More Related Content

Similar to Bonnie's intro brief version(20)


More from EducationNC(20)


Bonnie's intro brief version

  1. NC State’s Northeast Leadership Academy Teachers Leading Change: New Pathways for Empowered Teachers & Empowered Leaders Excellent Leaders: Effective Schools: Enriched Communities
  2. Opening and Overview Bonnie Fusarelli Excellent Leaders: Effective Schools: Enriched Communities
  3. Take a moment to remember… Who was your favorite or best teacher? Why was that teacher your favorite?
  4. Take a moment to remember… Was your favorite teacher an outlier? Imagine the possibilities if you had a teacher like your favorite teacher every year – from PreK-16..
  5. Source: The Irreplaceables: Understanding The Real Retention Crisis in America’s Urban Schools. (2012). The New Teacher Project. What’s the Difference? 5-6 more months of learning each year
  6. Source: Hanushek, E. A.(2011). Valuing Teachers. Ed Next. If least effective 5 to 7% of teachers were replaced by just average teachers…would increase in annual growth rate of US by 1% of GDP. Accumulated over the lifetime of born today = an increase in total U.S. economic output of $112 trillion in present value. (That was not a typo—$112 trillion, not billion.)
  7. Quality Teaching Matters: Principals Matter Too Leithwood, K., Louis, K. S., Anderson, S., and Wahlstrom, K. (2004) Review of Research: How Leadership Influences Student Learning. Wallace Foundation; and Marzano, R. J., Waters, T., and McNulty, B. (2005) School Leadership That Works: From Research to Results. Alexandria, VA: Association for Supervision and Curriculum Development.
  8. Source: New Leaders for New Schools: Great schools have great leaders… Great leaders have a multiplier effect
  9. Principals Matter: Especially in High-Poverty Schools Principal impact is 2 X’s as large in high-poverty schools (like NELA) than in low-poverty schools (Branch, Hanushek & Rivkin, 2012). High-poverty schools have high teacher turnover (twice that of low-poverty schools) “Revolving door” contributes to the concentration of less effective, inexperienced teachers Principals must work to keep effective teachers Leithwood, K., Louis, K.S., Anderson, S., and Wahlstrom, K. How Leadership Influences Student Learning: Review of Research, commissioned by The Wallace Foundation and produced jointly by the Center for Applied Research and Educational Improvement, the University of Minnesota, and Ontario Institute for Studies in Education, the University of Toronto, 2004.
  10. Principals Matter: Especially in High-Poverty Schools • #1 reason effective teachers stay • Satisfaction when they helped students succeed in spite of the challenges. • # 2 reason effective teachers stay • Principal creates a school culture that is conducive to teaching and learning & supports students and families. Then teachers note the rewards of working in a high-poverty school. • #1 reason effective teachers leave • They do not feel supported by their principal.
  11. Source: The Irreplaceables: Understanding The Real Retention Crisis in America’s Urban Schools. (2012). The New Teacher Project. Principals Must Retain Great Teachers Great Teachers are Irreplaceable: Especially in Low-Performing Schools
  12. Impact of Principal Turnover Principal turnover adversely impacts schools. Gains in student achievement temporarily slow whenever there is a new principal & the impact is felt more at the most challenging schools (Beteille, Kalogrides & Loeb 2011, Miller 2009).
  13. What Are Your Questions?
  14. APPENDIX – Additional Slides APPENDIX – Additional Slides
  15. Great schools have great leaders, but… • Shortage of high quality principals in high poverty schools – especially rural schools. (1/2% of NC schools are rural*) • Critics have questioned the effectiveness of traditional approaches to leadership preparation • We must be more effective and contextualize leadership preparation • Powerful, personalized, authentic learning experiences and innovative inquiry & action pedagogy *Source: NCES, 2010-2011
  16. Innovative Beginnings & Custom Design • Bill and Melinda Gates funding for innovative design • Race to the Top pilot leadership program • Accolades: UCEA’s Top Exemplary Program Nationally 2014, AACTE, Center for American Progress, others • USDOE: –2013 School Leadership Program: $4.7 million –2014: School Leader Turnaround Program: $2 million –Total since 2010: Over $14 Million in external funding for NELA
  17. NELA Overview Video
  18. The Right Stuff Cohort I Cohort II Cohort III Cohort IV
  19. The Right Innovation: NELA Design • 2-year, funded program: contextualized MSA and license • Rigorous recruitment and selection • Personalized, Standards-Based Leadership Training and Cohort-Based Experiences • Action Pedagogy: Inquiry-action approach focused on solving real school problems, site visits to high performing schools • Specialized Trainings & Developmental Projects (Pre K- Career) • Service Learning - pay it forward or give-back components
  20. The Right Innovation: NELA Design • Full-time, year-long clinical residency experience • Summer internship in community agency & grant writing • Intensive Executive Coaching • Development of Current Principals: Mentor Principals receive PD and learn alongside interns (DLP & Seminars) • Integration of Technology (& cameras to record and document learning) • On-going induction and early career support • Dynamic feedback and improvement loops
  21. The Right Innovation Produces the Right Leaders Three year, inter-district post-degree commitment. Strong Superintendent Support and Involvement. A critical mass of highly trained leaders in a concentrated area. 23
  22. Problem of Practice: Inquiry and Action
  23. Weekly Logs
  24. Test Scores (Example of Scores at Schools Led by NELA Graduates (Pre/Post Year 1 Comparison)
  25. Beating the Odds • Researchers note it takes five years to put a teaching staff in place and fully implement policies and practices that will positively impact school performance. (Seashore-Louis, et al., 2010) • Students in failing, high poverty schools with high concentrations of novice teachers have reading and math achievement that is .02-.06 standard deviations lower in years when they have a new principal. (Béteille, Kalogrides, & Loeb, 2012). • Typically, new principals experience a dip in scores, yet all the NELA principals had improvements in student achievement scores. • The achievements of the NELA principals are particularly impressive when viewed with this research in mind.
  26. Staying the Course “Some folks talk about coming out here to help our schools but they seldom deliver or stay long enough to make an impact but not NC State. You all are helping us in impactful ways…most importantly – helping us get the right leaders in place.” ~ NELA District Superintendent

Editor's Notes

  1. A good, but not great, teacher increases each student’s lifetime earnings by $10,600. (class of 20 = $212,000). and one at the 84th percentile will shift earnings up by more than $400,000. But there is also symmetry to these calculations. A very low performing teacher (at the 16th percentile of effectiveness) will have a negative impact of $400,000 compared to an average teacher.
  2. The total (direct and indirect) effects of leadership on student learning account for about a quarter of total school effects.i as a key to the successful implementation of large-scale reform.
  3. The job of principal has changed dramatically. Principals are now more than ever focused on student achievement while still retaining their traditional administrative and building manager duties. Because of this, many believe the job is just not “doable” as it is configured now (Usdan, McCloud and Podmostko 2000).
  4. lose 22% of their teachers each year (2x’s rate of low-poverty) (NELA district average = 20% teacher turnover and 16% -20% principal turnover) “Revolving door” contributes to the concentration of less effective, inexperienced teachers Turnover reduces student achievement, particularly in schools with higher proportions of low-performing and African-American students
  5. And rightly so. While it is important not to lump all college of education into one group, and to recognize our current great leaders went through traditional programs, We can do better. will use my experience as an example of how MSA programs typically operate. When I was a teacher preparing to be a school leader, I would arrive at work around 6:15 AM to provide before school tutoring to struggling students and to monitor the cafeteria during breakfast. Then, after teaching a full day of classes and coaching afterschool sports, I drove the 40+ miles to the university campus. I would often take a nap in my car before classes where "sit and get" was the operating pedagogy. I heard "war stories" from the clinical professors who were former principals and "theory talk" from the research professors. The historic war stories presented no real solutions to the contemporary problems encountered in schools and the research presented was abstract and not applied. My day would end around 12 midnight. In my final year of the program, my mandatory internship hours were squeezed in during my lunch and preparation periods or by chaperoning school dances. (Was considered year-long – just not full time). Sequestered in my classroom, my teaching responsibilities prevented me from experiencing leadership in the daily action of the school day. I had no real opportunities to practice leadership. Even though I have advanced degrees from two of what are considered the top programs in the country, after completing my degree requirements, I had my credentials, but felt wholly unprepared to lead a school.   My personal standard is that every one of our graduates should have the skills and dispositions that when they become a principal, I would want my two young sons to attend their school. Indeed, every parent should have that level of confidence in the leadership at their local schools. With NELA we intend to reinvent school leadership preparation. We are doing more than tinkering around the edges of the program or shuffling the metaphorical deck of cards - more of the same, just in a different order. NELA truly represents a change in the deck. The Northeast Leadership Academy aims to balance theory and practice and inquiry and action. We did a deep dive into our MSA curriculum and examined every assignment, every core reading and every experience to make sure that they were relevant, useful, and linked to our theory of action and NC Standards for School Executives. We are now confident that coursework is rigorous, instructors and mentors are helpful and experienced, and internships will be meaningful—focused on solving real school issues. Graduates will have the knowledge, skills, and dispositions to be effective leaders of change—using data to focus on results and reflect on practice. Our NELA Fellows (students) are individuals deeply committed to improving persistently low-achieving schools and will make a three-year, post-degree commitment to work in NE high-need schools.   NELA is aligned with Constructivism and adult learning theory - tapping the wealth of adult experience and knowledge that when aligned with new knowledge, can foster deeper learning in adults. Students are supported through coaches and mentors as they are placed into challenging situations to apply their new learning.
  6. Assessment Day Locals and Outsiders (TFA alumni) First, we have to start by rigorously selecting the very best people. Our Fellows are energized, committed, passionate individuals who want to make a difference. We have a number of long-time teachers, lateral entry teachers and we have a significant number of Teach for America alumni, who were committed to staying in education but were looking for an opportunity to have a bigger impact.   Taking on the challenge of leading a high-need school is high-risk and can limit applicant pools.
  7. RED = Only program in country doing this…
  8. RED = Only program in country doing this… Build the folks you have When schools are failing kids, it’s easy to understand the tendency to want a The quick fixes and fire them all approaches are ineffective in schools and districts were they cannot find the teachers to replace them. We are in April and there are schools in these systems that are still trying to fill positions that have been vacant all year
  9. The student achievement gains of the NELA principals are particularly impressive when you take into account the research on time to turnaround and the effects of a novice principal on student achievement. First, research shows it takes approximately five years to put a teaching staff in place as well as fully implement policies and practices that will positively impact the school’s performance, yet the NELA principals documented notable improvements during their first year.   Second, principal turnover has significant negative effects on the achievement of students attending high poverty schools. Research indicates that gains in student achievement in math are lower when a school has a new principal and the negative effect of new principals on student achievement is especially large when schools have a first time new principal (one without prior experience at other schools). The negative relationship between principal turnover (having a new principal) and achievement is stronger in failing schools, high poverty schools, and schools with more novice teachers (all of which are characteristics of the schools led by NELA principals). Students in failing, high poverty schools with high concentrations of novice teachers have reading and math achievement that is .02-.06 standard deviations lower in years when they have a new principal.   The achievements of the NELA principals are particularly impressive when viewed with this research in mind. Typically, new principals experience a dip in scores, yet all the NELA principals had improvements in student achievement scores. Seashore-Louis, et al. (2010) Béteille, Kalogrides, & Loeb (2012). All the NELA principals were first time new principals Béteille, Kalogrides, & Loeb (2012)