Missouri Professors of Educational Administration Backward Mapping Project 20 10 – 20 11

1. Missouri Professors of Educational Administration Backward Mapping Project 2010– 2011 Principals Opinions of an Effective Preparation Program

2. Identifying our schools • The Missouri Professors of Educational Administration (MPEA) identified principals who had guided their schools to improved student achievement and/or maintained high levels of achievement. • A wide variety of principals were identified ranging from: high school, middle school, elementary school urban, and rural

3. How we selected each principal • Principals selection was based on a variety of items. Minimum years experience in their current school, increase in student performance on the state’s achievement test, and/or maintaining a high level of student performance on the state’s achievement test. • Selections were also based on the size and grade configuration of the school, location, rural, suburban or urban. Gender and ethnicity were also considered in the selection of successful principals.

4. What we want to learn • It is imperative we know and understand each principals view on the following: vision, culture/climate, management, public relations, ethics, and political/social issues in their school. • Principals were also asked what aspects of their preparation program were of greatest benefit in these areas.

5. Our Purpose • The research conducted is designed to impact the areas of curriculum and instruction in educational administration preparation programs. • Our study would like to compare previous schools and principals surveyed to determine any changes in school climate, culture and accreditation.

6. Questions and summary of responses • In what way do you believe you lead your school in the development of a common vision? • The development of a common vision is a vital part of achieving school success. Many of our surveyed schools mentioned working with professional learning communities while establishing effective communication between the staff and community to ensure student

7. Questions and summary of responses • What activities do you engage your staff in regarding the development of a vision? • Using data and professional development communities; while implementing required readings for our teachers to be successful were all popular responses to the question.

8. Questions and summary of responses • What classes or activities in your preparation program prepared you to develop a vision of learning for your school? • The answers to this question varied greatly. Responses to the questions were: School Administration, Foundations of Administration, School Supervision while others mentioned most of the preparation came from on the job training. While reviewing the question and the responses to the question, it is no surprise that the answers were so diverse. Each individual learner will value certain courses over others. It is important that higher education institutions continue to provide broad, yet in-depth courses.

9. Questions and summary of responses • In what way do you believe you lead your school to create a positive school culture? • Having high expectations for each individual in the school; this includes students, staff and other administrators was a popular reply to this question. Also modeling expected behavior and demonstrating characteristics to the students and staff that resemble good nature and demonstrate moral fiber. Listening to each person’s needs and reminding all involved we are here for the kids was also mentioned.

10. Questions and summary of responses • What activities do you engage your staff in to create a positive school culture? • Administrators are able to build quality relationships with each other through a variety of ways. Christmas parties, celebrating birthdays, congratulations cards, fun Fridays, and respecting differences were several responses. All are great ways to establish and maintain positive school culture. Having a variety of actives for each to participate in will make it likely for everyone to be included.

11. Questions and summary of responses • What classes or activities in your preparation program prepared you to create and sustain a positive school culture? • Many individuals surveyed answered this question by mentioning all leadership courses taken, while not failing to mention the importance of supervision classes. With this said, it must be mentioned that a few administrators surveyed felt no classes truly prepared them to create and sustain a positive school culture. These administrators believe it is something that can only be learned through on the job training.

12. Questions and summary of responses • In what way do you believe you lead your school to promote a safe learning environment? • A variety of methods are used to promote a safe learning environment. Tactics ranging from: intruder drills, safety awareness preparation, bully behavior training and bringing in professional teams to evaluate, assess and educate the entire school. All ways are exceptional and should be considered beneficial to the staff and students involved in the school. Being an active administrator with the ability to look ahead and prevent problems before they occur will greatly reduce an unsafe learning environment.

13. Questions and summary of responses • What activities do you engage your staff in to develop a safe learning environment? • Administrators are developing safe learning environments through effective communication. This communication is developed and delivered through professional development, which includes, maintaining bully policies, sexual harassment policies and encompassing broad safety training for teachers and bus drivers.

14. Questions and summary of responses • What classes or activities in your preparation program prepared you to develop a safe learning environment? • The response to this answer varied greatly. Again, it is up to the administrator and former student to determine what they value to be important. Responses include: school law, curriculum, administration and supervision courses. Certain administrators felt none of the courses offered were excessively beneficial in developing a safe environment, they believed it was something learned on the job.

15. Questions and summary of responses • In what way do you believe you lead your school to collaborate with other and respond to diverse community needs? • Establishing common plan periods for core departments, along with professional learning communities and tackling difficult conversations were popular ways to respond to diversity. Some administrators’ survived mentioned diversity as a non-issue in their building, this response is difficult to grasp. Diversity is everywhere and a common theme among all. It must be noted diversity is more than skin color or religious beliefs.

16. Questions and summary of responses • What activities do you engage your staff in to collaborate with others and respond to diverse community needs? • The responses to this question were very similar to the previous question. Most current administrators felt they use the art of communication to meet diverse community needs. Having open houses and involving the teachers in many extracurricular activities were other ways to enable more interaction between the community members and the teachers.

17. Questions and summary of responses • What classes or activities in your preparation program prepared you to collaborate with others and respond to diverse community needs? • Some administrators surveyed felt this was encompassed in all courses. Others believed courses such as: school supervision, curriculum, issues, and school administration were beneficial and helped them develop the skills needed to handle diversity. This answer will vary greatly depending on the administrator’s school and the members of the community. Courses developed to meet the diverse needs of an urban community might be irrelevant to an administrator of a small rural school.

18. Questions and summary of responses • In what way do you believe you lead your school in an ethical manner? • An overwhelming response to this question was, lead by example. Show them that you care and model expected behavior. This includes being open, honest and understanding.

19. Questions and summary of responses • What activities do you engage your staff in to ensure ethical behavior? • Doing what is best for the kids at all times. Also through teacher in-services, constructive conversations and encouraging our staff to always be professional. All of these are great ways to keep a staff ethical. Administrator can encourage this behavior but they must know to look for signs of an ethical person from the start. They can do this in the interview process by asking challenging questions.

20. Questions and summary of responses • What classes or activities in your preparation program prepared you to be an ethical leader? • An administrator responded to this questing by answering, no courses will prepare you to be an ethical leader, you are either ethical or not. This response is very interesting and seems to hold a great deal of truth. Preparing teachers to be ethical is great in theory; but does it really work? Other response include: school law, issues in education, and having positive support from professors.

21. Questions and summary of responses • In what way do you believe you respond to political, social, economic, legal and cultural influences? • Staying up to date with current issues, being actively involved in organizations, facing issues head-on and staying positive were all answers to the previous question.

22. Questions and summary of responses • What activities do you engage you staff in regarding the political, social, economic, legal and cultural influences? • Schools do many things in response to this question. Answers included but are limited to: Ruby Payne poverty study, diversity workshops and counselor led discussions dealing with keeping an open mind while recognizing diversity.

23. Questions and summary of responses • What classes or activities in your preparation program prepared you to respond to political, social, economic, legal and cultural influences? • School law was the most popular response to this question. It is a great course that focuses on many of today’s controversial issues. It is important that we continue to provide this course, while keeping it relevant and resourceful to provide future administrators a quality education.

24. Questions and summary of responses • Describe the school when you first became the principal. • This question came with a variety of responses. Schools are different from place to place and the students and staff are all diverse individuals. Several administrators said the school prior to them coming was productive, with high student involvement and high student success. Other administrators were not as positive about the school prior to their arrival. These administrators mentioned the school was unorganized, had a low moral rate and no system for accountability was in place.

25. Questions and summary of responses • What changes have you implemented to create positive school achievement? • Administrators have different ways to execute a plan of achievement. In this case, many administrators increased collaboration time to develop a “we” mentality, added technology and reorganized class schedules, many administrators also used Professional Learning Communities to help their school achieve.

26. Questions and summary of responses • Name the top five most important things you do as a school principal? • Leadership, communication, safety, student achievement, building relationships with staff, students and parents.

27. Questions and summary of responses • What are the greatest obstacles you face as a school leader? • Time management and state mandates were the two biggest obstacles for current school leaders.