STATE ACTION FOR EDUCATION LEADERSHIP PROJECT

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STATE ACTION FOR EDUCATION LEADERSHIP PROJECT

• Jacquelyn O. Wilson, Ed.D.
• Project Director

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FOCUS OF THE WALLACE FOUNDATION

• OVERALL VISION
• Has the state defined high quality leadership?
• Is the state leadership vision linked to teaching
  and learning?
• Is the Governor, legislature, state board and
  Department of Education working to make
  leadership a state priority?
• Has the state reviewed current policies related
  to education leadership to assess their validity?

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FOCUS OF THE WALLACE FOUNDATION

• Does the media write positive stories on
  education leadership?
• What is the public perception of the job?
• Is a broad range of stakeholders involved in
  thinking about, defining and developing
  leadership policy?
• Is there a buzz about leadership?

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FOCUS OF THE WALLACE FOUNDATION

• EDUCATION AND PROFESSIONAL LEARNING
• Does the state have high-quality standards for
  school leaders?
• Is there a valid way to assess the standards?
• Are there professional development standards for
  leaders?
• Do leaders participate in high quality
  professional development? Are there state
  policies that ensure this?

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FOCUS OF THE WALLACE FOUNDATION

• Do new leaders have pre-service opportunities?
• Does the state have induction or mentoring
  policies?
• Does the state have a mentoring or induction
  system that has been evaluated for
  effectiveness?
• Are leaders evaluated in a way that is aligned
  with the standards they are expected to meet?

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FOCUS OF THE WALLACE FOUNDATION

• CONDITIONS OF PRACTICE
• Are salaries competitive for the job required?
• Do leaders have the authority for hiring and
  firing staff?
• Do leaders have authority over their school and
  district budgets?
• Are there other incentives that make the job
  worthwhile?
• Does the state offer pension portability?
• Do leaders have ongoing support such as
  mentoring?
• Are the school and district building conditions
  clean and safe?

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FOCUS OF THE WALLACE FOUNDATION

• Does the state allow for distributed leadership
  models?
• Has the state helped to develop community and
  political support for leadership roles in
  schools?
• Have the roles and responsibilities of
  principals, school boards and superintendents
  been clearly delineated and communicated?
• Have issues of retention been investigated in the
  state? Do you know what particular issues your
  principals face?
• Do district offices serve as customer service
  providers to schools?
• Do leaders have high-quality professional
  development time and opportunities?

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FOCUS OF THE WALLACE FOUNDATION

• CANDIDATE POOL
• Are data systems in place where shortages can be
  identified?
• Does the state have a representative balance in
  leadership positions? Is there a strategy to
  recruit diverse people to leadership positions?
• Is there state data on leader retention and
  tenure?
• Is there a mechanism for ensuring that
  high-quality candidates are being recruited to
  leadership positions?

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FOCUS OF THE WALLACE FOUNDATION

• Are leaders expected to succession plan?
• Is there a statewide strategy for recruitment of
  the best leaders to hard-to-staff schools?
• Are there alternative ways for high-quality
  candidates to enter the system?
• Are the proper incentives in place to attract and
  keep high-quality candidates?

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FOCUS OF THE WALLACE FOUNDATION

• LICENSURE, CERTIFICATION, PROGRAM ACCREDITATION
• Are preparation programs linked to standards?
• Are programs evaluated on how well the candidates
  meet the standards?
• Are programs successful at preparing 21st century
  leaders?
• Are program accreditation standards aligned with
  leader standards?

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FOCUS OF THE WALLACE FOUNDATION

• Is the program accreditation process
  comprehensive and does it ensure program quality?
• Does licensure ensure high-quality candidates?
• Are licensure requirements easy to navigate?
• Are there certification opportunities for leaders
  to get advances stature and compensation?
• Are there alternative ways to enter the education
  leadership profession?

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FOCUS OF THE WALLACE FOUNDATION

• GOVERNANCE STRUCTURES
• Is there an appropriate balance of power between
  state-district-school?
• Are there clear line-of-sight from policy and its
  implementation?
• Are the roles and responsibilities of boards and
  superintendents clearly defined?
• Is there enough legal authority for principals to
  do their jobs?

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FOCUS OF THE WALLACE FOUNDATION

• Is there an appropriate balance of accountability
  and authority?
• Do school governance structures allow for
  distributed leadership?
• Are many stakeholders involved in the policy
  development process?
• Is accountability clear for each leadership role
  in the system?
• Are fair and valid evaluation systems in place to
  assess superintendents, boards, principals, and
  other leaders?

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DELAWARES STATE ACTION FOR EDUCATION LEADERSHIP
PROJECT
STATE LEGISLATURE
SCHOOL LEADERS
BUSINESS
GOVERNOR
HIGHER ED
DOE
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SAELP I

• Legislation passed that
• Provided a three-tiered licensure system for all
  educators
• Adopted ISLLC standards as Delaware School Leader
  Standards
• Funded a mentoring program for all educators
  during the first three years
• Mandated 90-clock hours of professional
  development to maintain the license
• Streamlined the certification for school leaders
  from 37 to three administrative certificates and
  made it easier for school leaders from other
  states to become licensed and certified in
  Delaware

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SAELP I

• School Leader Induction Program
• Assessment Center
• Mentoring Program
• Professional Development

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SAELP I

• Task Force on Recruitment and Retention of School
  Leaders
• Task Force Enhancing Working Conditions For
  School Leaders
• Task Force for the Recruitment and Retention of
  Minority School Leaders

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SAELP I

• Development of 19 policy recommendations for
  Strengthening School Leadership in Delaware
• Policy Recommendations were shared, discussed and
  prioritized at the First Annual Policy and
  Practice Institute, June 2003

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SAELP I

• First Annual Policy and Practice Institute (June
  2003)
• 67 aspiring school leaders
• 210 school leaders, policy makers, and
  representatives from business and higher
  education
• Keynote speakers included Dr. Tim Quinn, Dr.
  Eddie VanMeter, Dr. Joe Murphy, and Maree Sneed
• Topics for key note sessions included NCLB,
  national issues related to school leadership, and
  conditions of work related to school leadership
• Break-out sessions to discuss 19 policy
  recommendations that came from task forces
• Panel discussions included DPAS II, ISSLLC
  Standards, recruitment and retention of school
  leaders, and conditions of work.

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SAELP I

• Second Annual Policy and Practice Institute (June
  2004)
• 75 aspiring school leaders
• 250 school leaders, policy makers, and
  representatives from business and higher
  education
• Keynote speakers included Dr. Jim Spillane, Dr.
  Tim Waters, Dr. Joe Murphy, Dr. Gerry Tirrazzi,
  and Dr. Vince Ferrandino
• Topics for key note sessions included national
  issues related to school leadership, conditions
  of work related to school leadership MCRELs
  research on school leaders, and Spillanes
  research on distributed leadership
• Break-out sessions to discuss conditions of work
  and distributed leadership
• Town Meeting to share work from breakout sessions

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SAELP I

• Critical Friends-Pre-service Preparation for
  School Leaders
• Dr. Joe Murphy and Dr. Eddie VanMeter served as
  consultants on the project
• Wilmington College, Delaware State University,
  and the University of Delaware agreed to
  participate in the self-assessment
• Two Delaware administrators, Dr. Linda Rogers and
  Dr. Diane Sole, joined the consultants in
  reviewing the self-assessment materials, scoring
  the materials using a rubric, and meeting with
  the universities to discuss the review
• Follow-up activities have resulted from the
  review and changes in Educational Leadership
  Programs have resulted from the process
• Wilmington College and University of Delaware
  have revised/ or are in the process of revising
  both the masters and doctorate in education
  leadership programs
• Delaware State is developing both a masters and
  doctorate in educational leadership program

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SAELP I

• Task Force for Developing Skills and Knowledge
  Clusters for School Leaders
• Task Force met to discuss the professional
  development needs of school leaders
• Eight mini-grants were funded at 2,000 each
• Proposals were requested from districts and IHEs
  to develop skills and knowledge clusters focused
  on one or more of the ISLLC Standards for school
  leaders.
• Ten proposals were received and eight were
  approved
• Five have received the 2,000 mini-grant for
  implementation (funding contingent on approval
  for PSB and SBE)

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SAELP I

• Collaboration with other agencies/state
  initiatives
• Delaware Principals Academy
• Delaware Association for School Administrators
• Gates Technology Grant for School Leadership
• Satellite Broadcasting of the Requisites of a
  School Leader
• Delaware Academy for School Leaders
• Assessment Center
• Professional Development SREB Modules

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SAELP II-Breakthrough Idea

• MODELS OF DISTRIBUTIVE LEADERSHIP
• Partnering with four districts to develop and
  pilot models of distributed leadership in
  middle and high schools. Focus on governance
  issues and contract issues that impede the school
  community from focusing on teaching and learning.
  Examples of successful models of distributed
  leadership will be shared with the other 15
  districts. (25,000 for piloting districts over
  a 3 year period)
• Districts selected on January 28, 2005
• First meeting with pilot districts was February
  18, 2005
• Next meeting with districts is April 21, 2005

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SAELP II-Breakthrough Idea

• ENSURING A QUALIFIED POOL OF SCHOOL LEADERS
  THROUGH SUCCESSION PLANNING.
• Districts will be engaged in succession planning
  to deepen the pool of potential school leaders
  statewide and increase minority representation in
  the leadership ranks
• Kick-Off Conference scheduled for March 11, 2005
• Internship program for aspiring school leaders in
  all participating school districts that provide
  clinical experiences in the school district tied
  to both professional development and preparation
  programs at the institutions of higher education
  (10,000 for districts that participate)
• Advisory Committee meeting on March 24, 2005 to
  begin process for developing clinical experiences
  for interns and responsibilities for clinical
  mentors

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MARK YOUR CALENDARS

• THIRD ANNUAL POLICY AND PRACTICE INSTITUTE
• JUNE 28 2005
• Sheraton Hotel

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And..

• Succession Planning Conference--March 11, 2005
• Local Board Training March 7 and 17, 2005
• Advisory Board for Practicum InternshipMarch 24,
  2005
• Meeting with Distributed Leadership Pilot
  Districts April 21, 2005
• State Board High School ConferenceApril 26, 2005
• Two day retreat for district teams involved in
  distributed leadership pilot Summer 2005