Alternative School Administration Study Making Time.

Alternative School Alternative School Administration StudyAdministration Study

Making TimeMaking Time

Wallace FoundationWallace Foundation

Identify and remedy conditions Identify and remedy conditions that interfere with school leaders that interfere with school leaders in driving student achievement in driving student achievement gains for all students.gains for all students.

Improve initial leader preparation Improve initial leader preparation and ongoing professional and ongoing professional development.development.

Create collaborative relationships Create collaborative relationships that will result in student that will result in student achievement gains for all achievement gains for all students.students.

Wallace FoundationWallace Foundation

12 LEAD districts 12 LEAD districts nationallynationally

15 SAELP states15 SAELP states 6 new LEAD/SAELP 6 new LEAD/SAELP

states/districtsstates/districts Is the principal’s job Is the principal’s job

‘doable’?‘doable’? Identify and correct Identify and correct

conditions that conditions that interfereinterfere

Establish a model Establish a model “seamless” “seamless” preparation and preparation and development development continuumcontinuum

LEAD: 10 InitiativesLEAD: 10 Initiatives

Aspiring Leaders: 5Aspiring Leaders: 5

Beginning Leaders: 3Beginning Leaders: 3

Experienced Leaders: 1Experienced Leaders: 1

Condition Change: 2Condition Change: 2

Condition: Time

Either/or…or both?Either/or…or both?

ManagerInstructional Leader

ASAS QuestionsASAS Questions

Can management duties be Can management duties be separated from the principal’s job?separated from the principal’s job?

Can a School Administration Can a School Administration Manager (SAM) take on those duties Manager (SAM) take on those duties successfully?successfully?

Will the principal spend more time on Will the principal spend more time on instructional improvement?instructional improvement?

Will this focus on instruction improve Will this focus on instruction improve relations with teachers?relations with teachers?

Will student achievement increase at Will student achievement increase at a greater rate?a greater rate?

ProgressProgress

SAM job description approvedSAM job description approved Job pool tested, SAMs hiredJob pool tested, SAMs hired Baseline time/task analysis Baseline time/task analysis

establishedestablished Baseline staff, parent and student Baseline staff, parent and student

perceptions establishedperceptions established ““One year later” data collectedOne year later” data collected Professional development: Professional development: change change

of practiceof practice

Baseline Data Baseline Data 20042004

Time/Task analysisTime/Task analysisTeacher surveyTeacher surveyParent surveyParent surveyStudent surveyStudent surveyCATS Trend DataCATS Trend Data

Time Time November, 2004November, 2004

21 randomly selected schools21 randomly selected schools Retired principals trained as Retired principals trained as

shadows to collect datashadows to collect data Five days, Five days, Every Five MinutesEvery Five Minutes

1. Managementa.student disciplineb.student supervisionc.employee supervisiond.employee disciplinee.office work/prepf.building managementg.parents/guardiansh.SBDM, committees, groups, meetingsi.district: meetings, supervisors, othersj.external: officials, othersk.celebration

2. Instructiona.student supervisionb.work with student(s) c.employee supervisiond.office work/prep.e.observation, walk throughf.feedbackg.parents/guardiansh.SBDM, committees, groups, meetingsi.district: meetings, supervisor, othersj.external: officials, othersk.teaching/modelingl.professional developmentm.planning, curriculum, assessmentn.Celebration

3. Personal (lunch, breaks, restroom, errands, personal business)

Activity Sub-categoriestelephonecomputerinteraction, individualinteraction, groupread/write/think

Baseline ResultsBaseline Results

TimeTimeStaffStaffParentsParentsStudentsStudents

Principal Time at SchoolPrincipal Time at School

10 hours, daily10 hours, daily 20 minutes, lunch and personal 20 minutes, lunch and personal

timetime 66.7% management66.7% management 29.7% Instruction29.7% Instruction

Student/Principal InteractionStudent/Principal Interaction

What does your principal do? What What does your principal do? What is her/her main job?is her/her main job?

disciplinediscipline 54%54%

safetysafety 19%19%

managemanage schoolschool 13%13%

help students learnhelp students learn 8%8%

supervise staffsupervise staff 6%6%

Student/Principal InteractionStudent/Principal Interaction

61%61% reported never having reported never having had a conversation with the had a conversation with the principal. principal.

39% reported having had a 39% reported having had a conversation — conversation — 65%65% discipline discipline related.related.

Parent PerceptionParent Perception

9% reported having had a 9% reported having had a discussion about instruction with discussion about instruction with the principal.the principal.

6% identified student 6% identified student achievement/instructional achievement/instructional leadership as the primary role of leadership as the primary role of the principal.the principal.

Teacher PerceptionsTeacher Perceptions

Principal = Principal = Instructional LeaderInstructional Leader 57% 57% say principal visited classroom in say principal visited classroom in

the last weekthe last week 72% 72% say they discussed a lesson with say they discussed a lesson with

the principal in the last weekthe principal in the last week 64% 64% say principal assists with lesson say principal assists with lesson

planning, work analysisplanning, work analysis

# Location Lunch MOBILE ECE 1 parent INDEX CTBS CATS present Trend Man. Inst. Pers.

  fifteen East 23.7 10.2 7.4 37.4 25.0 62.5 86.8 95.6 0.7 57.9 32.7 9.4

  twenty South 24.7 1.4 1.4 34.7 23.1 63.9 91.1 97.1 0.8 83.7 13.3 3

  nineteen East 31.4 4.4 4.5 42.4 29.3 58.2 83.0 96.0 1.9 64.7 34.3 1

  eleven East 34.8 9.3 7.7 48.4 33.7 56.1 68.5 94.7 4.5 87.5 11.9 0.6

  eight East 37.4 12.0 6.1 50.7 36.0 49.1 71.0 95.6 0.0 63.5 28.3 8.3

  twenty-one East 41.8 12.0 9.9 52.4 38.9 65.3 72.9 95.1 1.4 84.4 13.1 2.5

  twelve West 46.5 6.1 8.5 53.8 40.7 53.5 71.2 96.3 0.7 59.6 38.7 1.7

Selection of Pilot Schools

Free and Reduced Lunch23.724.731.434.837.441.846.5

53.361.265.069.369.572.974.4

80.883.784.284.287.187.6

97.1

66.7 29.7 3.6

nineteen East 31.4 4.4 4.5 42.4 29.3 58.2 83.0 96.0 1.9 64.7 34.3 1

five South 65.0 17.0 8.1 60.2 53.5 49.8 60.6 94.9 3.1 64.8 34.3 0.9

thirteen West 84.2 9.8 9.1 67.1 64.2 48.4 57.6 95.2 2.1 64.2 33.6 2.1

Location Lunch MOBILE ECE 1 parent INDEX CTBS CATS present Trend Mang. Inst. Pers.

66.7 29.7 3.6

Schools Selected

Changing the RoleChanging the Role

SAMs and PrincipalsSAMs and Principals

SAM Job descriptionSAM Job description

Protect principal timeProtect principal time Supervise and evaluate all classified Supervise and evaluate all classified

staffstaff Student behavior managementStudent behavior management Smooth operation of the schoolSmooth operation of the school Budget, office management, schedulesBudget, office management, schedules After hours use of schoolAfter hours use of school All things not instructionAll things not instruction

March, 2004: March, 2004: Reality CheckReality Check

SAMs in place for two SAMs in place for two monthsmonths

Principals report change of Principals report change of practicepractice

SAMs report no change of SAMs report no change of practicepractice

What can we do?What can we do?

Change of Practice

Change of PracticeChange of Practice

SAMs schedule principal timeSAMs schedule principal time SAMs protect principal timeSAMs protect principal time Principals review student work Principals review student work

with students, parents, staffwith students, parents, staff Principals coach teachersPrincipals coach teachers Principals establish “hallway Principals establish “hallway

conference offices”conference offices” SAMs SAMs tracktrack principal time principal time

Time/Task AnalysisTime/Task Analysis

Second Shadow Week, Second Shadow Week, November, 2004November, 2004

66.2

29.7

4.1

31.7

65.8

2.5

0%

20%

40%

60%

80%

100%

November 2003 November 2004

Weekly Average

Personal

Instruction

Management

SAMs track principal timeSAMs track principal time

Monthly AverageCochran Elementary

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

April

May

Augus

t

Septe

mbe

rO

ctNov Dec Ja

nFeb M

ar

Actual

Goal

SAMs track time monthlySAMs track time monthly

Percent Instruction March, 2005 All Schools

Blue Lick, 70.7%

Cochran, 78.8%

Fern Creek, 72.8%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Mar

Perc

ent

Blue Lick Cochran Fern Creek

Student/Principal InteractionStudent/Principal Interaction

What does your principal do? What What does your principal do? What is her/her main job?is her/her main job?

Principal’s Job (1/04) (2/05)

Discipline 54% 22%Safety 19% 23%Manage school 13% 3%Supervise teachers 8% 3%Supervise instruction 6% 49%

Student/Principal InteractionStudent/Principal Interaction

Have you ever had a conversation Have you ever had a conversation with your principal?with your principal?

Question (1/04) (2/05)

Conversation with the principal?

39% Yes 61% No

67% Yes 33% No

Discipline related? 65% 27%

Instruction? 35% 73%

Teacher PerceptionsTeacher Perceptions

January, 2004January, 2004 57%57% say principal say principal

observed them in the observed them in the last weeklast week

7%7% said they received said they received feedback and directionfeedback and direction

72%72% say they say they discussed a lesson discussed a lesson with the principal in the with the principal in the last weeklast week

64%64% say principal say principal assists with lesson assists with lesson planning, work planning, work analysisanalysis

January, 2005January, 2005 82%82% say principal say principal

visited classroom in the visited classroom in the last weeklast week

22%22% said they received said they received feedback and directionfeedback and direction

95%95% say they say they discussed a lesson with discussed a lesson with the principal in the last the principal in the last weekweek

91%91% say principal say principal assists with lesson assists with lesson planning, work analysisplanning, work analysis

78%78% say principal is say principal is more engaged with more engaged with instructioninstruction

Parent PerceptionParent Perception

Baseline 04Baseline 04 9%9% reported reported

having had a having had a discussion about discussion about instruction with the instruction with the principal.principal.

6%6% identified identified student student achievementachievement as as the primary role of the primary role of the principal.the principal.

One Year LaterOne Year Later 19%19% report report

having had a having had a discussion about discussion about instruction with instruction with the principal.the principal.

45%45% identified identified student student achievementachievement as as the primary role the primary role of the principal.of the principal.

Culture ChangeCulture Change

““This is This is the the best thingbest thing, , and and the hardest the hardest thingthing, I’ve ever , I’ve ever done.”done.”

““I call him I call him “grease.”“grease.”

““I’m sorry, the I’m sorry, the principal is in a principal is in a classroom.”classroom.”

CATS, 04CATS, 04

All three schools met or All three schools met or exceeded trend dataexceeded trend data

Too early to draw conclusions Too early to draw conclusions using test scoresusing test scores

Lessons LearnedLessons Learned

Data, Data, DataData, Data, Data Professional DevelopmentProfessional Development Time is a barrierTime is a barrier Principals can change behaviorPrincipals can change behavior Students, parents and teachers Students, parents and teachers

appreciate the differenceappreciate the difference Affordable, sustainableAffordable, sustainable

Next StepsNext Steps

October 2005:October 2005: CATSCATS

November 2005:November 2005: Third ShadowingThird Shadowing

January 2006:January 2006: Third surveysThird surveys

Alternative School Alternative School Administration StudyAdministration Study

Making TimeMaking Time

Contact and Contact and LEAD KentuckyLEAD Kentucky

[email protected]@jefferson.k12.ky.us

502 485-3011502 485-3011