Welcome to the alabama new principal mentoring program
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WELCOME TO THE Alabama New Principal Mentoring Program. A Workshop for District Liaisons. Think-pair-share. Think about the mentor who has influenced you the most. What one pearl of wisdom did that person give you that you still hold dear? Briefly write this idea down on paper.

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WELCOME TO THE Alabama New Principal Mentoring Program

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Welcome to the alabama new principal mentoring program

WELCOMETO THEAlabama New Principal Mentoring Program

A Workshop for District Liaisons


Think pair share

Think-pair-share

  • Think about the mentor who has influenced you the most.

  • What one pearl of wisdom did that person give you that you still hold dear?

  • Briefly write this idea down on paper.

  • Find someone you do not know and introduce yourself.

    Take turns sharing your responses.


Welcome to the alabama new principal mentoring program

Angela Mangum, Ph.D.

EDUCATEAlabama/LEADAlabama Section

Alabama New Principal Mentoring Program

Torchbearer Schools

  • Alabama Leadership Academy

    Tele: (334) 242-9962

    Fax: (334) 353-0075

    Email: [email protected]

    Website: http://www.alex.state.al.us/leadership


Welcome to the alabama new principal mentoring program

“We all have teachers in our lives, mentors who show us what is possible.”

NAESP 2010


Introductions

Introductions

  • Name

  • District

  • How many years have you been in education?

  • Who is your special mentor, and what pearl of wisdom did he/she give you?


Agenda

Agenda

  • Welcome

  • Overview of the ANPM Program

  • Key Roles in the ANPM Program

  • Lunch

  • A Deeper Dive into the Four Steps

  • Creative Ways to Overcome Time Limitations and Other Barriers

  • Wrap Up


Welcome to the alabama new principal mentoring program

Jigsaw Activity

“Mentor Connections”

  • Count off.

  • Cluster in different areas of the room based on your assigned number.

  • Read your assigned part of the article with the intent of becoming experts on the content.

  • Select key ideas from your reading.

  • Take turns sharing with other members of your group.


Twenty six 26 percent of new administrators consider leaving the job after the first year

Twenty-six (26) percent of new administrators consider leaving the job after the first year.

(Educational Leadership and Policy Studies, 1999)


Overview of the anpm program

Overview of the ANPM Program


How anpmp came to be

How ANPMP Came to Be

  • Governor’s Congress on School Leadership Recommendation (2005)

  • Design team (2009)

    • Torchbearer principals

    • Expert input and review

  • Small-scale pilot (Spring 2010)

  • Statewide pilot (2010-2011)

  • Program Evaluation (Spring 2011)


Standards and evaluation

Standards and Evaluation


Welcome to the alabama new principal mentoring program

Standard 1: Planning for Continuous Improvement. Engages the school community in developing and maintaining a shared vision;

plans effectively; uses critical thinking and problem-solving techniques; collects, analyzes, and interprets data; allocates resources; and

evaluates results for the purpose of continuous school improvement.


Outcomes for the mentoring program

Outcomes for the Mentoring Program

  • Support for new principals

  •  successful beginnings

  •  rookie mistakes

  • Modeling, guidance, coaching, and encouragement in a one-on-one relationship.

  • New principals have a clear set of priorities, focused on instructional leadership.


Outcomes goals for new principals

Outcomes/Goals for New Principals

Create and implement a focused Professional Learning Plan…

  • The person’s status as a new principal

  • The new principal’s developmental strengths and weaknesses

  • The Alabama Continuum for Instructional Leader Development

  • The school’s needs and district and state requirements


Outcomes goals for new principals1

Outcomes/Goals for New Principals

Create and implement a focused Professional Learning Plan…

…so that the new principal:

  • Makes progress on the continuum

  • Becomes more comfortable in the role of school principal

  • Begins to make a difference as an instructional leader.


Big ideas

Big Ideas

  • New principals do not usually place a high priority on their own professional development.

  • A mentoring program should have a degree of structure.

  • The Leadership Continuum provides a solid framework for the program.

  • Mentors and new principals should have latitude in creating an individualized learning plan.

  • There should be an expectation of complete confidentiality in the new principal/mentor relationship.


Plu opportunity offered by clas

PLU Opportunity Offered by CLAS

See Handout

Standard III:

Human Resource Development

PLU Requirements


Mentor stipend

Mentor Stipend

  • Mentors will receive a $1,000 stipend (pending the availability of funds) for each year spent mentoring a new principal.

  • Stipends will be paid in two installments.

  • After confirmation is received that a mentor has made adequate progress toward the 72 hour requirement, the first and second payments will be available for disbursement.

  • The superintendent and chief school financial officer are required to file all necessary paperwork so that stipend payments will not be delayed.


Heart of the program

Heart of the Program

Cognitive Coaching Model

Mentor/New Principal Relationship

NAESP’s

National Principals Mentoring Certification Program


Mentoring vs coaching

Mentoring vs. Coaching

There are tennis coaches, literacy coaches, math coaches, life coaches, football coaches, etc. They work in specifics in a “technical” way to improve performance and behavior.

A mentor views the whole person, their knowledge, skills, and talents. A mentor develops rapport and builds a supportive, trusting, collaborative relationship. Through understanding how their own beliefs, values, and skills effect the relationship, a mentor empowers the protégé to become a confident, reflective leader.

NAESP, NPMCP


Mentor training

Mentor Training

  • National Principals Mentoring Certification Program (NPMCP) mentor training*

  • Three days (July 24-26, 2012) at the CLAS Building

    in Montgomery)

  • Required for all mentors

  • Provided by ALSDE and CLAS

  • Mentors will be reimbursed for their

    travel expenses based upon state guidelines

    * Formerly known as the Peer Assisted Leadership Services (PALS) training


Purpose of program materials

Purpose of Program Materials

  • Communicate policy

  • Provide directions to mentor and new principal

  • Provide forms to help document process

  • Give a variety of development ideas

  • Serve as a reference during the process


Anpm program guide

ANPM Program Guide

  • Describes the program to all stakeholders

  • Describes program philosophy

  • Sets out program requirements (mandatory)

  • Makes recommendations to districts (optional)


Expectations roles and responsibilities

Expectations: Roles and Responsibilities


Role of the new principal

Role of the New Principal

  • Place priority on his/her own professional development and make an effort toward improving his/her level of leadership.

  • Engage in 72 hours of contact with a mentor.

  • Complete self assessment by honestly analyzing ones own practices and behaviors.

  • Collaborate with mentor and evaluator in completing priorities plan and creating a professional learning plan.

  • Seek support from mentor while completing development activities.

  • Reflect and track progress.


Role of the mentor

Role of the Mentor

  • Mentors must NOT play a role in the evaluation of the new principal being mentored.

  • Use a cognitive coaching approach to mentoring, as learned during the three-day mentor training.

  • Maintain CONFIDENTIALITY. Earn TRUST.

  • Document 72 contact hours annually via mentoring logs.

  • Take time to work the process around the new principal’s schedule.

  • Simplify the process for the new principals (e.g., facilitate contact, give them only the Learning Activities Guides they need).

  • Coordinate meetings with new principal to assist with prioritizing needs and developing/implementing a professional learning plan (PLP).


Role of the district liaison

Role of the District Liaison

  • Oversee local implementation of the program.

  • Provide program training/orientation for central office staff, principals, and mentors.

  • Serve as a communications hub among the new principal, mentor, evaluator, district staff, and state.

  • Provide program support to ensure that:

    • A pipeline of trained mentors is maintained in the district.

    • New principals are matched with mentors in a timely way.

    • Monitor and keep an electronic or hard copy of mentor logs.

    • New principals are making adequate progress in the program.

    • Mentors are providing adequate support and coaching.


Role of the alsde

Role of the ALSDE

  • Provide ANPM program materials and guidelines.

  • Train and support district liaisons.

  • In conjunction with CLAS, provide three-day mentor training.

  • Provide mentor stipends base upon the available of funds.

  • Oversee formative and summative program evaluation.


Electronic launch of anpm program

Electronic Launch of ANPM Program

The electronic process for the ANPM Program is scheduled for launch

January 2013.


Anpm planning reflections guide

ANPM Planning & Reflections Guide

  • Guiding document for new principal:

    Step 1: Complete self assessment

    Step 2: Prioritize learning needs

    Step 3: Create a plan with learning activities for priority area(s)

    Step 4: Reflect and Track progress

Core

Process


The core process

The Core Process


Anpm learning activities guides

ANPM Learning Activities Guides

  • Self Assessment

    • Determine new principal’s current level of skill on each standard and indicator; determine development needs.

    • Looks like the LeadershipContinuum.


Anpm learning activities guides1

ANPM Learning Activities Guides

  • Learning and developmental activities (starters)

    • One guide per standard

    • Within the context of daily work

    • Thoughtful school-based activities

    • A chance to reflect on new learning

    • Multiple opportunities to apply principles and receive feedback from mentors and others


Specific learning activities examples

Specific Learning Activities: Examples

  • Reflection

  • Modeling

  • Observation

  • Prioritization

  • Recognition and praise

  • Problem finding and problem solving

  • Networking

  • Technology use

  • Training

  • Reading

  • Leading

  • Walkthroughs

  • Dialog

  • Feedback

  • Consultation

NOTE: Activities can be modified to fit the needs of the new principal or

learning activities can be created from scratch.


Let s summarize

Let’s Summarize

Use one sticky for each idea (three to six sticky notes in all):

  • One or two key messages

  • One or two questions

  • One or two suggestions


A deeper dive into the process

A Deeper Dive Into the Process


Steps in the mentoring program

Steps in the Mentoring Program

  • Based on the Alabama Continuum for Instructional Leader Development

  • New principals self assess by checking off the knowledge and behaviors that they currently demonstrate

  • See Self Assessment document

  • See Self Assessment Summary on page 8 of the Planning Guide.


Welcome to the alabama new principal mentoring program

Self Assessment: Alabama Continuum for Instructional Leader Development

Directions: Each descriptor statement below describes what a leader knows or is able to do with regard to the indicator and standard above it. Check all of those boxes which

apply to you. Update this self assessment each semester.

Standard 1: Planning for Continuous Improvement. Engages the school community in developing and maintaining a shared vision; plans effectively; uses critical thinking and problem-solving techniques; collects, analyzes, and interprets data;

allocates resources; and evaluates results for the purpose of continuous school improvement.


Welcome to the alabama new principal mentoring program

Self Assessment Summary

  • Write the date in the “Year 1” column.

  • Look back at your self assessment (separate document). Based on that assessment, determine your overall development level for each indicator—developing, collaborative,

  • accomplished, or distinguished leadership (see definitions on page 7). To identify your current level, choose the highest level for which you can check most of the descriptors

  • as part of your current practice. For example, if you check all descriptors under developing, all but three descriptors under collaborative, and five descriptors under

  • accomplished, you would give yourself an overall rating of collaborative for that indicator.

  • Place checkmarks in the appropriate boxes under “1st semester” below. Use your best judgment in determining your current level, and remember that this is a career-long

  • journey, so you are not expected to be at the highest levels in your first year.


Steps in the mentoring program1

Steps in the Mentoring Program

  • Consider your strengths and areas for improvement,your interests, and the district/school needs.

  • Share your assessment results with your mentor, along with your ideas regarding priorities.

  • Select 2-3 indicators to focus on during the year.

  • See Priorities Plan on page 12 of the Planning Guide.


Welcome to the alabama new principal mentoring program

Priorities Plan

  • Directions: This worksheet should be completed collaboratively with your mentor and evaluator. To prioritize your areas of development, consider your own assessed areas for improvement, along with district and school needs. You will need to analyze multiple data points to ensure that attention is given to the most critical needs that impact student learning and growth. With the help of your mentor and evaluator, select indicators which best align with the most pressing agreed upon needs. Record indicator numbers (e.g., “5A, 1B”) to answer each question in the first column below. Then, continue to work with your mentor and evaluator to choose two or three indicators as the focus for your professional learning during the school year. The two or three indicators that you identify in your final decision will be used to develop your professional learning plan (PLP)


Multiple data sources

Multiple Data Sources

Student Learning

Standardized and Criterion-Referenced Tests, teacher-made tests, grades

Demographics

Perceptions

Enrollment, Attendance, Drop-out Rate, Ethnicity, Gender

Values, beliefs, attitudes, observations

School Processes

School Programs and Processes: Curriculum, instructional strategies, scheduling, student grouping, instructional time, policies/procedures, extracurricular programs,

Victoria L. Bernhardt, 2004


Steps in the mentoring program2

Steps in the Mentoring Program

  • Review learning activity choices in the Learning Activity Guides.

  • Work collaboratively to choose a limited number of realistic and meaningful activities.

  • Select some observing, some participating, and some leading activities.

  • Complete the Professional Learning Plan.

  • See Professional Learning Plan on page 15 of the Planning Guide.


Welcome to the alabama new principal mentoring program

Professional Learning Plan

Directions: Select two or three indicators (see previous worksheet, last row). For each indicator, select some observing, some participating, and some leading activities to help build your strengths and develop your areas for improvement. Keep in mind that activities can be tailored to suite your individual needs. Record these activities in abbreviated form below, referencing their standard/indicator (e.g., 2B), as given in the Learning Activity Guides or you may create your own with the assistance of your mentor and evaluator. You can also plan action steps (to-do’s) that will help you prepare for and complete each activity. Include a timeframe for completing each activity as well. Remember to develop and discuss this plan with your mentor and evaluator, and get their suggestions and support.

Revisit this Plan frequently throughout the year and revise as needs arise. Review with your mentor at least twice per semester.


Steps in the mentoring program3

Steps in the Mentoring Program

  • Carry out the activities on the Professional Learning Plan.

  • Record all efforts to complete activities and keep a reflective diary of experiences.

  • Meet at least once a quarter to review progress.

  • Revise plan each semester.

  • See the Reflective Progress Tracker on page 18.


Welcome to the alabama new principal mentoring program

Reflective Progress Tracker

Directions: This log will serve as a running diary of your work which should be discussed with your mentor at least once per quarter. As you work on your activities, keep track of possible impacts of the actions and strategies identified in your PLP. In order for this log to be most effective, use it regularly. This log will prompt you to stay focused on addressing indicators identified in your PLP even as events in daily school life occupy you. It will also serve as a vehicle to promote reflection in addition to provide “talking points” as you discuss your progress with your mentor.


Draft plan for lead alabama anpm program

Draft Plan forLEAD Alabama / ANPM Program

Formative Assessment System

Firewall

Alabama New Principal Mentoring Program

Collaborative Dialogue


Anpm program electronic process training

ANPM Program: Electronic Process Training

  • Training dates TBA (Late Fall 2012).

  • New principals who are participating in the ANPMP should not complete their PLP in LEADAlabama until the ANPMP goes electronic in January.   After the program goes live, they can copy and paste information from word processing documents which contains their prioritizing, PLP, and reflections into the electronic version of the ANPMP.


Carousel activity

Carousel Activity

  • Four steps, four small groups

    • Self Assess

    • Prioritize

    • Plan

    • Reflect and Track

  • Create a poster presentation:

    • What, where, when, why, how

    • Tips for district liaisons


Suggested timeline

Suggested Timeline


Suggested timeline1

Suggested Timeline


Key roles in the anpm program

Key Roles in the ANPM Program


Creative ways to overcome time limitations and other barriers

Creative Ways to Overcome Time Limitations and Other Barriers


But new principals are so busy

But new principals are so busy…

  • Time

  • Other barriers?

Brainstorm situations


Table talk

Table Talk

  • Discuss strategies to overcome these barriers.


Wrap up

Wrap Up


  • Login