development All kids can learn  TERC data teams: grade-level and vertical  CRM literacy training  Small learning communities  Efficacy Institute for title schools  Paraprofessional mentoring  Principal walkthroughs and feedback  Understanding of special education identification
  • 4. Individual Student Monitoring Set criteria for individual monitoring report Develop monitoring report Each student has monitoring report in place by end of 2008-09 Monitoring report data is used in Accountability for Schools
  • Organizational Cornerstones of the Nashua School District Supporting District Goals
  • Leadership Development Student Achievement Teacher Leadership Principal Leadership District Leadership