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Leadership development overview
1. Houston Independent School District
Leadership Development Department
Dave Wheat, Assistant Superintendent of Leadership Development
2. Mission
The HISD Leadership Development
Department focuses on developing
highly effective leaders who increase
student achievement for every student in
the Houston Independent School
District.
3. Core Initiative 2:
Effective Principal in Every School
KEY STRATEGIES
2.1 Establish a rigorous and fair principal appraisal.
Develop clear standards and recommended practices
2.2 to guide decision making.
2.3 Strengthen principal recruiting practices.
2.4 Establish an instructional leadership program.
2.5 Ensure safe, secure, and healthy schools.
4. Key Strategy 2.4: Establish an
Instructional Leadership Program
“There is only one way to
select really good leaders in a
highly-predictable manner,
you home-grow them…”
Kirk Richardson
Harvard Business Review,
2009
5. Major Functions of the Leadership
Development Department
To ensure an effective principal in every school by providing
development and support to school-based and central-office staff in the
following areas:
6. Pathways Offered for Teachers
and Central Office
Teachers and central office staff can access several pathways to
become assistant principals or deans.
TEACHER
S
ASSISTANT
PRINCIPALS
, DEANS
CENTRAL
OFFICE
STAFF
7. Leadership Development for Assistant
Principals
New assistant principals will complete a two-year development
program (AP1 and AP2).
ASSISTANT
PRINCIPAL
POOL
ASSISTANT
PRINCIPALS,
ASPIRING
PRINCIPALS
OR
PRINCIPALS
8. Leadership Development for New
Principals
New principals will complete a two-year development program.
NEW
PRINCIPAL
EXPERIENCED
PRINCIPAL
9. Leadership Development
Cultivating leadership provides opportunities for candidates
to advance into campus leadership positions.
TEACHERS
AND ASSISTANT
CENTRAL PRINCIPALS PRINCIPAL
OFFICE , DEANS S
STAFF
10. School Leadership Academy
Core Development Components
• Aligned with principal development model
• Cohort learning/
• Socratic Seminars
• Three-week supervised summer residency
11. Leadership Development
Cultivating leadership provides opportunities for candidates
to advance into campus leadership positions.
TEACHERS
AND ASSISTANT
CENTRAL PRINCIPALS PRINCIPAL
OFFICE , DEANS S
STAFF
12. Assistant Principals
Designed and launched phase one of a two-year
assistant principal induction model in fall 2010.
14. Leadership Development
Cultivating leadership provides opportunities for candidates
to advance into campus leadership positions.
TEACHERS
AND ASSISTANT
CENTRAL PRINCIPALS PRINCIPAL
OFFICE , DEANS S
STAFF
15. Readiness Candidates
• Designed and launched
readiness seminars in
spring 2011
• Formed an elite corps of 52
candidates from which 16
were chosen as new
principals
17. Leadership Development
Cultivating leadership provides opportunities for candidates
to advance into campus leadership positions.
TEACHERS
AND ASSISTANT
CENTRAL PRINCIPALS PRINCIPAL
OFFICE , DEANS S
STAFF
19. Leadership Development
Cultivating leadership provides opportunities for candidates
to advance into campus leadership positions.
TEACHERS
AND ASSISTANT
CENTRAL PRINCIPALS PRINCIPAL
OFFICE , DEANS S
STAFF
20. First-Year Principals
• Aligned with McREL’s 21 Leadership
Responsibilities.
• Focus on managerial topics and developing
instructional leadership.
• Socratic Seminars
• Cohort Model
• Mentoring
21. Leadership Development
Cultivating leadership provides opportunities for candidates
to advance into campus leadership positions.
TEACHERS
AND ASSISTANT
CENTRAL PRINCIPALS PRINCIPAL
OFFICE , DEANS S
STAFF
22. Leadership Development
Cultivating leadership provides opportunities for candidates
to advance into campus leadership positions.
TEACHERS
AND ASSISTANT
CENTRAL PRINCIPALS PRINCIPAL
OFFICE , DEANS S
STAFF
23. Central Office Leadership
Program:
Offers tools and support that will directly improve the districts hiring
processes and selection of the best talent pool while mentoring,
supporting, and retaining high quality employees in the district
Target Audience:
Mangers
Senior Managers
Directors
General Managers
Aspiring Central Office Managers
Benchmark:
Conducted eight sessions designed to strengthen Central Office
leadership skills for over 200 employees.
24. Key Performance Indicators
• 94% of first year principals • Provided 32 hours of
participated in two or more leadership development
of 4 cohort seminars training over the course of 8
Readiness seminars
• 52 campus and district-
•97% of Readiness
wide leaders participated in
candidates participated in six
highly intensive leadership
or more of 8 cohort seminars
development Readiness
sessions
25. Key Performance Indicators
•15 of 52 Readiness candidates named principal in
2010-2011 or 2011-2012.
•Oversaw Staff Documentation and Investigations
Training for approximately 771 school-based staff
members.
•Recruited over 60 potential interns for ACP
principal preparation program.
26. Key Performance Indicators
•Recruited over 15 experienced principals who
will apply to participate in National Board
Certification for Principals pilot program.
27. Accomplishments
• Launched “Grow-Your- • Oversaw Staff
Own self- sustaining Documentation and
leadership model” and Investigations training for
supported over 800 approximately 771
school- based & central school-based staff
office leaders.
• Trained 117 Central Office •Designed and launched
staff, principals, and School readiness seminars in Spring
Improvement Officers to 2011 for 52 campus and
participate on Leadership district-wide leaders.
Development Teams.
28. Accomplishments
• Designed and launched • Screened over 133
phase one of three-year nominations for UTCULP. 20
principal induction model for employees accepted into the
first-year principals in Fall program.
2011.
• Designed and launched •Provided induction support
phase one of a two-year for first-time campus
assistant principal induction administrators.
model for AP’s in Fall 2011.
29. Accomplishments
• Designed and launched • Screened over 133
phase one of a three-year nominations for UTCULP.
principal induction model for 20 employees accepted to
47 first-year principals in Fall the program.
2010.
• Designed and launched • Provided induction support
phase one of two-year for 97 first time campus
assistant principal induction administrators.
model for 50 APs in Fall
2010.
31. Challenges for the Leadership
Development Department
Providing individualized support for struggling
principals.
Providing differentiated support based on
school context.
Identifying meaningful leadership
development opportunities that will not take
experienced principals out of their buildings
for extended periods of time.
32. On the Horizon
Campus Leaders
Summer Leadership Institute
New and Emerging Leaders’ Institute
McREL School Leaders’ Evaluation System
• McREL Administrator Appraisal Training: April 3 – 5.
• McREL Administrator Appraisal Training: April 30th.
New Teacher Appraisal and Development System
• HISD and Rice University Strategic Marketing
Collaborative
Career Pathways Planning for Principals
Online Courses for Principals through Desire 2 Learn.
Supervision and Evaluation Data Collection Training
33. On the Horizon
• Coaches/Mentors
• Cognitive Coach training
• Aspiring Leaders
• Instructional Support Cohort
• Teacher Academy
• UTCULP Principal Program
• Central Office Leaders
• Expanded training opportunities
• Succession planning
• Implementation of e-Performance
35. Leadership Development
Contact
Ryan Professional Development Center
4001 Hardy Street
Houston, TX 77009
Phone: (713) 696-0600
Fax: (713) 696-7650
Notas del editor
I am ___, name, _____role. Our department consist on a small team of professional educators who have both school based work experiences and experiences in the private and public sector. Our work involves supporting the growth and development of the district’s current and aspiring leaders.
Our mission is aligned with the district’s core initiatives and with the board’s Declaration of Beliefs and Visions. Our primary mission is to support effective principals who meet the needs of HISD’s students and parents and the greater community,.
The district has set a Strategic Direction. The purpose of the Strategic Direction is to describe as clearly as possible the major areas of focus for HISD over the next several years. Thousands of people-parents, students, employees, and community members participated in the process, recognizing the stakes that we all have in the success f the district. With their help, the district identified five core initiatives that will come together to enable us to transform HISD: Talk about each key strategy. Our primary work focuses on strategy 2.4. The bottom line for success or failure of the Strategic Direction will be student achievement.
In the fall of 2010, we launched a “Grow Your Own” model for principal preparation. Our model is based on department-guided seminars or learning experiences, guided practice, one-on-one mentoring through a three-phase, multi-year approach. Every new administrator: -Participates in leadership seminars -Is mentored and coached through a Leadership Development Team process -Receives his primary development support through the building principals -Also receives support from an external mentor/coach.
Our work with principals and cohorts revolves around McREL’s Balanced Leadership Framework. The Balanced Leadership Framework provides guidance to principals as they fulfill 21 leadership responsibilities. Focusing the work of the school, leading/managing change and development of purposeful communities is what effective principals do.
Each program’s entry point and the requirements for entry will be explained as we go through the presentation. The district offers multiple opportunities for aspiring leaders to work toward campus based leadership roles in the district. Some of these opportunities result in administrator certification (Rice REEP, UTCULP, PACE). At the same time, there are other organizations in the greater Houston area ( like Region 4) where employees can earn certification. Individuals who enter the School Leader Academy are already hold administrator certification. Once certified, these individuals can qualify to be screened for an assistant principal or dean position. Entry requirements for the district’s administrator pool are aligned with the realities and duties of the principalship.
A school based leadership role is the ultimate career destination for an aspiring administrator. New administrators enter the assistant principal pool, transition to AP1 and after successful completion, transition to AP2. Assistant principals and deans participate in a two-year induction program. After successful completion of AP2, the new administrator may become a permanent assistant principal, enter an aspiring principal program (Readiness or internship) or he/she may become a principal.
During the first two years of the principalship, new principals receive continued development through cohort work. During the first two years, new principals will also have a mentor. The remainder of our presentation will describe the various pathways that lead to either the assistant prrincipal/dean role or the principal’s role.
In developing the School Leadership Academy cohort we identify and train high potential teachers who seek roles as campus-based administrators in HISD. The School Leadership Academy is a systematic effort to provide support for teachers who wish to become assistant principals in Houston ISD’s urban schools. The program bridges the gap between classroom instruction and the role of the first-time administrator. Participants who successfully complete the academy will be placed in the Assistant Principal Pool. Core components of the Teacher Leadership Academy: This is an integrated framework of trainings and development opportunities Development opportunities are intended to develop the aspiring leader’s core academic knowledge, technical skills and leader behaviors This experience provides participants with continuous opportunities for learning and growth. Development focuses on areas that will improve instructional leadership and develop business and technical expertise. This program will prepare participants for high demand-high opportunity school leadership positions.
Assistant principals and deans participate in a two-year induction model. The model includes: -leadership development seminars and learning experiences -development provided by the building principal -mentoring and coaching provided by the Leadership Development Team -external mentoring and support provided by either a sitting principal or a successful retired principal.
This slide demonstrates important and valuable business operations training provided to new leaders.
In response to a pressing need to prepare more principal candidates, we established a cohort of Readiness Candidates. These candidates were deemed “almost” ready for the principalship. The candidates completed extensive training in leadership development and in business operations. Candidates were recommended by School Improvement Officers.
The Intensive Year-Long Readiness Experience is a complete field experience, culminating with a 4-6 week internship. This experience includes one year of support from the Leadership Development Team, also includes external coaching support. In this model, the principal is the primary developer. The experience is research based and aligns with empirical studies on effective principal development. The year-long readiness experience includes substantive internship, it is based upon clear standards, emphasizes reflective practice, provides mentoring and coaching, and learning occurs in a cohort model in addition to field experience learning.
The firs year principal’s program is designed to provide cohort support and create opportunities to hone the skills and leadership development of new principals in HISD. Participants have the opportunity to enhance the requisite skills needed to become highly effective principals and to improve campus-wide student achievement.
We listened to feedback from participants, SIOs and Chiefs. We designed learning experience based on the needs of the participants. Feedback was collected on a regular basis. We used feedback to continually improve the program.
We listened to feedback from participants, SIOs and Chiefs. We designed learning experience based on the needs of the participants. Feedback was collected on a regular basis. We used feedback to inform what the program continually improve the program.
We listened to feedback from participants, SIOs and Chiefs. We designed learning experience based on the needs of the participants. Feedback was collected on a regular basis. We used feedback to inform what the program continually improve the program.
Rice Strategic Marketing Institute for School Leaders Brian Bordelon from UT CULP earns principalship! The Rice Strategic Marketing Institute is a four-day, intensive course designed to assist HISD campus leaders and their staff in creating a marketing plan that identifies key target segments and main benefits of each niche. The process requires a lot of hard work and focus from the participating school groups. The end product provides campus leadership with a strategic direction to mobilize staff and community stakeholders around the school’s key strengths to increase student enrollment. Principal Interns: Daniel Hernandez, Kristy Love and a dozen other leaders on the cusp of the principalship attended a recent cohort meeting to reflect on their current roles and opportunities to demonstrate leadership at their campuses. Interns are veteran assistant principals that receive mentoring and guidance from their respective principals over the course of the school year. Part of the training includes serving as administrator for four to six weeks while the sitting principal is involved in professional development with his or her team. The intern program is a part of a continuum of leadership training that Leadership Development provides from the classroom to the administrator level. HISD Chinese Language Immersion Magnet School: Brian Bordelon, a member of The University of Texas Collaborative Urban Leadership Program (UTCULP), was named principal for the new Mandarin Chinese Language Immersion Magnet School. The school will provide students the opportunity to become fluent in Mandarin Chinese and gain a global viewpoint that will prepare them for tomorrow’s workforce.
