1. Welcome
District Leadership Practices that Contribute
to Principal Effectiveness
ACSA Leadership Summit ~ November 2013
Presented by
Eric Forseth and Candace Singh
Fallbrook Union Elementary School District
2. Today’s Objectives
By the end of today’s session, participants will:
recognize the importance of clarity and alignment in
district beliefs, expectations, and practices.
learn and apply proven research-based practices to
direct, support, and develop site principals.
4. FUESD: Avocado Capital of the World
★5,300
★600
★8
Students
Employees
Schools
★
4 ~ K-6th Grade Schools
★
1 ~ 7-8th Grade Jr. High School
★
2 ~ K-8th Grade Schools
★
1 ~ Home School Program
6. Academic Growth
Site
District
Fallbrook Street
William H. Frazier
Iowa Street
La Paloma
Live Oak
Mary Fay Pendleton
Potter Jr. High
San Onofre
2013 API
2 Year Growth
835
801
803
897
873
796
887
812
888
+33
+76
+19
+43
+67
+13
+14
+27
+26
12. Providing Direction
“Clarity in direction and focus supports me as a principal.
When the direction and the goals of the District are clear to
me, and I have the autonomy and the trust to do my job, I
can be successful. I know that when I have difficult
conversations with teachers and parents, I have my
Superintendent’s support because I am in line with the
District's direction and focus on achievement.”
Leonard Rodriguez
2013 MIddle Grades Principal of the Year
San Diego County
13. Fallbrook Union Elementary School District
Blueprint for Student Success
Culture of Achievement for All
• Core Beliefs Among All Staff
o All students will learn.
o Success breeds success.
o We control the conditions of success.
• Two Focused Achievement Goals
o
Students will increase a minimum of one
performance band a year until advanced
o
English Learners will increase a minimum of
one proficiency level a year until reclassified
Systematic Implementation of:
• Standards Based Curriculum
o
o
o
o
Guaranteed and Viable
Program Congruency
Instructional Timelines
English Language Development
• Common Instructional Framework
o
o
Direct Interactive Instruction (DII)
Accelerating the Achievement of English
Language Learners
• Assessment and Data Analysis
o
o
On-Going, Formative and Summative
District, School, Grade, Teacher, and Student
• High Expectations for Staff and
Students
• Collaboration
• Leadership Development for
Students and Adults
• Intervention
• Professional Learning Community
• Safe and Orderly Environment
• Parent Involvement
o
o
o
o
o
o
o
Purposeful, Data-driven
Common Planning Time
Grade Level Planning Days
Defined Placement Criteria
Strategic and Intensive Levels
Consistent Small Group Instruction
Extended Learning Time
• Professional Development
o
Focused on Student Achievement Goals
14. FUESD Guiding Principles
All students will learn.
Success breeds success.
We control the conditions
of success.
Our beliefs guide our work.
15. What conditions do we control?
FOCUS • ALIGNMENT
EXPECTATION • OPPORTUNITY
16. We control the conditions of success.
Focus: Student achievement goals
Alignment: Programs, practices, procedures,
and policies
Expectations: “What we expect is what we get.”
Opportunity: Creating the conditions for people
to be their best
17. Focus:
Student Achievement
Students will increase a
minimum of one performance
band every year until advanced.
English learners will increase a
minimum of one language
proficiency level per year until
reclassified.
19. “In the last two years, we have made dramatic changes to our
work and our focus on student learning. The message always
is, ‘We want you to be better than you are now,’ and that
expectation is followed up with support and training. This is
very clear to our principal group. We all know we are expected
to lead our schools in a way that brings success to students that has brought focus to our work.”
Lilly Perez
Principal ~ 6 Years
20. Explicit Communication of
High Expectations
Teaching Effectiveness
School and Classroom
Environments
Professional Behavior
22. Principal Expectations and
Goal Setting
“Principals are expected to lead the effort
in creating the culture and systems
outlined in the FUESD Blueprint for
Student Success, resulting in increased
achievement for all students.”
24. Principal Goals
Goal 2 ~ Culture of Achievement for All
High Expectations for Staff and Students
School and Classroom Environment
College Going Culture Strategies
Leader in Me - Leadership Development
25. Principal Goals
Goal 3 ~ Developing Leadership Capacity
Encourage, inspire, and support self and others to higher
levels of performance, commitment, and motivation
29. A Leader’s Legacy
By Kouzes & Posner
“Our research and practically everyone else’s on the subject,
clearly shows that people perform significantly more effectively
when their leaders treat them with dignity and respect, listen to
them, support them, recognize them, make them feel
important, build their skills, and show confidence in them.”
31. “Communication more than anything
has been my biggest support. Being
able to have those personal
conversations and having a relationship
with my District Leaders supports me
as a principal and helps me to be
effective in my job.”
Leonard Rodriguez, Principal
Potter Jr. High School
43. “Only now have I had the experience of intentional
development of me as a leader and doing it collectively as an
organization. In my past experiences in other districts, we did
a lot of ‘one shot’ training with no follow through. When
training is not aligned to the goals or when it is not followed
through, it sends a message to the organization that it is not
important.
My current District Leaders know that leadership development
is an investment in the system and everything is aligned to the
District's goals to raise achievement.”
Jeff King, Principal
Fallbrook Street School
Experience: 20+ Years
45. Leadership Development for
Principals (and Assistant Principals)
Inside: Consultants
and District Leaders
Outside: Conferences
and Academies
District Initiatives: All
Staff and Leaders
46. Leadership Development Initiatives
Instructional Framework:
Direct Interactive Instruction
Accelerating the Academic Achievement of English Learners
Data Analysis Process and Protocols
Professional Learning Communities
Instructional Observation and Conferencing
Positive Behavior Intervention and Support (PBIS)
Technology: Apple, Google
CA Common Core State Standards
50. Our Vision for Student Learning
Teamwork
Instruction
Assessment
Learning Environment
Intervention and
Extension
51. FUESD “Teachable Point of View”
Teamwork
“Successful teams share a common belief in the academic
and social potential of every student. Effective teamwork is
purposeful, goal oriented, and built on open and honest
communication between people who believe in the work
they are doing. Team members are accountable to one
another, reflective about their work, and committed to each
other’s success in improving student learning.”
55. Inspiring Greatness
Our job is to create the conditions in which our site leaders
can be fulfilled, effective, and successful in their work.
56. All Systems Go
Collective Capacity at the School and District Level
“As successful strategies and extraordinary efforts
become routine, improved performance gathers
momentum. Success breeds success among
collaborating schools with shared alliance. At
some point it reaches a critical level where so may
schools are moving this way, and supporting each
other, that it becomes almost self-sustaining.”
Michael Fullan (2010)
