alternative school administration study
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Alternative School Administration Study. Making Time. Wallace Foundation. Identify and remedy conditions that interfere with school leaders in driving student achievement gains for all students. Improve initial leader preparation and ongoing professional development. - PowerPoint PPT PresentationTRANSCRIPT
Alternative School Alternative School Administration StudyAdministration Study
Making TimeMaking Time
Wallace FoundationWallace Foundation
Identify and remedy conditions Identify and remedy conditions that interfere with school leaders that interfere with school leaders in driving student achievement in driving student achievement gains for all students.gains for all students.
Improve initial leader preparation Improve initial leader preparation and ongoing professional and ongoing professional development.development.
Create collaborative relationships Create collaborative relationships that will result in student that will result in student achievement gains for all achievement gains for all students.students.
Wallace FoundationWallace Foundation
12 LEAD districts 12 LEAD districts nationallynationally
15 SAELP states15 SAELP states 6 new LEAD/SAELP 6 new LEAD/SAELP
states/districtsstates/districts Is the principal’s job Is the principal’s job
‘doable’?‘doable’? Identify and correct Identify and correct
conditions that conditions that interfereinterfere
Establish a model Establish a model “seamless” “seamless” preparation and preparation and development development continuumcontinuum
LEAD: 10 InitiativesLEAD: 10 Initiatives
Aspiring Leaders: 5Aspiring Leaders: 5
Beginning Leaders: 3Beginning Leaders: 3
Experienced Leaders: 1Experienced Leaders: 1
Condition Change: 2Condition Change: 2
Condition: Time
Either/or…or both?Either/or…or both?
ManagerInstructional Leader
ASAS QuestionsASAS Questions
Can management duties be Can management duties be separated from the principal’s job?separated from the principal’s job?
Can a School Administration Can a School Administration Manager (SAM) take on those duties Manager (SAM) take on those duties successfully?successfully?
Will the principal spend more time on Will the principal spend more time on instructional improvement?instructional improvement?
Will this focus on instruction improve Will this focus on instruction improve relations with teachers?relations with teachers?
Will student achievement increase at Will student achievement increase at a greater rate?a greater rate?
ProgressProgress
SAM job description approvedSAM job description approved Job pool tested, SAMs hiredJob pool tested, SAMs hired Baseline time/task analysis Baseline time/task analysis
establishedestablished Baseline staff, parent and student Baseline staff, parent and student
perceptions establishedperceptions established ““One year later” data collectedOne year later” data collected Professional development: Professional development: change change
of practiceof practice
Baseline Data Baseline Data 20042004
Time/Task analysisTime/Task analysisTeacher surveyTeacher surveyParent surveyParent surveyStudent surveyStudent surveyCATS Trend DataCATS Trend Data
Time Time November, 2004November, 2004
21 randomly selected schools21 randomly selected schools Retired principals trained as Retired principals trained as
shadows to collect datashadows to collect data Five days, Five days, Every Five MinutesEvery Five Minutes
1. Managementa.student disciplineb.student supervisionc.employee supervisiond.employee disciplinee.office work/prepf.building managementg.parents/guardiansh.SBDM, committees, groups, meetingsi.district: meetings, supervisors, othersj.external: officials, othersk.celebration
2. Instructiona.student supervisionb.work with student(s) c.employee supervisiond.office work/prep.e.observation, walk throughf.feedbackg.parents/guardiansh.SBDM, committees, groups, meetingsi.district: meetings, supervisor, othersj.external: officials, othersk.teaching/modelingl.professional developmentm.planning, curriculum, assessmentn.Celebration
3. Personal (lunch, breaks, restroom, errands, personal business)
Activity Sub-categoriestelephonecomputerinteraction, individualinteraction, groupread/write/think
Baseline ResultsBaseline Results
TimeTimeStaffStaffParentsParentsStudentsStudents
Principal Time at SchoolPrincipal Time at School
10 hours, daily10 hours, daily 20 minutes, lunch and personal 20 minutes, lunch and personal
timetime 66.7% management66.7% management 29.7% Instruction29.7% Instruction
Student/Principal InteractionStudent/Principal Interaction
What does your principal do? What What does your principal do? What is her/her main job?is her/her main job?
disciplinediscipline 54%54%
safetysafety 19%19%
managemanage schoolschool 13%13%
help students learnhelp students learn 8%8%
supervise staffsupervise staff 6%6%
Student/Principal InteractionStudent/Principal Interaction
61%61% reported never having reported never having had a conversation with the had a conversation with the principal. principal.
39% reported having had a 39% reported having had a conversation — conversation — 65%65% discipline discipline related.related.
Parent PerceptionParent Perception
9% reported having had a 9% reported having had a discussion about instruction with discussion about instruction with the principal.the principal.
6% identified student 6% identified student achievement/instructional achievement/instructional leadership as the primary role of leadership as the primary role of the principal.the principal.
Teacher PerceptionsTeacher Perceptions
Principal = Principal = Instructional LeaderInstructional Leader 57% 57% say principal visited classroom in say principal visited classroom in
the last weekthe last week 72% 72% say they discussed a lesson with say they discussed a lesson with
the principal in the last weekthe principal in the last week 64% 64% say principal assists with lesson say principal assists with lesson
planning, work analysisplanning, work analysis
# Location Lunch MOBILE ECE 1 parent INDEX CTBS CATS present Trend Man. Inst. Pers.
fifteen East 23.7 10.2 7.4 37.4 25.0 62.5 86.8 95.6 0.7 57.9 32.7 9.4
twenty South 24.7 1.4 1.4 34.7 23.1 63.9 91.1 97.1 0.8 83.7 13.3 3
nineteen East 31.4 4.4 4.5 42.4 29.3 58.2 83.0 96.0 1.9 64.7 34.3 1
eleven East 34.8 9.3 7.7 48.4 33.7 56.1 68.5 94.7 4.5 87.5 11.9 0.6
eight East 37.4 12.0 6.1 50.7 36.0 49.1 71.0 95.6 0.0 63.5 28.3 8.3
twenty-one East 41.8 12.0 9.9 52.4 38.9 65.3 72.9 95.1 1.4 84.4 13.1 2.5
twelve West 46.5 6.1 8.5 53.8 40.7 53.5 71.2 96.3 0.7 59.6 38.7 1.7
Selection of Pilot Schools
Free and Reduced Lunch23.724.731.434.837.441.846.5
53.361.265.069.369.572.974.4
80.883.784.284.287.187.6
97.1
66.7 29.7 3.6
nineteen East 31.4 4.4 4.5 42.4 29.3 58.2 83.0 96.0 1.9 64.7 34.3 1
five South 65.0 17.0 8.1 60.2 53.5 49.8 60.6 94.9 3.1 64.8 34.3 0.9
thirteen West 84.2 9.8 9.1 67.1 64.2 48.4 57.6 95.2 2.1 64.2 33.6 2.1
Location Lunch MOBILE ECE 1 parent INDEX CTBS CATS present Trend Mang. Inst. Pers.
66.7 29.7 3.6
Schools Selected
Changing the RoleChanging the Role
SAMs and PrincipalsSAMs and Principals
SAM Job descriptionSAM Job description
Protect principal timeProtect principal time Supervise and evaluate all classified Supervise and evaluate all classified
staffstaff Student behavior managementStudent behavior management Smooth operation of the schoolSmooth operation of the school Budget, office management, schedulesBudget, office management, schedules After hours use of schoolAfter hours use of school All things not instructionAll things not instruction
March, 2004: March, 2004: Reality CheckReality Check
SAMs in place for two SAMs in place for two monthsmonths
Principals report change of Principals report change of practicepractice
SAMs report no change of SAMs report no change of practicepractice
What can we do?What can we do?
Change of Practice
Change of PracticeChange of Practice
SAMs schedule principal timeSAMs schedule principal time SAMs protect principal timeSAMs protect principal time Principals review student work Principals review student work
with students, parents, staffwith students, parents, staff Principals coach teachersPrincipals coach teachers Principals establish “hallway Principals establish “hallway
conference offices”conference offices” SAMs SAMs tracktrack principal time principal time
Time/Task AnalysisTime/Task Analysis
Second Shadow Week, Second Shadow Week, November, 2004November, 2004
66.2
29.7
4.1
31.7
65.8
2.5
0%
20%
40%
60%
80%
100%
November 2003 November 2004
Weekly Average
Personal
Instruction
Management
SAMs track principal timeSAMs track principal time
Monthly AverageCochran Elementary
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
April
May
Augus
t
Septe
mbe
rO
ctNov Dec Ja
nFeb M
ar
Actual
Goal
SAMs track time monthlySAMs track time monthly
Percent Instruction March, 2005 All Schools
Blue Lick, 70.7%
Cochran, 78.8%
Fern Creek, 72.8%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
Mar
Perc
ent
Blue Lick Cochran Fern Creek
Student/Principal InteractionStudent/Principal Interaction
What does your principal do? What What does your principal do? What is her/her main job?is her/her main job?
Principal’s Job (1/04) (2/05)
Discipline 54% 22%Safety 19% 23%Manage school 13% 3%Supervise teachers 8% 3%Supervise instruction 6% 49%
Student/Principal InteractionStudent/Principal Interaction
Have you ever had a conversation Have you ever had a conversation with your principal?with your principal?
Question (1/04) (2/05)
Conversation with the principal?
39% Yes 61% No
67% Yes 33% No
Discipline related? 65% 27%
Instruction? 35% 73%
Teacher PerceptionsTeacher Perceptions
January, 2004January, 2004 57%57% say principal say principal
observed them in the observed them in the last weeklast week
7%7% said they received said they received feedback and directionfeedback and direction
72%72% say they say they discussed a lesson discussed a lesson with the principal in the with the principal in the last weeklast week
64%64% say principal say principal assists with lesson assists with lesson planning, work planning, work analysisanalysis
January, 2005January, 2005 82%82% say principal say principal
visited classroom in the visited classroom in the last weeklast week
22%22% said they received said they received feedback and directionfeedback and direction
95%95% say they say they discussed a lesson with discussed a lesson with the principal in the last the principal in the last weekweek
91%91% say principal say principal assists with lesson assists with lesson planning, work analysisplanning, work analysis
78%78% say principal is say principal is more engaged with more engaged with instructioninstruction
Parent PerceptionParent Perception
Baseline 04Baseline 04 9%9% reported reported
having had a having had a discussion about discussion about instruction with the instruction with the principal.principal.
6%6% identified identified student student achievementachievement as as the primary role of the primary role of the principal.the principal.
One Year LaterOne Year Later 19%19% report report
having had a having had a discussion about discussion about instruction with instruction with the principal.the principal.
45%45% identified identified student student achievementachievement as as the primary role the primary role of the principal.of the principal.
Culture ChangeCulture Change
““This is This is the the best thingbest thing, , and and the hardest the hardest thingthing, I’ve ever , I’ve ever done.”done.”
““I call him I call him “grease.”“grease.”
““I’m sorry, the I’m sorry, the principal is in a principal is in a classroom.”classroom.”
CATS, 04CATS, 04
All three schools met or All three schools met or exceeded trend dataexceeded trend data
Too early to draw conclusions Too early to draw conclusions using test scoresusing test scores
Lessons LearnedLessons Learned
Data, Data, DataData, Data, Data Professional DevelopmentProfessional Development Time is a barrierTime is a barrier Principals can change behaviorPrincipals can change behavior Students, parents and teachers Students, parents and teachers
appreciate the differenceappreciate the difference Affordable, sustainableAffordable, sustainable
Next StepsNext Steps
October 2005:October 2005: CATSCATS
November 2005:November 2005: Third ShadowingThird Shadowing
January 2006:January 2006: Third surveysThird surveys
Alternative School Alternative School Administration StudyAdministration Study
Making TimeMaking Time
Contact and Contact and LEAD KentuckyLEAD Kentucky
[email protected]@jefferson.k12.ky.us
502 485-3011502 485-3011