1. Nashua School District
Leadership Development

2. 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

3. Leadership Development
SETTING THE CONTEXT

4. 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 process
5. To provide a positive climate and a safe
educational environment

5. Leadership Development
SUPPORTING THE GOALS

6. 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?

7. Leadership Development
DOES LEADERSHIP MATTER?

8. 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]?

9. Instructional Leadership Model
Community Instructional Climate
Personal
Beliefs and Principal Leadership Student Outcomes
Experiences
Institutional Instructional Organization
Context

10. 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

11. 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

12. Leadership Development
STUDENT ACHIEVEMENT:
WHERE WE ARE AND WHERE
WE NEED TO BE

13. Leadership Development
STUDENT ACHIEVEMENT:
ATTENDANCE

14. Nashua Attendance 2007-08
Attendance By School
100
PERCENTAGE OF DAYS IN ATTENDANCE
95
90
85
96 97 96 96 96 95 96
94 95 95 95 95 95
94 94 92 93
80
87
75
70
ALT AM BH BI BR CH CR EMS FG FMS LG MD MP NHN NHS NS PMS SH
SCHOOL

15. Nashua Attendance 2007-08
% Students with >30 Absences
40%
37%
35%
ALT: 33 students
30%
25%
% Students
20%
North: 246 students South: 293 students
15%
13% 13%
Ledge St: 32 students
10%
6%
5% 5%
4%
3% 3%
5%
2% 2% 2%
1% 1% 2% 1% 1% 1%
0%
ALT AM BH BI BR CH CR EMS FG FMS LG MD MP NHN NHS NS PMS SH
School

16. 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?

17. Leadership Development
STUDENT ACHIEVEMENT:
CLIMATE

18. High School Climate
High School Students Involved in Misconduct
450
448
400
402
350 385
300
No. Students
250 NHN
249 NHS
200
150
100
50
0
2006-07 2007-08

19. High School Climate
Students Involved in Fighting and Inappropriate Contact
160
159
140
135
120
121
114
No. Students
100
NHN
80
NHS
60
40
20
0
2006-07 2007-08

20. High School Climate
Incidents of High School Fighting and Inappropriate Contact
280
240 254
226
200
188
No. Incidents
160
167 NHN
NHS
120
80
40
0
2006-07 2007-08

21. High School Climate
HIGH SCHOOL DISCIPLINE HISTORY
Number of Suspensions
1200
1000 1026
916
800 848
760
600 675
603
538 568 567
400 442
200
0
NHN NHS
03 04 05 06 07

22. 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?

23. Leadership Development
STUDENT ACHIEVEMENT:
STATE TESTING

24. NECAP Math 2007
Elementary Proficiency and Poverty
100%
90% 84%
81% 81%
80%
78%
74%
70% 69%
70% 63%
58% 60%
60%
52%
50%
42%
40%
Proficient
30%
SES
20%
10%
0%

25. NECAP Reading 2007
Elementary Proficiency and Poverty
100%
90% 87%
82%
79% 78% 79% 78%
80%
71% 71%
70%
68%
59% 57%
60%
50% 47%
40%
Proficient
30%
SES
20%
10%
0%

26. NECAP Writing 2007
Elementary Proficiency and Poverty
100%
90%
80%
70%
68%
63%
60%
58%
53% 54% 52%
51% 51%
50%
48%
39%
40% 33% 33%
Proficient
30%
SES
20%
10%
0%

27. NECAP Math 2007
Elementary Not Proficient
60% 57%
50% 47%
41%
39%
40% 36%
29% 30%
30%
25%
21%
20% 18% 18%
15%
10%
0%

28. NECAP Reading 2007
Elementary Not Proficient
60%
52%
50%
42%
40%
40%
31%
30% 28% 28%
20% 21% 20% 21%
20% 17%
12%
10%
0%

29. NECAP Writing 2007
Elementary Not Proficient
70% 66% 66%
60%
60%
51%
50% 48% 46% 48% 47%
45%
41%
40% 36%
31%
30%
20%
10%
0%

30. Nashua District Test Results
District NECAP 2005
Math Proficiency by Grade
80
70
60
% Students
50
Proficient
40
Not Proficient
30
20
10
0
3 4 5 6 7 8
Grade

31. Nashua District Test Results
District NECAP 2006
Math Proficiency by Grade
80
70
60
% Students
50
Proficient
40
Not Proficient
30
20
10
0
3 4 5 6 7 8
Grade

32. Nashua District Test Results
District NECAP 2007
Math Proficiency by Grade
80
70
60
% Students
50
Proficient
40
Not Proficient
30
20
10
0
3 4 5 6 7 8 11
Grade

33. 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?

34. Nashua District Test Results
District NECAP 2007
Math Students in Poverty by Grade
100
80
% Students
60
Proficient
Not Proficient
40
20
0
3 4 5 6 7 8 11
Grade

35. Nashua District Test Results
District NECAP 2007
Math Advanced Students by Grade
100
80
% Students
60
Advanced
Others
40
20
0
3 4 5 6 7 8 11
Grade

36. Nashua District Test Results
District NECAP 2005
Reading Proficiency by Grade
70
60
50
% Students
40 Proficient
30 Not Proficient
20
10
0
3 4 5 6 7 8
Grade

37. Nashua District Test Results
District NECAP 2006
Reading Proficiency by Grade
70
60
50
% Students
40 Proficient
30 Not Proficient
20
10
0
3 4 5 6 7 8
Grade

38. Nashua District Test Results
District NECAP 2007
Reading Proficiency by Grade
80
70
60
% Students
50
Proficient
40
Not Proficient
30
20
10
0
3 4 5 6 7 8 11
Grade

39. 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?

40. Nashua District Test Results
District NECAP 2007
Reading Students in Poverty by Grade
70
60
50
% Students
40 Proficient
30 Not Proficient
20
10
0
3 4 5 6 7 8 11
Grade

41. Nashua District Test Results
District NECAP 2007
Reading Advanced Students by Grade
100
80
% Students
60
Advanced
Others
40
20
0
3 4 5 6 7 8 11
Grade

42. Leadership Development
STUDENT ACHIEVEMENT:
HIGH SCHOOL FINAL EXAMS

43. High School Final Exams
Math Department Nashua North HS
Final Exams Semester Two 2007-08
240
200
160
Student Count
A
B
120 C
211 212 D
F
80 157
136
119
40
0
A B C D F
GRADE

44. High School Final Exams
Math Department Nashua South HS
Final Exams Semester Two 2007-08
350
300
250
Student Count
A
200 B
C
150 320 D
F
100 200 193 191
50
81
0
A B C D F
GRADE

45. 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?

46. School Climate and Leadership Development
STAFF RESPONSES TO MY
ASPIRATIONS SURVEY

47. My Voice Staff Survey: Leadership & Responsibility
“I see myself as a leader.”

48. My Voice Staff Survey: Leadership & Responsibility
“My colleagues see me as a leader.”

49. My Voice Staff Survey: Leadership & Responsibility
“I am involved in school-wide decisions.”

50. My Voice Staff Survey: Leadership & Responsibility
“I know the goals my school is working on this year.”

51. 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?

52. Leadership Development
LEADERSHIP INITIATIVES

53. Dr. Ron Krause – July 2008
A PRACTICAL APPROACH TO
EDUCATIONAL LEADERSHIP

54. 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

56. 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

57. 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

58. 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

59. 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

60. 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

61. OUTCOMES
 Alignment – sense of purpose/energy
 Empowerment – responsibility
 Respect – shared participation
 Interdependence - connected system
 Innovation – divergent ideas
 Commitment – buy-in

62. Dr. Daniel Goleman
LEADERSHIP THAT GETS
RESULTS

63. 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

64. 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

65. Leadership That Gets Results
 Six Leadership Styles*
 Coercive
 Authoritative
 Affiliative
 Democratic
 Pacesetting
 Coaching
* From Hay/McBer executive research

66. Leadership That Gets Results
 Coercive leaders
 Demand immediate compliance
 Authoritative leaders
 Mobilize people toward a vision
 Affiliative leaders
 Create emotional bonds and harmony

67. Leadership That Gets Results
 Democratic leaders
 Build consensus through participaton
 Pacesetting leaders
 Expect excellence and self-direction
 Coaching leaders
 Develop people for the future

68. Leadership That Gets Results
Coercive 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 .27
Overall Impact -.26 .54 .46 .43 -.25 .42

69. Leadership That Gets Results
Coercive Authoritative Affiliative Democratic Pacesetting Coaching
The leader’s Demands Mobilizes people Creates Forges Set high Develops
modus immediate toward a vision harmony and consensus standards for people for the
operandi compliance builds through performance future
emotional participation
bonds
The style in a ―Do what I ―Come with me.‖ ―People come ―What do you ―Do as I do, ―Try this.‖
phrase tell you.‖ first.‖ think?‖ now.‖
Underlying Drive to Self-confidence, Empathy, Collaboration, Conscientiousn Developing
emotional achieve, empathy, change building team ess, drive to others,
intelligence initiative, catalyst relationships, leadership, achieve, empathy, self-
competencies self-control communication communication initiative awareness
When the style In a crisis, to When changes To heal rifts in To build buy-in To get quick To help an
works best kick start a require a new a team or to or consensus, results from a employee
turnaround, vision, or when a motivate or to get input highly improve
or with clear direction is people during from valuable motivated and performance
problem needed stressful employees competent to develop
employees circumstances team long-term
strengths
Overall impact Negative Most strongly Positive Positive Negative Positive
on climate positive

70. James Mealey, Chief Operating Officer, Nashua School District
THE CHANGE PROCESS

71. The Ten Commandments of
Implementing Change
1. Analyze the organization and its need for change
2. Create a common direction
3. Separate from the past
4. Create a sense of urgency
5. Support strong leadership roles
6. Line up political sponsorship
7. Craft an implementation plan
8. Develop enabling structures
9. Communicate, involve people, and be honest
10. Reinforce and institutionalize change

72. Priorities for Leadership and Organizational Development in Nashua
LAYING THE CORNERSTONES

73. 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

74. Organizational and Leadership
Cornerstones for the Nashua School District
 Building Leadership
 Shaping Belief
 Creating Achievement
 Celebrating Success

75. 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

76. 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

77. 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?

78. 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?

79. The Four Cornerstones
 What will building the Cornerstones lead
to?
 Success and achievement for all students, through
1. Leadership development
2. Accountability for schools
3. Human resources professional development
focused on student learning
4. Individual student monitoring reports

80. 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

81. 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

82. 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

83. 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

85. Organizational Cornerstones
of the Nashua School District
Supporting District Goals

86. Leadership Development
Student
Achievement
Teacher
Leadership
Principal
Leadership
District
Leadership