developing educational leaders building a learning-centered leadership system
Post on 02-Apr-2015
245 Views
Preview:
TRANSCRIPT
Developing Educational Leaders
Building a learning-centered leadership system
Ad Hoc Committee on Educational Leadership
Rep. David Cook Rep. Bill Abernathy Rep. David Rainey Rep. Johnnie Roebuck Jodie Mahony, House
Staff Teri Dorrough, ADE Janinne Riggs, ADE Deborah Coffman, ADE Beverly Williams, ADE
Mary Gunter, Arkansas Tech
Kieth Williams, Harding John Hoy, Lee County
School District Beverly Elliott, Arkansas
Leadership Academy Tom Kimbrell, AAEA Gary Kees, Arkansas River
Education Services Co-op
Importance of School Leaders
“Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school.” The Wallace Foundation, 2004 research review
“[S]chools are unlikely to show substantial improvements without highly effective principals.” SREB, 2007
Other States’ Work
Alabama Convened Governor’s Congress on School
Leadership to develop recommendations on school leadership strategies
Requires universities and school districts to implement a joint screening and selection process to identify potential school leaders
Other States’ Work
Delaware Working to create a cohesive leadership
system that includes a 90-hour professional development licensure requirement, a three-tiered licensure system and help for school districts to develop principal succession plans
Other States’ Work
Iowa 2007 legislation requires the adoption of
statewide standards for school administrators, creates a mentoring program for beginning superintendents and requires school districts to provide career development plans for administrators
SREB Recommended Strategies
States should adopt learning-focused leadership standards
Universities and school districts should work together to recruit, select and prepare aspiring leaders
States should adopt tiered licensure that ensures that leaders demonstrate their ability to improve student learning
SREB Recommended Strategies
States should create alternative pathways to entry-level licensure
States should provide training and support for leadership teams in low-performing schools
States should ensure that policies, practices and available resources support school improvement and student performance and hold leaders accountable
Licensure
Arkansas offers three types of administrator licenses: building-level, district-level and curriculum program administrator
All require license holders to have a teaching license, a graduate degree and at least four years of teaching experience
Must have building-level license before obtaining district-level license
Leadership Degree Programs
Henderson UA-Fayetteville ASU Arkansas Tech Harding
UCA UA-Monticello UALR SAU
Nine Arkansas Universities offer building-level programs in educational leadership
Mentoring
Beginning principals and curriculum administrators are required to participate in mentoring for at least one year
State pays for mentor’s training and time as well as supplies, such as books, that the beginning administrator needs
There is no state mentoring requirement for superintendents
Professional Development
Administrators must complete 60 hours of professional development in:
Technology (six hours) Parent involvement (three hours) Data disaggregation Instructional leadership Fiscal management
Professional Development
Survey of co-ops found: All 15 co-ops provide some professional
development for administrators, although the content varies considerably
Most co-ops offer a two- or three-day conference designed for administrators
The Arkansas River Education Service Co-op offers a two-year program for aspiring superintendents
Professional Development
Other leadership programs: Arkansas Leadership Academy: School
Support, Master Principal, Superintendent Institute
Arkansas Superintendent Academy (Arkansas Tech)
Arkansas Superintendents Survey
Survey of all 245 superintendents found: On average, Arkansas superintendents have just
over 19 years of administration experience About 92 percent said they would recommend
mentoring for beginning administrators The top subjects in which they said new
administrators should be mentored are budgeting and finance, school laws and regulations, and school board relations
SREB Arkansas Assessment: Commendable Actions
With state funding and support, all universities have redesigned their leadership programs around national standards
Universities and districts provide school-based experiences as part of their leadership development programs
Universities offer a customized program for candidates with a master’s degree in a field other than educational leadership
SREB Arkansas Assessment: Commendable Actions
ADE mentors receive some training, and districts receive funding for mentoring program
The state is building a comprehensive data warehouse that will make it possible to track the performance of administrators as tied to student achievement
SREB Arkansas Assessment: Commendable Actions
Leadership Academy’s School Support program provides regular coaching to four high-need schools (in years 1 and 2 of AYP)
Master Principal designation requires evidence of successful school results
SREB Arkansas Assessment: Gaps in the System
Local school districts should be more involved in the recruitment and selection of candidates admitted to leadership programs
The state does not have an effective strategy for attracting and preparing highly qualified persons from high-need districts to become school leaders in those districts
SREB Arkansas Assessment: Gaps in the System
Graduates’ impact on schools and student achievement is not systematically tracked and evaluated
Formal university-district partnerships that assess local district needs and collaborate on the design and delivery of leadership programs are not required
There is no state commission or oversight group for leadership system redesign
Next Steps
Issues for further study Potential recommendations
top related