Metrics of Success Workshop - January 21, 2021 - Nashville Public Education ...
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Welcome and Overview of Objectives and Agenda Finalizing Goals: If we are successful, what will leadership across MNPS look like? Identifying metrics for goals Previewing the Implementation Guide Next Steps
Objectives Discuss and identify the goals of Identify metrics associated with 01 02 the Principal Quality Initiative each goal to measure progress Preview the implementation 03 guide and next steps 3
Project Timeline and Milestones Phase 2 Phase 4 Phase 5 Phase 1 Phase 3 Phase 5 MNPS Point of Pipeline Metrics of TERA Data Analysis Processes Success Pilots View Mapping Aug Sept Oct Nov Dec Jan MNPS Leadership Interviews Values and Beliefs Processes ED Work Session Metrics of Presentation of Deliverables Due date: Mid Sept. Workshop Workshop Due date: Dec. 2 Success Pilot Strategies Playbook and Due date: October 22 Due date: Nov. 17 Workshop Pilotdate: Due Strategies end of Jan. Presentation of Findings Mapping Due date: Jan. 2021 Due date: end of Jan. from Data Analysis Foundations Workshop Due date: early Oct. Workshop Due date: Dec. 10 Due date: October 29 Core Team: Dr. Battle Sharon Griffin Mason Bellamy Chris Barnes Keri Randolph Steve Ball Hank Clay Paul Changas Celia Conley Tina Stenson Natalyn Gibbs Karen Gallman Elisa Norris Felicia Everson-Tuggle Carl Carter Katy Enterline Michelle Springer
Welcome and Overview of Objectives and Agenda Finalizing Goals: If we are successful, what will leadership across MNPS look like? Identifying metrics for goals Previewing the Implementation Guide Next Steps
What should the goals for this work be? ry a j ec to Leaders are valued h ip t rleaders have what they need to succeed e ad ers New th e l Leader rst a n d in p u t is u n d erse leaders solicite ld er s D iv e Principals well-matched for school d assignmentsa n d value keh o Ef Sta Le d Principals improve from year to year fec Effective principals ad e Leaders are happy tiv rsh Robustbenchofaspiringleaders ip e Lead ers are reta in e d da pr Principal professional learning matchesta their needs Lower principal turnover is in co c Princip lle ip cte als hav al e a su da p p or t nd su netwCulture of feedback and coaching us p ork ed er Leaders v underst Equitable distribution of effective principals a n d how iso to gro w in the o ne r o n d a y ir craft s s a re read y New le a d e r So how do you decide what goals to prioritize? 6
Reflect on the Remember your Review your data phases of belief statements leadership So how do you decide what goals to prioritize? 7
Review your data: What do we know about leadership in MNPS? Principal turnover fluctuates a lot… …and more frequently in high poverty schools. Schools experiencing principal turnover 30% 35% 27% 26% 25% 25% 23% 30% 29% 22% 19% 25% Proportion of Principals 20% 17% 15% 16% 14% 20% 19% 15% 16% 15% 10% 10% 5% 5% 0% 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 0% Low Poverty Medium Poverty High Poverty (ED
Review your data: What do we know about leadership in MNPS? Most of our principals have average ratings. From 2012-2019, TEAM practice ratings have closely clustered around the district average (3.61). District Average 74% of principals receive an average score between 3 and 4 9
Review your data: What do we know about leadership in MNPS? Leadership effectiveness measures seem to vary somewhat across clusters. Antioch Cane Ridge Average Glencliff Panorama Hillsboro Leadership Rating Hillwood Hunters Lane Average Maplewood TEAM McGavock Practice Overton Rating Pearl-Cohn Stratford Whites Creek 3 3.2 3.4 3.6 3.8 4 Average scores drawn from the 2016-2017 and 2017-2018 academic years 10
Review your data: What do we know about leadership in MNPS? TEAM practice ratings vary somewhat across raters, meaning who your rater is seems to matter. 5 4.5 TEAM Practice Ratings About 30% of 4 variation in TEAM 3.5 practice ratings are explained by 3 differences in 2.5 observers. 2 Each box represents variation around the rater’s mean 1.5 11
Review your data: What do we know about leadership in MNPS? Though MNPS has a good percentage of Black principals, it falls short on recruiting and selecting Latinx principals. Demographics For comparison: Female principals 63% Black principals 45% • 45% of MNPS students are Black • 22% are Hispanic White principals 53% • 4% represent other non-white Other principals 2% groups Average age 48 Highest Degree Bachelor's/Master's 26% Master's Plus 19% Education Specialist 16% Doctorate 39% Experience Years of experience in education 18 The typical MNPS principal has Years as a principal 5.6 been in the job for 4 years and leading their school for 2 years. Years as principal at current school 3.6 12
Reflect on the phases of leadership: The new Leadership Framework and major buckets of work can help us prioritize goals for the initiative Goals Outcomes
Remember your belief statements: You’ve already identified what’s really important to you We believe… About the role of the principal About principal competencies About the role of the district • The most important role of the principal • Principal quality is dependent on the • It is better to have a principal who right district policies, practices, and is to communicate and inspire a shared demonstrates the leadership investments. vision. competencies well than a principal who has many years of experience. • It is possible for a struggling principal to • The second most important role of the principal is to develop, support and be developed and supported to become • Teacher retention tells you more an effective principal. manage people. about the quality of the principal than academic achievement data. • The district is solely responsible for the • The principal is responsible for driving student success. quality of principals in our schools. • Principals are the main drivers of • When a principal is struggling in a teacher quality in their schools. school for more than two years, the district should remove the principal from the school. 14
When reflecting on your data, the phases of leadership, and your belief statements, what priorities rise to the top? 30% 27%25% 26% 22% 23% 25% 19% 17% Schools experiencing principal turnover 20% 14% 15%16% 15% 40% Proportion of Principals 10% 29% 5% 30% 0% 19% 20% 16% 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 10% Demographics 0% Antioch Cane Ridge Low Poverty Medium Poverty High Poverty Female principals 63% (ED
So, to prioritize your goals, let’s imagine it’s 2 years from now. You pick up the Tennessean and read a headline about the principal quality initiative in MNPS. What does the story say the district has accomplished through this work? Write your story ideas in the chat. 16
If we are successful, what will leadership across MNPS look like? In other words, what broad goals are we trying to work toward? § Goals for the Principal Quality Initiative: § Effective: Highly effective principals in every schools § Diversity: MNPS leaders represent our student population § Recruitment: MNPS attracts great candidates § Selection: MNPS leverages the leadership framework to hire highly qualified school leaders § Development: MNPS has developed a reward-winning principal development program leading to record-breaking outcomes • Differentiated professional learning opportunities • High quality virtual learning experiences § Retain: MNPS retains effective leaders (rid ourselves of ineffective leaders and retain effective ones) § Climate: School climate at an all time high + 17
Welcome and Overview of Objectives and Agenda Finalizing Goals: If we are successful, what will leadership across MNPS look like? Identifying metrics for goals Previewing the Implementation Guide Next Steps
When identifying metrics to measure our goals, it’s helpful to think about a logic model Resources The goals you set should point us toward needed for those longer-term outcomes implementation In pu ts Increase in % of teachers Teacher leader job who become teacher Increase in retention of Retain effective teachers Create teacher leader roles description leaders teachers with TEAM 4+ Short- and Longer-term Goals Activities Outputs Medium-term Outcomes Outcomes Tangible products, Objectives that What district capacities, or Changes that occur in other are driving the leaders need to do deliverables that people or conditions because of work with resources result from activities and outputs activities Where we can think about coming up with metrics to know if we are successful
If these are our draft goals, how do we measure them? § Goals for the Principal Quality Initiative: § Metrics for the Principal Quality Initiative: § Effective: Highly effective principals in every schools § Effective: • TEAM evaluation data • (if TEAM is not sufficiently capturing practices, strategies, systems being § Diversity: MNPS leaders represent our student implemented, we may need to capture those in a different way, such as through a 360-degree eval) population • Achievement data • Districtwide assessment data § Recruitment: MNPS attracts great candidates • Attendance rate • Discipline rate § Selection: MNPS leverages the leadership • Focused outcomes framework to hire highly qualified school leaders • Panorama • Teacher retention rates § Development: MNPS has developed a reward- winning principal development program leading to § Diversity: record-breaking outcomes § Recruitment: • Differentiated professional learning opportunities § Selection: • High quality virtual learning experiences § Development: § Retain: § Retain: MNPS retains effective leaders (rid ourselves of ineffective leaders and retain effective ones) § Climate: • Climate survey – Panorama § Climate: School climate at an all time high + • POSSIP data (parents’ and families’ perspectives) • SEL walkthrough • Enrollment trends by school 20
Welcome and Overview of Objectives and Agenda Finalizing Goals: If we are successful, what will leadership across MNPS look like? Identifying metrics for goals Previewing the Implementation Guide Next Steps
Processes Workshop Leadership Foundations Building the Bench Selection Development Formally adopt and Implement succession Articulate the expectations of Invest in professional learning communicate the MNPS planning an executive principal for Executive Directors Leadership Framework Develop formal aspiring Adapt expectations for Initiate selection process for Develop approach for support leadership programs different roles vacancies by February 1st and of early career principals level-set on expectations for Develop a Leadership Tracking Collaborate with principal selectors prep partners Implement strategic coaching Tool to inform all decisions and feedback model for Align all professional learning Modify and sustain a four- leaders; prioritize over to Leadership Framework phase interview process evaluation Use a mapping protocol to Develop and be held prepare for vacancies and accountable to criteria for implement succession removing or promoting a Quick Win planning principal Lighter lift and good payoff
Processes Workshop Leadership Foundations Building the Bench Selection Development Formally adopt and Implement succession Articulate the expectations of Invest in professional learning communicate the MNPS planning an executive principal for Executive Directors Leadership Framework Develop formal aspiring Adapt expectations for Initiate selection process for Develop approach for support leadership programs different roles vacancies by February 1st and of early career principals level-set on expectations for Develop a database to inform Collaborate with principal selectors prep partners Implement strategic coaching decisions and feedback model for Align all professional learning Modify and sustain a four- leaders; prioritize over to Leadership Framework phase interview process evaluation Use a mapping protocol to Develop and be held prepare for vacancies and accountable to criteria for implement succession removing or promoting a Long-term Strategy principal Requires significant time, planning resources, and commitment but essential for long-term success
How the Implementation Guide will look… The guide can be accessed from a private website uniquely designed for MNPS. Checklists, tools, and other resources will also be available on the site. a l ity In it ia t i verategies, PrincipalleQPuublic Schools’ prioritqieusa,listty in the hvil Metro Nas rov ing le adership s for imp and metric district RE START HE Quick wins strategies Long-term ip Found ations Pilot strategy Lead ersh Quick wins strategies Long-term he B ench Pilot strategy Building t Quick wins strategies Long-term Selection Pilot strategy Quick wins strategies Long-term ent Developm 24
What’s included in the Implementation Guide… An all-encompassing document of resources, tools, and implementation steps to improve principal quality Do this activity…. …to jumpstart START HERE this stage 1 Launch and widely communicate Leadership Foundations About This Project the leadership framework Building the Bench § project scope, goals, and outcomes 2 Theory of Action Align leader PL to the leadership Building the Bench § a visual representation of how to connect framework Selection strategy to action to yield outcomes 3 Top Priorities Develop ED’s and principals’ skills Selection § four critical moves that need to be in using the leadership framework Development implemented first to drive remaining work 4 Project Management Supports Align selection process to Selection § a proposal of supports that will advance and leadership framework Development execute the recommendations of this project Measuring Success § Metrics the district can use to evaluate the effectiveness of the newly adopted principal quality initiatives 25
What’s included in the Implementation Guide… An all-encompassing document of resources, tools, and implementation steps to improve principal quality Each document details the long-term strategy’s goal, steps to EXPLORE implement, significance, connections to other work, and things to consider before, during, and after implementation. Each of these includes: § Leadership Foundations Quick Wins § Overviews of easier steps that can be § Build the Bench implemented now Long-term strategies § Selection § One-pagers providing detailed recommendations for implementation of bigger strategies § Development Pilot strategies § Suggestions for piloting out-of-the box ideas 26
Welcome and Overview of Objectives and Agenda Finalizing Goals: If we are successful, what will leadership across MNPS look like? Identifying metrics for goals Previewing the Implementation Guide Next Steps
Project Timeline and Milestones Phase 2 Phase 4 Phase 5 Phase 1 Phase 3 Phase 5 MNPS Point of Pipeline Metrics of TERA Data Analysis Processes Success Pilots View Mapping Aug Sept Oct Nov Dec Jan MNPS Leadership Interviews Values and Beliefs Processes ED Work Session Metrics of Presentation of Deliverables Due date: Mid Sept. Workshop Workshop Due date: Dec. 2 Success Pilot Strategies Implementation Due date: October 22 Due date: Nov. 17 Workshop Guide Due date:Due enddate: of Jan. Presentation of Findings Mapping Due date: Jan. 2021 early Feb. from Data Analysis Foundations Workshop Due date: early Oct. Workshop Due date: Dec. 10 Due date: October 29 Core Team: Dr. Battle Sharon Griffin Mason Bellamy Chris Barnes Keri Randolph Steve Ball Hank Clay Paul Changas Celia Conley Tina Stenson Natalyn Gibbs Karen Gallman Elisa Norris Felicia Everson-Tuggle Carl Carter Katy Enterline Michelle Springer
How can we measure progress toward these goals? § Strong leaders § Annual measure of average TEAM practice ratings (calibrated across EDs) § Annual average leadership ratings from Panorama or other survey § Getting strong leaders into the school that need them most § Annual measure of the distribution of effective leaders by TEAM practice rating and economic disadvantage § More leadership stability, especially in high-need schools § Annual measure of turnover by effectiveness as measured by TEAM practice ratings and economic disadvantage § Ensuring diversity among principals § Annual measure of percentage of principals of color as compared with student demographics
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