leadership development nashua, nh
TRANSCRIPT
Leadership Development
Nashua School District
Leadership Development Setting the Context Supporting the Goals Does Leadership Matter?
Are leaders crucial to support achievement? How do we build leaders to support achievement? How do we challenge our leaders?
Student Achievement Where we are and where we need to be
Leadership Initiatives Laying the Cornerstones for
Leadership Opportunities for Leadership
Development
SETTING THE CONTEXTLeadership Development
Setting the Context:District Goals
1. To increase academic achievement for all students while recognizing the diverse needs of our students
2. To establish and communicate an accountability system
3. To align policies, procedures, and resources
4. To establish an assessment process5. To provide a positive climate and a safe
educational environment
SUPPORTING THE GOALSLeadership Development
Setting the Context:Supporting the Goals
Does leadership matter? Do beliefs make a difference?
Is our business growth and development?
Can all children learn? If we seek student proficiency,
What is teacher proficiency? What is administrator proficiency?
What is a successful school?
DOES LEADERSHIP MATTER?Leadership Development
The Challenging Question:Instructional Leadership
Principals are held accountable for student achievement; and yet,
“The direct effect of principals on student achievement is near zero.”
Ross and Gray, School Leadership and Student Achievement. 2002
Do you believe this? And if you do, why are you a Principal
[or, a District Administrator]?
Instructional Leadership Model
Community Instructional Climate
Personal Beliefs and Experiences
Instructional Organization
Principal Leadership
Institutional Context
Student Outcomes
Instructional Leadership Model
Instructional Climate School mission Student opportunity to learn Teacher expectations for student
learning Instructional Organization
Opportunities for teaching and learning Teaming students and teachers for
instructional delivery and curricular monitoring
Leadership
Advice for Urban School Leaders
Do what you say you’re going to do.
Know the work to lead the work.
Do not be afraid of accountability. Tom Payzant, former Superintendent, Boston
STUDENT ACHIEVEMENT:WHERE WE ARE AND WHERE WE NEED TO BE
Leadership Development
STUDENT ACHIEVEMENT:ATTENDANCE
Leadership Development
Nashua Attendance 2007-08
70
75
80
85
90
95
100
ALT AM BH BI BR CH CR EMS FG FMS LG MD MP NHN NHS NS PMS SH
87
9496 97 96 96 95 95 94
9594
9695
92 9395 95 96
SCHOOL
PE
RC
EN
TA
GE
OF
DA
YS
IN
AT
TE
ND
AN
CE
Attendance By School
Nashua Attendance 2007-08% Students with >30 Absences
37%
4%
1% 1%2% 2%
3% 3%1%
5%6%
1%2%
13% 13%
2%
5%
1%
0%
5%
10%
15%
20%
25%
30%
35%
40%
ALT AM BH BI BR CH CR EMS FG FMS LG MD MP NHN NHS NS PMS SH
School
% S
tud
ents
North: 246 students
Ledge St: 32 students
South: 293 students
ALT: 33 students
Leadership Questions
Where we are and where we need to be Student Attendance
Is it acceptable That 293 students at South miss more than 30
days of school a year? That 246 students at North miss more than 30
days of school a year? That 32 elementary students at Ledge St. miss
more than 30 days of school a year?
STUDENT ACHIEVEMENT:CLIMATE
Leadership Development
High School Climate
0
50
100
150
200
250
300
350
400
450
385
249
402
448
2006-07 2007-08
NHNNHS
No
. S
tud
ents
High School Students Involved in Misconduct
High School Climate
0
20
40
60
80
100
120
140
160
135
121114
159
2006-07 2007-08
NHNNHS
No
. S
tud
en
ts
Students Involved in Fighting and Inappropriate Contact
High School Climate
0
40
80
120
160
200
240
280
226
188
167
254
2006-07 2007-08
NHNNHS
No
. In
cid
en
ts
Incidents of High School Fighting and Inappropriate Contact
High School Climate
0
200
400
600
800
1000
1200
NHN NHS
760
603538 567568
848
675
916
442
1026
03 04 05 06 07
HIGH SCHOOL DISCIPLINE HISTORYNumber of Suspensions
Leadership Questions
Where we are and where we need to be High School Climate
Is it acceptable That 18% of our students were involved in
misconduct incidents last year? That 7% of our students were involved in fighting
incidents last year? That 1500 suspensions occurred at the high
schools last year?
STUDENT ACHIEVEMENT:STATE TESTING
Leadership Development
NECAP Math 2007Elementary Proficiency and Poverty
Amhe
rst St
Bicen
tenn
ial
Birch
Hill
Broad
St
Charlo
tte
Ave
Dr Cris
p
Ledg
e St
Fairg
roun
ds E
lem
Mai
n Dun
stab
le
Mt Ple
asan
t
New S
earle
s
Sunse
t Hts
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
63%
84% 81% 78%74%
52%
42%
58%
81%
60%
70% 69%
ProficientSES
NECAP Reading 2007Elementary Proficiency and Poverty
Amhe
rst St
Bicen
tenn
ial
Birch
Hill
Broad
St
Charlo
tte
Ave
Dr Cris
p
Ledg
e St
Fairg
roun
ds E
lem
Mai
n Dun
stab
le
Mt Ple
asan
t
New S
earle
s
Sunse
t Hts
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
68%
87%82% 79% 78%
59%
47%
71%79%
57%
78%71%
ProficientSES
NECAP Writing 2007Elementary Proficiency and Poverty
Amhe
rst St
Bicen
tenn
ial
Birch
Hill
Broad
St
Charlo
tte
Ave
Dr Cris
p
Ledg
e St
Fairg
roun
ds E
lem
Mai
n Dun
stab
le
Mt Ple
asan
t
New S
earle
s
Sunse
t Hts
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
48%
68%
51%
63%
53%
33%39%
58%51% 54% 52%
33%ProficientSES
NECAP Math 2007Elementary Not Proficient
Amhe
rst St
Bicen
tenn
ial
Birch
Hill
Broad
St
Charlo
tte
Ave
Dr Cris
p
Ledg
e St
Fairg
roun
ds E
lem
Mai
n Dun
stab
le
Mt Ple
asan
t
New S
earle
s
Sunse
t Hts
0%
10%
20%
30%
40%
50%
60%
36%
15%18%
21%25%
47%
57%
41%
18%
39%
29% 30%
NECAP Reading 2007Elementary Not Proficient
Amhe
rst St
Bicen
tenn
ial
Birch
Hill
Broad
St
Charlo
tte
Ave
Dr Cris
p
Ledg
e St
Fairg
roun
ds E
lem
Mai
n Dun
stab
le
Mt Ple
asan
t
New S
earle
s
Sunse
t Hts
0%
10%
20%
30%
40%
50%
60%
31%
12%17%
20% 21%
40%
52%
28%
20%
42%
21%
28%
NECAP Writing 2007Elementary Not Proficient
Amhe
rst St
Bicen
tenn
ial
Birch
Hill
Broad
St
Charlo
tte
Ave
Dr Cris
p
Ledg
e St
Fairg
roun
ds E
lem
Mai
n Dun
stab
le
Mt Ple
asan
t
New S
earle
s
Sunse
t Hts
0%
10%
20%
30%
40%
50%
60%
70%
51%
31%
48%
36%
46%
66%60%
41%
48%45% 47%
66%
Nashua District Test Results
0
10
20
30
40
50
60
70
80
3 4 5 6 7 8
ProficientNot Proficient
Grade
% S
tud
en
ts
District NECAP 2005Math Proficiency by Grade
Nashua District Test Results
0
10
20
30
40
50
60
70
80
3 4 5 6 7 8
ProficientNot Proficient
Grade
% S
tud
en
ts
District NECAP 2006Math Proficiency by Grade
Nashua District Test Results
0
10
20
30
40
50
60
70
80
3 4 5 6 7 8 11
ProficientNot Proficient
Grade
% S
tud
en
ts
District NECAP 2007Math Proficiency by Grade
Leadership Questions
Where we are and where we need to be NECAP Math Testing
Is it acceptable That 3 out of 10 students are not proficient in
math in Grade 5? That 4 out of 10 students are not proficient in
math in Grade 8? That 7 out of 10 students are not proficient in
math in Grade 11?
Nashua District Test Results
0
20
40
60
80
100
3 4 5 6 7 8 11
ProficientNot Proficient
Grade
% S
tud
en
ts
District NECAP 2007Math Students in Poverty by Grade
Nashua District Test Results
0
20
40
60
80
100
3 4 5 6 7 8 11
AdvancedOthers
Grade
% S
tud
en
ts
District NECAP 2007Math Advanced Students by Grade
Nashua District Test Results
0
10
20
30
40
50
60
70
3 4 5 6 7 8
ProficientNot Proficient
Grade
% S
tud
en
ts
District NECAP 2005Reading Proficiency by Grade
Nashua District Test Results
0
10
20
30
40
50
60
70
3 4 5 6 7 8
ProficientNot Proficient
Grade
% S
tud
en
ts
District NECAP 2006Reading Proficiency by Grade
Nashua District Test Results
0
10
20
30
40
50
60
70
80
3 4 5 6 7 8 11
ProficientNot Proficient
Grade
% S
tud
en
ts
District NECAP 2007Reading Proficiency by Grade
Leadership Questions
Where we are and where we need to be NECAP Reading Testing
Is it acceptable That 3 out of 10 students are not proficient in
reading in Grade 5? That 4 out of 10 students are not proficient in
reading in Grade 8? That 5 out of 10 students are not proficient in
reading in Grade 11?
Nashua District Test Results
0
10
20
30
40
50
60
70
3 4 5 6 7 8 11
ProficientNot Proficient
Grade
% S
tud
en
ts
District NECAP 2007Reading Students in Poverty by Grade
Nashua District Test Results
0
20
40
60
80
100
3 4 5 6 7 8 11
AdvancedOthers
Grade
% S
tud
en
ts
District NECAP 2007Reading Advanced Students by Grade
STUDENT ACHIEVEMENT:HIGH SCHOOL FINAL EXAMS
Leadership Development
High School Final Exams
0
40
80
120
160
200
240
A B C D F
119
211 212
136157
ABCDF
GRADE
Stu
de
nt
Co
un
t
Math Department Nashua North HSFinal Exams Semester Two 2007-08
High School Final Exams
0
50
100
150
200
250
300
350
A B C D F
81
200 193 191
320
ABCDF
GRADE
Stu
dent
Cou
nt
Math Department Nashua South HSFinal Exams Semester Two 2007-08
Leadership Questions
Where we are and where we need to be
High School Math Final Exams: Is it acceptable that 19% of our math
students at North failed their final exam? Is it acceptable that 35% received a D or F?
Is it acceptable that 33% of our math students at South failed their final exam?
Is it acceptable that 52% received a D or F?
STAFF RESPONSES TO MY ASPIRATIONS SURVEY
School Climate and Leadership Development
My Voice Staff Survey: Leadership & Responsibility“I see myself as a leader.”
Number of Staff Surveyed 62 74 48 61 51 43 60 69 52 34 61 52SURVEY STATEMENTS AM BI BH BR CH CR FG LG MD MP NS SH
I see myself as a leader. 76.9% 68.9% 73.5% 82.3% 79.6% 68.9% 76.7% 75.0% 77.4% 77.8% 79.4% 78.8%
LEADERSHIP & RESPONSIBILITY (Staff)
STATEMENT 1
76.9%68.9%
73.5%82.3% 79.6%
68.9%76.7% 75.0% 77.4% 77.8% 79.4% 78.8%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
AM BI BH BR CH CR FG LG MD MP NS SH
I see myself as a leader.
My Voice Staff Survey: Leadership & Responsibility“My colleagues see me as a leader.”
Number of Staff Surveyed 62 74 48 61 51 43 60 69 52 34 61 52SURVEY STATEMENTS AM BI BH BR CH CR FG LG MD MP NS SH
My colleagues see me as a leader. 52.4% 47.3% 54.2% 59.7% 63.3% 53.3% 55.0% 44.4% 43.4% 57.1% 58.7% 46.2%
LEADERSHIP & RESPONSIBILITY (Staff)
STATEMENT 2
76.9%68.9%
73.5%82.3% 79.6%
68.9%76.7% 75.0% 77.4% 77.8% 79.4% 78.8%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
AM BI BH BR CH CR FG LG MD MP NS SH
I see myself as a leader.
52.4%47.3%
54.2%59.7% 63.3%
53.3% 55.0%
44.4% 43.4%
57.1% 58.7%
46.2%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
AM BI BH BR CH CR FG LG MD MP NS SH
My colleagues see me as a leader.
My Voice Staff Survey: Leadership & Responsibility“I am involved in school-wide decisions.”
Number of Staff Surveyed 62 74 48 61 51 43 60 69 52 34 61 52SURVEY STATEMENTS AM BI BH BR CH CR FG LG MD MP NS SH
I am involved in school-wide decisions.47.6% 41.9% 51.0% 43.5% 33.3% 36.4% 41.7% 23.9% 32.7% 39.4% 27.0% 40.4%
LEADERSHIP & RESPONSIBILITY (Staff)
STATEMENT 3
76.9%68.9%
73.5%82.3% 79.6%
68.9%76.7% 75.0% 77.4% 77.8% 79.4% 78.8%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
AM BI BH BR CH CR FG LG MD MP NS SH
I see myself as a leader.
52.4%47.3%
54.2%59.7% 63.3%
53.3% 55.0%
44.4% 43.4%
57.1% 58.7%
46.2%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
AM BI BH BR CH CR FG LG MD MP NS SH
My colleagues see me as a leader.
47.6%41.9%
51.0%43.5%
33.3% 36.4%41.7%
23.9%32.7%
39.4%
27.0%
40.4%
0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%100.0%
AM BI BH BR CH CR FG LG MD MP NS SH
I am involved in school-wide decisions.
My Voice Staff Survey: Leadership & Responsibility “I know the goals my school is working on this year.”
Number of Staff Surveyed 62 74 48 61 51 43 60 69 52 34 61 52SURVEY STATEMENTS AM BI BH BR CH CR FG LG MD MP NS SH
I know the goals my school is w orking on this year.71.0% 68.9% 81.6% 67.7% 76.5% 60.0% 71.7% 66.7% 60.4% 91.4% 61.9% 46.2%
LEADERSHIP & RESPONSIBILITY (Staff)
STATEMENT 4
76.9%68.9%
73.5%82.3% 79.6%
68.9%76.7% 75.0% 77.4% 77.8% 79.4% 78.8%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
AM BI BH BR CH CR FG LG MD MP NS SH
I see myself as a leader.
52.4%47.3%
54.2%59.7% 63.3%
53.3% 55.0%
44.4% 43.4%
57.1% 58.7%
46.2%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
AM BI BH BR CH CR FG LG MD MP NS SH
My colleagues see me as a leader.
47.6%41.9%
51.0%43.5%
33.3% 36.4%41.7%
23.9%32.7%
39.4%
27.0%
40.4%
0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%100.0%
AM BI BH BR CH CR FG LG MD MP NS SH
I am involved in school-wide decisions.
71.0% 68.9%
81.6%
67.7%76.5%
60.0%
71.7%66.7%
60.4%
91.4%
61.9%
46.2%
0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%100.0%
AM BI BH BR CH CR FG LG MD MP NS SH
I know the goals my school is working on this year.
Leadership Questions
Where we are and where we need to be Staff responses to Aspirations Survey:
Is it acceptable that 25% of our staff do not view themselves as leaders in our elementary schools?
Is it acceptable that 50% do not believe their colleagues view them as leaders?
Is it acceptable that 60% of our staff do not feel they are involved in school decisions?
Is it acceptable that between 40 and 50% of our staff do not know their school goals?
LEADERSHIP INITIATIVESLeadership Development
A PRACTICAL APPROACH TO EDUCATIONAL LEADERSHIP
Dr. Ron Krause – July 2008
Conceptual Framework
If you are involved in building and managing an organization……it is of critical importance to create tangible mechanisms aligned to preserve the core and stimulate progress.
Built To Last
Command and Control
Prescriptive
Personal
Entrepreneurial
School Environment
VALUES – What’s Important What are your values? Discover the values of those whom you
wish to lead Discover the organization’s values Discover your mutual values Make all decisions based on values The strength of the organization is the
strength of shared values Drive home the organization’s values
every time you speak
What do Leaders Talk About?
They talk about what’s important around here
They talk about where are we headed
They talk about risk
They talk about what motivates people
Leadership and Change
Attitude: Ability is what you are capable of doing; motivation determines what you do; ATTITUDE determines how well you do it.
Sensitivity: “The art of progress is to preserve order amid change” Whitehead
Style: “The true measure of a person is how he/she treats someone who can do him/her absolutely no good” Samuel Johnson
Salesmanship: “Enthusiasm is the very propeller of progress” B.C. Forbes
Leadership & Change
Motivation: “Management by objective works, if you know the objectives” Peter Drucker
Communication: “Understanding is a two-way street” Eleanor Roosevelt
Support: “If anything goes bad, I did it. If anything goes semi-good, then we did it. If anything goes real good, then you did it. That’s all it takes to get people to win football games for you.” Bear Bryant
Leadership & Change
Drive: “ Leadership: The art of getting someone else to do something you want done because he wants to do it.” Dwight Eisenhower
Integrity: “ A lie can travel halfway around the world while the truth is putting on its shoes.” Mark Twain
Responsibility: “The quality of a leader is reflected in the standards they set for themselves.” Abraham Lincoln
OUTCOMES
Alignment – sense of purpose/energy Empowerment – responsibility Respect – shared participation Interdependence - connected
system Innovation – divergent ideas Commitment – buy-in
LEADERSHIP THAT GETS RESULTS
Dr. Daniel Goleman
Leadership That Gets Results
Six Drivers of Climate Flexibility
How free employees feel to innovate unencumbered by red tape
Responsibility The sense of responsibility that employees
have to the organization Standards
The level of standards that people set
Leadership That Gets Results
Rewards The sense of accuracy about performance
feedback and aptness of rewards Clarity
The clarity people have about mission and values
Commitment The level of commitment to a common
purpose
Leadership That Gets Results
Six Leadership Styles* Coercive Authoritative Affiliative Democratic Pacesetting Coaching
* From Hay/McBer executive research
Leadership That Gets Results
Coercive leaders Demand immediate compliance
Authoritative leaders Mobilize people toward a vision
Affiliative leaders Create emotional bonds and harmony
Leadership That Gets Results
Democratic leaders Build consensus through participaton
Pacesetting leaders Expect excellence and self-direction
Coaching leaders Develop people for the future
Leadership That Gets ResultsCoercive
Authoritative
Affiliative
Democratic
Pacesetting
Coaching
Flexibility -.28 .32 .27 .28 -.07 .17
Responsibility -.37 .21 .16 .23 .04 .08
Standards .02 .38 .31 .22 -.27 .39
Rewards -.18 .54 .48 .42 -.29 .43
Clarity -.11 .44 .37 .35 -.28 .38
Commitment -.13 .35 .34 .26 -.20 .27Overall Impact -.26 .54 .46 .43 -.25 .42
Leadership That Gets ResultsCoercive Authoritati
ve Affiliative Democratic
Pacesetting Coaching
The leader’s modus operandi
Demands immediate compliance
Mobilizes people toward a vision
Creates harmony and builds emotional bonds
Forges consensus through participation
Set high standards for performance
Develops people for the future
The style in a phrase
“Do what I tell you.”
“Come with me.”
“People come first.”
“What do you think?”
“Do as I do, now.”
“Try this.”
Underlying emotional intelligence competencies
Drive to achieve, initiative, self-control
Self-confidence, empathy, change catalyst
Empathy, building relationships, communication
Collaboration, team leadership, communication
Conscientiousness, drive to achieve, initiative
Developing others, empathy, self-awareness
When the style works best
In a crisis, to kick start a turnaround, or with problem employees
When changes require a new vision, or when a clear direction is needed
To heal rifts in a team or to motivate people during stressful circumstances
To build buy-in or consensus, or to get input from valuable employees
To get quick results from a highly motivated and competent team
To help an employee improve performance to develop long-term strengths
Overall impact on climate
Negative Most strongly positive
Positive Positive Negative Positive
THE CHANGE PROCESS
James Mealey, Chief Operating Officer, Nashua School District
The Ten Commandments of Implementing Change
1. Analyze the organization and its need for change
2. Create a common direction3. Separate from the past4. Create a sense of urgency5. Support strong leadership roles6. Line up political sponsorship7. Craft an implementation plan8. Develop enabling structures9. Communicate, involve people, and be honest10. Reinforce and institutionalize change
LAYING THE CORNERSTONES
Priorities for Leadership and Organizational Development in Nashua
Laying the Cornerstones
Cornerstones are foundations of organizational direction
To create and sustain organizational behavior to build leadership through the district
To focus the energy and direction of the internal organization of the Nashua School District
To Identify target areas of human resources development to maximize student achievement
To support the Board of Education goals for the Nashua School District
Organizational and Leadership Cornerstones for the Nashua School District
Building Leadership
Shaping Belief
Creating Achievement
Celebrating Success
Laying the Cornerstones
How do we Build Leadership? Throughout the district
In every student, every teacher, every administrator, every paraprofessional, every food service employee, every custodian, every secretary, every bus driver,
For shared decisions For innovative ideas For student success and student
achievement
Laying the Cornerstones
How do we Shape Belief? In every student, every teacher, every
administrator, every paraprofessional, every food service employee, every custodian, every secretary, every bus driver, that
All students can succeed Education is an inalienable right Our business is the growth and development
of children Learning takes place every day for everyone
Laying the Cornerstones
How do we Create Achievement? Do we believe that our business in
education is the growth and development of children?
Can we commit ourselves to breaking the myth that some children are incapable of learning at high levels?
Are we creating opportunities for students to demonstrate that they can learn at high levels—in every class, every day?
Laying the Cornerstones
How do we Celebrate Success? Are we building a culture of community? Are we recognizing the achievements of
students and staff? Do we recognize achievement when we
see it? Is the school a family?
The Four Cornerstones
What will building the Cornerstones lead to? Success and achievement for all students,
through
1. Leadership development
2. Accountability for schools3. Human resources professional
development focused on student learning
4. Individual student monitoring reports
1. Leadership Development
Literacy training for Principals and school leaders
360 leadership institute Professional panel presentations by
staff at Board of Education meetings The Efficacy Institute
Shaping proficiency throughout the organization
2. Accountability for Schools
Develop school report cards Establish criteria [examples]
Attendance State test scores [AYP] Climate
My Voice surveys, School approval standards, Discipline, Staff evaluation
Student monitoring and improvement
Set school targets Use targets for evaluations
3. Human Resources Professional Development
All kids can learn TERC data teams: grade-level and
vertical CRM literacy training Small learning communities Efficacy Institute for title schools Paraprofessional mentoring Principal walkthroughs and feedback Understanding of special education
identification
4. Individual Student Monitoring
Set criteria for individual monitoring report
Develop monitoring report Each student has monitoring report
in place by end of 2008-09 Monitoring report data is used in
Accountability for Schools
Student Achieveme
ntAccountab
ilityAlignmentAssessme
nt Climate
Building Leadership
Shaping BeliefCreating Achievement
Celebrating Success
Organizational Cornerstones of the Nashua School District
Supporting District Goals
Leadership Development
District Leadership
Principal Leadership
Teacher Leadership
Student Achievement