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Delaware’s Cohesive Leadership System. Jacquelyn Wilson, Ed.D. Delaware Academy for School Leadership University of Delaware. Leadership. Leadership matters In difficult times, leadership matters even more.

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Delaware’s Cohesive Leadership System


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    1. Delaware’s Cohesive Leadership System Jacquelyn Wilson, Ed.D. Delaware Academy for School Leadership University of Delaware Delaware Academy for School Leadership•University of Delaware

    2. Leadership • Leadership matters • In difficult times, leadership matters even more. • In periods of significant organizational transition, leadership is the major controllable factor in explaining organizational performance. Delaware Academy for School Leadership•University of Delaware

    3. Leadership 4. Instructionally-focused and change- oriented leadership are especially effective frames for education. 5. Team leadership seems to offer promise for enhancing organizational performance. 6. Assessment provides a strategic leverage point for strengthening leadership. --Joseph F. Murphy, Learning Centered Leadership, Vanderbilt University 2007 Delaware Academy for School Leadership•University of Delaware

    4. Putting the Pieces Together—A Cohesive System Delaware Academy for School Leadership•University of Delaware

    5. Principles of Delaware’s Cohesive Leadership System Delaware School Leader Standards State and District Policies Delaware Academy for School Leadership•University of Delaware

    6. Principles of Delaware’s Cohesive Leadership System Delaware School Leader Standards State and District Policies Conditions of Work Delaware Academy for School Leadership•University of Delaware

    7. Conditions of Work Assessing School Leader Effectiveness Evaluation School Boards and Public Engagement Governance Salary, Resources, and Multi-Year Contracts Incentives Distributed Leadership, Use of Time, and Succession Roles and Responsibilities Continuum from Aspiring to Retiring Professional Development Delaware Academy for School Leadership•University of Delaware

    8. Principles of Delaware’s Cohesive Leadership System Delaware School Leader Standards State and District Policies evaluation • governance • incentives roles and responsibilities • professional development Delaware Academy for School Leadership•University of Delaware

    9. Principles of Delaware’s Cohesive Leadership System Delaware School Leader Standards State and District Policies evaluation • governance • incentives roles and responsibilities • professional development L I C E N S U RE CAREER TIMELINE CAREER TIMELINE education preparation internship C E R T I F I C A T I O N Delaware Academy for School Leadership•University of Delaware

    10. Principles of Delaware’s Cohesive Leadership System Delaware School Leader Standards State and District Policies evaluation • governance • incentives roles and responsibilities • professional development L I C E N S U RE CAREER TIMELINE CAREER TIMELINE education preparation internship accreditation/ program approval C E R T I F I C A T I O N Delaware Academy for School Leadership•University of Delaware

    11. Principles of Delaware’s Cohesive Leadership System Delaware School Leader Standards State and District Policies evaluation • governance • incentives roles and responsibilities • professional development L I C E N S U RE CAREER TIMELINE CAREER TIMELINE education preparation internship induction/residency accreditation/ program approval professional development R E L I C E N S U R E Mentoring C E R T I F I C A T I O N Delaware Academy for School Leadership•University of Delaware

    12. Principles of Delaware’s Cohesive Leadership System Delaware School Leader Standards State and District Policies evaluation • governance • incentives roles and responsibilities • professional development L I C E N S U RE CAREER TIMELINE CAREER TIMELINE education preparation internship induction/residency accreditation/ program approval professional development R E L I C E N S U R E Mentoring Mentoring C E R T I F I C A T I O N Delaware Academy for School Leadership•University of Delaware

    13. From Standards to Improved Teaching and Achievement Standards (State Role) Delaware has determined what leaders need to know and do to improve instruction and learning by adopting national standards (ISLLC). Standards (District Role) Delaware has set clear expectations, aligned to state standards, of what leaders should do to improve teaching and learning. Standards Training Conditions State Role District Role Delaware Academy for School Leadership•University of Delaware

    14. From Standards to Improved Teaching and Achievement Training (State Role) All Delaware training programs are aligned with the Delaware School Leader Standards, respond to local district needs, and reflect the realities of the job. Training (District Role) Delaware 1) collaborates with the University of Delaware, Wilmington College, and Delaware State University to provide high-quality, job-relevant leadership prep aligned to the standards and 2) provides continuing professional development and support to new and practicing principals. Standards Training Conditions State Role District Role Delaware Academy for School Leadership•University of Delaware

    15. From Standards to Improved Teaching and Achievement • Conditions (State Role) • Delaware provides the necessary data to inform leaders’ decisions. • Delaware enables flexible use of resources (people, time, money) to meet all students’ needs. • Delaware holds school leaders accountable for student achievement. Standards Training Conditions State Role District Role Delaware Academy for School Leadership•University of Delaware

    16. From Standards to Improved Teaching and Achievement • Conditions (District Role) • Delaware has established hiring, evaluation, and succession policies and practices that reinforce standards and district learning goals. • Delaware has given principals the authority and incentives to be instructional leaders. • More resources are being allocated according to students’ learning needs. • which supports… Standards Training Conditions State Role District Role Delaware Academy for School Leadership•University of Delaware

    17. From Standards to Improved Teaching and Achievement • Effective School Leadership – Principals who… • Establish high expectations for all students. • Use data and other means to diagnose shortfalls in instructional effectiveness and implement plans to strengthen instruction. • Focus attention on improving instruction. • and School leadership teams that… Plan, implement, • and evaluate • improvements in • instruction for • all students. Standards Training Conditions State Role District Role Delaware Academy for School Leadership•University of Delaware

    18. From Standards to Improved Teaching and Achievement • …and contributes to • Improved Teaching and Student Achievement • Significantly improving high-needs schools • Closing the achievement gap • Lifting achievement of all students to meet high expectations Standards Training Conditions State Role District Role Delaware Academy for School Leadership•University of Delaware

    19. 1. Standards Delaware’s CLS scaffolds on the ISSLC National Standards for School Leaders. • Professional growth experiences aligned to the school leader standards and tied to licensure renewal Delaware Academy for School Leadership•University of Delaware

    20. Standards The Delaware Performance Appraisal System for assessing school leader effectiveness is aligned to the Delaware School Leader Standards. 1. Vision and Goals 2. Culture of Learning 3. Management of Learning 4. Professional Responsibilities 5.Student Improvement Delaware Academy for School Leadership•University of Delaware

    21. Standards State approval of university preparation programs is contingent on the alignment of the Masters and Doctorate in School Leadership Programs with Delaware’s School Leader Standards • University of Delaware • Wilmington University • Delaware State University Delaware Academy for School Leadership•University of Delaware

    22. 2. Developing Policy • Advisory Committees convened to provide input and to make policy recommendations: • Recruitment and Retention of School Leaders • Minority Recruitment and Retention of School Leaders • Working Conditions for School Leaders • Professional Development Continuum for School Leaders Delaware Academy for School Leadership•University of Delaware

    23. 2. Developing Policy • Advisory Committees convened to provide input and to make policy recommendations: • School Leader Professional Development Continuum • National Certification for School Leaders • Career Path for Teacher Leaders Delaware Academy for School Leadership•University of Delaware

    24. Developing Policy • Policy recommendations are shared and prioritized at the annual Policy and Practice Institute • Policy recommendations are provided to the Secretary of Education and to the Executive Director of the Delaware Association of School Administrators to for their legislative agenda Delaware Academy for School Leadership•University of Delaware

    25. 3. Engaging the Right People Bringing the right people together, with a common vision, focused on specific goals…over and over and over until the work is done. Delaware Academy for School Leadership•University of Delaware

    26. Stakeholders Higher Education Superintendents Secretary of Education State Board Legislators DOE Staff Business Leaders Local School Boards Organizations DASA, DPA, DASL, DSBA Principals Have Impact Engaged Involved Knowledgeable Have Idea Clueless PROGRESS CONTINUUM Delaware Academy for School Leadership•University of Delaware

    27. LEGISLATORS SECRETARY OF EDUCATION HIGHER EDUCATION STATE BOARD SUPERINTENDENTS DOE STAFF LOCAL SCHOOL BOARDS PRINCIPALS PROFESSIONAL ORGANIZATIONS C L U E L E S S HAVEIDEA KNOWLEDGABLE INVOLVED ENGAGED IMPACT STAKEHOLDERS Delaware Academy for School Leadership•University of Delaware

    28. Putting the Pieces Togetherto Form DCLS Delaware Academy for School Leadership•University of Delaware

    29. 4. Multi-Dimensional Interlocking Pieces • Standards • State and District Policies • Conditions of Practice • Training • Performance Evaluation • Governance • Roles and Responsibilities • Incentives • Career Path • Pre-Service Preparation • Licensure and Certification • Mentoring • Succession Planning • Distributed Leadership • Data Warehouse Delaware Academy for School Leadership•University of Delaware

    30. Career Continuum Delaware Academy for School Leadership•University of Delaware

    31. Advisory and Focus Groups • Advisory group that provided recommendations for professional growth including: • Coaching for new principals • Induction years one-three • Incentive for mid and senior career level school leaders Delaware Academy for School Leadership•University of Delaware

    32. Principal Focus Groups • 6 regional focus groups • School leaders with less than 3 years • School leaders with more than 5 years • Nominated by the superintendent Purpose: To gather feedback from practitioners to be shared with the Advisory Committee working on recommendations related to the professional development continuum Delaware Academy for School Leadership•University of Delaware

    33. District Succession Planning • Appoquinimink • Indian River • Woodbridge • Caesar Rodney • Brandywine • Christina • Laurel • Sussex Academy for Arts and Sciences • Wilmington Charter School • Capital Delaware Academy for School Leadership•University of Delaware

    34. Career Continuum ASSISTANT PRINCIPAL TEACHER LEADER PRINCIPAL Delaware Academy for School Leadership•University of Delaware

    35. District Succession Planning During the 2006 – 2007 school years, out of the 81 candidates involved in Succession Planning, 11 are now in leadership positions. From June 2007 until January 2008, an additional 6 candidates have assumed leadership positions, either as assistant principals or principals. Of these six, four are minority candidates. Delaware Academy for School Leadership•University of Delaware

    36. TEACHER LEADERSHIP PROGRAM Delaware is working with a consortium of five states to develop a teacher leadership program that could also become an alternative routes to certification program • Delaware • Kansas • Ohio • Alabama • Kentucky Delaware Academy for School Leadership•University of Delaware

    37. Distributed Leadership Providing opportunities for teachers to share leadership authority and responsibility with a focus on instruction Delaware Academy for School Leadership•University of Delaware

    38. DL Training • Team Building and Conflict Resolution • SREB Working as a Team • Marilyn Katzenmeyer- “Awakening the Sleeping Giant” • ASCD What Works in Schools • Jim Spillane-DistributedLeadership • Coming Soon- Learning Focused Strategies and Smart Teams Delaware Academy for School Leadership•University of Delaware

    39. Distributed Leadership • Appoquinimink • Redding Middle • Indian River • Selbyville Middle • Sussex Central High School • Seaford • West Seaford Elementary • Seaford Middle Delaware Academy for School Leadership•University of Delaware

    40. Distributed Leadership • New Castle County Vo-Tech • Delcastle High school • Hodgson High School • Milford School District • Milford High School • Red Clay School District • H.B. DuPont Middle School Delaware Academy for School Leadership•University of Delaware

    41. Distributed Leadership • Christina School District • Gauger Cobbs Middle School • Kirk Middle School • Shue Medill Middle • Christina High School • Newark High School • Glasgow High School Delaware Academy for School Leadership•University of Delaware

    42. Distributed Leadership • Sharon Brittingham, Coordinator and Coach • Dave Sechler-coach • Sara Wilkerson-coach • Kae Keiser-coach • Linda Rogers-coach**new • Shannon Wilson-facilitator Delaware Academy for School Leadership•University of Delaware

    43. Pre-service Preparation Programs • University Programs • Alignment to state standards for school leaders • Monitoring of quality using a “critical friends” model • Advisory meetings with school leadership faculty and school/district practitioners • Training for school leadership faculty • Redesign of programs • Internships with district partnerships and placements Delaware Academy for School Leadership•University of Delaware

    44. Revised Licensure and Certification System • License and certification tied to credentialing, mentoring/coaching, performance evaluation and professional development Delaware Academy for School Leadership•University of Delaware

    45. National Certification for School Leaders • Incentive for mid-senior level school leaders • High quality professional development • Incentive for performance Delaware Academy for School Leadership•University of Delaware

    46. Mentoring & Developmental Assessment Center • A state-funded coaching/mentoring program that includes: • State-funded coaching for new principals • Use of the Performance Planning Worksheet • Training for coaches provided by the New York Leadership Academy • A Developmental Assessment Center for aspiring and new assistant principals and principals • No cost to districts • Simulation, roles plays, post-conference feedback Delaware Academy for School Leadership•University of Delaware

    47. Executive Leadership Program-UVA Collaboration with the Department of Education and the following district: • Woodbridge • Christina • New Castle County Vo-Tech • Lake Forest • Indian River Delaware Academy for School Leadership•University of Delaware

    48. Executive Leadership and the Balanced Scorecard • One of the requirements of participation was the development of a balanced scorecard. In essence, the goal was to develop a systemic approach to taking a usually static strategic plan and turn it into a dynamic plan that becomes a measurement tool, a communication tool, and a strategic management tool. The State, with the assistance and guidance of this partnership, has developed a system that not only transforms a strategic plan into an action based process but connects common measures across the state, district and state. The system is called the Education Success Planning and Evaluation System. This system is web-based and will allow our nineteen school districts and seventeen charter schools to take their current strategic planning document and transform this into a success plan that outlines goal, objectives connected to the strategies and resources that support those activities. Delaware Academy for School Leadership•University of Delaware

    49. Governance • Implication Training for School Districts and Boards • Public Engagement Delaware Academy for School Leadership•University of Delaware

    50. Correlates of Achievement • Working with school teams and school leaders to look at factors that influence student learning • Discipline data • Teacher quality data • Access to the curriculum Delaware Academy for School Leadership•University of Delaware