2. Leadership Development
Setting the Context
Supporting the Goals
Does Leadership Matter?
Are leaders crucial to support achievement?
How do we build leaders to support achievement?
How do we challenge our leaders?
Student Achievement
Where we are and where we need to be
Leadership Initiatives
Laying the Cornerstones for Leadership
Opportunities for Leadership Development
4. Setting the Context:
District Goals
1. To increase academic achievement for all
students while recognizing the diverse needs of
our students
2. To establish and communicate an accountability
system
3. To align policies, procedures, and resources
4. To establish an assessment process
5. To provide a positive climate and a safe
educational environment
6. Setting the Context:
Supporting the Goals
Does leadership matter?
Do beliefs make a difference?
Is our business growth and development?
Can all children learn?
If we seek student proficiency,
What is teacher proficiency?
What is administrator proficiency?
What is a successful school?
8. The Challenging Question:
Instructional Leadership
Principals are held accountable for student
achievement; and yet,
―The direct effect of principals on student
achievement is near zero.‖
Ross and Gray, School Leadership and Student
Achievement. 2002
Do you believe this?
And if you do, why are you a Principal
[or, a District Administrator]?
9. Instructional Leadership Model
Community Instructional Climate
Personal
Beliefs and Principal Leadership Student Outcomes
Experiences
Institutional Instructional Organization
Context
10. Instructional Leadership Model
Instructional Climate
School mission
Student opportunity to learn
Teacher expectations for student learning
Instructional Organization
Opportunities for teaching and learning
Teaming students and teachers for
instructional delivery and curricular
monitoring
11. Leadership
Advice for Urban School Leaders
Do what you say you’re going to do.
Know the work to lead the work.
Do not be afraid of accountability.
Tom Payzant, former Superintendent, Boston
14. Nashua Attendance 2007-08
Attendance By School
100
PERCENTAGE OF DAYS IN ATTENDANCE
95
90
85
96 97 96 96 96 95 96
94 95 95 95 95 95
94 94 92 93
80
87
75
70
ALT AM BH BI BR CH CR EMS FG FMS LG MD MP NHN NHS NS PMS SH
SCHOOL
15. Nashua Attendance 2007-08
% Students with >30 Absences
40%
37%
35%
ALT: 33 students
30%
25%
% Students
20%
North: 246 students South: 293 students
15%
13% 13%
Ledge St: 32 students
10%
6%
5% 5%
4%
3% 3%
5%
2% 2% 2%
1% 1% 2% 1% 1% 1%
0%
ALT AM BH BI BR CH CR EMS FG FMS LG MD MP NHN NHS NS PMS SH
School
16. Leadership Questions
Where we are and where we need to be
Student Attendance
Is it acceptable
That 293 students at South miss more than 30 days of
school a year?
That 246 students at North miss more than 30 days of
school a year?
That 32 elementary students at Ledge St. miss more
than 30 days of school a year?
18. High School Climate
High School Students Involved in Misconduct
450
448
400
402
350 385
300
No. Students
250 NHN
249 NHS
200
150
100
50
0
2006-07 2007-08
19. High School Climate
Students Involved in Fighting and Inappropriate Contact
160
159
140
135
120
121
114
No. Students
100
NHN
80
NHS
60
40
20
0
2006-07 2007-08
20. High School Climate
Incidents of High School Fighting and Inappropriate Contact
280
240 254
226
200
188
No. Incidents
160
167 NHN
NHS
120
80
40
0
2006-07 2007-08
21. High School Climate
HIGH SCHOOL DISCIPLINE HISTORY
Number of Suspensions
1200
1000 1026
916
800 848
760
600 675
603
538 568 567
400 442
200
0
NHN NHS
03 04 05 06 07
22. Leadership Questions
Where we are and where we need to be
High School Climate
Is it acceptable
That 18% of our students were involved in misconduct
incidents last year?
That 7% of our students were involved in fighting
incidents last year?
That 1500 suspensions occurred at the high schools last
year?
30. Nashua District Test Results
District NECAP 2005
Math Proficiency by Grade
80
70
60
% Students
50
Proficient
40
Not Proficient
30
20
10
0
3 4 5 6 7 8
Grade
31. Nashua District Test Results
District NECAP 2006
Math Proficiency by Grade
80
70
60
% Students
50
Proficient
40
Not Proficient
30
20
10
0
3 4 5 6 7 8
Grade
32. Nashua District Test Results
District NECAP 2007
Math Proficiency by Grade
80
70
60
% Students
50
Proficient
40
Not Proficient
30
20
10
0
3 4 5 6 7 8 11
Grade
33. Leadership Questions
Where we are and where we need to be
NECAP Math Testing
Is it acceptable
That 3 out of 10 students are not proficient in math in
Grade 5?
That 4 out of 10 students are not proficient in math in
Grade 8?
That 7 out of 10 students are not proficient in math in
Grade 11?
34. Nashua District Test Results
District NECAP 2007
Math Students in Poverty by Grade
100
80
% Students
60
Proficient
Not Proficient
40
20
0
3 4 5 6 7 8 11
Grade
35. Nashua District Test Results
District NECAP 2007
Math Advanced Students by Grade
100
80
% Students
60
Advanced
Others
40
20
0
3 4 5 6 7 8 11
Grade
36. Nashua District Test Results
District NECAP 2005
Reading Proficiency by Grade
70
60
50
% Students
40 Proficient
30 Not Proficient
20
10
0
3 4 5 6 7 8
Grade
37. Nashua District Test Results
District NECAP 2006
Reading Proficiency by Grade
70
60
50
% Students
40 Proficient
30 Not Proficient
20
10
0
3 4 5 6 7 8
Grade
38. Nashua District Test Results
District NECAP 2007
Reading Proficiency by Grade
80
70
60
% Students
50
Proficient
40
Not Proficient
30
20
10
0
3 4 5 6 7 8 11
Grade
39. Leadership Questions
Where we are and where we need to be
NECAP Reading Testing
Is it acceptable
That 3 out of 10 students are not proficient in reading in
Grade 5?
That 4 out of 10 students are not proficient in reading in
Grade 8?
That 5 out of 10 students are not proficient in reading in
Grade 11?
40. Nashua District Test Results
District NECAP 2007
Reading Students in Poverty by Grade
70
60
50
% Students
40 Proficient
30 Not Proficient
20
10
0
3 4 5 6 7 8 11
Grade
41. Nashua District Test Results
District NECAP 2007
Reading Advanced Students by Grade
100
80
% Students
60
Advanced
Others
40
20
0
3 4 5 6 7 8 11
Grade
43. High School Final Exams
Math Department Nashua North HS
Final Exams Semester Two 2007-08
240
200
160
Student Count
A
B
120 C
211 212 D
F
80 157
136
119
40
0
A B C D F
GRADE
44. High School Final Exams
Math Department Nashua South HS
Final Exams Semester Two 2007-08
350
300
250
Student Count
A
200 B
C
150 320 D
F
100 200 193 191
50
81
0
A B C D F
GRADE
45. Leadership Questions
Where we are and where we need to be
High School Math Final Exams:
Is it acceptable that 19% of our math students at
North failed their final exam?
Is it acceptable that 35% received a D or F?
Is it acceptable that 33% of our math students at
South failed their final exam?
Is it acceptable that 52% received a D or F?
46. School Climate and Leadership Development
STAFF RESPONSES TO MY
ASPIRATIONS SURVEY
47. My Voice Staff Survey: Leadership & Responsibility
“I see myself as a leader.”
48. My Voice Staff Survey: Leadership & Responsibility
“My colleagues see me as a leader.”
49. My Voice Staff Survey: Leadership & Responsibility
“I am involved in school-wide decisions.”
50. My Voice Staff Survey: Leadership & Responsibility
“I know the goals my school is working on this year.”
51. Leadership Questions
Where we are and where we need to be
Staff responses to Aspirations Survey:
Is it acceptable that 25% of our staff do not view
themselves as leaders in our elementary schools?
Is it acceptable that 50% do not believe their
colleagues view them as leaders?
Is it acceptable that 60% of our staff do not feel
they are involved in school decisions?
Is it acceptable that between 40 and 50% of our
staff do not know their school goals?
53. Dr. Ron Krause – July 2008
A PRACTICAL APPROACH TO
EDUCATIONAL LEADERSHIP
54. Conceptual Framework
If you are involved in building and
managing an organization……it is of
critical importance to create tangible
mechanisms aligned to preserve the core
and stimulate progress.
Built To Last
55.
56. VALUES – What’s Important
What are your values?
Discover the values of those whom you wish to
lead
Discover the organization’s values
Discover your mutual values
Make all decisions based on values
The strength of the organization is the strength
of shared values
Drive home the organization’s values every time
you speak
57. What do Leaders Talk About?
They talk about what’s important around here
They talk about where are we headed
They talk about risk
They talk about what motivates people
58. Leadership and Change
Attitude: Ability is what you are capable of doing; motivation
determines what you do; ATTITUDE determines how well you do it.
Sensitivity: ―The art of progress is to preserve order amid
change‖ Whitehead
Style: ―The true measure of a person is how he/she treats
someone who can do him/her absolutely no good‖ Samuel Johnson
Salesmanship: ―Enthusiasm is the very propeller of progress‖
B.C. Forbes
59. Leadership & Change
Motivation: ―Management by objective works, if
you know the objectives‖ Peter Drucker
Communication: ―Understanding is a two-way
street‖ Eleanor Roosevelt
Support: ―If anything goes bad, I did it. If anything
goes semi-good, then we did it. If anything goes real
good, then you did it. That’s all it takes to get people to
win football games for you.‖ Bear Bryant
60. Leadership & Change
Drive: ― Leadership: The art of getting someone
else to do something you want done because he wants
to do it.‖ Dwight Eisenhower
Integrity: ― A lie can travel halfway around the
world while the truth is putting on its shoes.‖ Mark
Twain
Responsibility: ―The quality of a leader is
reflected in the standards they set for themselves.‖
Abraham Lincoln
63. Leadership That Gets Results
Six Drivers of Climate
Flexibility
How free employees feel to innovate
unencumbered by red tape
Responsibility
The sense of responsibility that employees have to
the organization
Standards
The level of standards that people set
64. Leadership That Gets Results
Rewards
The sense of accuracy about performance
feedback and aptness of rewards
Clarity
The clarity people have about mission and values
Commitment
The level of commitment to a common purpose
65. Leadership That Gets Results
Six Leadership Styles*
Coercive
Authoritative
Affiliative
Democratic
Pacesetting
Coaching
* From Hay/McBer executive research
66. Leadership That Gets Results
Coercive leaders
Demand immediate compliance
Authoritative leaders
Mobilize people toward a vision
Affiliative leaders
Create emotional bonds and harmony
67. Leadership That Gets Results
Democratic leaders
Build consensus through participaton
Pacesetting leaders
Expect excellence and self-direction
Coaching leaders
Develop people for the future
69. Leadership That Gets Results
Coercive Authoritative Affiliative Democratic Pacesetting Coaching
The leader’s Demands Mobilizes people Creates Forges Set high Develops
modus immediate toward a vision harmony and consensus standards for people for the
operandi compliance builds through performance future
emotional participation
bonds
The style in a ―Do what I ―Come with me.‖ ―People come ―What do you ―Do as I do, ―Try this.‖
phrase tell you.‖ first.‖ think?‖ now.‖
Underlying Drive to Self-confidence, Empathy, Collaboration, Conscientiousn Developing
emotional achieve, empathy, change building team ess, drive to others,
intelligence initiative, catalyst relationships, leadership, achieve, empathy, self-
competencies self-control communication communication initiative awareness
When the style In a crisis, to When changes To heal rifts in To build buy-in To get quick To help an
works best kick start a require a new a team or to or consensus, results from a employee
turnaround, vision, or when a motivate or to get input highly improve
or with clear direction is people during from valuable motivated and performance
problem needed stressful employees competent to develop
employees circumstances team long-term
strengths
Overall impact Negative Most strongly Positive Positive Negative Positive
on climate positive
70. James Mealey, Chief Operating Officer, Nashua School District
THE CHANGE PROCESS
71. The Ten Commandments of
Implementing Change
1. Analyze the organization and its need for change
2. Create a common direction
3. Separate from the past
4. Create a sense of urgency
5. Support strong leadership roles
6. Line up political sponsorship
7. Craft an implementation plan
8. Develop enabling structures
9. Communicate, involve people, and be honest
10. Reinforce and institutionalize change
73. Laying the Cornerstones
Cornerstones are foundations of
organizational direction
To create and sustain organizational behavior to
build leadership through the district
To focus the energy and direction of the internal
organization of the Nashua School District
To Identify target areas of human resources
development to maximize student achievement
To support the Board of Education goals for the
Nashua School District
75. Laying the Cornerstones
How do we Build Leadership?
Throughout the district
In every student, every teacher, every
administrator, every paraprofessional, every food
service employee, every custodian, every
secretary, every bus driver,
For shared decisions
For innovative ideas
For student success and student achievement
76. Laying the Cornerstones
How do we Shape Belief?
In every student, every teacher, every
administrator, every paraprofessional, every
food service employee, every custodian, every
secretary, every bus driver, that
All students can succeed
Education is an inalienable right
Our business is the growth and development of
children
Learning takes place every day for everyone
77. Laying the Cornerstones
How do we Create Achievement?
Do we believe that our business in education
is the growth and development of children?
Can we commit ourselves to breaking the
myth that some children are incapable of
learning at high levels?
Are we creating opportunities for students to
demonstrate that they can learn at high
levels—in every class, every day?
78. Laying the Cornerstones
How do we Celebrate Success?
Are we building a culture of community?
Are we recognizing the achievements of
students and staff?
Do we recognize achievement when we see
it?
Is the school a family?
79. The Four Cornerstones
What will building the Cornerstones lead
to?
Success and achievement for all students, through
1. Leadership development
2. Accountability for schools
3. Human resources professional development
focused on student learning
4. Individual student monitoring reports
80. 1. Leadership Development
Literacy training for Principals and school
leaders
360 leadership institute
Professional panel presentations by staff
at Board of Education meetings
The Efficacy Institute
Shaping proficiency throughout the
organization
81. 2. Accountability for Schools
Develop school report cards
Establish criteria [examples]
Attendance
State test scores [AYP]
Climate
My Voice surveys, School approval standards, Discipline,
Staff evaluation
Student monitoring and improvement
Set school targets
Use targets for evaluations
82. 3. Human Resources
Professional Development
All kids can learn
TERC data teams: grade-level and vertical
CRM literacy training
Small learning communities
Efficacy Institute for title schools
Paraprofessional mentoring
Principal walkthroughs and feedback
Understanding of special education
identification
83. 4. Individual Student Monitoring
Set criteria for individual monitoring report
Develop monitoring report
Each student has monitoring report in
place by end of 2008-09
Monitoring report data is used in
Accountability for Schools
