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  1. 1. volume 39 • No. 1 Fall 2009 Straight Talk with Lawmakers What Money Can’t Buy: p. 17 Powerful, Overlooked Opportunities for Learning The Technology Leader By Mike Schmoker Your School Has Been Waiting For p. 12 p. 30 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
  2. 2. 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 • M.S. in Education • M.S. in Instructional Design and Technology • B.S. in Child Development To schedule an Information Session • B.S. in Instructional Design at your school, please contact and Technology • Endorsement Programs Cynthia Tracey at 425-495-9693 • Teacher Preparation Programs or • Graduate Courses for Teachers Walden University is accredited by The Higher Learning Commission and a member of the North Central Association, 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 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 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. WU-256
  3. 3. Introducing a NEW K–8 supplementary mathematics curriculum MAKING SENSE of PROBLEM SOLVING: Targeting Washington 2008 Mathematics Standards Created with Washington math educators to precisely match Washington Core Content and Core Process Standards. Costs only $99 per classroom! Each grade level book includes 12–16 units with 50–65 Problems: • Targeting the new Washington State Performance Expectations • Student samples with scored commentaries • FIX IT! evaluative activities • Black line masters Making Sense of Problem Solving: Targeting WASHINGTON 2008 Mathematics Standards Check this out: • Interactive CDs for SMART PROFESSIONAL boards • Virtual manipulatives! Development • District server options Teacher to Teacher offers professional development in various ways to deepen content See samples, information on Title I school knowledge and strengthen powerful instructional improvement plans, success stories and research at: strategies: • Build local capacity with programs for Math Coaches and other instructional leaders • In-person and collaboration network options • Online course options (1-5 credits) For more information, contact: Kathleen Barta, Teacher to Teacher Publications: Excellent for Title I, Part A funds 503-659-5616; Copyright © 1998 – 2009, Teacher to Teacher Publications, Inc.
  4. 4. professional development calendar To learn more about AWSP professional development activities or to register for an event, visit the AWSP Web site at september Renton 23 ASB Finance Issues and Answers Moses Lake 30 ASB Finance Issues and Answers october Wenatchee 6 FULL 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 november 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 january 2010 Shoreline 7-8 Effective Strategies to Maximize Instructional Conversations Renton 12 ASB Finance Issues and Answers february 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 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 State Components 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 • National Association of Elementary School Principals National Association of Secondary School Principals 4 the principal news | fall 2009
  5. 5. Gary Kipp AWSP STAFF Executive Director FEATURES 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 Principal Support Susanne Danubio Production Room Coordinator 6 The Editor’s Desk Jennifer Fellinger FIELD CONTACTS 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 (NAAS) Support 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 Gary Kipp Managing Editor Jennifer Fellinger Printing Capitol City Press 2975 37th Ave. SW DEPARTMENTS Tumwater, WA 98512 4 Professional Development Calendar 360.943.3556 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
  6. 6. 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. 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 material online! 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
  7. 7. 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, 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
  8. 8. sTuDENT lEaDERsHIp Authentic Engagement— Real Results 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
  9. 9. Vulnerability and Leadership 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 Northshore SD 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. (continued) the principal news | fall 2009 9
  10. 10. Once these were adopted, I asked the staff, first and fore- Five Precepts 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, 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
  11. 11. FREE Admission in 2009! 3rd Night Free Specials! Call for more details. © Disney Get Away Today Vacations donates a portion of each vacation package purchased by families of students in Washington State to benefit student leadership and professional development programs hosted by the Association of Washington School Principals (AWSP) and the Washington School Principals Education Foundation. This is a great way to save money on family vacations and assist AWSP in its service to students and principals. Make sure your school receives this free vacation Fundraiser Program by calling 877-564-6428. We make everyone’s dreams come true! 1-800-523-6116 the principal news | fall 2009 11
  12. 12. What Money Can’t Buy: Powerful, Overlooked Opportunities for Learning 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, Flagstaff, AZ 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
  13. 13. 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
  14. 14. 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
  15. 15. 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
  16. 16. 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,, 2009. All rights reserved. Association of Washington School Principals 16 the principal news | fall 2009
  17. 17. Straight Talk with Lawmakers 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, 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, Seattle PS 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 uncompromised tenacity. (continued) the principal news | fall 2009 17
  18. 18. 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 18 the principal news | fall 2009
  19. 19. Senator Honored 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, 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
  20. 20. OuTDOOR lEaRNINg 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 AWSP 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- rience worthwhile.” 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
  21. 21. AWSP Annual Report 2008-09 Highlights of Another Great Year in the Principalship The association of washington school principals
  22. 22. Annual Report 2008–09 from the Executive Director T he success of any professional 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. Gary Kipp AWSP Executive Director awsp annual report | 2008-2009
  23. 23. AWSP Board of Administrators Directors of the Year national finalist assistant principal of the Year Mike O’Donnell Cle Elum-Roslyn High, Cle Elum-Roslyn sD President Past President Sue Corey Charlene Milota Central Kitsap SD Spokane PS High school principal of the Year Aaron Leavell Bremerton High, Bremerton sD President-Elect Budget Chair Dave Balcom Vicki Puckett Moses Lake SD Northshore SD national finalist Middle level Elementary Representatives principal of the Year Sue Corey (Central Kitsap SD) Jill Massa (Warden SD) Christine Lynch James Rudsit (Peninsula SD) shaw Middle, spokane ps 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) Bruce Cannard 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
  24. 24. Notable Numbers in 2008-09 J uly 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. 15 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
  25. 25. 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 2008 2009 May April Washington Scholars Recognition and Luncheon — Olympia J une 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
  26. 26. 1 Advocacy 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