WELCOME TO THE Alabama New Principal Mentoring Program

1. WELCOMETO THEAlabama New Principal Mentoring Program A Workshop for District Liaisons

2. Think-pair-share Take a moment to reflect on a mentor who has influenced you and the role he/she played in your development and growth as a . . . • 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.

3. Introductions • Name • District/Role(s) • Who is your special mentor, and what pearl of wisdom did he/she give you?

4. The mentors in our lives are invaluable. They show us what is possible. Their hindsight can becomes our foresight. NAESP 2010

5. 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

6. What do new principals need? The Making of the Principal: Five Lessons in Leadership Training Lesson 5 Especially in their first year on the job, principals need high-quality mentoring and professional development tailored to individual and district needs. http://www.wallacefoundation.org/knowledge-center/school-leadership/effective-principal-leadership/Documents/The-Making-of-the-Principal-Five-Lessons-in-Leadership-Training.pdf June 2012

7. What do new principals need? • A distinguishing trait of the world’s best school systems – systems that regularly outperform the school systems in the United States is they: • Provide mentoring for all novice principals for at least a year. • Use the information from principal assessments to shape the professional developmentthey offer. • Provide regular expert help to principals individually or in networks to improve their performance as instructional leaders. Districts Matter: Cultivating the Principals Urban Schools Need (February 2013)

8. Jigsaw Activity “Mentor Connections” • Count off (1-3). • 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. • Share your findings with the whole group.

9. About 20 percent of principals new to a school leave that posting within one or two years, leaving behind a school that generally continues on a downward academic slide after their departure, according to a study released by the RAND Corp. (RAND Corporation March 2012)

10. Overview of the ANPM Program

11. 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)

12. Standards and Evaluation

14. 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.

15. Alabama New Principal Mentoring Program (ANPMP) The ANPMP is a two-year program designed to promote the success of “first-time” principals.

16. Outcomes for the Mentoring Program • Support for new principals. •  successful beginnings. •  rookie mistakes. • Provide modeling, guidance, coaching, and encouragement in a one-on-one relationship. • Ensure that new principals have a clear set of priorities, focused on instructional leadership.

17. Outcomes/Goals for New Principals Create and implement a focused Professional Learning Plan… • Informed by analyzed data relative to principal, school, and district needs. • Aligned with the Alabama Continuum for Instructional Leader Development. • Should connect with school’s eCIP or strategic plan for improvement.

18. 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.

19. 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.

20. ACLD Approved PLU Opportunity Offered by CLAS See Handout Standard III: Human Resource Development PLU Requirements

21. Mentor Stipend • Mentors will receive a $1,000 stipend (pending the availability of funds) for each year spent mentoring a new principal. • Mentors must agree to work with the knowledge that their stipend payment is pending the approval of a program grant which will not be determined until the FY2014 (usually by end of November). • A Title II Grant Application must be submitted by each participating district (see sample). • Once the applications are approved, districts will receive an award letter granting them funds for mentor stipend payments.

22. Mentor Stipend • Stipend funds will be released in two installments pending: • Mentor implementation logs are submitted to district liaisons. • After the district liaison confirms that the mentor has completed at least 36 contact (first-semester), the first half of the stipend payment may be requested (January-February) by the chief school financial officer (CSFO) . After documentation of 72 hours via the same form (second-semester), the second half of the stipend may be requested (May-June). • The CSFO should request funds via an ES-2 Form. • The mentor, district liaison, superintendent, and CSFO are required to file all necessary paperwork so that stipend payments will not be delayed.

23. Heart of the Program Cognitive Coaching Model Mentor/New Principal Relationship NAESP’s National Principals Mentoring Certification Program

24. 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

25. Mentor Training • National Principals Mentoring Certification Program (NPMCP) mentor training* • Three days (July 23-25, 2013) 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

26. NAESP Principal Mentor Training Overview • Day 3 • The Art and Science of Mentoring • Adult Learning • Social Competencies • Verbal and Non-verbal Communication • Barriers to Effective Listening • Supporting Effective Mentoring • General Differences • Culture of Collaboration • Shared Leadership • Day 1 • Stages of Mentoring • Mentor Standards • New Principal Concerns • Mentoring vs. Coaching • Day 2 • Leading in a Culture of Change • Discovering Your Strengths • The Art of Effective Feedback

27. ANPM Program Guide • Describes the program to all stakeholders. • Describes program philosophy. • Sets out program requirements (mandatory). • Makes recommendations to districts (optional). • Outlines roles and responsibilities of key program players.

28. Expectations: Roles and Responsibilities

29. 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 his/her 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.

30. 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).

31. 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.

32. 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.

33. Electronic Launch of ANPM Program The electronic process for the ANPM Program is scheduled for launch August 2013.

34. The Core Process

35. ANPMP/LEADAlabama • Self-Assessment • Looks like the Instruction LeadershipContinuum. • New Principal assesses his/her current level of knowledge, skills, and behaviors along 23 indicators to determine their development needs.

36. Self- Assessment Select indicator “1A” to begin assessing each indicator.

37. Self- Assessment When level selected, highlights all level(s) to the left, indicating the descriptors at each level best describe your behaviors, knowledge and skills.

38. ANPMP • Priorities Plan • Collaborative analysis of multiple data sources to determine indicators that will be the focus of the PLP. • Data analysis includes the results of the self-assessment, district, and school level data. All must sign-off prior to the development of the PLP. • As a result of data analysis and dialogue between protégé, mentor, and evaluator, two-three indicators are selected as a focus of the professional learning plan.

39. 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

40. 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)

41. ANPMP/LEADAlabama • Professional Learning Plan (PLP) • Two-three agreed upon indicators from the Priorities Plan are used to develop a PLP. • The protégé, mentor, and evaluator should have input in the development of the PLP. All must sign-off on this plan. • Learning Activities Guides that are aligned to each of the 23 indicators can be used as a resource to develop actions and strategies for the PLP.

42. 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

43. 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.

44. Completing PLP Only Evaluatee and Evaluator may edit content of the PLP. Select “Professional Learning” to view available PD. Sign Mentor Signature Note: Users may not edit PLP after both Evaluatee and Evaluator have electronically signed PLP

45. Sample PLPs Learning Activities Guides

46. ANPMP • Reflective Progress Tracker • Log that will serve as a reflective tool for the protégé to keep track and reflect on actions and activities that impact the PLP and daily work. • Private communication tool (blogging) for protégé and principal to discuss PLP and daily school life. Firewall prevents all others from having access.

47. ANPMP Reflective Progress Tracker

48. 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

49. Plan forLEADAlabama / ANPM Program Formative Assessment System Firewall Alabama New Principal Mentoring Program Collaborative Dialogue

50. A Deeper Dive Into the Process