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Rethinking Leadership Behaviors
A Research Based Approach to Improve
Student Outcomes
P R E S E NT E R S
JEFF DeGALLIER
MICHAEL CHIRICHELLO
Principal on Special
International consultant,
Assignment for the Lake
former teacher, principal,
Washington School District
superintendent, professor,
in Redmond, WA
NJ
CINDY CROMWELL CHRISTINE SEELEY
Principal at Kelso Virtual Principal at East Vincent
Academy (K-12) in Kelso, Elementary School, Owen J.
WA Roberts School District in
Spring City, PA
Learn how the principal’s
role is transformed from Join our panel of principals in
instructional leader to designing actionable outcomes
educational leader; that will enable you to have a
greater impact on student
Discover three essential skills achievement using leadership
that principals need to behaviors outlined in the
achieve success according to Wallace Foundation’s new
research on How Principals
the latest Wallace research;
Affect Students and Schools.
and During this engaging
Objectives Discuss four interrelated
experience, panelists will share
key take-aways for focusing on
Participants will… leadership behaviors that people, instruction, and the
can improve your leadership organization that can impact
skills and student learning. student learning outcomes and
enable your staff to achieve
more.
Which best describes
your current role?
Poll • Aspiring Principal
• New to three years in
the principalship
• Four or more years of
experience in the
principalship
• Other role
Which of these 3 broad
categories of skills would
Poll you consider to be your
strength?
• Supporting instruction
• Managing and
developing people
• Organizational
Actionable management
Outcomes
This groundbreaking
synthesis of research on
school principals finds
that effective principals
have positive impacts on
student achievement
and attendance, as well
as teacher satisfaction
and retention.
www.wallacefoundation.org
How Principals Affect Students and Schools:
A Systematic Synthesis of Two Decades of Research
Perceptions Changing beliefs that form our perceptions is complicated!
“…in the current climate,
it is easy to go overboard
on instructional
Education leadership… principals are
Leaders being led down a narrow
path of instructional
leadership that will
ultimately prove futile…
75 percent of principals
find that the job has
become too complex…we
have taken instructional
leadership too literally…”
• Studies using new data and methods show
that the importance of principals may not
have been stated strongly enough in earlier
work, given the magnitude and scope of • Foremost, our results
principals’ impacts on students and schools.
on the importance of
• Evidence links four domains of principal principals’ effects
behaviors to positive outcomes for
students and schools—and they include but
suggest the need for
go beyond engagement with instruction. renewed attention to
Key • The principalship needs continued
reorientation toward educational equity.
strategies for
cultivating, selecting,
Findings • Given the strength and scope of the impact of
preparing, and
supporting a high-
an effective principal, investing in successful quality principal
strategies is likely to have a very large payoff.
workforce.
www.wallacefoundation.org
• We need renewed attention to supporting a
high-quality principal workforce.
Effective principals carry out four key behaviors, according to a major synthesis of research on school leadership… It is essential, too, that these practices be conducted through an equity lens.
Research The updated synthesis draws on 219 high- quality research studies about school leadership published in the 20 years since 2000. Among the studies are six, all published since 2012, that examine principal impact by taking advantage of school and principal longitudinal data unavailable 20 years ago. It was through their analysis of these studies that the authors reached their conclusions about principal effects on student achievement.
Breakout Rooms- 12 Minutes
Breakout • First Round
Rooms • Rooms 1, 2, 3
• Second Round
• 1 to 2; 2 to 3; 3 to 1
• Third Round
• 2 to 3; 3 to 1; 1 to 2Principal Skill People • CHRISTINE SEELEY
Principal Skill: People
Equity Lens
Engaging in Facilitating
instructionally Building a collaboration and Managing
focused productive professional personnel and
climate learning resources
interactions
with teachers communities strategicallyPrincipal Skill: People
Leadership Behavior:
Engaging in Instructionally Focused Interactions with
Te a c h e r s
• Offer proactive • Send weekly emails with • Empower teachers
info and recognitions
support to new
teachers • Challenging conversations • Build autonomy
• Effective communication
• Student support with families or caregivers • Be highly visible
to increase involvement
Communication
Caring Building TrustNew to the Building Teachers ACTIVE LINK
Conversations
Student about
Competency
Support
Clear
Certifications expectations
Specialized
Training
Needs Assessment Professional
DevelopmentPrincipal Skill: People
Leadership Behavior:
Building a Productive Climate
• Create and • Send weekly emails with • Empower teachers
info and recognitions
maintain safe,
nurturing • Challenging conversations • Build autonomy
environments
• Effective communication
with families or caregivers • Be highly visible
to increase involvement
Communication
Caring Building TrustCreate and Social
Emotional
Maintain Safe, Learning
Nurturing
Environment Clear
Expectations
Professional
ACTIVE LINK
Development ACTIVE LINK
Consistent
Staff Communication
WellnessPrincipal Skill: People
Leadership Behavior:
Facilitating collaboration and professional learning
communities
• Collective • Send weekly emails • Empower teachers
responsibility with info and
recognitions • Build autonomy
• Be highly visible
Communication
Caring Building TrustACTIVE LINK
Building
Leadership
Collective Team
(BLT)
Responsibility
Principal’s
ACTIVE LINK ACTIVE LINK
Advisory
Kids for Change Committee
(KFC) (PAC)Principal Skill: People
Leadership Behavior:
Managing personnel and resources strategically
• Commit to the • Send weekly emails • Empower teachers
success of all staff with info and
recognitions • Build autonomy
• Challenging • Be highly visible
conversations
Communication
Caring Building TrustCommon
Success of Language
All Staff
Clear
Expectations
Acknowledge
Risk-Taking
ACTIVE LINK
and PD ACTIVE LINK
ACTIVE LINK
Consistent
“Open Door Communication
Policy”Principal Skill Instruction • JEFF DeGALLIER
Principal Skill: Instruction
Leadership Behavior:
Engage in Instructionally
Focused Interactions
with Teachers
Observation and Data Driven
Feedback and Coaching
Evaluation Instructional ProgramPrincipal Skill: Instruction
Leadership Behavior: Engage in Instructionally Focused
I n t e r a c t i o n s w i t h Te a c h e r s
UDL RTI CLD/ELLRT I
C L D/ E L L
Principal Skill:
Instruction
L e ade rs hi p B e havi or:
Fa c i l i tati ng
C o l l aborati on a n d
Pro fe s s i onal L e a r ni ng
C o mmuni ti es
BLT Self-AssessmentPrincipal Skill: Instruction When reflecting on your skills t o s u p p o r t t e a c h e r ’s c l a s s ro o m i n s t r u c t i o n , w h a t l e a d e rs h i p behavior might the use of rubrics and checklists help i n fo r m y o u r p r a c t i c e s a n d r e s u l t i n i m p ro v e d o u t c o m e s fo r s t u d e n t s ?
Principal Skill Organization • CINDY CROMWELL
Organization
• A general class of management
skills that transcend schools.
That is they would be relevant to
leading other kinds of
organizations.Needs Assessment • School Team • Parents and Community Members • Students
Key Questions
Your School Team
• What is one thing we can do in the next 6 months to improve student
learning?
• What is one thing you need from me to support your work in
preparation for next school year?
• Three things you want me to know about you? (passion, motivation,
strengths)
• 2 things not to touch or change in 2021-2022
• 1 thing to address (Look for low hanging fruit)
• An Activity: Quick sentence starter: How might we…. (at staff meeting)Key Questions
Parents and Community
• What is going well at our school?
• What do you like most about our
school?
• What are some areas we can
improve in our school?
• What is something that you really
want me to know?Key Questions Students • What does a typical school day look like? • What can we improve upon? • What do you love about our school? • What is something you really want me to know about our school?
What do you see?
Power of Data What are celebrations you
see in the data?
“Teachers feel empowered by having What do you find
access to timely data on their students, interesting?
something principals can influence as they
create the circumstances for teachers to
engage in data-driven instruction.” Where do we go from
-Brown 2015; Koyama 2014
here?• Share findings with the staff and community when
applicable.
Put It Together • Use the information to develop a plan and to
determine the next steps. This will guide your
future work and decision making.
• What professional development opportunities
can you plan and schedule for your staff for the
upcoming year? What staff coaching
opportunities does the data encourage? How
can you utilize classroom supports and create
staff schedules based on the findings?
• An Activity: Think big—“What is your headline”.
What will be our headline after the first term
into the new school year? What will be your
headline at the end of this school year?Time Management
“The key is not to prioritize what is on your schedule but to schedule your priorities.”
-Stephen Covey
Time Block Email Cindy’s Favorite Tools Self Care is a Must
• Big things first • Use code responses • CANVA • Start each morning
with a positive
• Look at the school cycle • 5-7 sentences is to • SMORE
much • End on a positive
• Plan ahead for • Index Cards
appreciation • Avoid distractitis • Track the good stuff
• Block scheduleStaff Time
“Beyond managing your own time, principals
can harness the school’s schedule to pursue
goals. To facilitate teacher collaboration
principals can schedule common planning or
protect teacher time for team meetings. “
-The Wallace Report
• Elementary schools in which grade level teams were
allotted common planning time saw higher
achievement growth, particularly in reading. -
Wallace
• Having math in the first two periods of the day
instead of the last increases math GPAs of students.
• Danish students had a 20-30 minute break to eat,
play and chat before a test their scores did not
decline but increased.
• Meetings: certificated, classified and combo
leadership meetings are critical to the work. Review
the agenda and make sure a meeting is required
rather than an email.Hiring
.
Do Not Settle-EVERActionable Outcomes
Presenters’ Emails • Michael Chirichello Michael@Leadershipmatters.us • Cindy Cromwell cindy.cromwell@kelsosd.org • Jeff DeGallier JDEGALLIER@lwsd.org • Christine Seeley cseeley@ojrsd.net
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