Monitoring Implementation – Advanced Study



A Brief on Effective Actions of Principals

in Schools in Need of Assistance:

Implications for Iowa Principals

and Schools They Serve

Prepared for

Iowa’s State Action for Education Leadership Project

A Collaboration of the Wallace Foundation, the Council of Chief

State School Officers, School Administrators of Iowa, and

the Iowa Department of Education

Lou Howell, Facilitator

Iowa Support System for Schools in Need of Assistance (SINA)

Iowa Department of Education

Summer 2006

A Brief on Actions of Principals in Schools in Need of Assistance:

Implications for Iowa Principals and Schools They Serve

Introduction

In the springs of 2005 and 2006, the Iowa Department of Education completed site reviews of those schools identified as in need of assistance (SINA). The principals in 2006 specifically addressed what they have learned about themselves as leaders of those schools, about the task of increasing student achievement, and specifically how they and their staffs were able to increase the achievement of their students. This brief captures the highlights of the conversations, lessons learned, and next steps for themselves and for others that may experience identification in the future.

The No Child Left Behind (NCLB) legislation requires that each state have a statewide system to provide intensive and sustained support and improvement for schools that do get identified. The Iowa Department of Department of Education established the Iowa Support System for Schools in Need of Assistance. The Iowa Support Team, teams of educators from each Area Education Agency (AEA), has been trained to provide this required support to those schools identified in need of assistance (SINA).

Crosswalks of actions of principals in the identified schools have been completed with the twenty-one responsibilities of the school leader, as identified in School Leadership that Works – From Research to Results (2005), and the Iowa Standards for School Leaders (2005), which are available at .

Key Actions of Principals

in Successful Schools in Need of Assistance

“A vision without a plan is just a dream. A plan without a vision is just drudgery. But a vision with a plan can change the world.” This old proverb shared in School Leadership That Works (2005, p 98) exemplifies the identified schools in need of assistance (SINA) in Iowa who either achieved delay status or successfully “got off the list.” The identification itself and the plan and its implementation to “get off the list” changed the world for the principal, the leadership team, the staff, and most importantly, the students in those schools.

Interviews of principals leading schools in need of assistance (SINA) in 2005-2006 and in previous years concluded that these individuals . . .

▪ Articulate a clear vision

▪ Communicate high expectations for student learning

▪ Promote a positive learning environment

▪ Cope with change

▪ Share leadership

▪ Use data to drive decisions, set direction, and determine actions

▪ Draw on technical assistance

▪ “Do the plan”

▪ Promote collaboration

▪ Use data to monitor, adjust, and evaluate implementation of professional development and learning of students

▪ Celebrate learning

Articulation of a Clear Vision

In Principals and Student Achievement (2003), Cotton emphasizes the need of principals to facilitate the development, articulation, implementation, and stewardship of a vision for learning. She also articulates that decades of research recognize that a principal’s strong focus on the academics is a key determinant of school achievement outcomes.

The principals interviewed have done just that: they have put their primary emphasis on improving student learning, and share that vision with staff members, with parents and families, with the community, and especially with the students in their buildings. Nothing has higher priority for them than learning. They are committed to the goal that every student will learn, and that the educators’ responsibility is to find the best ways to achieve that learning for each and every student.

These principals share the vision in multiple avenues. These include signs in the buildings, bill boards in the community, as well as the main topic at Kiwanis and Rotary meetings. “Whatever it takes,” as one principal described her communication of the vision as she prepared a video clip to be shared on a local television station.

One principal chose a summer retreat in another city to revisit the vision for the staff members, and strengthen the foundation for the new year of learning. Several evaluated all proposals for change based on the ability of those changes to achieve the vision. All allocated resources – time, people, and money – to support the achievement of the vision.

Implications for Principals of Iowa:

▪ Consciously challenge the status quo. (Change Agent)

▪ Develop and share the vision of learning with students, staff, families, and the community. (Culture, Focus and Ideals/Beliefs)

▪ Evaluate all proposals for change and requests for resources based on their impact of achieving the vision of learning. (Monitoring and Evaluating, Resources)

▪ Align the educational programs, plans, and actions to the district’s vision and goals for student learning. (Change Agent; Focus; Involvement in Curriculum, Instruction, and Assessment; Knowledge of Curriculum, Instruction, and Assessment; Monitoring and Evaluating

▪ Be willing to lead the change initiatives that will achieve the vision. (Change Agent, Flexibility, Optimizer)

▪ Develop communication strategies to inform stakeholders of progress towards the vision and mission of the district. (Communication, Outreach, Visibility)

▪ Allocate resources – time, people, money – based on achievement of the vision. (Resources)

Note that information in parentheses above refers to the twenty-one responsibilities, as identified in School Leadership that Works – From Research to Results (2005).

Communication of High Expectations for Student Learning

Mother Goose shared, “Good, better, best; never rest till good be better, and better best.” That statement is lived by the principals of the successful schools in need of assistance. They constantly communicate high expectations, relating that it is the responsibility of all – students, teachers, families, and the community – to advocate for high expectations. Their own commitment to the goal that each and every student will learn has resulted in the educators “putting faces to the data,” and seeking strategies that will allow each student to achieve his or her higher potential. These same high expectations also apply to the educators themselves. There is no blame and there are no excuses. The sustained emphasis is on learning, personalized learning, and the use of data to guide the journey to those higher expectations.

Principals interviewed emphasize the focus on the development of confidence and responsibility of the students. They share the data with the students. One principal meets individually with each student for a “test talk,” where the student’s data are reviewed and a goal with indicators of success is set. Follow-up discussions are held where personalized feedback is descriptive, new goals are set, and success is celebrated as appropriate. Next year, parents will join the test talk. Teachers in the building believe this tactic is having a tremendous effect on the students’ learning, not just the test scores.

“Powerless educators” are not accepted by these principals. “I taught it; they just didn’t get it,” is no longer a valid excuse. Competence in the content, not coverage, has become the norm. Cross-grade conversations have led to alignment and articulation of curriculum within and among content areas and grades. The focus is on a rigorous curriculum, with expectations clearly defined – expectations that can be identified by the teachers, the students, and the families. One school uses the term “power objectives,” those expectations that are absolute musts for the students’ learning.

Barriers of students are no longer seen as insurmountable and are never used as excuses, only as information to pursue the students’ success. “We chose to deal with these kids” is a common phrase of several principals and “Believe and Achieve” is the motto of one school, while “Working Together We Accomplish” is that of another. One building has a folder for each student; the cover indicates every learning opportunity or service in which the student is involved and the progress toward the target. The folder is filled with the results of multiples measures that are shared with teachers, parents, and the students themselves.

Communication of high expectations goes beyond the walls of the school. Discussions with parents and families and in community meetings emphasize that with high expectations come hard work and a focus on the students and their learning. “Fixing it for kids” is purposeful and non-negotiable. These principals talk outside the building about the action plan for learning; they share it with central office, the feeder schools, and the transition schools – making the high expectations real and increasing possibility for sustainability.

These principals are in the classrooms, looking for evidence of achievement of those high expectations, always checking to be sure the students are learning, and always recognizing publicly and personally the achievement of the expectations.

Implications for Principals of Iowa:

▪ Develop and advocate a sense of purpose among students, staff, parents and families, and the community - a purpose focused on learning. (Culture, Ideals/Beliefs, Outreach, Affirmation, Focus)

▪ Possess extensive knowledge about effective curriculum, instructional, and assessment practices. (Knowledge of Curriculum, Instruction, and Assessment)

▪ Inspire teachers and students to accomplish things that might be beyond their grasp. (Optimizer, Affirmation, Contingent Reward)

▪ Portray a positive attitude about the ability of staff and students to accomplish high expectations. (Optimizer, Affirmation, Contingent Reward)

▪ Be a frequent visitor in classrooms, constantly gathering evidence of achievement of the expectations. (Visibility, Monitoring and Evaluating, Intellectual Stimulation)

▪ Systematically and fairly recognize and celebrate the accomplishments of high expectations. (Affirmation, Contingent Rewards)

▪ Use hard work and results as the basis for the recognition of those high expectations. (Contingent Rewards, Affirmation, Optimizer)

Note that information in parentheses above refers to the twenty-one responsibilities, as identified in School Leadership that Works – From Research to Results (2005).

Promotion of Positive Learning Environment

In developing a purposeful community of educators, an important role of the principal in these schools is to champion the belief that the staff can make a difference in the academic achievement of the students. Collins (2005) suggests that principals get the right people on the bus – and in the classroom; these are “people compulsively driven to make whatever they touch the best it can be – not because of what they would ‘get’ for it, but because they simply could not stop themselves from the almost neurotic need to improve”(p 13). These principals aim to create a system of excellence through the development of pockets of excellence, where teachers create learning environments in which students grow and succeed, regardless of their background.

Principals begin by looking at the ways they support learning in their buildings. They advocate, nurture, and sustain a school culture that permeates every classroom, a culture that is conducive to student learning and professional growth of staff. The administrators interviewed assured a safe and efficient – and very effective - learning environment based on student and staff needs.

Collaboration with families and community organizations was the norm in order to respond to diverse needs. These principals removed barriers to learning. One school opened its doors at 7:15 A.M. because most parents worked two jobs and did not have the time to read to their children at night. A K-2 teacher had approximately 50 students curled at her feet the day the site visit was completed; she was reading stories and asking questions as if she were their mother reading their favorite bedtime stories, knowing that their mothers really would like to be sharing this experience but work prevented it. In the media center of that same building on that same morning, one teacher was supervising another 50 students, third-to-fifth graders, who were reading their favorite books. You could hear a pin drop, except when the teacher was having a conversation about a book with a student who wanted to share the excitement of reading.

These principals share the purpose of school – learning – with all who enter the building. The students and the adults are respectful and courteous of each other. They are focused on being better learners. The classrooms are safe and intellectually stimulating. Teachers personalize the learning for each student, using flexible grouping to meet the needs of the children. Students are goal-centered and take personal responsibility for their own learning and behavior. The feedback they get from their teachers and the principal is specific and descriptive. A highlight of the day is getting a positive office referral, one where the teacher sends the student to the office to discuss success on the math exam or talk about the three books read in the last week.

Relationships are the key to the positive learning environments in each of these schools. The principals interviewed know each and every student by name; they speak regularly with their parents. One principal walked the students home after school, so he could discuss the students’ progress with their parents. Another went to the home of one student immediately after the bell rang to get him up because he had not seen the student enter the door and he knew Mom had to be at work early that morning.

Rules and procedures are established – not to catch kids doing wrong, but to create a culture of learning that is consistent throughout the building – where students have time and resources to learn, where learning is uninterrupted. One principal shared, “It’s not the teaching or the logs; it’s the culture that matters – it’s the learning that matters.”

Principals in these successful schools in need of assistance walk the halls and the classrooms, constantly sharing expectations for learning and gathering evidence of it, always checking to be sure learning is #1 and that there is a culture that supports the change for their students.

Implications for Principals of Iowa:

▪ Provide leadership for assessing, developing and improving school environment and culture. (Culture, Focus, Ideals/Beliefs, Discipline)

▪ Provide leadership, encouragement, opportunities, and structure for all staff to continually design more effective teaching and learning experiences for all students. (Communication; Contingent Reward; Culture; Discipline; Focus; Input; Intellectual Stimulation; Involvement of Curriculum, Instruction, and Assessment; Knowledge of Curriculum, Instruction, and Assessment; Monitoring and Evaluating; Optimizer; Order; Resources; Situational Awareness)

▪ Share a purpose of school with staff and students. (Communication, Culture, Focus, Ideals/Beliefs)

▪ Share the vision of what the school should be like. (Culture, Ideals/Beliefs, Focus, Outreach)

▪ Protect instructional time. (Discipline, Focus)

▪ Protect teachers from internal and external distractions. (Discipline)

▪ Establish goals for learning. (Involvement in Curriculum, Instruction, and Assessment)

▪ Allow well-defined beliefs about school, teaching, and learning to permeate the building. (Ideals/Beliefs)

▪ Know and expect quality in curriculum, instruction, and assessment. (Knowledge of Curriculum, Instruction, and Assessment; Monitoring and Evaluating)

▪ Be continually aware of the impact of the practices and procedures on student achievement. (Situational Awareness, Visibility, Monitoring and Evaluating)

▪ Establish routines for the smooth running of school. (Order, Input, Communication)

▪ Provide routines and structures that promote learning and teaching. (Discipline, Order)

▪ Develop relationships with staff, students, and their parents. (Relationships)

▪ Work to assure the school plant, equipment, and support systems operate safely, efficiently and effectively. (Monitoring and Evaluating, Order, Resources)

Note that information in parentheses above refers to the twenty-one responsibilities, as identified in School Leadership that Works – From Research to Results (2005).

Coping with Change

Change is a natural occurrence in education. Marzano, Waters, and McNulty (2005) delineate those changes as first-order and second-order. First-order change is incremental, allowing educators to plan the logical steps for fine-tuning the system. Second-order change, on the other hand, requires an entirely new mental map, where there are no lock-step solutions. This deep change requires that educators challenge belief systems, think in new ways, and often use trial-and-error as they seek solutions to problems that have remained unsolved over time.

Principals of schools in need of assistance (SINA) recognize that they are involved in second-order change. Many have been formally prepared through their Master’s programs or professional development in balanced leadership for responding to second-order change and the complex problems that come with identification; others admit they are dealing intuitively with this level of change. And there are those who turn to their AEAs for technical assistance in this area. All the principals, however, share that resistance is a reality with second-order change, and that they must expect it and deal with it. They have learned to stay focused on the vision and the high expectations for their students’ learning; they know the buy-in will come when teachers see their new actions are achieving the vision. The principals have found that teachers’ answers to the question, “What happens if we fail to change?” and the data about their own students are key first steps in accepting and addressing the second-order change.

Those interviewed admitted that identification as a school in need of assistance is at first a shock, sometimes even an embarrassment. Most have found, however, that the identification actually becomes the leverage for change.

The principals have used several techniques in addressing this level of change, but one that is emphasized is the need to let people express their concerns but not be allowed to reject the change. One principal shared, “Five years ago, we rationalized the data and made excuses; now we must accept it and control what we can because blaming achieves nothing.” Another shared with her staff, “You can be mad today, but our kids need us. We are not staying here [mad]!” Several principals have recognized the barriers to change shared by the teachers and eliminated those barriers so the focus can be on the change necessary for each student’s success. Other principals have simply stated the facts, worked with the staff to prioritize solutions, and moved forward, knowing that internalization and changes in belief systems will come when their actions result in new data about learning.

“Don’t soft peddle the need for change,” echo several principals. “It is best to upset the apple cart for the right reasons.” They also admit a need to know about curriculum, instruction, and assessment and to monitor the alignment and implementation of them with the standards. The principals see themselves as the optimizers, the ones who must see the glass half full. They also see their own need to strengthen their communication during this stage, to be open to the input of the staff, and to assure a culture that is orderly and focused on students and their learning. They often rely on their leadership teams to help in these areas, especially in communication.

These same principals, who have been in this change “for the long haul,” as one principal summarized it, see the second-order change moving to first-order change as the beliefs and the norms of the staff members change. They knew that the change had become part of the culture when the mantra of the staff became, “We will never go back to the old way.”

Implications for Principals of Iowa:

▪ Challenge the status quo, always considering new and better ways of doing things. (Change Agent)

▪ Know that change is never easy, never convenient, never popular, never without opposition, and never without risk. (Change Agent, Culture, Situational Awareness)

▪ Prepare yourselves for understanding and dealing with the change process, including both first-order and especially second-order change. (Change Agent, Culture, Communication, Input)

▪ Get through the discouragement and embarrassment of identification; overcome the stigma and be positive about the change. (Culture, Optimizer)

▪ Be willing to operate at the edge versus the center of competence. (Change Agent, Optimizer)

▪ Stay focused on the vision and the high expectations for learning. (Culture, Focus, Ideals/Beliefs)

▪ Address problems in a timely manner. (Change Agent, Discipline, Flexibility, Monitoring and Evaluating, Order, Resources)

▪ Recognize that buy-in will come when teachers see that their actions are impacting student achievement. (Ideals/Beliefs, Change Agent)

Note that information in parentheses above refers to the twenty-one responsibilities, as identified in School Leadership that Works – From Research to Results (2005).

Sharing of Leadership

Marzano, Waters, and McNulty (2005) recognize the need for an effective school leader in every building, a leader with a complex array of skills. They acknowledge that to find a person who has the capacity to master all those skills is next to impossible. Their solution and that of all the schools in need of assistance is to have a strong leadership team, where the individuals together demonstrate those skills and together create a purposeful community for learning.

The principals interviewed are the first to recognize that they cannot do it alone; knowing that people are their most valuable resource and there are leaders within the staff, these principals have empowered their teachers to lead the needed change in the building. The journeys to students’ success in reading and/or math are being guided by strong leadership teams that “lead the charge” with the principals. The teams’ “culture of commitment” results in a building of teachers determined to do all they can to assure their students achieve proficiency in the identified area(s).

The make-up and size of the teams vary across the state. Some teams have representation by every grade level as well as teachers of special education, talented and gifted, and ELL. Other leadership teams consist only of a representative from lower elementary and one from upper elementary with the entire staff becoming “the leadership team” during collaboration and staff meeting time. Other teams are based on curriculum content areas. Still others include counselors and parents. Several teams assure that first-year teachers are represented as well as “seasoned” and “really seasoned” teachers. Many have included the Iowa Support Team member who facilitated the audit, diagnosis, and design of the action plan. Most leadership team members are volunteers, but often encouraged to volunteer because of their expertise (e.g., data analysis, professional development, facilitation, math, reading).

The work of these teams varies based upon needs of the students and the building. It is not uncommon to find the focus of their work around data collection and analysis, professional development, and communication. Others address critical issues like elimination of barriers to learning, alignment of curriculum, curriculum mapping, development of pacing guides and road maps, and time for learning. One building’s leadership team is responsible for the scheduling of testing and identification of accommodations. Still another is responsible for hiring of paraeducators, facilitating the tutoring, planning the professional development, being professional development trainers, attending national conferences, and sharing information. In most of the schools, the leadership team is the data team and most of the team time is spent on data analysis. The result is evidence-based decisions; according to one principal, “Data! Data! Data! There are no more ‘gut-feeling’ decisions.” All teams are responsible for communication. A principal described the team as “the voice of the staff and the voice to the staff.”

The teams meet at various times. Some schools provide substitutes so the team can meet during the day. Others choose to meet in the early morning. Still others meet in the evening. All use focused agendas and are highly involved in the implementation of the action plan for the building. Several of the leadership teams have set up agreements, guiding principles, or meeting norms that help the teams stay focused and provide rationale and guidance for their work and decisions. All teams have recognized that time is precious; they use it effectively and efficiently. Most members of the teams have been trained to use group-processing and decision-making tools (e.g., brainstorming, affinity diagrams, nominal group techniques) as they work. They focus on “essential questions” through honest conversations in order to carry out the school improvement plan.

The principals interviewed have learned lessons over time, one of which was the importance of professional development for their leadership team. One building focused on learning through book studies and outside facilitation of techniques for reading and math, school improvement, and engaging parents. Another has focused their professional development on data; they are now in their third year of training in the use of data and believe they are now ready to develop the data analysis skills of their colleagues in the building.

It is not uncommon to find an outside facilitator for the group, often times the Iowa Support Team member who has worked closely in the development of the plan or one of the teachers on the team. Most principals have expressed the benefit of being a member of the team, but not the facilitator of the team. This allows them to be active participants, listeners, and questioners in the discussions and decisions.

Family is the word most principals used to describe their leadership team. They have developed strong relationships. They know the strengths of each other; they know the challenges. They all work together to increase their students’ achievement.

Implications for Principals of Iowa:

▪ Share leadership and decision making. (Culture, Flexibility, Input, Order, Involvement in Curriculum, Instruction, and Assessment)

▪ Learn how to collect, analyze, and report data. (Monitoring and Evaluating)

▪ Provide the leadership team members with the professional development in the areas they are expected to work (e.g., data analysis, professional development, school improvement, systems thinking). (Culture, Focus, Discipline, Resources)

▪ Portray a positive attitude about the team members’ ability to accomplish substantial things. (Optimizer)

▪ Provide routine and procedures to meetings. (Order)

▪ Be aware of the needs of the team members. (Resources, Discipline, Relationships)

▪ Ensure the team members have the necessary resources to be successful. (Resources)

▪ Be an active participant of the team. (Involvement in Curriculum, Instruction, and Assessment; Culture, Flexibility)

▪ Know quality curriculum, instruction, and assessment and how they support the standards of learning. (Knowledge of Curriculum, Instruction, and Assessment)

Note that information in parentheses above refers to the twenty-one responsibilities, as identified in School Leadership that Works – From Research to Results (2005).

Use of Data to Drive Decisions, Set Direction, and Determine Actions

The Iowa Support System for Schools in Needs of Assistance (SINA) (2006) has been very valuable to the schools as they review the data to complete a gap analysis between their current reality and the desired state, determine root causes for the gap, and design the actions necessary to increase student achievement. The audit process, as described by one principal, focused the building on learning; the district is now proceeding with the audit for all their buildings. The schools have also reaped benefits from the Iowa Support Team’s work with Paul Preuss, author of School Leader’s Guide to Root Cause Analysis – Using Data to Dissolve Problems (2003), in the area of root cause analysis.

These principals learned early on that they must take a system’s approach to looking at data, which included not only reviewing student achievement data but also using data from three domains – Academic, Quality Educator, and District/School Systems. They are seeking triangulation of data as they use information about student learning, demographics, perceptions, and processes. They have learned the differences in looking at data and using data to drive decisions and actions for increased student achievement. They have recognized the impact of aligning curriculum, instruction, and assessment with the standards of reading and mathematics.

They have become skilled at putting “faces to the data” – going beyond knowing the statistics to connecting the names, the faces, and the stories of each child with the numbers. This has resulted in specific actions for increased student achievement based on “digging deeper” to determine root causes.

Using data, with the emphasis on using, has been a “high growth” area for many of the principals these past two years. Several admitted that until they experienced the identification as a school in need of assistance or were involved in statewide initiatives (e.g., Every Student Counts, Every Child Reads, Instructional Decision Making), they had not really used data. They had collected data, but it is only recently that they actually analyzed the data and used them to drive decisions. As mentioned earlier, “gut feelings” are no longer accepted when it comes to student learning; the principal, the leadership team, and the classroom teachers are data-driven.

Most schools/districts have provided training for the principal and the leadership team in data analysis through their AEA or other technical assistance. One of the buildings has included ongoing training for its leadership team for the past three summers, and has offered the training to all teachers in the building this summer.

The principals and leadership teams are sharing the data with the staff as well. As a building, they then prioritize the identified needs. This has created buy-in by many of the teachers for the needed changes. As observed by these principals, more and more classroom teachers are using data to adjust their instruction and their own professional development in order to have a positive impact on student learning.

To sum up the changes in the use of data, from looking at data to using data to make decisions, one principal said, “We love our data! Five years ago, we thought we used the data when we looked at it and blamed anyone and everyone else for the results; now we really use the data to make decisions based on our kids’ needs.” The shotgun approach to action planning has disappeared in these schools; data provides the rationale for all work now, including the allocation of resources to achieve that work.

Implications for Principals of Iowa:

▪ Become skilled at using data to make decisions. (Monitoring and Evaluating)

▪ Access the Iowa Support Team for Schools in Need of Assistance for support in the use of data, including the audit, the diagnosis, and the design of the action plan based on student needs. (Resources, Situational Awareness)

▪ Develop the skills of your leadership team and the entire staff in data analysis. (Monitoring and Evaluating, Resources)

▪ Allocate resources – time, people, and money – based on data. (Resources)

▪ Align curriculum, instruction, and assessment with the standards of the learning. (Knowledge of Curriculum, Instruction, and Assessment)

▪ Put faces to the data! (Monitoring and Evaluating)

Note that information in parentheses above refers to the twenty-one responsibilities, as identified in School Leadership that Works – From Research to Results (2005).

Draw on Technical Assistance

The Southwest Educational Development Laboratory (2005) emphasizes the importance of schools to access technical assistance in order to achieve increased student achievement. They encourage schools to develop close relationships with central office personnel who can help them with curriculum, professional development, resource allocation, and special services to meet the needs of diverse learners. In addition, schools should access technical assistance in the content areas as well as in processes and professional development, whether from independent contractors, the department of education, or the intermediate service agencies.

The Iowa Support Team has been instrumental in providing the technical assistance to schools identified in need of assistance (SINA). It assists the schools in meeting the federal requirements of No Child Left Behind and provides direction during five key phases of the change effort in their building: the audit of data and information in three domains that impact learning – Academic, Quality Educator, and Systems; the diagnosis of root causes of the gap between current reality and desired state; the design of the action plan, including the professional development; the implementation of the action plan, including monitoring and adjustment; and the evaluation of the professional development, action plan, and student learning. Several principals shared, “We couldn’t have done it without them – well, maybe we could have, but it would have been a lot harder!” The principals have found the team members to be good questioners, highly knowledgeable, great processors, change agents, and willing to work with the schools in the “we” capacity.

The principals also rely on their Area Education Agencies (AEAs) and the Iowa Department of Education for expertise in additional areas. Content experts in reading and math, as well as expertise in the Instructional Decision Making (IDM) model, English Language Learners (ELL), and special education prove to be invaluable to the schools as they make changes for their learners.

The advice of every principal interviewed was to ask for technical assistance and use it. One principal shared, “Call your AEA immediately, if they haven’t already called you.” These principals encourage seeking out expertise so that no one is reinventing the wheel and all are learning from each other.

Several schools, in anticipation of being identified as schools in need of assistance, asked those schools already identified to share lessons learned. Those principals believe this was an effective first step as they were able to anticipate and be proactive in dealing with the identification.

Guidance that the principals would share in the selection of technical assistance is to select individuals who want to develop relationships, who know their content, and are credible with the staff. An added plus in one building was that the person actually knew every student in the building and the staff members because of previous work.

One principal cautioned that schools also need outside support for morale building, for inspiration. They selected an expert in the field to have a focused conversation with the staff about their identification in math, what to expect, and what to celebrate. Others have relied on teams of experts, especially in the areas of poverty, focused lessons, data analysis, and questioning techniques.

The bottom line is that help is available – ask for it.

Implications for Principals of Iowa:

▪ Ask for technical assistance – from your central office personnel, from your AEA, from your Iowa Department of Education. (Resources)

▪ Ensure that the school complies with all district and state mandates, as well as the federal expectation that all identified schools access outside technical assistance. (Monitoring and Evaluating)

Note that information in parentheses above refers to the twenty-one responsibilities, as identified in School Leadership that Works – From Research to Results (2005).

“Do the Plan”

Developing the plan is only the beginning; implementing and sustaining the plan focused on results, according to Lezotte and McKee (2002), are ongoing and self-renewing. In recognizing that time is limited and a precious asset, principals, teachers and the support staff, and students, too, must focus on what matters – increasing the students’ knowledge and skills in reading and/or math.

Implementing the plan means keying in on the specific actions and their activities that result in student learning. The majority of those actions focus around the alignment of curriculum (What is taught.) with instruction (How it is taught.) and assessment (How well it is taught.) with the standards (What is to be learned.). This translates into the use of research-based strategies in the classroom, materials aligned with the learning expectations, and assessments that are used to monitor and evaluate student learning, both at the formative and summative levels.

The principals interviewed focused the professional development based on the needs of the students. The principals also coached and provided feedback aligned with the vision for the initiative. Their goal was to sustain over time the best practices for student learning. To assure this, the principals and their leadership teams not only planned for the professional development, assured its delivery, but also provided collaboration time so that teachers could practice and adjust their teaching to the learning of the students. This meant that monitoring of the professional development as well as its impact on student learning is a necessary must within the plan itself. Principals admitted that this last area, monitoring the impact of the professional development on their students’ learning, is still in the infancy stage, and one in which they must all grow.

The principals interviewed articulated they all want to learn new strategies that will help their students. They know that requires training, and they have all chosen to provide it within the Iowa Professional Development Model.

In addition to professional development on effective strategies for teaching, actions within the plan have addressed curriculum mapping and the development of formative and summative assessments. Several schools also focused on training in “co-teaching,” alignment of all services to students, test-taking skills, and implementation of Saturday school for increased skills in math and reading. All schools have also addressed parent engagement, focusing on ways to help parents help their children with learning at home.

When asked about the implementation of the plan, principals share it is easier since they have put “faces to the data.” They know exactly whom the initiative is going to benefit. The result is each and every teacher owns the plan because it is about their kids.

A key learning of several schools was the need to focus on one plan. In the first year of identification, one school had eleven plans; the next year, they had one plan, the action plan for schools in need of assistance. They admitted that focus was key to the progress they made in the second year of implementation. Others have shared the importance of focusing within the plan; principals have been instrumental and active in the development and implementation of priority actions within the plan. They have focused on eliminating barriers to the learning for the staff and the students.

Structured walk-throughs by the principals have been instrumental in checking for implementation of the professional development. In addition, technical assistance experts have collaborated with the teachers to provide one-on-one and descriptive feedback. On-going conversations in staff meetings have also helped to develop a professional learning community within the building.

Much appreciation was expressed by several principals for the quarterly and mid-year checks provided by the Iowa Support Team. The principals recognized that they sometimes get so caught up in the day-to-day happenings that they forget to review and celebrate accomplishments as well as make adjustments in the plan.

Other principals scheduled regular monthly meetings of the leadership team to focus on progress of implementation. They saw this as the best way to keep a handle on things as well as make the adjustments necessary for their students’ learning. One principal summarized the importance of the implementation when he said, much like the Nike commercials, “Just do it! Expect it to be done and it will be – that’s accountability.”

Implications for Principals of Iowa:

▪ Know quality curriculum, instruction, and assessment. (Knowledge of Curriculum, Instruction, and Assessment)

▪ Allocate resources to assure the implementation of the plan. (Resources)

▪ Make systematic and frequent visits to the classroom. (Visibility, Monitoring and Evaluating)

▪ Be visible during the implementation of professional development. (Visibility)

▪ Monitor the implementation and adjust the plan based on the needs of students. (Monitoring and Evaluating)

▪ Recognize behaviors that achieve the vision of the school. (Contingent Reward, Affirmation, Culture, Change Agent)

Note that information in parentheses above refers to the twenty-one responsibilities, as identified in School Leadership that Works – From Research to Results (2005).

Promotion of Collaboration

Margaret Mead once said, “Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it’s the only thing that ever has.” Conzemius and O’Neill (2001) advocate that the collaboration of teachers creates teamwork and mutual support, a shared responsibility for learning. The resulting benefits for students and their learning far outweigh the time and hard work collaboration takes. The collaboration assures the action plan lives and is having an impact on students.

Collaboration is a distinguishing characteristic of the successful schools in need of assistance. The principals interviewed have learned much in implementing collaboration in their schools. They recognize the importance of developing the teaming skills of teachers, of structuring the time with common agendas and expected outcomes, of teaching educators how to use data to adjust instruction, of communicating in systematic and systemic ways, and in celebrating accomplishments of the learning. The result is a professional learning community with shared goals, a common vocabulary, and a team who uses professional inquiry to identify opportunities to influence the learning of each and every student.

The principals interviewed see collaboration as the real leverage for the desired change. The wisdom of the groups across grades, within grades, across content, and within content has grown with time and structure. The focus on implementation of the plan has come a long way in the identified buildings. At one time, these principals admit, the collection of data was the goal; now the teachers use the data during their collaboration time to determine adjustments in instruction or professional development. They “fine tune” the learning opportunities for students.

The principals warn, however, that teachers must be prepared for collaboration. The principals either taught or sought technical assistance in developing the teachers’ problem-solving skills, decision-making skills, and group-processing skills. Listening and advocacy skills were also developed in these teachers. Meeting skills including posted agendas and meeting guidelines are the norms of effective collaboration.

Teachers in these buildings advocate that it is the collaboration time that is making the real difference for their students. They also share the importance of learning best practices for collaboration. Relationships are the key – and all must work to develop them.

Some of the identified schools have collaboration time weekly; others monthly. Some meet for forty-five minutes; other meet for two hours. All focus, however, on the sharing and analysis of data and adjusting instruction per those data. The result is the continued expectation of change and providing for what each student needs.

Implications for Principals of Iowa:

▪ Provide leadership, encouragement, opportunities, and structure for all staff to continually design more effective teaching and learning experiences for all students. (Communication; Contingent Reward; Culture; Discipline; Focus; Input; Intellectual Stimulation; Involvement of Curriculum, Instruction, and Assessment; Knowledge of Curriculum, Instruction, and Assessment; Monitoring and Evaluating; Optimizer; Order; Resources; Situational Awareness)

▪ Learn and teach collaboration skills, including problem solving, decision making, communication, group processing, and meeting skills. (Culture, Change Agent, Ideals/Beliefs)

▪ Become aware of personal aspects of teachers and staff, focusing on the development of relationships. (Relationships)

▪ Allocate time for collaboration; it assures communication and cohesion among the staff about learning and implementation of the action plan. (Discipline, Focus, Resources)

▪ Visit frequently the collaboration time of teachers in order to monitor and adjust the action plan, to provide needed support to teachers, and to celebrate the accomplishments. (Monitoring and Evaluating, Visibility, Culture, Focus)

Note that information in parentheses above refers to the twenty-one responsibilities, as identified in School Leadership that Works – From Research to Results (2005).

Use of Data to Monitor, Adjust, and Evaluate

The Southwest Educational Development Laboratory (2005) emphasizes that once the action plan is implemented, the responsibility for maintaining momentum and driving the work forward rests with monitoring, adjustment, and evaluation of the action plan. Killion (2002) encourages schools to monitor both formally and informally the actions and activities of the plan; adjust the plan when and where necessary, including the reallocation of resources; and evaluate the impact on the students and their learning.

The monitoring and evaluation of the action plan is the one area principals admit their most personal growth and the need for continued growth. They are learning to be persistent questioners, analytical leaders, who now purposefully monitor teaching and learning. Implementation data and formative assessments are becoming part of their standard vocabulary. The principals frequent classrooms through structured walk-throughs and inventories of instructional practices. They review implementation data, the effort of teachers, to evaluate the professional development’s impact on instructional practices. They monitor formative assessment data to determine instructional impact on students’ learning. They examine student work, although several admit this is an area in which they need to further develop their own skills.

The principals have expressed appreciation for the assistance, even the “nagging” of the Iowa Support Team, often called the “SINA Team” in their AEA, during the implementation phase, focused on monitoring and adjustment. Too often in the past, several principals state, the school improvement plan was written but never consciously implemented. Only in those districts that had a strong school improvement process did authentic implementation take place. That has all changed with identification as a school in need of assistance. Not only does implementation take place, but monitoring through multiple measures and adjustments in professional development and learning opportunities are addressed regularly to assure increased student learning.

Principals recognize that the collaboration time afforded teachers has been instrumental in assuring the implementation of the action plan, but even more important, in looking at the data to determine progress of the students in the learning expectations and to make the necessary changes in the actions to assure continued growth.

One principal declared that he thought of himself now as a reflective leader, one who was willing and had the skills to look at data with teachers and question learning “along the way.” These principals admitted, unlike their practices in the past, they look at multiples sources and points of data, seeking a triangulation of data that verifies increase in student achievement. The phrase “putting faces to the data” was again evident as teachers adjusted instruction based on data to meet individual needs as well as needs of small groups of students.

Several schools chose to look at student progress every week, others looked at it every month; others chose every six weeks. The fact is they chose to look at it regularly, with a focused agenda, and at two levels – implementation and impact. One principal called this “real time monitoring and adjustment for kids’ learning.” Teachers’ echoed the principals’ enthusiasm; “we love our data” was their response when asked about the value of monitoring their implementation and their students’ success with the learning expectations. These principals are also connecting the monitoring and evaluation with allocation of resources, including time, people, and money.

Several principals are now sharing the data with the students themselves. Students know where they are strong; where their challenges are. They are setting goals, taking responsibility for their learning, getting descriptive feedback from their teachers and principals, and celebrating their growth.

In addition to increasing their knowledge and skills in formative data, the principals of these schools want to better understand evaluation and how to infuse it into the action planning. They see this as their next big step in working with their schools.

Implications for Principals of Iowa:

▪ Become proficient in using both implementation and formative assessments to determine next steps in increasing student achievement. (Monitoring and Evaluating)

▪ Provide professional development for the leadership team and the teachers in using data to make decisions. (Resources, Focus, Discipline)

▪ Take part in professional development that develops skills in structured walk-throughs and inventories of instructional practices. (Visibility, Monitoring and Evaluating)

▪ Continually monitor the effectiveness of the school’s curricular, instructional, and assessment practices. (Monitoring and Evaluating)

▪ Being continually aware of the impact of the school’s practices on student achievement. (Monitoring and Evaluating, Situational Awareness, Culture)

▪ Make frequent and systematic visits to classrooms. (Visibility, Change Agent, Monitoring and Evaluating)

▪ Examine student work; question students about their learning. (Monitoring and Evaluating)

▪ Adjust action plans, including professional development and instructional practices in the classroom, based on triangulation of data. (Change Agent, Monitoring and Evaluating)

▪ Infuse evaluation into the action planning process. (Monitoring and Evaluating)

Note that information in parentheses above refers to the twenty-one responsibilities, as identified in School Leadership that Works – From Research to Results (2005).

Celebration

Celebration is important for students and staff members, especially when it is contingent on attaining a stated goal or standard. In fact, those celebrations can be powerful motivators for additional success.

The principals of the successful schools in need of assistance celebrate their students’ success with learning and their teachers’ success with professional development. They recognize that “success breeds success.”

These administrators recognize that the feedback must be specific and descriptive if they are to influence additional effort and growth. Large-group celebrations characterize the achievement of building goals. Individual and small-group celebrations are used to recognize personal growth. The principal who had test talks with each student used private, individualized celebrations with students who met their goals. She found they focused their understanding of the role of effort and hard work in other areas through this recognition. Another principal walked students home so that he could share their accomplishments with their parents. One principal uses books as rewards and estimates that each family now has a home library of at least seventy books. All used the data to connect to the achievement.

To celebrate the accomplishment of the building goal, one school invited all students and parents to an evening ice cream social, served by the teachers. In another building, the administrative team invited all the teachers to an assembly after school, where they were served a huge fruit salad topped with whipped cream. From behind the curtains in the cafeteria, the conversation of the administrators was brought to crescendo when they walked out dressed as butlers in black and white and carrying silver trays with big red cherries for the tops of the fruit salads and signs recognizing the accomplished scores.

Principals recognize that positive and personal feedback develops trust, focuses future actions, and develops relationships.

Implications for Principals of Iowa:

▪ Create symbols, ceremonies, and activities that support the vision and mission of the district. (Affirmation)

▪ Systematically and fairly recognize and celebrate the accomplishments of students. (Contingent Reward, Affirmation)

▪ Systematically and fairly recognize and celebrate the accomplishments of teachers. (Contingent Reward, Affirmation)

▪ Systematically and fairly recognize the failures of the school as a whole. (Contingent Reward, Affirmation)

▪ Be highly visible to staff, students, and parents. (Visibility)

▪ Inspire teachers and students to accomplish things that might be beyond their grasp. (Ideals/Beliefs, Optimizer)

▪ Portray a positive attitude about the ability of staff and students to accomplish substantial things. (Optimizer, Culture)

Note that information in parentheses above refers to the twenty-one responsibilities, as identified in School Leadership that Works – From Research to Results (2005).

Summary

Principals in the identified schools are leaders and learners. They share these musts when asked what advice they would give to schools as they are identified in need of assistance:

▪ Be thrilled for identification; get over the embarrassment and heartbreak quickly, and see this identification as a good thing. Accept the challenge as an opportunity to grow with your staff and principal colleagues. You will now have the leverage to make the changes you know should happen.

▪ Talk with the students, the staff, the parents, and the community about the identification. Share the vision you have for learning.

▪ Don’t look for a silver bullet; there is none.

▪ Take advantage of your AEA; it has skilled people in the process – use them.

▪ Look at your data, use your data, and “put faces to your data.”

▪ Learn to work smarter; you cannot work any harder.

▪ Keep the focus on quality teaching for learning; abandon the unimportant.

▪ Double check the progress often; the accountability is to the results for kids.

▪ Do what you believe is best for kids. All will take care of itself because it’s always about the kids.

▪ Celebrate the accomplishments!

Crosswalk of Observed Actions of Principal in Schools in Need of Assistance and

the Twenty-one Responsibilities of the School Leaders

(School Leadership that Works – From Research to Results)

Actions of Principals

(

The 21 Responsibilities of the School Leader |Clear

Vision |High

Expecta-tions |Positive Learning Environ-ment |Coping with Change |Shared Leader-ship |Use of Data to Drive Decisions, Set Direction, and Determine Actions |Technical Assis-tance |“Do the Plan” |Collabo-ration |Use of Data to Monitor, Adjust, and Evaluate |Celebra-tion | |Affirmation: The extent to which the leader recognizes and celebrates school accomplishments and acknowledges failures.

▪ Systematically and fairly recognizing and celebrating the accomplishments of students

▪ Systematically and fairly recognizing and celebrating the accomplishments of teachers

▪ Systematically and fairly recognizing the failures of the school as a whole |

|

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√ | |Change Agent: The extent to which the leader is willing to challenge and actively challenges the status quo.

▪ Consciously challenging the status quo

▪ Being willing to lead change initiatives with uncertain outcomes

▪ Systematically considering new and better ways of doing things

▪ Consistently attempting to operate at the edge versus the center of the school’s competence |

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√ | | |Contingent Reward: The extent to which the leader recognizes and rewards individual accomplishments.

▪ Using hard work and results as the basis for rewards and recognition

▪ Using performance versus seniority as a primary criterion for rewards and recognition | |

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√ | |Communication: The extent to which the leader establishes strong lines of communication with and between teachers and students.

▪ Developing effective means for teachers to communicate with one another

▪ Being easily accessible to teachers

▪ Maintaining open and effective lines of communication with staff. |

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√ | |Culture: The extent to which the leader fosters shared beliefs and a sense of community and cooperation.

▪ Promoting cohesion among staff

▪ Promoting a sense of well-being among staff

▪ Developing an understanding of purpose among staff

▪ Developing a shared vision of what the school could be like |

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√ | |Discipline: The extent to which the leader protects teachers from issues and influences that would detract from their teaching time or focus

▪ Protecting instructional time from interruptions

▪ Protecting teachers from internal and external distractions | | |

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|

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√ | | |Flexibility: The extent to which the leader adapts his or her leadership behavior to the needs of the current situation and is comfortable with dissent.

▪ Adapting leadership style to the needs of specific situations.

▪ Being directive or nondirective as the situation warrants

▪ Encouraging people to express diverse and contrary opinions

▪ Being comfortable with making major changes in how things are done |

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√ | | |Focus: The extent to which the leader establishes clear goals and keeps those goals in the forefront of the school’s attention.

▪ Establishing concrete goals for curriculum, instruction, and assessment practices within the school

▪ Establishing concrete goals for the general functioning of the school

▪ Continually keeping attention on established goals |

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√ | |Ideals/Beliefs: The extent to which the leader communicates and operates from strong ideals and beliefs about schooling.

▪ Possessing well-defined beliefs about schools, teaching, and learning

▪ Sharing beliefs about school, teaching, and learning with the staff

▪ Demonstrating behaviors that are consistent with beliefs |

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√ | |Input: The extent to which the leader involves teachers in the design and implementation of important decisions and policies.

▪ Providing opportunities for staff to be involved in developing school policies

▪ Providing opportunities for staff input on all important decisions

▪ Using leadership teams in decision making | | |

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√ | | |Intellectual Stimulation: The extent to which the leader ensures faculty and staff are aware of the most current theories and practices and makes the discussion of these a regular aspect of the school’s culture.

▪ Continually exposing staff to cutting-edge research and theory on effective schooling

▪ Keeping informed about current research and theory on effective schooling

▪ Fostering systematic discussion regarding current research and theory on effective schooling | |

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√ | | |Involvement in Curriculum, Instruction, and Assessment: The extent to which the leader is directly involved in the design and implementation of curriculum, instruction, and assessment practices.

▪ Being directly involved in helping teachers design curricular activities

▪ Being directly involved in helping teachers address assessment issues

▪ Being directly involved in helping teachers address instructional issues |

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√ | | |Knowledge of Curriculum, Instruction, and Assessment: The extent to which the leader is knowledgeable about current curriculum, instruction, and assessment practices.

▪ Possessing extensive knowledge about effective instructional practices

▪ Possessing extensive knowledge about effective curriculum practices

▪ Possessing extensive knowledge about effective assessment practices

▪ Providing conceptual guidance regarding effective classroom practices |

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√ | |Monitoring and Evaluating: The extent to which the leader monitors the effectiveness of school practices and their impact on student learning.

▪ Continually monitoring the effectiveness of the school’s curricular, instructional, and assessment practices

▪ Being continually aware of the impact of the school’s practices on student achievement |

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√ | |Optimizer: The extent to which the leader inspires and leads new and challenging innovations.

▪ Inspiring teachers to accomplish things that might be beyond their grasp

▪ Being the driving force behind major initiatives

▪ Portraying a positive attitude about the ability of staff to accomplish substantial things. |

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√ | |Order: The extent to which the leader establishes a set of standard operating procedures and routines.

▪ Establishing routines for the smooth running of the school that staff understand and follow

▪ Providing and reinforcing clear structures, rules, and procedures for staff

▪ Providing and reinforcing clear structures, rules, and procedures for students |

|

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| |Outreach: The extent to which the leader is an advocate and spokesperson for the school to all stakeholders.

▪ Ensuring that the school complies with all district and state mandates

▪ Being an advocate of the school with parents

▪ Being an advocate of the school with the central office

▪ Being an advocate of the school with the community at large |

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√ | |Relationships: The extent to which the leader demonstrates an awareness of the personal aspects of teachers and staff

▪ Being informed about significant personal issues within the lives of staff members

▪ Being aware of personal needs of teachers

▪ Acknowledging significant events in the lives of staff members

▪ Maintaining personal relationships with teachers |

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|

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√ | |Resources: The extent to which the leader provides teachers with materials and professional development necessary for the successful execution of their jobs.

▪ Ensuring that teachers have the necessary materials and equipment

▪ Ensuring that teachers have the necessary staff development opportunities to directly enhance their teaching |

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√ | | |Situational Awareness: The extent to which the leader is aware of the details and undercurrents in the running of the school and uses this information to address current and potential problems.

▪ Accurately predicting what could go wrong from day to day

▪ Being aware of informal groups and relationships among the staff

▪ Being aware of issues in the school that have not surfaced but could create discord | |

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√ | |Visibility: The extent to which the leader has quality contact and interactions with teachers and students.

▪ Making systematic and frequent visits to classrooms

▪ Having frequent contact with students

▪ Being highly visible to students, teachers, and parents |

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Crosswalk of Observed Actions of Principal in Schools in Need of Assistance and

the Iowa Standards for School Leaders (“6 by 36”)

Actions of Principals

(

The Iowa Standards for

School Leaders (“6 by 36”) |Clear

Vision |High

Expecta-tions |Positive Learning Environ-ment |Coping with Change |Shared Leader-ship |Use of Data to Drive Decisions, Set Direction, and Determine Actions |Technical Assis-tance |“Do the Plan” |Collabo-ration |Use of Data to Monitor, Adjust, and Evaluate |Celebra-tion | |STANDARD #1: A principal is an education leader who promotes the success of all students facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. (Shared Vision)

The principal

a. Uses appropriate data to set priorities and establish high, concrete goals in the context of improving student achievement.

b. Considers new and more effective ways of doing things based on research and/or best-known practices.

c. Articulates and promotes high expectations for teaching and student learning.

d. Aligns the educational programs, plans and actions to the district’s vision and goals for student learning.

e. Acts as a driving force behind major initiatives. |

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|

√ | |

√ | | | | |STANDARD #2: A principal is an educational leader who promotes the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional development. (Culture of Learning)

The principal

a. Provides leadership for assessing, developing and improving school environment and culture.

b. Systematically and fairly recognizes and celebrates accomplishments of teachers, staff and students.

c. Provides leadership, encouragement, opportunities and structure for staff to continually design more effective teaching and learning experiences for all students.

d. Monitors and evaluates the effectiveness of curriculum, instruction and assessment.

e. Evaluates staff and provides ongoing coaching for improvement.

f. Ensures that staff has necessary professional development opportunities that directly enhance their performance and improve student learning.

g. Uses current research and theory about effective schools and leadership to develop and revise his/her professional growth plan.

h. Promotes collaboration with all stakeholders.

i. Is easily accessible and approachable to students, staff and community.

j. Is highly visible and engaged in the school.

k. Articulates the desired school culture and shows evidence about how it is reinforced. |

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√ | |STANDARD #3: A principal is an educational leader who promotes the success of all students by ensuring management of the organization, operations and resources for a safe, efficient and effective learning environment. (Management)

The principal

a. Complies with state and federal mandates and local board policies.

b. Interviews and recommends teachers and staff to support quality instruction.

c. Protects instructional time from unnecessary distractions and interruptions.

d. Addresses current and potential problems in a timely manner.

e. Manages fiscal and physical resources of the school responsibly, efficiently and effectively.

f. Designs and manages operational procedures to maximize opportunities for successful learning.

g. Communicates effectively with both internal and external audiences about the operations of the school. |

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√ | | | | |STANDARD #4: A principal is an education leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs and mobilizing community resources. (Family and Community)

The principal

a. Engages family and community by enhancing shared responsibility for student learning and support of the school.

b. Promotes and supports a governance structure for family and community involvement in the school.

c. Facilitates the connections of students and families to the health and social services that are needed to stay focused on learning.

d. Establishes with staff a school culture that welcomes and honors parents and seeks ways to engage them in their children’s learning. |

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√ | |STANDARD #5: A principal is an educational leader who promotes the success of all students by acting with integrity, fairness and in an ethical manner. (Ethics)

The principal

a. Demonstrates ethical and professional behavior.

b. Adopts values, beliefs and attitudes that inspire others to higher levels of performance.

c. Maintains caring relationships with teachers and staff.

d. Demonstrates appreciation for and sensitivity to diversity in the school community.

e. Adapts leadership behavior to the needs of the current situation.

f. Is respectful of divergent opinions. |

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√ | | |STANDARD #6: A principal is an educational leader who promotes the success of all students by understanding the profile of the community and, responding to, and influencing the larger political, social, economic, legal and cultural context. (Societal Context)

The principal

a. Collaborates with service providers and other decision-makers to improve teaching and learning.

b. Advocates for the welfare of all members of the learning community.

c. Respects the varied dynamics of decision making and designs appropriate strategies to reach desired goals. |

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Resources

Bryan, Ron and Leadership Team. Personal Interview. 27 April 2006.

Bundt, Noreen. Personal Interview. 18 April 2006.

Burnett, Jill. Personal Interview. 23 May 2006.

Burrows, Al. Personal Interview. 23 May 2006.

Bryant, Ralph. Personal Interview. 23 May 2006.

Collins, Jim. Good to Great and the Social Sectors: Why Business Thinking Is Not the Answer. 2005.

Christensen, Donna. Personal Interview. 25 May 2006.

Collins, Jim. Good to Great and the Social Sectors. Boulder, CO: Jim Collins, 2005.

Conzemius, Anne and Jan O’Neill. Building Shared Responsibility for Student Learning. Alexandria VA: Association for Supervision and Curriculum Development, 2001.

Cotton, Kathleen. Principals and Student Achievement: What the Research Says. Alexandria, VA: Association for Supervision and Curriculum Development, 2003.

Drees, Jan and Mike Lord. Personal Interview. 23 May 2006.

Fowler, Joyce. Personal Interview. 25 April 2006.

Gilbert, Melissa and Leadership Team. Personal Interview. 25 April 2006.

Iowa Department of Education, School Administrators of Iowa, and Iowa’s State Action for Education Leadership Project. Iowa Standards for School Leaders. 2005.

Iowa Support Team. Iowa Support System for Schools in Need of Assistance (SINA) – Training Materials to Build Capacity in AEAs and Schools and Districts in 2006-2007. Des Moines, IA: Iowa Department of Education, 2006.

Iowa Support Team. “Summary of Site Visits – 2005.” Des Moines, IA: Iowa Department of Education, 2005.

Iowa Support Team. “Summary of Site Visits – 2006.” Des Moines, IA: Iowa Department of Education, 2006.

Killion, Joellen. Assessing Impact – Evaluating Staff Development. Oxford, OH: National Staff Development Council, 2002.

Leadership Team of Hiatt Middle School, facilitated by Holly Barnes, Des Moines Public Schools. Personal Interview. 25 May 2006.

Lezotte, Lawrence W. and Kathleen M. McKee. Assembly Required – A Continuous School Improvement System. Okemos, MI: Effective Schools Products, Ltd., 2002.

Marzano, R. J., Timothy Waters, and Brian A. McNulty. School Leadership that Works – From Research to Results. Alexandria, VA: Association for Supervision and Curriculum Development, 2005.

Mississippi Bend AEA, producer and editor of DVD. SINA Interviews of Debra Miller, Bob McGarry, Becky Furlong, and Dianne Simmons. Fall 2005.

Ortman, Brian. Personal Interview. 24 May 2006.

Pecinovsky, Susan. The Impact of No Child Left Behind (NCLB) Legislation on School Leadership of Two School Buildings Designated in Need of Improvement: An Agency Theory Perspective. 2005.

Preuss, Paul G. School Leader’s Guide to Root Cause Analysis – Using Data to Dissolve Problems. Larchmont, NY: Eye on Education, 2003.

Reeves, Douglas B. The Learning Leader: How to Focus School Improvement for Better Results. Alexandria, VA: Association for Supervision and Curriculum Development, 2006.

Renze, Tom and Leadership Team. Personal Interview. 24 April 2006.

Simmons, Diane. Personal Interview. 26 April 2006.

Southwest Educational Development Laboratory (SEDL). Working Systemically to Increase Student Achievement: A Facilitator’s Handbook. Austin, TX: Southwest Educational Development Laboratory, 2005.

Wickes, Clark and Sue Morris and Eric Sundamaier. Personal Interview. 17 April 2006.

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