Department of Education

Leadership Continuum

School leadership is the second greatest influence on student learning, second only to teacher effectiveness.

(Leithwood & Riehl, 2003)

Leaders are made, not born. To develop a cadre of highly effective principals, they must be afforded appropriate training and mentorship opportunities. The Department of Education has such a program, and will continue to develop it.

Dr. Mick Zais

Leadership

Leadership programs at the Department of Education are led by the newly created Office of Leader Effectiveness.

The mission of the Office of Leader Effectiveness (OLE) is to provide a continuum of professional development opportunities and experiences for

educational leaders in South Carolina, focused on improving schools and student achievement.

OLE Mission

To provide a range of high-quality programs for educational leaders

• All OLE programs have a foundation in state and national standards for educational leaders.

• Each program helps build the skills and competencies needed to succeed in that phase of the educational leader’s

development.

• Schools and districts can only achieve as their leaders inspire and lead them to achieve.

Goal

• We exist to serve and enhance the preparation and development of school and district leaders in South Carolina.

• Our curriculum is rigorous and relevant.

• Program content builds on previous experience and leadership programs.

• Program content includes both theoretical and practical experiences.

• Every effort is made to accommodate for the busy schedules and demands of participants.

• We are good stewards of our resources.

• We teach and model ethical behavior.

Guiding Principles

• Leadership is second only to teacher quality in improving student outcomes.• South Carolina has 1,186 principals and 1,457 assistant principals. Focusing our efforts on these school leaders is cost effective and provides the best opportunity for school transformation and sustained student gains.

Concept

OLE Continuum of

Programs and

Services

Better Leaders Effective Teachers High Achieving Students

The South Carolina General Assembly recognizes the importance of school leaders in improving teaching, learning and student achievement in our state. Also recognized is the importance of professional development in building and refining the skills of school leaders. Statutes demonstrating commitment and support for the development of school leaders are listed below:

SECTION 59-24-5. Importance of leadership of principal recognized

SECTION 59-24-10. Assessment of leadership and management capabilities before appointment as principal

SECTION 59-24-30. Individual professional development plans

Legislative Mandates

SECTION 59-24-40. Development and adoption of statewide performance standards for principals; training program for principals receiving unsatisfactory rating

SECTION 59-24-65. Principals Executive Institute (PEI)

SECTION 59-24-80. Formal induction program for first-year principals

SECTION 59-24-50. Continuous professional development programs

Legislative Mandates

Continuum programs are based on five learning strands developed by the OLE team to provide coherence and a foundation for curriculum development among the programs:

• Leading Student Achievement

• Leading Collaboration

• Leading Change

• Leading an Effective Organization

•Leading with Self-Knowledge

Learning Strands

OLE Continuum

Tapping Executive Educators

SLEI Alumni Program

EducationLeadership

Fellows Program

Superintendent’sSLEI

Institute for District

Administrators

Principal’sSLEI

Principal InductionProgram

OSL On-LineCampus

Foundations in

SchoolLeadership

Developing Aspiring

Principal’sProgram

School LeaderAssessment

andMentoring

Assistant Principal

Program forLeadership Excellence

As educational leaders move down their career roads, the Office of Leader Effectiveness will be there to provide support, encouragement and rigorous relevant professional growth opportunities. The diagram above shows the current continuum of the Office of Leader Effectiveness programs.

• Teacher leaders• Eight days over two years• 262 have completed – 103 current participants• First step in succession planning for schools and school districts• Focus: • Improving individual leadership skills• Examining best practices for student achievement• Understanding the change process• Collaborating with diverse audiences• Improving classroom instruction

FSL

• First-year assistant principals• Eight days over one year• 259 have completed – 42 enrolled for 2011- 12• Supporting the transition from teacher to assistant principal (teaching students leading adults)

• Focus: • Exploring best practices for instructional leadership• Using effective discipline techniques• Developing organizational skills• Developing problem-solving skills

APPLE

• Experienced assistant principals• Nine days over one year• 399 have completed – 2 cohorts scheduled for 2011-12• Preparing the next generation of school principals• Focus: • Examining best practices for instructional leadership• Analyzing the role of communication in the principalship• Exploring techniques of collaboration• Practicing problem-solving skills

DAPP

• Mandated for first-year principals• Ten days over one year• 85 enrolled so far for 2011 – 12 (typically 8% - 11% of our schools have new principals each year)

• Focus: • Applying best practices for student achievement • Transitioning to the role of instructional leader• Recognizing and managing change and conflict• Completing the Principal Assessment Process• Learning with Leadership Coaches

PIP/PAP

• Experienced principals• Twelve days over one year• Six week online course on Web 2.0 tools• Partnership with Center for Creative Leadership• 726 have completed – 21 current participants• Focus: • Interpreting data to improve student achievement• Implementing instructional coaching techniques• Managing conflict, change and politics• Improving technology skills via an online course• Refining management and leadership skills

SLEI

• District office administrators• Six days over one year• 150 have completed • Focus: • Supporting schools for positive student achievement• Enhancing collaboration• Exploring and creating a vision for the future• Improving technology skills through online learning• Developing professional goals that support continuous school improvement

IDA

• Aspiring school district executives• Ten days over one year with additional online work• 131 have completed – 15 current participants• 29.6% have become district superintendents• Focus: • Leading district-wide student achievement • Examining how to lead an effective organization• Exploring and creating a vision for the district• Improving technology skills through online learning

TEE

Program Participation 2000 - 2010

2000-

2001

2001-

2002

2002-

2003

2003-

2004

2004-

2005

2005-

2006

2006-

2007

2007-

2008

2008-

2009

2009-

2010

2010-

2011

Total Served

FSL 33 70 70 89 262

APPLE 60 61 47 50 41 259

DAPP 24 36 37 63 59 68 51 61 399

PIP 41 56 35 82 61 115 147 135 91 97 92 952

SLEI 73 108 79 72 62 53 67 43 33 40 630

SLEISupt.

19 14 13 15 13 10 12 96

IDA 18 20 18 29 19 29 17 150

TEE 16 13 20 13 21 12 15 131

TotalServed 41 129 162 220 216 262 374 407 371 342 355 2879

*2010 – 2011 – A total of 298 school leaders were trained in one-day seminar offerings.** The Office of Leadership Effectiveness conducted district/school site training in 13 locations.

Center for Creative Leadership (CCL) – October 2008 –

Findings: SLEI is

•Providing a significant leadership development experience for participants from both urban and rural school districts across SC, and• Producing principal leaders with the skills necessary to positively impact student achievement.

SLEI Alumni reported:• Increased student achievement• Greater ability to implement and manage change• Development of a culture of high performance • Increased engagement of stakeholders

SLEI External Evaluation

Southeast Comprehensive Center at SEDL – April 2009 –

Commendations:

• Professional learning offerings meet the needs of all leaders from aspiring to experienced.• Professional development is informed by current research. OLE faculty members are well-informed and excellent presenters.• Leadership knowledge is generated through study and reflection on leadership practices.

OLE External Evaluations

Online Campus (OLC)• Supports all Continuum programs• Provides a technology rich learning environment• Provides collaboration with colleagues statewide

PADEPP• Statewide system for assisting, developing, evaluating principals• Training for superintendents and/or their designees• Training of induction year principals• Valid, reliable, and based on national standards• PDS system provides accountability via online data collection

Other Programs

• New Superintendent’s Orientation

• Time Management for School Leaders

• Gang Identification and Prevention

• School Based Crisis Intervention

• Spanish for School Leaders

• Dropout Prevention

• SC School Law Update

• Tour of Fort Jackson Army Training

Topical Offerings

• South Carolina Education Policy Fellows Program

• Leadership South Carolina

• Education Leadership Roundtable (Colleges of Education)

• Darkness to Light

• Courage to Lead

• Teacher Renewal Summer Seminar (YLI)

Partnerships

• Alternative Principal Certification

• Tiered Principal Certification

• PADEPP modification and software development

New Leadership Initiatives

Concerns

• Getting the best school leaders to our most challenged schools

• Relieving principals of non-instructional duties

• Leadership in non-traditional settings

Current Planning

• Transformation leaders academy development• Alternative certification implementation• School Administrative Manager (SAMS) program development• Assisting and developing charter school, Montessori, and other non-traditional school leaders• Integration with school transformation efforts• Succession planning for districts

Questions?