1211/21, 10:03 PM PageTumPro dministrator Job-alike Peers The cohort learning model for superintendents and those aspiring to the top posts PLUS hitps:lwwn-pageturpro.comihtmiS/Print-mg.aspx?bookUrI-102587AstPages=1,23.4.5,6,7, wr1211/21, 10:03 PM PageTumPro FDO. vile STUDENT-CENTERED, EQUITY-FOCUSED mil COME TOGETHER FOR THE MOST IMPORTANT PROFESSIONAL DEVELOPMENT EVENT OF YOUR CAREER @ Hs SHRIVER fy) : le hitpsilwwn-pageturnpro.comhtmiSiPrint-mg.aspx?bookUr= 1011211/21, 10:03 PM PageTumPro Lifetouch.+ Shutterfly (CAPTURE, PRESERVE AND SHARE DISCOVER WHAT'S NEXT WITH LIFETOUCH Through a combination of cutting-edge technology, compelling offers and exclusive deals, schools and families can expect more innovation, continued commitment to data security and an enhanced picture day and yearbook experience ENHANCED EXPERIENCE MORE CHOICE GREATER VALUE SCHOOLS eE»oHl Horo Ee] oe mndacing is oasy with state ofthe. patented cunera Sptemsaed ‘stostion, Your ee oe) eee eran alee ee eae. FAMILIES Lifetouch fo] w ) REW2’RDS F Bs gO) ‘The ierouch Rewards . As par of ShuceyLietouch Fictures and yearbooks program lone families to aioe ts Kine recone traci! ovored withthe highost [sen cacounts om their ool pcre dy school peur on Shutter com rit avaliy powered by ie 1 PLUS ie te susserts sense ID oer, roving edcona ect ‘tod siminating the new sete asi ‘eroertat nian one erent nc tre onl yearbook orders oases Shuterfy rometene schools.lifetouch.com Lifetouch Iitpsslwwn-pageturpro.convhtmiSiPrnt-mg.aspx7bookUrI-102587&stPages=1,2,3,4,5.6,7, a121/21, 10:03 PM PageTumPra School \:iininistrator DECEMBER 2021 + NUMBER 11 VOL. 78 16 Cohort Learning for School Leaders Job-alike peers can accelerate professicnal growth ‘and open tors for those inthe superintendeney or ‘spirng tothe top district leadership postions. 49 Patrica Greco; The leader rounding protocol 21 Aédtonal resources 22 Mentoring Future Leaders A former military leader-tumed superintendent bas devised his own system for advaneing the knowledge and skills of his districts administrators 26 Capacity Building in My Direct Reports How the sperintendent of «smal foe choo fier et wot chen with Hr bitin to alan onazaional gal 29 Coaching and Learning Embedded in District Cutture Br ROCHE Heme ie all mind preci pes Sein, the Long Beach way of ecg eres support. +32 Additional resources 33 Making Instructional Coaching a Worthwhile Investment Tesenrchers with the American Isis for ever ay et four strates for shaping ha happens between caches and teacher, 2 satonalescuras 36 Hamessing the Power of Collective Inquiry ‘colihorate nod of poe eoment that provides safe space and mesma session among superintendents hitps:ilwwn-pageturnpro.com/htmiSiPrint-Img.aspx?bookUrI102587AstPages=12.3.4.56,7, ar1211/21, 10:03 PM PageTumPra “T hoped that students hearing my life experiences in school would realize not all the adults they interact with were born with advantages in life and that, with hard work and grit, their futures were boundless.” ace 4 FRONTLINE 2ounview ss presen concn Batting ntiative Fatigue Caring for All @suanrmsrowt yur. ameTow AND Peston Cote ora kato AASAtye, MENA Sipermendet corto aesgpot Settee Aang poset onconing passe ——_epeniems tie en nga oom ot teimaredubapramacres — Exbrndy eatucoleomaaee stare or mie supenncreunency ‘en nso orp. bpeoee Demographic Evolution samy view AO EXECUTIVE PERSPECTIVE Gepepe dae How My Mentoring is The ‘Secret Sauce’ in Our Making a Difference Pipeline Programs 7 BEST oF THE BLOGS: Step igrston tor askmenbes Leen ets das Greig re cing eget i ‘erecta pa re ogo ey Saerinere woah oad dient muciren mencipstietead cpouin eet pest org cor in Calaoration or Shared Answers? SSEPDTE Herat panel ares snermeneye MoBuTE techs care Sharon Adams Tylor A Persuasive Sie RESOURCES ‘Advocate for Children and Equity mmeaaerts wrens omer 08008 nevews Fa gman hi sie > Dep ge eo A Mer pictuers corto need # socia. meoin (eee sro ‘Soe open an easy Aoiing eget in en nando + The Goods Ney ey Mamenist Ses econdBoe nie Mon Ey "Shang post ASA nee MAS LPH Sg Leo Tesertliotes, SL PRORLE rane ts ongieg to bow Eve Lever Most Embsace Jared Smith Sime muets seus > ANOrlnst Gate Daman Ak: Eaten enone eter ornow — HeBatgeena nate jes stowpsrarmennoen "Regehr santame eet dds Are They Realy ‘ifcl™ 4 Som at, rel ascate Board Member? prokantasacaloul tein Yel BY STEPHEN F MILOCK oyecn Inte ard State Unter, PLUS Tecogting recnnon vibestewrem bth Vs enwrtng rae ir Sowers steers Scot Wis Ga napos Kowa READER map oot peso dmc Surbe satespensn ire Seto Admit 8 05 6) 3 eel andes AISA. he Sco Speen Asean, IS ue Aenea AZZ Tahar: ‘oarsoror Fac Mises 4) et meer das rbe sect a S00 ember wa ST cnn man tod Ata ‘act psa an op Saabs Ones MSR arbuaipSisn Be Dae Sonne ZB a MA 2021 SCHOOL ADMINISTRATOR hitps:lwwn-pageturnpro.comihtmiSiPrint-Img.aspx?book Url 102567stPages 29.45.67, oT1211/21, 10:03 PM READERREPLY PageTumPro Carl Cohnis cover story CAn Impossible Position”) in your September issue 18 SPOT ON and so effectively forefonts the role of the superintendent DURING THE PANDEMIC AND BEYOND. He touches on what policies, practices and research are needed to make sure we have great and diverse leaders in this role and to ensure the job is one that actually can be carried out. thought the piece was very powerful, and we intend to make sure it reaches our audiences. An Impossible Position No ter werd Rave been wren nan ‘what | ead in Cat Cobre excl and timely arte, Wink tis isa challenging tne, | agree wah him thatthis cre proves fan opportunity to do rings dierent in how wetain sleet and auppot senior admhisvater. That's especialy impor. {artfor the superntonden fer now ‘working wth ears many sites, | havea diferent and mare east view of cur eoteogues ane tek preparation forthe leadership ol. The eteumstances Ca Cohn desesdes for superintendent edayin a impos sto Poston” area shame, but soe eran. superintendents ave ust because of ough patch, then maybe they were never height person forthe Job the frst pace ‘Asa supattendent you have tobe able to absorb te attack anc mae fr ‘war win theizslon | never see thor tspectnal attacks because if wast ‘the superintendent. then they woulent ‘even kame als dont al them per sonal atc, Rather, al ther “supern- tencent ettacks” anc they are part of this Jeb Tough times cal fr tough leaders (Coa Cobw's “An impossible Postion” ceri itstates the css in schoo! Ais eadestip. My hear went 044 each ofthosesupernindetse oer 4 SchbOL ADMINISTRATOR DECEMBER 2021 ‘enced and oa the ein they served wh need strong. espable eaders in hee schoo ‘Cots warring regarding he “ined table act reckaning” reads tke 8 ction eal fora of. tobe prepares and eouagoous. His suggestion that this may be the ima, the crs opportr rly, when ne young leaders of diverse backgrounds can en the fel, hee re even greater encouragement 0 keep Seeking out those new leaders. Wate tere omer Can Corn wrote for your September este. His works wor thy of serous discussion. especialy the last prt that argues for more busines! ‘management contort om business. ‘school In superintendent preparation Having tea unsecesstalyto make such changes prmanert at Univernty of Rochester and Universty of Southam Caloris, Would urge reser to aint Conwy sof ofthe 800 o more edu atonal acmirisaton preparatory ro- roms inthe US. have taken an the man telofthe Broad Acadomy and cere. Hie mention of Claremont Univers Is realy ‘more an exception that proves aul ‘A most thought provoking pce. Adm i svg gga gaoranr Seed Foc now ene enon summons Oy et nda atrgneneloominent ne ‘Sous sasdohe come niet Resa "oye yo ea Segara onby gee sarah wesantoea ratios bSbuemsunce seme cer Tot mcs Pets emp ho ‘metre anc hone ites, ee eee “osama ee ‘Stengennan anceacnen se omiommesaiomtit pera er1211/21, 10:03 PM PageTumPro Keep your students and teachers in the classroom with our affordable COVID-19 School Testing Program. With onsite testing, same day results and reporting, let Quidel help protect the health of your students and staff. QuIDEL hitps:lwwn-pageturpro.comihtmiS/Print-mg.aspx?bookUrI-102587AstPages=1,23.4.5,6,7, 71211/21, 10:04 PM STARTING POINT A Springboard to Success SINCE ITS INCEPTION IN 2018, the AASA Leadership Network has used this springboard notion: Leaders Jeara best from each other. That foundational beliet thas led to the aceeleration of professional earning of superintendents in eariy-carcer stage and those aspiring to the chief rok. “The association's cohort model, in an ever-expanding army of subjects and niches, tailors professional development programs to job-alike pees. The distine- tive process isthe subject of our lead fea ‘uro article (page 16) this month, “Cohort Learning, for ‘School System Leaders by “Amy Sichel, a lead superintendent in the Leuilership Network 1s one of several informative pieces on professional growth of school and district leaders with other contributors inclad- ing William Hamer, soperintendent of a 5,000-student suburban district in Penne slvania and Justin Daggett, who leas smal Lowa district, And don't overlook fan article about embedding coaching and Jearning in dstret eulture and another fon the worthishile investment of instruc. sional coaching, Ona parting note, we call your attention to the Retirement Tribute (page 48) about Sharon Adams-Riylor, a staff eolleagne whose AASA history cov- ers virtually the same three-decade period as mine. For all that time, she's heen a vocal fore (literally) for our association's strvings in all facets of equity — and that Ineludes her oeeasional pushes on the ‘magazine editor to pay attention. I have and we've all benefited. hitps:lwwn-pageturnpro.comihtmiSiPrint-Img.aspx book rl 102587AstPages= P Lan JAY P. GOLDMAN PageTumPro STATE OF THE _SUPERINTENDENCY Demographic Evolution The act ea osha Shc wich spectre Waites ioe ay oe, the pst tO era 2020, oy 38 rent ofeupetedane pce Tan AAGA toma ney wetod “anc mtu tre an prc Tasen es ihre times 50 prcent a desc btre. The 2020 sey stowed omens int soconage ocala roy ‘students being served. Tey, mere than tyre of eis vv tween 0 perenne ny sales Compared oi 2 pret ec woo The canoe undo cre eure cenogratic eaten. pnleayephanty Sie 210 an son Dane atime” Percentage of Racial/Ethnic Minority ‘Students in Your District Sworless, “Superintendents are icky. They don’t have to do homework” 9,10,11,12,13,14,15, 181211/21, 10:04 PM “Our digital devices TEARS lord us the ability to be on from anywhere, PAS sich means, we can work without: limitations. This is only an advancement towards our future workforce development if we define how we use our time outside of the work space. Our minds need creative rest, our bodies need movement and and our spirits need connection with family and friends. Our children need this time to dream, invent, and be curious on their terms” Fort “Th Labor Day WE Motor Ou MUSD Tears Res lone” by Chee Jordan stpartandere Miss Us ‘Sciea Detret pes, Catt. an nar blag Superintendents Messooes rr these andar eet “I remember my post from a couple of years ago where I placed a disclaimer at the beginning asking for people to NOT email me with ‘the exception that disproves the rule: The post was published in Dec 2019 and talked about how teenagers processed their emotions differently than younger children and most adults. Yes, we could always find an exception to the general findings — people are complex like that.” From “Gena Oeveces i tarig” by Dave Eberwein,siperntender/CEO, School Ostet 63, ‘ancien, teh Cokimbl, on Bog the Powers Wy FLASHBACKDECEMBER 2001 “Testing Dissidents the cover story profiled shea eadors who'd taken a pubic stance ‘onthe real and potent! harm of high-stakes tess. Willa Cala,supeintendet in Far. pot, MY, bit his case fer an arrive pla, skiing Hs state's sict text menses ‘Leta othe eater addressed Pegey Hinckley: “When Pigs Fy and Cats Bar” ane Johe ‘Grata's*Physieal Ftneestor uy Bacies"that appeared in preveus waves... The rac tical dvartages ofan lactone schoo board agenda were shared bythe superintendent In Harton Count, Tenn. Laval Witon, 8 superintendent for nary tree decades {ive sates, moaned the pers cf pension petal in a guest commentary. AASA recutve Deco: Paul Houston adresse “Scrooge Sve Leadership With Hea” Doug Reaves coraibuteda gues colunn “Leave Me Alone and Let Me Teach”. AASA resident Dot Hooper titled hs morth¥ column countably for Student Success” PageTumPro 10,11,12,13,141 “(The last thing I do before I go to sleep at night and the first thing I do in the morning is check the number of certified staff members, e.g., teachers, counselors, nurses, that are out for various reasons. My routine has not changed this year.” Fem “The impact of Sting Shea by Wiliam Harmer, sperntsodet, Quakes ‘Sm Corimunty Sees! Distt Quakertown Pa on ha big Suse sg “(Perhaps a mathematical explanation makes the most sense. When the fiscal year 2022 budget was certified, | budgeted revenue from open enrollment at $592,032. Based on our most recent calculations, that number is now anticipated to be in the vicinity of $916,240" From The Opa Eline Fair” by Anthony 1. vous supennenacrt Huson Commun Stroot bist Musson low a Big Bou SCHOOL ADMINISTRATOR 71211/21, 10:04 PM ETHICALEDUCATOR Collaboration or Shared Answers? PageTumPro SCENARIO: A high school junior lends his completed homework to a friend for the purpose of illustrating, for him the general approach to the assignment. The friend wine s up copying a portion of the work and submitting it. After the teacher discovers this, the accused plagiarizer confirms the original arrangement. ‘The teacher adds a critical note to the first boy’s student file. His parents complain fh the teacher and then to administrators that the note may discourage other teachers from writing letters of recommendation for college applications. Did the teacher misstep? (MARYELLEN ELIA: These situations occur ‘athe ime in schools and often are not treated wth consistency. Techlogy has pended pas practice and norms 3 Istimely to revs policy, especialy wth the overwheiming use of cll phones and computers by student of aliages The ‘ost appropriate way proceed st velop acommtee of teachers stents fe parents to crate policy that outives Suatone and the consequences. It's Impor tant the poy be clone and hare wth students, teaches ad parents “Thi perder stuston gets escalated lhe the tudes parents See the teachers aetns a teatoring collage recommenda tions and college acceptance. the absence: fe approved poly, teaches wil hance shuns diferent, Fares requis con- Slseney, 20 unt eve is ear teachers should werk th administrators th specie salons but general noted any rot. frencesin the sudent’ cp ie CHRIS NICASTRO: The porents were within tee rights to complain and ask to have the note removed. te note was Inthe plagarer fe, he parents would have a tougher ease to male. The st boys ristake was nave and careless The second boy’ action war, nthe extreme, the. The adinittor shoud meet sparsely ty the teacher and alow the teacher to ‘ome the problem and norm he parent ee Unies there ave ae factors relate to the toochor' prformance in consideration, silowing the teacher ta“save oes Is Impet tant and renforces the teacher's profes. slona autonomy evaluating nd raciog student pertermance. LOUIS WOOL: The schoo! loader ought wexplore a more significant ethics! ‘question: this punishment warranted ‘and appropriate, and what values does ‘enacting the punishment convey or reinforce? Was the student teat fo, 2nd was the punishment appropriate ard Suppose we accep the student’ inten ‘me were honorable —to share a prot type so his classmate might beter under stand now to represent information m the Assignment in that ease tis punishment rot oy seems tobe dsproporionat but urworanted and scouraging students ‘fom meaningful collaboration foe facts presented are accuse, | would remeve the note rom te sides ormanent recta ane undertake aveview of the code of conduct and ts interpret fon. Astadert wes punished with scant cddence that his intertions were anything But honorable. The punishment ascourapes esa eolaeation alo would work wth buldng fader ship and fect to determine how to hun ate to stugens the values of eppopite ‘senobty colaboraon stl oar dainest Inge eterence berweenpagiotsm ane ‘he leaming outcomes that ae poste won students suppert eachother. hitpslwwn.pageturnpro.convhtmiS/PrintImg.aspx?booKU! 12587AstrPagesr6 9,10,11,12,13,14.15, st to SHELDON BERMAN: The teacher may not have ered based onthe student handbook. though a alaiogue wth the student and a warring may be a beter response. Te concest of plasm can bo challenging for students. Teachers should dscuss wrat plagiarism is before stents ‘goss the Ine. “Te parents mised anmportnt poh. To proven bia, sme confidently aoe {ecpine recon sex. Only scmina- tors shoul access these es. At the very leas, acminstatlon should respond to the pares by establishing a procedure for ‘ahtahing that conientaly. ‘The care raies a doopor ise about the schoo's approach to homework ana to students ieaming fom each ote trough aging ent accopeate, students arn ‘wel coleporatvely ~ doing homework together hating work preducts and assis- Ing confused poor the choo! promotes teams ef sunt ealaboraton, he tt st dents assistance of a peer would not con- sfhute arule volation. cs math ho ante de aca ‘eamaicee ie nth ceo (deena 6 Ratu Sages en asap mane aaa. ‘me ea ect pat sso SELON. HL BERMAN, Netladspetont, nent e; MARYELLEN ELIA. rot, Sse Ss, ps, Fa CHES tacasrao, le speitecer, SL eon LOUTS W. WOOL. pete ob WT pt nas nin be mugen obenncon i 381211/21, 10:04 PM PageTumPro a Sy ek . Frontline micotas J, powvak | SOC|AL MEDIA Avoiding Negativity in Moments of Stress IN THE MOVIE “Anchorman,” Will Fess character Ron Burgundy famously signs ofFhis newscast by telling his constituents, "You stay classy, San Diego.” I believe the same advice holds true for how school administrators howl approach their usage of social media, By most educators’ standards, [ think 1 tweet alot. Probably 99 pereent of all of my ‘content on Twitter is related to celebrating four students, our teachers and their callee- tive accomplishments. Isa great way to tell ‘our distriets story, connect with each other ‘and amplify the wonderful things happening daily throughout our classrooms, hallways, [kitehens, maintenance rooms, schoo! buses and offices, “The past two years have heen inevedibly dificult to be a school Ieader as we've all ried 10 navigate the details sronnd running schools during a pandemie with changing rules, met- ties, science and landscape. We have been frus- ‘ated, at times, by a lack of guidance atthe local, state or national levels. Other times, the guidance has been in constant flo. Wehaven't known what metrics to use to ‘open and elose our schodls or move to hybrid earning. We haven't known whether to require ‘masks, make them optional or ban them alto- gether. We've had questions about cleaning protocols, air quality, socal distancing, contact ‘acing and quarantining. Channeling Frustration ‘Throughout these turbulent months, Ihave seen many collengns take to social media {to lash out at their governors, at the Centers {or Disease Control, at thee state edneation departments at their lawmakers, at their state hhealth departments, at their unions at their local school bourds, and the list eould go on, Ia some extreme eases I have even seea people lose their jobs because relationships were ruined by the public airing of frustrations. Al sein] meatin posts are permanent. They are searchable. They define what people think fof us individnally and more importantly, they define what people think of our schools and the communities we represent. And the rest of us aren't helping the situation whea we ‘our colleagues or ting these platforms hitpslwwn.pageturnpro.convhtmiS/PrintImg.aspx?booKU! by commenting and eelchrating the public negativity. Lets be honest. No one likes to be called cout in « public foram. As superintendents, ‘ve are frustrated when parent groups take to Facebook or Twitter to question our decisions Wehaleit when colinenewspape artis lad 4] op to venomons comment streams questioning ‘let's be honest. urbe, our eampetenee and oes, out Ho one likes 70 chamcier We cn all agree theae stone . frst, yet many oft flinto the same BE CALLED OUT in fagp in ing thee xe frome to etcon yaa cen a public forum. Tm not suggesting that we blindly support decisions that we do not think are in dhe best interest ofour kids, our staf, our buildings fr or comrminities. Advoeary is a huge part of schoo! leadership. But there i atime and 1 place fir that work to be done. Piel up a phone, Send a letter or an e-mail Ask fora meeting ‘When possible, ignore the vitriol and take a break from social media altogether: Refocus ‘your energy andl efforts on the good, on the ‘organizations mission and vision statements, fand remave yorrsel rom the bat of the fight “Treat the professionals in those leadership rolesin the sume manner that you wold hope to be tated in your leadership role Constructive Discourse Attheend of the day, we work in a business ‘that is grounded in telationships. We also serve the public as appointed or elected oficial. ‘When we take to social modia and eal xt other professionals, we cause diumage that can- not be undone We have a responsibility to model profes sional, constmetive and appropriate enm- ‘munication, Is important because our stall is watching, our parents and commmanities ae watching, and most important our students are watching, We should run everything we do throngh those virions lenses. [hope we are all able to work together with positive and productive discourse to always do ‘what's best for the kids in our communities. In Nick POLYAK is ‘sipesntendent of the rece ee mucnietawastesaemeae = Shemp Sess || Pee Seo «=| ee DECEMBER 2021 SCHOOL ADMINISTRATOR 481211/21, 10:04 PM PageTumPro BOARD-SAVVYSUPERINTENDENT | STEPHEN F. mipLock “Having STRONG PERSONAL VIEWS: on particular subjects does not necessarily equal being a ficult” member.” STEPHEN MIDLOCK, tomer assent superintendents professor the Colege of Education ‘athe Urwersy of Fran Jott, ILE mak smock stance Are They Really ‘Difficult’ Board Members? IT'S CHALLENGING for any superintendent ‘0 keep seven board members (or even more) with differing motives focused, bat does it have roe? Board of education meetings go awry Dbeeanse of personal agendas, resulting in an erosion of public confidence. Needless to sayy this ean hime a negative impact on fixture ref terenda and school distit initiatives. Do mem- ‘bers with dispainte personal agendas have to be dificult to work with? ‘Hoard meetings can be opportunities for the publie to see a coordinated group of elective leaders. Despite personal dlflerences, board ‘members share common value with the superintendent, an orientation toward service ‘Members willingly give comntless hours andl energy as they prepare for meetings, serve on committees, attend events and participate in governance. Having strong personal views on particular subjects does nat necessarily eqial being a“diffien!t” member. Often, its another view of service Continuously Critical “Te savy superintenent recognizes this shared commitment to service and uses ito help the bond focus on the mason, especialy when emotions overtake reson. Wren mer Joe become 30 attached toa personal agenda ‘that they are blind to the mission, the super- ilendent must help the board refocus on the rmiston and the shared vale of servic. One superintendent [came to knowin cea ‘ral lines led the schoo distriet for 10 years. AS board members came and weot, he trained the neweamers tobe effective oar members and to pak their personal agendas at the door Te kept mectings focused and sometimes sulded the board as they wandered avay from the planned agenda. "Atone pont recently it beeane more d= ficult to maintain focus becase one member ‘thonght of himself asa technology expert and exited every purehase. While the superin- tendent politely reminded him thatthe iit tuad a lean budget and that other area school distiets were wealthie, the member persisted. ‘Hiaving served on the board for several ‘years he was respected by other members. i wns emplyet by a salty schoo! distet 48 scOOL AMIISTRATOR DECEMBER 2021 known for having the latest classroom tech= nology. The superintendent knew his district conkln't compete with others. The district was ‘making the most responsible use of fds, and students had access to appropriate technology: Channeling Passion Troniealy, the complaining member as a cestodian, not a technology expert, in the other district. Not wanting to embarrass the member by questioning his expertise, the superintendent had to find a way to refocus the member, He knew that the more a superintendent cxhibits understanding and affirmation of ‘members personal agendas and shows how ‘tochanne that passion toward mission anc service, the greater the superintendent’ ered iy: He had to develop a rapport with each bboarc| member by recognizing their commit- ‘ment to service. When viewed as passionate people with difesing ideas of how to serve, smembers are no longet viewed as difficul. Rather than shutting the member down by claiming the district eould not afford alterna- tive technology, the superintendent affirmed the member's good intentions by asking him to [provide cost information, The superintendent shaxed this with the board and asked for ideas about how the current budget eould cover it, ‘As the board saw aetnal nnmbers, they collectively recognized the reality: The supes= Jntendent thanked the member for his ideas ‘and information. This saved face for the board ‘member ut also helped him to see things from a different perspective. Respectful Disagreement ‘When board members are viewed as Tend- ers dedieatel to serving the district, doors tounderstanding are opened. If members are viowedl as difficlt, the relationship will be strained. If viewed as passionate, service- oriented! members with different views, the ‘opportunities for effective and shared leader- ship are endless Respect for differing agendas can build strength and unity among boud members. ‘The superintendent isthe key to building and fostering that respect, ultimately esuing in effective rn shared leadership, 581211/21, 10:04 PM PageTumPro ASCD’s Roadmap to Professional Learning Partnerwith ASCD Professiona Learning Services Workshops and Coaching Continue Learning with asco Activate hs et eer te erent hitpsilwwn-pageturnpro.comihtmiSiPrint-mg.aspx?bookUrI=1025878strPages=6 9,10, 11,12, 13,1415, You can go far, but you can go further with a team. Help your educators grow professionally. ur practitioners have bean in your shoes and know what it takes to see success, stepies you need to lend Right Resources Stessentalbooks and feference guides to help btncetors in many voles a ascd 81211/21, 10:04 PM sn oD PageTumPro OUR VIEW | KYLE c. ARLINGTON AND MICHAEL RYAN Battling Initiative Fatigue NEW INITIATIVES ae pust of the school year for every edueator. So, inevitably, is initiative fatigue. During ‘the pandemic, that fatigue has com- pounded to unimaginable levels, Initiative fatigne isa simple con- cept. When muliple changes are rolled ext simnltanconsly or in rapid vecession in K-12 education, ther is litle time and brainpower to properly ‘process and put them in place. Both of us have worked with teach- cers who've been tasked with imple- ‘menting ew scieace standards, pilot ing a new math program and using a new data warehouse to track progress fof every stent ll inthe same year ‘The rapid churn of wel/-intended Initiatives has led to confusion about 42 schOL ADMINISTRATOR DECEMBER 203 hitpslwwn.pageturnpro.convhtmiS/PrintImg.aspx?booKU! goals and expectations. The pace of change precluded results ‘A Coding System ‘Too frequently as educators, we wait for the Intest instructional initiative to die ora new one to replace it Instead of treating initiatives lke unweleome Intruders, we think its feasible to fg ‘ure ont their fit into onr assrocm, school or distrit goals. identify where solutions are needed, and those pesky initiatives might find their place. ‘We devised a road-tested, six-part protocol to help alleviate initiative fatigue. > Brainstorm. Get a stack of sticky ‘notes and list each initiative on a separate note, Think big and identity initiatives from all angles. What has ‘your board of education put on your plate? What do your prineipals want tomandate? What is your foes this year in growing your professional ‘practice? No initintive fs unworthy of sticky note, > Label and categorise. Decide on ‘labeling system to code your list, Perhaps S stands for state-mandated initiatives, D might cover district-level efforts B for building P for personal ‘goals. No matter what system you choose, think deeply about the sonree. [sit top-down or bottom-up? Can you kdentify eommon themes or top- Jes? You'l need that insight for the “umbrella approach’ in Step 5. > Consider the why before the how. ‘Can you ident wh the initiative is being implemented and why its important? Ifyou cant, you have problem. it pause and, if possible, Ihave a conversation with the archi tects of the initiative to better under- stand the why befor the how Ifyou ‘ue the achitet, what’ your ultimate ‘goal, and how does that ft into your Tage vision? \O2567astPage 5, 9,10,99,12,18,14.15, > Find your yardstick. Identify the metrics you will use to measure sue~ ‘ess Clarity is essen inthis area because benchmarks not only help Aefine sucenss they motivate you on the way to your goal. > Use an umbrella (and stay out of {es}. Teaching and learning are mess. So is educational progress. ‘You cant bundle initiatives into silos Create umbrellas instead. Mentiy the larger themes that rnify the initiatives Ifa district god revolves around using, ‘technology, could your professional development plan also foeus on. that? fa teacher's personal instructional ‘goal i to increase the repertoire of ‘formative assessment strategies, could he or he encourage a professional Tearing community to pursue that ‘work? Look for pattems and themes that eceate initiative umbrelas. > Create a road map, Develop a tentae ‘tive road map that outlines the work, goals, time frame, intended outcomes ind metrics for success. Look for fecTback opportunities from critieal fiends, partners and others imelved toensure you are not working alone, ‘Admitting Reality Change isa necessary eonstant in txdueation. Yet educators often resist rmeaningfl changes and combat new ideas and initiatives. Of course, being ‘mired in too many initiatives without clear goals, educators resist that nee- essary change. ‘We must address familiar baer. cersto achiove real transformation. Acknowledging and addressing the reality of initiative fatigue is a start on ‘the way'20 impactful change. KYLE ARLINGTON is suptintndert ofthe Keniwort Schoo! Diet n Keavort NL Enel: Kye Winglon@keniwathschoo. om Two e-aingion, MICHAEL RYAN sen assistant prctessor of eay and mile grades education at West Chester University in West Chester, a 7181211/21, 10:04 PM PageTumPra Back Tracking on Your Reading? Get Recent Back Issues of BUC ACUI Catch up on any issues you may have missed of AASA’ Cee toe ou el Ss crea Cee Meee ca ee Lmao 5" Aiiministrator (0oladminstrator NOVEMBER 2021 ‘OCTOBER 2021 ‘SEPTEMBER 2021 [AUGUST 2021 ‘Vulnerable Students Cultivating Creativity An Impossible Position ‘Spending Wisely ro: $9 merbe/0reamenter ‘and the Arts Pace $9membe/Si0nonmenber race $9menbe/$0 rarmanter ace $8 mented nonmember Adnnisran Poe JUNE 2021 MAY 2021 RoR aH MaRGH 2031 Self-Care Grading Beyond the ‘An Army of improvers. Racial Equity ace $9 mane nonmember Pandemic ‘RKE-S9membe/'$10 nonmember race $9 memba/0 normember ace $9 member nanmenbet TO ORDER, CALL: AINSAN, 82805 Vener emoyiond hitpsilwwn-pageturnpro.comihtmiSiPrint-mg.aspx?bookUrI=1025878strPages=6 9,10, 11,12, 13,1415, a1211/21, 10:04 PM ee. MY VIEW | casriea . wari PageTumPro How My Mentoring Is Making a Difference WHEN I BECAME superintendent in 2013, one of my frst goals was to Vist al 46 elementary schools in the ds ‘et to ensoe that stems, espodally tour highestpovesty schools knew and understood their path to elle. ‘Whether one-on-one mentoring ‘or during assemblies to larger gromps, T ould eeveal my journey of gpow- ing up in economically disnvaneaged South Los. Angeles, about being one of six children with a mother who had rigrated from Mesieo a an adult, and later becoming afrstgeneration callege student. ‘hoped that students bearing my lie experiences in school wold rel- ‘ae notall the adults they interact swith were om with advantages lien hat, wit hard work and sit, heir fuires were boundless. 1 rontinely ended my presentations by asking stents whether they want toattend college someday. Unank ‘mousy they would raise their hands, Fellowing one school assembly, [as approached by afew students who wanted to know how it was even an option foe met alten eollege it sew up economically disadvantaged "Thy had intemalzad misconceptions about college being too expensive for logeincome families to afford. Fighting Expectations "began mentoring secondary school students in 2008 when T served as the districts ditector of 7-12 instruction. Tye continned to individually mentor ever since, In the Garden Grove Unified Schools, we ar particulary foensidl on California university eligibility among Latinx sundents, the lagest demo- sraphic, mentored individual students ‘who were plosd for the first time in an AP oc honors classroom, helping those students aclimate and providing ‘motivational support to overeoie low ‘expectations of alts and common. ‘misconceptions about colle. However I realized the needs begin mueh earlier. Elementary students had a gap in their under- standing of the possibilities of col- lege, Some considered it impossible Others had no ide their high school grades would determine college Aeeeptanee, and many students ‘thought college was like K-42 in ‘that you attend the college closest to whore you live. “Las inspired to develop a program to combat such early misconceptions and HELP DEVELOP THE GRIT, SCHOLARLY HABITS AND DRIVE FOR COLLEGE success. In 2013-14, my first year as superintendent, | started by mentoring a group of 30 students in 6th grade at two of our high-poverty elementary schools.” was inspired to develop a pro- ‘gram to combat such early miscon- ¢eptions and help develop the grit, scholarly habits and dive for college success. In 2015-14, my first year as superintendent, I started by mentor- ing a group of 30 students in 6th grace at 840 of our high-poverty lementary schools. [called them ‘my Class of 2020. { met with them once a month and several times luring simmers ntl their geadh ation from high school, with a goal of explicitly teaching them the study Draetices needed for success in school. I explained the eollege-going process and attempted to inspire each 14 scoot AoumIstRATOR DECEMBER 2021 hitpslwwn.pageturnpro.convhtmiS/PrintImg.aspx?booKU! \O2567astPage lof them to set and attain short and long-term goal. Tmet with their parents regularly rnd intervened in the students high seliool couse trajectory. I acranged. several college visits each year. During the following year, [added on another high-poverty school fora total of 60 more mentees, Paying It Forward [Recognizing the positive impact of mentoring 6th graders, I wanted to expand the ongoing support — but 1 haul reached! my person limit. In response, we developed the Ci loge and Carcer Mentoring Program in Garden Grove that used school dist alumni to lead mentor- ing for the most at-risk éth-arade students. The goal isto strengthen students’ motivation, self-efficacy and self-regulation, leading to greater rademic achievement and college/ career readiness. Taught by mentors currently attending a four-year tni- versity who once attended the same lementary schoo, the mentoring ‘quickly established a positive rapport with students through famfiaity of community and entture, ‘Over the last to years, my classes of 2020 and 2021 have both gra ated, with neatly 70 percent going on. tofouryear universities, inlining Harvard, Stanford, University of Cai- fornia and Califomia State University: ‘Now; in my gta year as superin- tendent, Ihave taken on a new group of 60 incoming 7th graslers who will ‘go through the same journey: Some of my former mentees, now univer sity students, serve as mentors and assist me during my meetings and ‘campus field trips, paying it forward for the nest gonerition. Sie puale! (ies we ean!) [GABRIELA AFI soperintndent of Garden Grove Unified Seheo Dstt in Garden Grove, Cal. Emal suptogguidus 6,97,18,19,20,21,22,23, 181211/21, 10:04 PM PageTumPro logitech TOMORROW'S LEADERS ARE IN TODAY'S CLASSROOM Technology solutions that ignite the potential of students and teachers1211/21, 10:04 PM PageTumPro Cohort earning for School System Leaders Job-alike peers can accelerate professional growth and open doors for those in the superintendency or spiring to the top post BY AMY F. SICHEL, he superintendent wears so many lead- ership hats — enrienlnm, operations, equity finance, strategie planning and ‘more ~ and responds daily toa wide amay of stakeholders, including government ‘officials. By connecting with fellow superinten- ents who face parallel Gecisions and aetions, the superintendent can ease or lift the weight of this rukifaceted roe. Often, superintendents mention how no one ‘within their district understands the experienass and issues they must navigate and address, While cabinet members may understand the issues hhand and be collaborative, Ube burden of decision ‘making rests with the superintendent. The board cof education, asthe governing bod, will ake inter cst that sometimes can led to overinvalvement oF even micromanagement of district affairs Cabinet members and board members may not be the resources to whieh superintendents can tum for exitical input and feedback on pro- posed decisions: Connecting with jobvalike peers hitps:lwwn-pageturnpro.comihtmiSiPrint-Img.aspx?book Url 102567stPages — superintendent colleagues and leadership men- tors — never has heen so important as during, tuying times. Nurturing Relationships Bridget Weis, the fourth-year superintendent of the Janea Sehool District in Alaska, has made those connections for her profesional growth as a graduate ofthe recent completed West 2021 Cohort of the ASA National Superintendent Certification Program®. Weiss recognized how important learning as a professional ean be. She Js experienced fsthand why working togeer with superintendent colleagues fu across the county erated rite friends and supported her ‘work in times of certainty and uncertain. ‘Through her involvement in the supecinten- dent extifcation program, Weiss experienced a high-level enrsculan focused om real-time fsbes ‘hat superintendents and educators were encaun- tering, Her experience ove 18 months in the program encourages her to nurtre andl develop 6,97,18,19,20,21,22,23, 38om1211/21, 10:04 PM Zee PageTumPro Bridget Weiss, superintendent in Juneau, Alaska, ‘and her state's 2022 Superintendent ofthe Yeo, ‘graduated eater this year ftom the AASA National Superintendent Certteation Program. similar collaboration among her superintendent colleagues statewide. Asa finction of her adult earning, she is now a mentor to other super ‘endents in Alaska, whieh is a leaming experience for her anal gives her the satisfaction of “paying it forward” Weiss’commitment to professional growth, callegial collaboration and response to the par demic contributed to her recently being named the Alaska Superintendent of the Year for 2022, Being the only superintendent in a school commnnity oF working in a state like Alaska ‘where considerable distances separate neighbor. ing districts leaves no one to turn to, no other educator with « total view of this role, That often Teaves at unmet need when superintendents wast toboonce idens of olleages, asthe medical profession does routinely in many places through fas use of grand rounds, Dusing a grand round, « team of doctors uses an experience with a patient toeducate by presenting the medical problem and diagnoses and then diseussing treatment options “This practice started with junior lnicians tnd has since mompbeel into & multifaceted tear approach with doctors, pharmacists, residents and medieal students. The process has helped doctors and other medical professionals learn from each other and stay up to date, while provide ing on-the-job training. Studying Practices For superintendents and those aspiring to the superintendeney, similar approach to gran rounds isa concept ealled leader rounding or the consultancy model These approaches for exeeu- tive learning by educators provide both simular tions and engagement with problems of practice. In the consultaney model, an edueator pres ents a problem of practice, and the team of edu- ‘ators ask clarifying questions, followed by peer feedback and reflection and dialogue with the individual who presented the issue. This approach, {s used in many of AASAS Leadership Network programs, including the AASA National Superin: tendent Certification Program? Patricia Greco, senior directo of Stnder Ba cation and a mentor in the superintendent eer- tifcation program, isa master at teaching adult learners. She uses leades rounding in her work with educator learning and used it previously in her role as a superintendent. ‘By meeting individeally with many schook based faculty and support staf, administrators and superintendent cabinet members, aad some times sith parents and eommnity members, the superintendent obtains a pulse on what is going fon within a school or distri and ean prenide support to individuals for their professional and personal growth. Using leader rounding, the superinten- ent forms doser relationships, becomes more approachable to colleagues and other stakehokl- ers, shows a willingness to work side by side with others andl increases the efficacy in the school ar the district. Greeo believes that continuous school ‘improvement is best accomplished throngh leader rounding. ‘The consaltaney model and leader rounding, are just wo eflotive strategies for administrators to se that are modelled through group interac- tion in AASAS Leaership Network programs. ‘This approach for ereating sich group interac- tion fas boen particularly important asthe edhica- tion field was forced to alopt a virtual and hybrid ‘mode! of earning for children ns well asthe adit learners. ‘Using breakout groups with viral learning, ‘and tabletop discussions with in-person learn- ceomtinned on page 20 6,97,18,19,20,21,22,23, i i 581211/21, 10:04 PM PageTumPro The Leader Rounding Protocol hen began os superintendent of schoo! dit of 200 students 10 years age, we were one ofthe lowest peforing ahd highest spending ‘spies Weconsn, When eft 2018, ‘the student suspension rate hac plur- ‘meted and graduation ate had sen to 198 poreot ‘key reason for our tumaround was | practeal tool fr githeing feedback ‘ale leaderchiprouncing whore trop: Int connected uth ny ect reports uting cut quate 0-ninite checkin meetings, stoned and conversed. ‘The feedback haped me understand ‘tho leadership teas porspace and the “yptem beriers thatwere hindering prog: eas These meetings were commited time that allowed mo as superintendent tw process presing Issues and lem now te problem soive witha broader lens. Systems thinkng became amidst ‘embrace anc» sitet hat became hardwired. Leadership rounds athe ‘ABSA leaning cohorts are wo options {hat supenntandents con ui to make Improvermens Rounding a mothod tong embraced by heatncare and cther Incistien, > Whey commit t leader rounding “There hea never ben a are ip ‘tant tm to work alongside the people You len. mprowng communication is 12 ety ater 8 months of emote et hybrid faming that weakened the toe ‘When lsdets meet face-toface wat the nevus wre reper s ‘them in rouncing they ask set of ‘ive questions designed to seek inch ‘vidual perspective fom tose closest ‘to the work Seafoling tis process ‘throughout the orgarization allows for ‘every employee to nave seheculed inci time with heim Spenser The gals to recoonze ‘wnat s working and quickly s0¥e the Datla hk inte ily work of the school system, “The outcome power Gaining Incliul perspective affords each leader the epportunty to reduce bates, hitpslwwn.pageturnpro.convhtmiS/PrintImg.aspx?booKU! DA SSSSQ During her years asa superintendent, Patiia Greco (standing) usualy scheduled Indhvidual debrietings with three staff members on Wednesday momings,a form ‘of leader rounding, Improve two-way conmunieaton, acest ‘erate organizations cute and ensure ‘fective problem seving- > Winat isthe rounding process? ‘The Wrmnute chockin Brot designed to sole major challenges helps leaders see the perspective of ther team members to beter undertane teom _svengdhs and system bares. “The protocol oper with woe conversation to creat # warm connec: tion (Simone, know your daughter was realy exe to ta he year How has that gone for her?) This haps your team member oo! connected. That personal connection emonstates that you know {your team beyond thi fob tes ane ‘Work responses. This investment of time demonstrates you ae more than your ob the, “The ive rounding core questions are ‘loganty simple: 1 Wino s working wot? = What sa baer or challenge you ae ‘experiencing ight nn? 1 How em Ibe hep? * Do you havo the resources nd sup partyou need? imo hos been heptlto you? ‘Those questions can be moded to goin nights on areas that may be eaus- ing specie chalenges. > How does the process work, how often and what's nest? exncing quaaly works great under om creuances: When iit of tears te stesso accent round ‘once orice 2 mort wl keep you scheduled ndidual rounds on Wednesaey momings.| would PEAY schedule $2 team members week. Cur loaders woul! dob the aot to ca “ebate at “win to sare. We would sen tnt mals r send thank younote to those making a dference, ‘The rounding process works well wen students, schoo! board members and par engrave as vl, Leadership in sevice of others is core {othe Nine Pines of Leadership for ‘Orgarizatonal Excelence, erted by ‘Studer Eaeation (aietrecicavon. con toaignto the Malcolm Bakige ‘Crea for Perborance Excellence. PAT GRECO, «forme superintendent in Menomcnee Fal, Wis. 5 senor decir cf thoughtendestip wth Huron | Suder vcaton,E-mak: precosheg com. Tater: gree. pat 12587 AstrPages=16,17,18,19,20,21,22.23, ” 281211/21, 10:04 PM YL PageTumPro ‘contieued from page 18 ing supports the use of simulations, problems of price as well as leader rounding and the ‘consulianey model. Quality breakout groups and table-top disenssions eneate both interactive nd reflective disenssion, important eomponents for Doth online and in-person adult Tearning. A Setting of Trust Professional earning: must provide a safe and confidential environment for the superintendent, “Typiealy in school distriet- based learning, a top- level adininisteator is not free wo sare openly on pressing issues, owing to the confidential nature ‘of the issue or the superintendent’ discomfort and vulnerability: ‘An analog to the medical profession would be where a medical provider would not be eomfort= able sharing with a patient his or her uneertainty ‘on how to proceed with a peoper diagnosis or & ‘tentment plan. Rather, that medi provider ‘would consult with a job-alike colleague to engage in thar discussion, In education, an atmosphere of confidentiality and trust must be erated for those in leadership tolearn from each other. fn alt Fearing that is truly focused on problem solving and high-level learning, these parameters inst be created and ‘maintained with ground rules in place from the ‘onset of the programs. As the saying goes, “What happens in Vegas stays in Vegas!” ‘George Fiore, executive director ofthe Ches- ter Connty Intermediate Unit in Downingtown, Pa. and a graduate of AASAS East 2020 cohort, savors the professional opportunites he had had ‘with fellow superintendents The confidential dis- enssions with other system leaders helped him to clarify ise and provided diretion to his work, he said. Fiore credits the valuable collaboration with Job-alike peers in supporting iam in his former position asa superintendent and in helping him ‘vith interviewing and landing his current post coversecing an intermediate agency. He says his colleagues and mentors were aiays just & phone call or Zoown chat away Top-Shelf Talent Anothor key facet to effective prossional learn- ing atthe superintendent level is the quality of instructors and mentors in the cohort programs Those handling these responsibilities are a special pedigree breed. They need to be the best ofthe best or better yet, the best in shore. "Acohort program for superintendents is ot ‘As 2 participant in AASA'S East 2020 cohort, George Flere of Downingtown, Pa. sid he benefited from cont dental discussions with superintendent peor. 20 schbOL ADuNISTRATOR DECEMBER 2021 6,97,18,19,20,21,22,23, i 7181211/21, 10:04 PM PageTumPro Amy Sicel serves as lead superintendent for the AASA Nationa! Superintendent Certfcaton Program, which promotes collaborative learning among superintendents, 4 Stand get experience bt eather a setting for creating collaborative atmosphere where Fearn ing, whether vitally or in person, connects and networks participants. Too oftea, we model what swe do not want to see with our teching staf, the so-called “sage on the stage” Executive learning requires exteful prepamtion and a knowledge of our andience Faculty who are selected to lead professional Tearning experiences must be master furl tors for the best leaming,among participants ‘The fuclitator provides small chunks of know!- edge through presentations and informational tesontees so the leaming comes from within. This isa key factor and why AASA hand selects each Tend tencher and mentor. In the Leavfership Net- work, our experiences have demonstrated tows that show reith discussion is move effective than, show and tell ‘This approach to learning in a collaborative {fashion provides a practical model or simulation for school system leaders. Itean be used when. ‘now that professional and continoons improve. ‘ment of a school or district creates the best leart= ing environment forthe students, We do this for sal faculty and parents guardians, so we need to bbe doing this for thase nt the execntive level During my experience as the lead superin- tondnt for AASAs superintendent certification program, Tve worked with more than 300 super- {ntendents from acvoss the county. I know fist- ‘hand thar superintendents and thos» aspiring to the superintendeney must learn together. ASA and its state affiliates carry a missian to serve, and individual eau lean on these organizations for ‘quality real-time adult learning, » [AMY SICHEL, a rered supsintensent in incon, Pa isthe leas superniencent forthe ASA National Supein- tender Cetiteaten Progam. Emalt any schaleasaom water: rSupery Additional Resources dealing with a polarized commnnity or with Dar~ Education leaders can lea abou aloft AASA Lering Nabors jnts and guasdans with divergent points Of Yew. orgs for protesoalatring st httx/oaraorwAASA Leaders ‘Netuortteinor op. RealTime Learning Learing tthe executive level never has been ‘more important and needed than during these Upcoming programs inclu a new East 2024 cohot of the AASA Notional Superintendent Certietion Program” beginning in Jy 2022 and runing thcugh February 2028 Look or the more information at laying times. Every superintendent andeducator ——_/laosaera/supeert needs to sustain their professional growth. We DeceMsen 2021 SCHOOL ADMINISTRATOR 21 6,97,18,19,20,21,22,23, a81211/21, 10:04 PM PageTumPro 25,26 27, 28,28,30,91 181211/21, 10:04 PM PageTumPra » Mentoring Future Leaders ‘he most important thing we do as super intendents is identify and mentor eurvent nd future leaders i ou school districts Developing administrators at all levels to advance knowledge, skills ‘hat includes those seving in operational support sia oes. “Management guru Peter Drucker once said Lat cule teumps strategy everytime. L subrait ‘that preparing highly effective principl-centered Jeulets in our ditriets who set and maintain the ‘conditions of high expectations for performance ‘ill powerflly impact both ete and strate Ws organizatonally transformative “Thoth yon maybe long forgotten after yon leave your school district, your greatest legacy wil be those who yon mentored along the way and what your mentees subsequent do alo their ‘own leadership jones ‘As sstems thinkers, one of our fst steps shonld be to build lene develapment sytem that strengthens every curent leader’ knowi- cee, sills and abilities or KSAs, then to identi potential fatue leaders (our bench) who can be prepared to step up ata moment’ notice Person- Ally, employ an eeletie approach ving a mix ‘of is Collins, Stephen Covey, John Kotter and Robert Marzano. What are the KSAs that good Tees have and how do you build this leadership mindset? An Army Start For the past four decades, I have hu! the privilege ‘of serving in leadership roles — 20 yeats in the military and 24 in pubiie edneation, induding 17 and abilities, creating a lasting legacy for the superintendent BY WILLIAM €. HARNER 1s a superintendent. For three years, I served on the faculty at the US. Military Academy teach= {ng leadership and developing our nation’s fotare leaders. At West Point, we used 12 dimensions of the Cadet Leader Development System as on curriculum. The dimensions were crated using, eeades of research and graiuate performance. In education, Marzano, e>author of Distrie Leadership That Works, replicated what West Point has done for generations. His meta-analysis ‘research identifies 1 school and district esponsi- Dili for leaders, which Tuse asa mental cheek list of leadership atsibutes when selecting and ‘mentoring school and district lenders With the board of educations expectations to create a eultare of continous improvement in acalemic achievement at the most efficient cost, T develop plans and opportunites for my Jeader- ship team members to strengthen their skis to create Level 2 organizational change, essentially a leaders personalied learning phan. hitps:lwwn.pageturnpro.convhtmiS/Print-Img.aspx?bookUr-102587&strPages=24,25,26,27,28,29,30,31, 23 281211/21, 10:04 PM 24 PageTumPro ‘Mareano's metacanalysis research tells us that if we improve the average leader's knowledge, shal and abilities, the potential overall impact of this improvement in leadership can be growth in student achievement of 9.8 percent to 24 percent. In miy experience, creating a leader development system ein esceed those results Vicarious Mentors How do you build leadership capacity throughout ‘your onganization? It means ereating a personal- ized learning plan foreach leader. ‘The first step is role modeling to your tears as ‘student of leadership yourself, so find your ova ‘mentors, During the liter part of my military career, I stopped! studying generals and started studying superintendents, especially leaders who made a major difference for students. Inthe mid ‘90s, my veatious superintendent mentors were Daniel Domenech of Fairfax County, Va, Bic Smith of Charlotte-Meckea Stanorl of Seale twas the example of Stanford, a two-star Ammy general, who inspired me to transition from, ‘Ue military to public school leadership. Philan- tropist Eh Broad and his foundation built the Ushan Supediniendents Aealemy model upon Stanford's success in Seattle, Stanford’ book, Victory in Our Schools, offersan excellent tem: plate to build upon for school district leaders, ‘During my last two years in the Army, while enrolled in an educational leadership doctoral program at the University of South Carolina, I vas assigned foe my superintendent’ practicum to observe and work fot Valerie Tmesale. What stoke of luck! She was an assistant superinte ent in Columbia, SC. Another fortunate stroke tvas being assigned Smith as my mentor as Tread Aeaclemy fellow six yeas later. Job shad- ‘owing a mentor proviles invaluable experiences Seeing is believing and packs in a lot of earning, ‘Almost every one of my ackministmarors in the Quakertown, Pa, distict has completed or enrolled in a doctoral program. They used their practicum hours to job shadow senior distiet leaders and participate in authentic projets, pro gram development and meetings — even board exeentive and collective bargaining sessions. The administrators get to have experiences to levels ‘up ftom where they are inthe organization. Building a Bench Another stop is developing a view of what the leadership landscape of your school district i Tt entails dentfiing who yon enn expect to be part of your guiding coalition, then strengthen jing their lendership knowledge, skills and abilities through job-embedded assignments or in some «cases, assignments in areas where they did not have prior experience. ‘My approach depended on the size ofthe dis= tuiet Ted and what the school hoard expected of me. In ny first distriet, South Carolinas Green ville Comnty Schools with 90 schools and centers, the task was a bit more complex than an average- size district ‘ur approach in Groenville was to boild strong instructional leadership teams. One pat of that indnded building a bench of fature lenders for the distri, We designed a partnership with Farman ‘University and graduated 46 proven instrwetional teacher leaders over a three-year period. 1 called them Jedi Knights, asthe intense 15-month mas- ters program mirvored a highly selective Army program in which its gradnates were nicknamed the Same. Fast forward 20 years, some of those sraduates are national leaders in eduention and involed in the Wallace Foundation’s school lead ership initiatives. Tn smaller districts, mentoring and building your districts leadership capacity is leveraging all of the internal talent and external opporaities available to you. It also means re-thinking prine- Superintendent liam Hamer (center) encourages his administrative coleagues in Quakertown, Pa. 10 Participate in distictevel leadership traning rogram run by AASA and his state administrators’ association. 25,2627 28,28,30,31, 381211/21, 10:04 PM i i i PageTumPro Witlam Harner (ear center), superintendent in Quakertown, Pa, says his mentoring work means “rethinking principal supervision and coaching.” pal supervision and coaching — ereatinginstewe- tional leaders fiom a school management mindset, In Peonsplania, the state and other organiza tions provide multiple programs that offer Uhe ‘opportnity to intentionally mateh programs to the needs of your leaders and your district. Ihave nnsed the National Institnte for School Leadership, Pennsylvania-Inspired Leaders, the Educational Policy Fellowship and other progyams to fne-tine indvidal team members’ skills and expertise. For my aspiring and current senior leaders, [have had ‘them participate in our state associations aspiring superintendent workshops and AASAS distrit- level leadership programs. Finally, mentorship includes acknowledging and supporting the eareer development of your instructional Jeaders, It means preparing tem for their next step on the eareer ladder. I take every ‘opportunity to help members of our teum build their resume by nominating them for reognition ‘and awards, even when this rests in promotion, ‘out of our district into the higher ranks of school and district leadership elsewhere. ‘While its hard to lose talented people you Ihave developed, this expands your own area of influence ancl cin provide you the knowledge ana satisfaction you are improving the quality of education beyond your own district. In just the past few years, Quakertown administrators were recognized as Pennsylvania prineipal of the ea, prineipal supervisor ofthe year and eurrieulum leader of the year. Also, the senior leadership at the Bucks County Inermediate Unit Quakertown alum. Aligned Systems ‘As you reflect en your ovm district systems, I ree= ‘ommend you think about what you are doing to impact student achievement throngh leadership as adistinet discipline all ts own, What are your mentorship programs that are aligned to accomplishing your distrie's current ‘and future objectives? Does your tean have the KSAs to accomplish the myriad expectations placed on you by your board and community? Are Your supervision systems aligned with your intent {wo grow and develop your people? Looking back to the schools and distrets that {have led and the growth in student achievement and college readiness that more than doubled in each organization, Ihave no doubt that leader- ship development isa key part of that success. Purposeflly invest your time in mentoring your team. [tis ineredibly satistving to wateh ‘what happens and to know that yout legacy will far outlast your service, WaLLIAM HARNER i superniendont of Quakertown CCorrmunity Shoo! Distt in Quakertown, Pa. Eat vahameregesiorg Tutor 2BiHarner 25,2627 28,28,30,31, 48Capacity PageTumPro Building in My Direct Reports Connecting the aspirations of our administrators to organizational goals and furthering the process through weekly check-ins BY JUSTIN D. DAGGETT yon aspite toe a great leader as the superintendent of your schoo strc, then you aspite to inspire people to work hard at beenming te best version of themselves, fall the individuals in your school district gov int the hest version of themselves, then the school district grows into the best version of isl, ‘Weve all had the experience of hearing a gited motivational speaker who inspired us to 20 conquer the world, onl to be brought back to the reality ofthe day-io-day grind of running a School district. So how do we as leaders inspise {he individ we lead i. a pepetoal way that withstands the rigor ofa sliool yea? ‘As superintendent ofa 750-stndent dict in noril-eentral Tova, Ihave seven direct reports consiting of my building pinepals ac dee tors In my rst eoupe of years as superintendent, ‘we set annua gos elletvely (cha 80 pers cent of students in grades 9-12 wil be proficient inreading, math and science according to ou Stand state assessment, or we wil sucess- fully implement MSS distiietwide), which we attacked with intensity and vigor in Angust, only to forget these goals as soon as October rlled around. Asa result, we never got any traction in ‘the areas we wanted to grow “To salve this problem, I developed a four-step process that has played out effectively, First find ‘ont what each individnal wants for themselves. ‘Second, guide them in forming acaievable goals ‘with concrete action plans that wil get them ‘what they want and benefit the organization, “Third, work hard to help them achieve it. Fourth, celchrate the accomplishments. » Step 1 Find out what your leaders want to ‘accomplish. realized it was my job as sopesintendent to help ‘us keep our foeus on the vision we wanted to realize for our district — and each of my direct reports had to have some ownership in that vision ifthey were gping to persevere through the challenges. hitps:lwwn.pageturnpro.convhtmiS/Print-Img.aspx?bookUr-102587&strPages=24,25,26,27,28,29,30,31, 581211/21, 10:04 PM So my first step was to find ont what each ‘bung principal and director aspired to accom- plish. This required me to pat inthe time to build ‘relationship with each person and communicate with them regularly. ‘Many responsibilities and demands impinge ‘on our lime as a superintendent, and this per= almighty to-do lst. However, I have learned 1 ‘must intentionally make time to commanicate individually with my leaders and get to know them. Get to know their strengths, limitations, aspirations and fears In doing so, 1 recognize ‘what motivates them and what they are passion- ate abomt. I discover what they eare about deeply ‘gf aspire to achieve and figure out a way to help them do that for their own bent and the benefit of the ongmization, ‘The time spent with each leader individually fom a consistent basis has but steong relationships and flipped the traditional top-down districtwide {improvement plan that we see 60 often. Instead PageTumPro ‘we created an organie selfdriven improvement plan that each indivichal ovmned and systemically aligned. ‘My elementary peincipal as for two years ran- ning had the personal goal of developing consis- teney in large-group, small-group and individual Titeraey instruction across Kindergarten through 6th grade. This has cansed us to engage his stall in developing tight and loose documents, wall through observation forms and a way to measure ‘and analyze curriculum implementation data. All fof these actions move the whole system forward toward our mission of achieving excellence in, ccducation and developing responsible citizens, ‘top 2: Guide them in forming achievable goals wth plans. “Here isthe secret sauce. As the district leader, Did the structure and systems that give exch individual the plan to achieve the success they Aesze. Where we once set anal goals only to forget them the second month of the sehool year, hitps:lwwn.pageturnpro.convhtmiS/Print-Img.aspx?bookUr-102587&strPages=24,25,26,27,28,29,30,31, a 281211/21, 10:04 PM hitpslwwn.pageturnpro.convhtmiS/PrintImg.aspx?booKU! PageTumPro Justi Dagget, superintendent in Manson, lows, bulls relationships with his direct reports to make progress jointly on district goals. today we stil hold our annual goal-setting retreat Ibefore the school year wheve we articulate ou vision and distill that into one big goal. Bur we realized setling annual goals is way too long to ‘maintain focus. ‘Because our school year operates with trimes- ters, we attempt to accomplish onr goal by the end ‘of the frst trimester. That may sound crazy, but it forees us to have a narrow foeus, and it creates ‘sense of urgency to get to work on it set one, and each building principal and distiet director sets one. Every week I cheek in with them on what Tad indicators (action steps) they are going to take that week to reach ther trimester goal, andl how can support them in that work. Focusing weekly on action steps for both of ‘reated a narrow focus and ownership by both parties. We then schedule our week intentionally to protect time to work on our lead indicators, ‘This isa must or the chances of accomplishing. those tasks greatly diminishes At the end of the week, we grade ourselves and see how we did, We don’t lose heat if we fall to rich al of on end \O2567astPage ‘indicators, but we do lear from the effort and ‘now how to improve our time management the following week. Using this model, the principal at our alterna tive K-12 school vas able to successfully imple- ‘ment PBIS dnring the COVID-19 pandemic. This ‘year he is working on embedding MSS into thet system with Tier J supports. » Stop 3: Work hard to ep them achieve thr goats. Our weekly conversations now are quite meaning- fil asave maintain a plan with specie week’, ‘monthly and tsimester mlstones wo pursue. As superintendent, {ry to remove any barriers Daween the adminstors and ther goals and lend whatever support they need to achieve thems. "This may mean allocating resouress oF eon- necting them to someone who has greater depth of knowledge in their goal aren than 1 do. Typically, this support takes on the form of Iminstorming seins to problems that arse reflecting oa why we currently are where we ate jn relation to ovr gpal area, and what we can do differently to accelerate our progies. My job it toensur they pure the weekly aetion steps we aged upon. This snot mceo- ‘management, Its accountability ~ the perfect blend of pressure ad suppor. Tam not tell ing thera wht todo, 1'm spl olding thems accemtable andl spporting them in what they Said they were going to do ey fil todo ir rweckly action steps, becomes miyrespensiilty {onal out why an hep them comet If Uiey hither ely target gives mean opportunity ‘tw eebrate together teit hard work and dedi tion toward the organization achieving its mission. Step 4: Celebrate. tthe end ofthe trimester, we hold a mini-retrent off site where we can detach from the fervent pace of the district, where we mark our ist ti- Imester accomplishments and recalibrate ourselves forthe nest trimester. Most ofthe time, we stay ‘within the same goal area, ut at mes we move ‘40 a new goal becase we accomplished what we set out to doin the first trimester [No more rewarding work exists than to help professional clleagnes grow, learn and optimize their God-given talents. As they grow in their feapacty the whole district grows init eapacity to setve children. = JUSTIN DAG ETT is supovtendent ofthe Nanson Northvest Webster Schoo in Manson ona. Eat [oggettaniancon kina. Tater agottt 25,26 27 28,20,30,91, 7181211/21, 10:04 PM PageTumPro ome.” Coaching‘an Learnin Embedded in District Culture Principal supervision exemplifies the Long Beach way of effective on-the-job support BY ROCHELLE L. HERRING s pact of the Wallace Foundation’s Princ- ‘pal Supervisor Initiative, the Long Beach, ralf, Unified Schools created a powerfal _gatem of on-the:job support. During site visits and grantee calls, I noticed the distinct way in ‘which the district engaged in active question- ing and storytelling and framed its callenges as Tewning opportunities toward improved instruc onal leadership, Long Beach works collaboratively though a stem of teams that inelude the community, central-ofice staif and school-based staff. Super: Intendent Jill Baker identifies the key components of principal supervision this way: “Shared goals, a high level of trast among participants, a focus on ‘we and not me at al levels, support and inherent ‘ales of sharing and collaboration” ‘The 70,000-student district for years has been rationally vecognized for its relentless focus on ‘supporting high-quality aching districtwide, For the past several years, Long Beach has intensified its foenson developing the relationship between hitps:lwwn.pageturnpro.convhtmiS/Print-Img.aspx?bookUr-102587&strPages=24,25,26,27,28,29,30,31,1211/21, 10:05 PM 30 principals and pr system, Culture of Coaching ‘The research is clear that when principal super sors help prineipals gow as instructional lenders, 1 compliance, Sues by Meredith Honig and Lydia Rainey, co-authors of Supercixing Prinetpala for Instructional Lead- ‘ership: A Teaching and Learning Approach, show {hat prinepals who grew as instructional leadees hhad suppor frm their supervisors in leading, their own learning supplemented by coaching Uhey foeus on coaching, fom a teaching-and-learning stance Long Beach Unifiod has been a pal supervisors as hey pacts of a system of support for that teaching Principal supervisors have helped increase learning across the sytem by taking a coaching approach to supervision. As a resul, they have rented a culture of coaching and learning, oppor: tonities to lear through collaboration anda lead ership model focused on learning how to lead the PageTumPro inthis effort. “We are very fortunate that over the last five years, we've built a strong coaching model for our principal supervision practices” Baker says. "Why is that important now? Becanse len ing relationships are at the center of what we do, These relationships have been developed through coaching, This eonching foundation makes it easier for leaders to move into unknown teritory, especially when faced with a crisis he adds: “Our principal supervisors have been right on the frontlines with principals coaching. them, asking good questions, advocating for thea nd bringing the lived experience of prineipals, Dbaek to ecntal office.” Suzanne Caverly, principal of Stanford Middle School in Long Beach, atest to how the system operates. "My peindipal supervisor models sup- portive behavior He listens, He knows us all $0 ‘well He is always linking me to ther principals 9 that I have a support system,” she says. "Instead of trying to answer all of my questions, he says, ‘1 know stho yom show enll snd gets a conversa From loft Jil Baker, superintendent in Long Beach, Cali, Unified Schoo! District, meets with dstlct colleagues Kelly An and Suzanne Covert at Stanford Middle School, where centric and schook based staff work on ‘collaborative teams. 181211/21, 10:05 PM i i tion going among my peeis and me. My principal supervisor helps me think about how to achieve the vision for my school. He helps stay aligned to the district goals” Goal alignment is masle possible through a set of commmity-and staff-designed roadmaps to ensure the vision is lear: Long Beach has « knack or making expectations exphit and aligned. ‘Nagar Twa, program administrator in Long Beach, explains i this way: “The strategic plan provides collective purpose. Clear roles and responsibilities provide a foundation for col laboration, The teaching and learning framework ilustzates a commitment to equity through high ‘quality teaching and learning. Every aspect ofthe system is documented as a roadmap. Everyone is clear in their purpose, and we can weave in and ‘out of each others work. The documents relleet «shared vision in the form of cleadly articulated goals forthe ehildren of Long Beach and the ways In which meeting those goals will prepare ste dents for the fare” Caverly says the coaching conversations have Ihelped her and her school team improve person- ally and professionals: Learning together and designing new ways of approaching thei work ‘enables the school to examine praetices that have interfered with student success. The principal, inher third year atthe 1,200-stident school, says the opportunity to design new approaches is Duilding leadership capacity Modeling Learning ‘The emphasis atthe moment, Cavery say involves “coaching one another toward designi ‘equitable schools” She ane her prineipal supecvi- sor are discussing racial justice and creation of ‘a culturaly responsive cueieulum. “This work is deeply personal and requices us to learn new practices” she explains “Tam enaching my staff ‘They are coaching; me. My principal supervisor and peers coach each other I's our cultare hhelp ome another lear.” Caverly uses coaching, process at her school that resembles how her pineal supervisor ‘coaches her, “I start conversations with big ues tions from analyzing data and listening to the experiences of staf: What evidence do we have ‘that all children are being engaged? Howe do we show our students that they belong?” she sins. “These questions elicit more stovies and ques- tions that have pushed the Stanford Middle School staf to learn and create restorative dis- cipline praetiees and more engaging, culturally relevant curriculum, Discussions of books such as Culefeating Genius by Choldy Muhammad and PageTumPro Midae schoo! teacher Hank Wades recelved 2 lassroom visit fom Jil Bake, superintendent in Long Beach, Cait Why Are ll ofthe Black Kids Siting Together in the Cafteria by Beverly Tatum have informed the design of new approaches. In shor, leadership isa three-way process school Jeaders learn, design and coach simultane- ‘omaly by applying all the to align what the school sgatem is ding with what the children news District leaders are modeling how to be learn crs too, Caverly sees how her superintendent ‘models learning from teachers during 2 school Visit, During one visit that focused on introducing, the culturally responsive instructional practices developed by teachers, Baker listened ancl took lots of notes. The teachers described how they applied what they learned from a book study of ‘Muhammads book. Baker asked questions, listened to the tenchers experience and took notes. “She let the teach fers be the authority on their work” Caverly says. “How often does a superintendent come to learn from teachers? Modeling like that signals'L value what you da. She ended the session Ty asking, ‘How can we support you?™ ‘That is the key aspect, Honig emphasized. “So much professional developmeat and monitoring gets done to principals and teachers. But thats not how teachers, prinepals or other profession- als grow in their practice. Professionals grow ‘when they are in systems that elevate their leader 281211/21, 10:05 PM 2 PageTumPro ship oftheir own learning — stems that routinely reeoggize each teacher tind principal isa resonoe for the leaming of other adults and cultivate thase resources and put them to work! ‘Systems Thinking ‘Cross faetional eallabora- tion on teams such asthe Kaz steering committee prepare central-oflice stall to lead gystemnvide, not just in their defined arc, Tal says. “We collaborate regi larly and coach one another tothink about the entire system and design with the people we serve in mind. This behavior ie docu ‘mented in oxr evaliastin system, so we arm evahi- ated on how we contribute to the improvement of the overall system by collaborating with on pers tosolve problems [Long Beach has leadership development pro- grams for roles ranging from teacher leader to ccentrabolfice director. At every level, there isan initial training perio, then learning and develop ‘ment continues through coaching. “Having, a Tonge-term fens for pringipal coaching enables one to earn from ones own experiences’ says Kelly An, director of equity leadership and talent development in Long each. 18 also important, she adds, that pre-K ‘throngh high school leaders understand they are part ofa larger system. The ability to lead with the entire system in mind is developed through school visits, deep study of distiet problems Additional Resources Lang Reach United choc wes ne of sx achat dats Inthe Walnce Founcstons Principal Supesor Inka, hie rn rom 2042018. The ethers were Baltimore, Ma, ‘Cky Public Schoo; Broward County, la, Puble Schoos; ‘Gioelane, Ohio, Meropottan Schoo! District Des Moines, fowa, Puble Sehodls; ana Minneapats, Minn, Pubte Shoots Tolosinmore about how each stret worked to shf the {oe of pric! superuser to bere suppor panapas, Wt swlocefoundton org princpasapensor. For more insights about how esters across the county have orgaized the principal supervisor work Wt bth/ ‘hanghg the principabsuperar roe Rochelle Hering of practice and modeling hhow to appronch engaging, stakeholders in the work of Improving the system. "The district has been honing its coaching moeel for more than a decade, emphasizing its importance in ener development. The coaching practices are linked tothe evaluation system. “The evaluation system enables the professional development and eoaching to be anchored in shared expectations, The central- office staff and school- based staff evaluations are aligned? wal adds “Our cvalnation system is mot ‘ating becans it Forces you to think not only bout how yon apply evidence-based practices in your school but how you impact the entire system. Asa result, I have done professional development for priacipal supervisors on restor- lve justice and shared the work of school teams formally and informally: .. We all know that we hhave to contsibute to the system, It reinforces the learning” This is what Long Beach calls “systemness?” A.Long Horizon The term systemnes isused in Long Beach to summarize the work. 1 empowers the commu nity, central-offce staff and school-based staff xo work together and take ownership of district progress. As Baker puts it: “Systemness requires commitment to a.common vision and commen aspitations for learners tis important to-note that the system isnot perfec, but we are eoatins ously improving and increasing the use ofleader~ ship and coaching, practices” ‘The principal supervisors have been necessary for this work beenuse they find ways to empower school leaders to design their schools and ealti- vate leadership in others thronghout the system, Long Bench Unie leaclens agree i takes a lot of learning and work to operate fully. Leaming has Iheeome a way of being in Long Beach. The long term focus on systemness, with leaders coaching their way to create effective practices, has helped school leaders grow a day ata tne. © ROCHELLE HERRING sa soror program officer forthe Watace Foundation Now Ytk, NY. Ea. RHonioge walaceloundaton.oy. Tuts: Rochelle 72865307 381211/21, 10:05 PM PageTumPro Coach I ng Researchers with the American Institutes a Worthwhile Investment _rResearchiay out four strategies for shaping what nstructonal eoaching is big-ticket item, atleast compared to shcrivesmmcrtsin he petetonl kavagofictos soyen “Happens between have to ask yourself: si really worth the money, ime and organ ceouunde iar” “s a coaches and teachers Researchers dont havea complete answer. Ifyou lok across apwearies Beara Instruction and Achievement” in the February 2018 issue of Review of Educational Research). su those studies focus on programs that researchers developed, which may not look mnveh like yours oF those developed by school distiits. Plus, its hard for eentrab-ofice leaders to know what coaches are really doing. Even the best coaches can struggle to connect with pare tenlar teachers, get overwhelmed or gnore important priorities, DECEMBER 2021 SCHOOL ADMINISTRATOR 33 hitps:lwwn-pageturnpro.conhtmiS/Print-Img.aspx?bookUr-102587&strPages=32,33,34,35,36,37,38,39, 481211/21, 10:05 PM For an investment in instructional coaching to make sense, you need a way to ensure coaching is high-quality districtwide, But how? A Partnership's Lessons “Those of ns in edetional ressarch who develop ‘and test new approaches to instructional pach ing spend a lot of time thinking about how to shape what really happens betwen coaches and teachers. We recently drew lessons about ensaring the ‘quality of instructional coaching from a pactner- ship project that spanned three distriets: Garland Independent School Distt in Tesas, Hanover ‘Conny Publie Schools ia Virginia and Prince ‘Georges County Public Schools in Maryland. ‘Coaches local to each district received training and support from a vendor, Teachstone, to imple- iment the vendor’ coaching program known as ‘MyTeachingPariner-Secondary in a sample of ‘middle and high schools. ‘Before COVID-19 premtarcly halted the project, Une 12 coaches and $1 teachers completed 250 instructional coaching cyeles with near per- fect fidelity. They did so despite having ust been trained in fall 2019 and being completely new to the eouching program. ‘So what did it take to make that happen? After ‘watching it play ont, we identified fou strate ‘ces that could ensure the quality ofiastenetional ‘conching distritwide. » Stuateoy 1: Make climbing the learning curve ‘easy with clear expectations and guidance, ‘Xcommon problem with coaching prograns is Jott expectations withomt commensurate guid ance, This can set coaches up to flor “The conching eyee our partners foensed on is procedural simple. The coach watehes a video wplonld by the teacher and selects three short ‘ideo clips For eadh clip, the coach writes a ques tion for the tracher to reflect on. The teacher vies a esponse to each before a short 1-109. resting. “Though procedural simple, there isa specie ‘way to complete each stop. Coaches spend to days learming to interpret classtoom video. They learn to sola interactions among teachers ad students that rive stent engagement, whieh is the fous ofthe progam. Similar; coaches get specfc guidance on how to tite the reflective questions foreach clip. The sana they receive contains sample questions that they cam ask in response to diferent teaching Scenarios. Coaches can se these sample questions ‘word foe-word or adapt them for agen station. 34 ScHOCL AoMINISTRATOR DECEMBER 20: hitpslwwn.pageturnpro.convhtmiS/PrintImg.aspx?booKU! \O2567astPage PageTumPro [Andrew Wayne and colleagues atthe American Institutes for Research sted instructional coaching In school dates in Maryland, Texas and Virginia. ‘The taining takes ive das, pls another day cr soto complete an astesament and pmetice ele, Coaches can turn to the manual for remind fs or additional iance. Strategy 2 Indiidually support coaches as they learn the model and get better at coaching. [Even with clear expeetations and goidance up front, anyone learning to help others improve requires some ongoing support. Without i, some coaches will never do well, and others will do OK. Is typiea to eonvene coaches for a monthly meeting, to allow for shared reflection and prob- Jem solving. But a monthly meeting isn enought to surface and address individual needs For udditional support, each coach in our proj- cet had a monthly 1-to-l videoconierence with a specialist from Teachstone. The spocialist followed an intentional routine in these meetings, review= ing the coach's work products (sich as the reflec- tive questions written to teachers) and using them asthe starting point for discussion. ‘This ongoing individualized support, based fon what coaches are actually doing with teach- ers, as not something that coadhes were used to, Several coaches spoke of confidence and new Insights into theie prtien, 32,93, 94,95,98,37,38,99, 581211/21, 10:05 PM » Ststeny 3 Use technology to help manage ‘evidence for coaching reflection, support and supervision. ‘Technology ereates new possibilities and inevi- lably brings some complications (such asa dead laptop battery, a poor digttal eonneetion or a soft- ‘ware glitch). But those are trivial compared to the challenge of making sure coaching is high quality acros the district. ‘The coaching program we focused on used ant app to serve two parallel functions. First, the app actated the video shasing and dialogue between the coach and the app allowed the specialist from Te to mentor and support the quality and fidelity of the coaching. ‘For example, the app captured the ques- tions crafted by Une coach forthe teacher, which allowed the specialist to monitor the number of coaching eyeles that each eoach eompleted and review the ellective questions more closely to ‘understand the extent to hich the conehes were ‘meeting program expectations. The coach special- {st then tsed a rubric tastes coaching Adelity And offered addtional supports if coach missedl the mark » Stentegy 4: Tal about the time commitment needed from coaches. ‘The most basic problem we enconnter work- ing with instructional coaches is seeting nnd protecting the time they need to do the job propery. As obvions as that is, wee commonly Thear that conches have unrealistic easeloads or ‘get tapped for random tasks. Ifyou can't ensure ‘eaaches have time to do their work, then they won't do it. We created detailed gnidance on the amount of time coaeles would need. The guidance speci= fied the number of coaching honrs required per ‘assigned teacher over a fixed period of seven ‘months, s0 leaders and aches coud plan case- Joads correct. The guidance also accounted for the time needed for eooches’ initial training and their monthly support meetings. Positive Evidence Using these strategies, we received favorable resulis Aerss a random sample of the 250 soaching eyces recorded i the oaline placer, the aver Fel sence was 25 of 2, based onourindepeodeat analysis using a 2itemn heels aligned to the one used by specialists at ‘Teachstone. “That result suggests the coaching was efee= tive, though we don't really know what the impact PageTumPro ‘was. The pandemic stopped us before we could collet onteome data. ‘Two randomsiaed controlled trials of Teach stone's program have taken place with both find- ing positive impacts on student achievement. In those stdies, specialists delivered the coaching. to teachers direetly. The new project showed that local coaches could deliver the program with high fidelity, when supported by specialist. Keeping It Reat 1s difficult to say whether instructional coaching is really worth the mone, time and organiza: tonal attention. A school district needs both an Aappronch that really works and a way to support effectively. The latter picce maybe the most difficlt. In fact, ooking across impact studies, the reported effectiveness of coaching programs declines as the ‘number of teachers involve in study increases, ‘But even if ts hard to seale up good coaching, it ean be dane. The strategies hore seem to work. © ANDREW WAYNE i 2 managing resort wth ne ‘American iets for Research in ringon, Va. Ea: ‘uaynedacog JANE COGGSHALL 's 3 ndpal Fesetveher it the American mses for Research The aici doesnot elect opens of Re researc’ unde, the nstuse of Eacaion Sciences atthe US. Department of Education. Additional Resources ‘The authors pointe these studs of instructions! coaching for schoo! eters seeking to lam more abouts fea. "The Elect of Teacher Coaching en Instruction and Achioverent AMeta-Arayas ofthe Casal Evidence" by Matthow Kit Das Biazar ane Dylan Hogan, n view of Eaueotiont Research February 2018, ps/biyeffectofteacher. ‘cooching » Enbancing Secondiny Schoo! lnstiction ae ‘Sudont Achievement Replcation and Extension of ‘the My Teaching Partner Secondary Intervention” by JP Alen, CAL Hafen, AC Gregony AY. Mika fang RC. Part, In Journ of Research on Edo tional EMeciveness, October 2015, htps/.y/ ‘enhancing istveton An interaction ased Approsch to Emnanclg ‘Secondary Schoo Instruction and Student Achieve ment’ By 1P. Alen, RC. Para, AC. Gregory. AX Mikami and Lun. in Setence, gust 201, h./ ‘ieyntrection-based- approach 35 28