Bonnie's intro brief version

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  1. 1. NORTHEAST LEADERSHIP ACADEMYAvNC STATE UNIVE Ygo. ncsu. edu/ ne| a 3NC States Northeast Leadership AcademyTeachers Leading Change:New Pathways for Empowered Teachers & Empowered LeadersExcellent Leaders:Effective Schools:Enriched Communities
  2. 2. NORTHEAST LEADERSHIP ACADEMYAvNC STATE UNIVERSITY go. ncsu. edu/ ne| adstOpening and OverviewBonnie FusarelliExcellent Leaders:Effective Schools:Enriched Communities
  3. 3. NORTH EAST LEADERSHIP ACADEMY . . ; .fffasNC STATE IIIJI/ I ll
  4. 4. Take a moment to remember. .. NC STATE UNIVERSITYWho was your favorite or best teacher? Why was that teacher your favorite? EEEEEEEEEEEEEEEEEEEEEEEE MV
  5. 5. Take a moment to remember. .. Was your favorite teacher an outlier?your favorite teacher every year from PreK-16..
  6. 6. Whats the Difference? 5-6 more months of learning each yearOUTSTANDING TEACHERS GETTING GREATRESULTS )lyear 2 years 0 O 0 O O 8'P"; :_, ':. ,": : teach:IRREPLACEABLES STUDENT IMPACT Top 20% of teachers in Generate 5 to 6 more months of studied districts,as gauged student learning ea ch year than by district data a poor performerSource:The Irreplaceables:Understanding The Real Retention Crisis in Americas Urban Schools.(2012).The New Teacher Project.
  7. 7. Effective Teachers Raise Students Earnings (Figure I)The economic value of an eective teacher grows with larger classes,and the economic costs ofhaving an ineective teacher are substantial. Annual Impact of Teacher Quality on the Lifetime Incomes of a Class of Students$1.ooo, oooan ,- T T TE, . 3 500,000 5 g A . -e '- 0) .-__ -fE ' I T p-- T TO-4 ' 1-"OJ -0:u#'E 0 _______ __ Average Teacher D _ I . ... ... ... ... ... ... ... ... ... . . .1::~ i .. I .. .. .. .. .. .. .. .- .. ...:3 s I > ,I1;;~ ~ < ,_
  8. 8. Quality Teaching Matters:Principals Matter TooNC sfrirs UNIVERSITYPrincipal Impact on Student AchievementPrincipal Impact 25% NORTHEAST LEADERSHIP ACADEMYLeithwood,K. , Louis,K.S. , Anderson,S. , and Wahlstrom,K.(2004) Review of Research: How Leadership Inuences Student Learning.Wallace Foundation;and Marzano,R.J . , Waters,T. , andMcNulty,B.(2005) School Leadership That Works:From Research to Results.Alexandria,VA:Association for "; =o[](, U', lnIeV, ,| 'lV Supervision and Curriculum Development.
  9. 9. Great schools have great leaders. ..Great leaders have a multiplier effectGREAT LEADERS PRlNClPALS HAVE A MULTIPLIER EFFECT ATTRACT AND RETAIN GREAT TEACHERS Ah'h- | t ' I'll - ., ~ t i Q . i.; :.3:r. ;:: ;': ::: .:: ' ,2 v-- ~~~~-- H A talented teachers. ..1 _ _ V E,w _ , 1 Principal 20 Effective Teachersant .in5: ii 4.7 lat:. ..and 24 out of 25 teachers say that the number one factor in whether or not they stay at a school is their principal.Source:New Leaders for New Schools:http: //www. newleaders. org/ impact/ |eadershipmatters/
  10. 10. _: /$I Principals Matter: Especially in High-Poverty Schools1r"Principal impact is 2 Xs as large in highpoverty schools (like NELA) than in lowpoverty schools(Branch,Hanushek & Rivkin,2012). High-poverty schools have high teacher turnover (twice that of lowpoverty schools)Revolving door contributes to the concentration of less effective,inexperienced teachersPrincipals must work to keep effective teachersNORTHEAST LEADERSHIP ACADEMY: . Leithwood,K. , Louis,K. S.,Anderson,S. , and Wahlstrom,K.How Leadership Inuences Student Learning:Review of Research,Ne STATE UN; /E? -SITY commissioned by The Wallace Foundation and produced jointly by the Center for Applied Research and Educational aaaaaaaaaaaaaaaa 5| Improvement,the University of Minnesota,a. nd Ontario Institute for Studies in Education,the University of Toronto,2004.
  11. 11. Principals Matter:Ncz/ LTE UN, ,ERS, TY Especially in High-Poverty Schools #1 reason eective teachers stay Satisfaction when they helped students succeed in spite of the challenges. # 2 reason eective teachers stay Principal creates a school culture that is conducive to teaching and learning & supports students and families.Then teachers note the rewards of working in a high-poverty school. #1 reason eective teachers leave They do not feel supported by their principal. EEEEEEEEEEEEEEEEEEEEEEEE MVqu ncsn emi/ Mela (ls'
  12. 12. Principals Must Retain Great Teachers Great Teachers are Irreplaceable:Especially in Low-Performing SchoolsAVERAGE SCHOOLWhen a top teacher leaves .. .. .only 1 in 6 potential replacements .H I I I I I will be of similar quality iLOW-PERFORMING SCHOOL ' i When a top teacher leaves .I I I R onlyi in 11 potential replacements P Q Q Q Q Q Q will be of similar quality L I R I I I RWhen a great teacher leaves a school,the school is almost guaranteed to hire a less effective replacement. Estimates ba sed on teachers with value -added or growth data;Low performing schools include schools in the lowest qu intile of proficiency by school level;Percentage of high-performing potential replacements in all schools-District A:12%;District B:17%:District C:15%:District D:1S%; Low- performing schoolsDistrict A;12% :District B:10%:District (3 396; District D:9% Source:District data from SY 2008-09 and SY 2009-10.Source:The Irreplaceables:Understanding The Real Retention Crisis in Americas Urban Schools.(2012).The New Teacher Project.
  13. 13. Impact of Principal Turnover NC STATE UNIVERSITYPrincipal turnover adversely impacts schools. Gains in student achievement temporarily slow whenever there is a new principal & the impactis felt more at the most challenging schools (Beteille,Kalogrides & Loeb 2011, Miller 2009). EEEEEEEEEEEEEEEEEEEEEEEE MV
  14. 14. What Are Your Questions? NC STATE UNIVERSITY NORTHEAST LEADERSHIP ACADEMY NC STATE UNIVERSITY go. ncsu. edu/ ne| adstEEEEEEEEEEEEEEEEEEEEEEEE MV
  15. 15. PPENDIX Additional SlidesNC STATE UNIVERSITYAPPENDIX Additional SlidesEEEEEEEEEEEEEEEEEEEEEEEE MVNNNNNNNNNNNNNNN TY1111111111111111111 s-
  16. 16. Great schools have great leaders,but. ..Shortage of high quality principals in high poverty schools especially rural schools.(1/2% ofNC schools are rural*)Critics have questioned the effectiveness of traditional approaches to leadership preparationWe must be more effective and contextualize leadership preparationPowerful,personalized,authentic learning experiences and innovative inquiry & action pedagogyEEEEEEEEEEEEEEEEEEEEEEEE MV*Source:NCES,2010-2011
  17. 17. Self-Nomination,minimal admission requirements (e. g.,GPAs and test scores)Rigorous selection - candidates participate in perforrnance-based assessmentsCourse-Based with little to no integrationPreparation occurs after school,during the Night ShiftStandards-Driven,outcomes-based mastery,all elements of the program are aligned (NC Standards for School Executives)Preparation occurs during the Day Shift(in action of school day)Delivered on University CampusLocal DeliveryGeneral TopicsTurnaround,High-Need Schools ConceptsGeneral Written Assignments Internship During Teacher Prep TimeAuthentic Problem Solving Experiences Extended Immersion in Multiple ContextsBusses,Books,and DisciplineEmphasis on Instructional LeadershipToo Many Theories & Too Many War StoriesLittle Field-Based Support Sit and GetBlended Faculty of Practitioner-ScholarsVetted and Trained Mentors and Coaches Tell Me,Show Me,Grow Me ApproachLone Ranger Learning about TechnologyCritical Mass of Turnaround Specialists Technology for Learning (reection,data-based decision making,efciency,digital learning environments)Schools in CommunityThat will never work hereLicensure OnlyGraduation =the endSchools as Community (including summer internship experience)Come see how its being done. Commitment to Serve High-Need Schools Induction Support,Career-Spanning Professional Growth,Just-in-Time ProfessionalLeaming (Pre-leadership planning and Leadership PLCs for leaders)No Program EvaluationStrategic Data Collection and Analysis Informing and Strengthening Preparation Programs
  18. 18. Innovative Beginnings & Custom DesignNC STATE UNIVERSITY Bill and Melinda Gates funding for innovative design Race to the Top pilot leadership program GATES-f""" Accolades:UCEAs Top Exemplary Program Nationally 2014, AACTE,Center for American Progress,others USDOE: -2013 School Leadership Program:$4.7 million-2014: School Leader Turnaround Program:$2 millionTotal since 2010: Over $14 Million in external funding for NELA
  19. 19. NELA Overview VideoNC STATE UNIVERSITY go ncsu Still/ ela as:
  20. 20. The Right Stuff . I_ I,I I I. ll, 11: ,0.Cohort IV
  21. 21. The Right Innovation:NELA DesignNC STATE UNIVERSITY 2-year,fllI1(lC(l program:contextualized MSA and license Rigorous recruitment and selection Personalized,Standards-Based Leadership Training and Cohort-Based Experiences Action Pedagogy:Inquiry-action approach focused on solving real school problems,site visits to high performing schools' Specialized Trainings & Developmental Projects (Pre K- Career) Service Learning pay it forward or giveback componentsEEEEEEEEEEEEEEEEEEEEEEEE MV
  22. 22. The Right Innovation:NELA DesignNC STATE UNIVERSITY Full-time,year-long clinical residency experience Summer internship in community agency & grant Writing Intensive Executive Coaching Development of Current Principals:Mentor Principals receive PD and learn alongside interns (DLP & Seminars) Integration of Technology (& cameras to record and document learning) Ongoing induction and early career supportEEEEEEEEEEEEEEEEEEEEEEEE MV Dynamic feedback and improvement loops w
  23. 23. The Right Innovation Produces the Right Leaders NC STATE UNIVERSITYThree year,inter-district post-degree commitment.Strong Superintendent Support and Involvement. A critical mass of highly trained leaders in a concentrated area. NORTH EAST LEADERSHIP ACADEMY --vNC STATE UNIVERSITYZ3go. ncsu. edu/ nela
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