STATE ACTION FOR EDUCATION LEADERSHIP PROJECT SUCCESSION PLANNING

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STATE ACTION FOR EDUCATION LEADERSHIP
PROJECTSUCCESSION PLANNING

• Jacquelyn O. Wilson, Ed.D
• Coordinator of Graduate Education
• Wilmington College
• SAELP Project Director
• Joseph Murphy
• Professor, Vanderbilt University

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TASK FORCE FOR RECRUITMENT AND RETENTION OF
SCHOOL LEADERSTASK FORCE ON WORKING CONDITIONS
OF SCHOOL LEADERS

• Task force developed 19 policy recommendations
• One of top five recommendations was to develop a
  diverse pool of highly qualified school leaders
  to take on leadership positions in
  schools/districts

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DISTRICT SURVEY

• COLLECTION OF FIVE YEARS OF DEMOGRAPHIC DATA FROM
  2000-2005
• How many retirements
• How many transfers
• How many resignations
• By age, race, gender, position
• FORECAST OF NEEDS FOR NEXT TEN YEARS

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What is Succession Planning?

• Identifying high potential teacher leaders
• Providing professional development and
  opportunity for growth
• Preparing teacher leaders to take on school
  leadership positions when they become available

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Does Succession Planning Mean Replacement?

• Replacement Can fill a specific position
  tomorrow
• Succession Developing people for target levels
  who could fill a variety of leadership positions

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WHY SHOULD A DISTRICT SUCCESSION PLAN?

• Work in table groups and discuss why a district
  should have a plan for filling school leadership
  positions that become vacant
• Think about possible barriers that may prevent a
  district from developing a succession plan

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DELAWARES POOL OF 100

• District Pool want to work just in district
  where currently working
• State Pool will accept a position in any
  district
• Recruitment from outside the pool sometimes the
  district needs to bring someone with specific
  expertise in from the outside

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STATE ACTION FOR EDUCATION LEADERSHIP PLAN FOR
SUCCESSION

• Kick-off Event with district teams
• Two follow-up training sessions for district
  teams
• Proposal for developing models of succession
  planning due July 15
• District proposals will be scored by a committee
• 10,000 mini-grants given to districts to develop
  models of succession planning
• Two years to develop/implement the plan

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SUCCESSION PLANNING

• Districts who receive the 10,000 mini-grant
  will participate in the following
• Bi-monthly meetings
• On-line discussion boards
• Advisory group with business partnerships
• Professional development

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GUIDING PRINCIPLESASPIRING SCHOOL LEADER
INTERNSHIP PROGRAM

• Allows the learner to assume an active role
• allows the opportunity to exercise and
  demonstrate leadership (e.g. work with other to
  achieve goals)
• is not all pre-determined provides flexibility
  and multiple degrees of freedom
• provides the ability to link responsibility/accoun
  tability with the learner
• Aligns with the Delaware (ISLLC) Standards
• focuses on instructional leadership and
  leadership for social justice/equity (not simply
  management)

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GUIDING PRINCIPLES

• Reflects real problems and improvement efforts in
  schools, districts, and social service agencies
• problem based
• seen from the host perspective as addressing real
  school/district needs
• promotes close connections with schools/districts
• Connects to comprehensive school reform
  (improvement) efforts
• Honors the collaborative nature of leadership
• provides opportunities to develop and demonstrate
  human relations skills
• helps learners see diverse perspectives and
  interact with a variety of stakeholders
• provides opportunities to work on teams

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GUIDING PRINCIPLES

• Internship should be school-based

120 hour clinical experience
TWO SEMINARS
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SKILLS KNOWLEDGE CLUSTER

• Skills knowledge cluster will be available for
  districts to replicate
• Teachers who already have a masters degree but
  want a clinical experience can enroll in the
  cluster
• 2, 4 salary increment
• Mentoring principal approved by the district

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SUCCESSION PLANNING
IDENTIFY DEVELOP PROVIDE OPPORTUNITY