Summary MCPSS Leadership Planning

1. Summary MCPSS Leadership Planning Prepared by: Dr. Phyllis Pajardo, ASCD Faculty June 28, 2013

2. This summary contains: • Background • Outcomes • Participants • Common Vocabulary • MCPSS Leadership Stats • Gap Analysis • MCPSS and Alabama Leader Standards • MCPSS and Succession Planning • The Ideal MCPSS Principal Leader • Proposed MCPSS Leadership Components • Next Steps For specific references to the above items, see: NOTES MCPSS ASCD Leadership Development Planning Days 1-4 • Eat lunch

3. BACKGROUND ASCD, a national educational organization, was contracted by MCPPS for leadership development program planning. ASCD Faculty member, Dr. Phyllis Pajardo, planned targeted assessments, shared national research, and facilitated learning experiences with selected principals and district office staff. By the conclusion of the four days, participants developed a leadership program plan for accomplished principals, aspiring principals, and teacher leaders. The plan supports Alabama Instructional Leaders standards and best practices in leadership research. This PPT is a summary of their work.

4. OUTCOMES • Examine the current state of leadership succession in MCPSS. • Review the Alabama Instructional Leader Standards and complete a gap analysis. • Study key components of succession planning and leadership planning for accomplished principals, aspiring principals, and teacher leaders. • Develop detailed components (selection, assessment, professional development, internship) • Propose new leadership development programming for MCPSS.

5. MCPSS Participants Principals • Richard Dixon • Marlon Firle • Brenda Hartzog • Dianne Reynolds • Ronald Rowell District-office • Academic Affairs • Lynda Carroll • Phaedra Fox • Karen Mohr • Federal and Special Programs • Belinda Roberts • Human Resources • Bryan Hack

6. Common Vocabulary (Definitions/descriptions developed by participants)

7. Agreed-Upon Common Vocabulary • Leadership Development - A plan of support and improvement with expectation and goals for instructional and managerial outcomes. • Instructional Leadership - One who models good instructional strategies that builds capacity of others and establishes clear expectations aligned to district goals for instructional leaders. • Professional Development/Professional Learning - Addresses identified needs based on data analysis, perceptual needs, best practices, and is research-based; individualized to meet the needs of the learner.

8. Agreed-Upon Common Vocabulary • Assessment - Determining the effectiveness of practices for the purpose of improvement; frequent monitoring for continuous improvement. • Internships - Practical practice and application in specific area; practical application K-12 with specific focus after having a broad experience. • Mentoring – Establishes a relationship built upon trust, provides support and assistance to an individual or a group of individuals; allows opportunity to develop relationships and networks

9. The Current State

10. MCPSS Leadership Stats Principals • How many new principals were hired in 2012? 5* • How many new principals were hired in 2011? 4* • What’s the average age of MCPSS principals? 50 • What’s the average years a principal serves in that position? 10 Assistant Principals • How many assistant principals are in the district? 91 • What’s the average age of MCPSS assistant principals? 46 • What’s the average years an assistant principal serves in that position? 4.62 years • What’s the average years of teaching experience of assistant principals? 14 * Excludes lateral transfers or promotions w/in the principalship (i.e. middle to high school)

11. Gap AnalysisAL Instructional Leader Standards* • What standards are strengths (S) in MCPSS? • What standards need improvement (N) in MCPSS? • Standard 1: Planning for Continuous Improvement S 1 N 4 • Standard 2: Teaching and Learning S 0 N 5 • Standard 3: Human Resources Development S 2 N 3 • Standard 4: Diversity S 1 N 4 • Standard 5: Community and Stakeholder Relationships S 3 N 2 • Standard 6: Technology S 3 N 2 • Standard 7: Management of the Learning Organization S 3 N 2 • Standard 8: Ethics S 4 N 1 *For definitions/descriptions of each standard, refer to: Alabama Continuum For Instructional Leader Development

12. Gap AnalysisAL Instructional Leader Standards How are the district efforts in leadership selection, development, and evaluation aligned with Alabama’s Instructional Leader Standards? - RED – Not aligned - YELLOW – Partially aligned - GREEN – Aligned

13. Gap Analysis** How are the district efforts in leadership selection, development, and evaluation aligned with Alabama’s Instructional Leader Standard 2? RED - Not aligned • YELLOW - Partially aligned • GREEN – Aligned Standard 2: Teaching and Learning • Selection: Red 1 Yellow 6 Green 0 • Development: Red 2 Yellow 4 Green 1 • Evaluation: Red 1 Yellow 5 Green 1 ** See NOTES MCPSS ASCD Leadership Development Planning for results of additional standards

14. Gap Analysis** How are the district efforts in leadership selection, development, and evaluation aligned with Alabama’s Instructional Leader Standard 3? RED - Not aligned • YELLOW - Partially aligned • GREEN – Aligned Standard 3: Human Resources Development • Selection: Red 4 Yellow 2 Green 0 • Development: Red 4 Yellow 2 Green 1 • Evaluation: Red 0 Yellow 4 Green 3 ** See NOTES MCPSS ASCD Leadership Development Planning for results of additional standards

15. District Management Council, 2009 Succession Planning is a fluid and continual process, and requires regular assessment and adjustment... Ultimately, a successful succession planning program will be a tailored, systematic, and clear process that enjoys dedicated organizational support and that emphasizes long-term leadership development.

16. Gap AnalysisSuccession Planning District Management Council (DMC) Brief: Using Succession Planning to Drive District Human Capital Growth

17. Gap AnalysisComponents of a High-Quality Succession Plan • We have a clearly articulated definition of desired leadership characteristics that are broadly understood and communicated to stakeholder groups. Completely Agree Somewhat Agree Disagree Don’t Know 0 2 5 1 2. We evaluate leaders (both for internal performance reviews and promotions and for external candidates seeking employment) against these criteria. Completely Agree Somewhat Agree Disagree Don’t Know 0 2 5 1 3. We give open, honest, and constructive feedback to our existing and emerging leaders on a regular basis. Completely Agree Somewhat Agree Disagree Don’t Know 0 8 0 0 4. We proactively identify future leadership talent at lower levels in the organization, rather than simply rely on self-selection. Completely Agree Somewhat Agree Disagree Don’t Know 0 2 5 1 

18. Gap AnalysisComponents of a High-Quality Succession Plan 5. We monitor, district-wide, how many critical positions have no immediate successors available and create action plans to reduce the risk. Completely Agree Somewhat Agree Disagree Don’t Know 0 1 6 1 6. We monitor how many vacant positions are filled by external candidates. We set target percentages for this metric based on district objectives. Completely Agree Somewhat Agree Disagree Don’t Know 0 0 6 2 7. We have individualized development plans for all of our high potential leaders. Completely Agree Somewhat Agree Disagree Don’t Know 1 0 5 2 8. We integrate our human capital efforts with our development of professional learning communities. Completely Agree Somewhat Agree Disagree Don’t Know 1 5 2 0

19. Gap AnalysisComponents of a High-Quality Succession Plan 9. We have structured processes to ensure smooth handoffs of responsibility when leaders turn over. Completely Agree Somewhat Agree Disagree Don’t Know 0 4 3 1 10. We have a culture that values internal development of leaders. Completely Agree Somewhat Agree Disagree Don’t Know 0 6 1 1 Score: • 1 pt - Completely agree 5 pts – Somewhat Agree • 10 pts – Disagree 10 pts – Don’t Know Total Score: • Participants’ Average Score was 79

20. How big an opportunity exists in MCPSS to improve human capital operations through succession planning?

21. Institute for Learning - University of Pittsburg, 2011 Principal hiring, assignment, and evaluation are critical processes for increasing human and social capital for high quality practice and student learning.

22. The Desired State

23. The Ideal MCPSS Principal Leader Knowledge • Minimum of Master’s Degree in Ed Leadership • K-12 certification recommended with internship experience at all levels • Knowledge of current educational issues (standards, assessments, instructional practices, system expectations) • Working knowledge of everything in their building • Understands: • Age group/Culture/Climate • Community • Instructional Strategies • Data • Resources (human, instructional, monetary) • Technology Competencies and Skills • Communication Skills (written and oral) • Interpersonal skills • Decision-making abilities • Facilitation skills • Negotiating/Mediation skills • Ability to analyze and use data – What to do with data • Ability to have difficult conversations • Ability to delegate • Team Building – Building relationships • Good work ethics

24. The Ideal MCPSS Principal Leader Experiences • Teaching – various levels/grades • All levels of education (all levels, socioeconomic groups, ethnic groups) • Teacher Leader Personal Characteristics or Attributes • Passionate and caring • Fair and consistent • Ability to build and foster relationships with all stakeholder groups • Ability to forecast situations

25. Gallup, Inc - 2012 effective (leadership development) Programs focus on talent growth, as well as knowledge and skills training … the developmental needs of assistant principals, and particularly principals, require a differentiated and individualized approach.

26. Proposed MCPSSLeadership ProgrammingSee Chart 1 and 2 MCPSS ASCD Leadership Plan Key Components

27. Next Steps • Review session documents; identify key learning and essential take aways. • Review leadership planning charts; determine appropriate levels of consistency between each group. • Discuss session summary and notes, and participants’ observations/comments with Superintendent. • Determine how much of the plan can be implemented, by when, and with what existing or new human, financial, and/or time resources. • Develop a communication plan that includes various stakeholders including the School Board.

28. Thank you for allowing ASCD an opportunity to partner with your district in your leadership journey.For More Information, contact: Ann Cunningham-Morris, Professional Development Director, ASCD • acunning@ascd.org • 703.575.5683 Debra Hall, Southeast Regional Program Manager, ASCD • dahall@ascd.org • 703.575.5805