ERIC ED612646: The Untapped Potential of the Principal Supervisor: How Support for School Leaders Should Change

2021·1.5 MB·English

by  ERIC

The Untapped Potential of the
How Support for School Leaders Should Change
Principal Supervisor
Spring 2021
The Untapped Potential of the Principal Supervisor
”
When I visit a school, I am there as an active participant so that I become a new
learner as well. I learn something in every leadership team meeting, every time I go
into a classroom, every time I sit down with building principals. I learn, and that
learning allows me to better support the other leaders in our buildings.
—Bob Bohannon, Assistant Superintendent, Perry Township Schools, Indiana
INTRODUCTION a key lever for change when they shift from a
focus on compliance to a focus on coaching.3
We explore what that coaching looks like in
A recent synthesis of research from the last schools.
two decades confirms that principals can
have a significant impact on student learning Research-based strategies to support
outcomes, accelerating annual student teachers to improve, including classroom
learning by more than two months. Effective coaching, facilitating collaborative
principals focus on high-leverage professional learning, and providing growth-
instructional activities, build a productive oriented evaluation and feedback, are highly
culture and climate, facilitate collaboration labor intensive. Given the many other
and learning communities, and strategically demands on principals’ time, it is no surprise
manage personnel and resources.1To that principals manage to spend, on average,
accomplish these goals, and advance only 8-17 percent of their working hours on
equitable instruction for all students, actions related to teaching and learning.4
principals are under growing pressure to
expand the time and effort they spend on In addition to a lack of time, many principals
instructional leadership –actions that can report that they do not know what to look
improve teachers’ effectiveness and for when observing teachers or how to
students’ learning opportunities. In addition, provide strong feedback for improvement.5
support from principals is among the most They also struggle with designing ongoing
important factors in teachers’ decisions collaborative professional learning that
about whether to remain in teaching, and in improves teaching and, as a result, many
their school.2 teachers continue to report that their
professional development experiences are
In this paper we focus on the specific actions not relevant or useful.6
that principal supervisors can take to build
the capacity of principals as leaders of Principals themselves report a desire for
instruction in their schools. A growing body professional learning and collaboration, but
of research points to principal supervisors as it is not always something they can access.
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The Untapped Potential of the Principal Supervisor
In a 2020 report by the Learning Policy These statistics are well-known and startling
Institute and the National Association of at the same time –especially when we know
Secondary School Principals, only half of that school leadership is essential for school
principals surveyed said they received success. While the evidence is clear that
professional development through principals impact performance, it is
mentoring, peer observation, or coaching. In increasingly important for principals to be
the same study, 37% of principals in high- able to identify learning gaps and equity
poverty schools shared, “My district does not issues, and to work with teachers to address
provide adequate support to advance these issues in ways that lead to clear and
student learning.” Overall, 98% of principals measurable improvements for students.
indicated a desire for additional relevant and But, principals, especially new principals,
useful professional development.7 need relevant and useful support in growing
their own capacity to lead teaching and
The combination of the increasing learning and to develop the knowledge and
complexity of the principals’ job coupled skills of others.
with a lack of time and support is making the
principalship an unsustainable job for many. Overcoming Current Challenges
Increasingly, the role of district leadership in
In fact,
setting expectations and providing support
• 75% of principals feel the job has
for school leaders to create more effective
become too complex. This sentiment is
professional learning and coaching systems
shared by principals regardless of
in their school has been highlighted as the
demographic characteristics such as
difference-maker. NIET has found that district
school level, location, proportion of low-
leaders and principal supervisors have
income or minority students, or
greater impact when they provide coaching
proportion of students at grade level in
that is deeply connected with the day-to-day
ELA and math.8
decisions of the principal, the work of the
• 48% of principals say they are under instructional leadership team, and what is
great stress several days a week.9 happening in classrooms – but too often,
that isn’t the case.
• About 20% of principals leave their
school each year, and turnover is higher
Many districts are giving principals greater
in high-poverty schools.10
autonomy and control over school
• 45% of principals report that they are improvement efforts, but systems,
considering leaving the profession.11 procedures and protocols at the district level
may frustrate or conflict with changes
principals are making in their school. In many
instances, district support structures and
roles are the last element to change.
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The Untapped Potential of the Principal Supervisor
This builds off what other research is finding. District leaders need to think carefully about
The Wallace Foundation released Changing who they place in the principal supervisor
the Principal Supervisor Role to Better role, prioritizing experience as an effective
Support Principals, one of a series of reports school leader, along with the ability to coach
highlighting the experiences of six districts others. They also need to examine their
working to transition the role of principal existing processes for placing school leaders,
supervisor to focus on helping principals and ensure that the newest, least
support high-quality instruction.12 The report experienced principals are not being
describes actions taken at three levels – assigned to the most demanding schools.
district leaders, principal supervisors, and
principals – to support this shift. District leaders play a key role in sustaining
the changes that principals are working to
Districts reduced the number of principals make, such as funding teacher leadership
that supervisors supervised, changed the job roles that deliver more relevant, job-
expectations for principal supervisors, and embedded learning for all teachers. District
provided training for them to strengthen leadership is especially important in helping
their skills as coaches. The changes that principals to recruit, hire and train teacher
principal supervisors made in order to better leaders, and they play a crucial role in
support principals as leaders of teaching and aligning and integrating the work of school
learning included spending more time in level teams with district initiatives.
schools, providing job-embedded feedback
and coaching, and facilitating networks of
principals.
In our experience, principals must expand
their concept of leadership to include
teacher leaders, along with assistant
principals and other members of their
leadership team, in order to provide the
quality and quantity of support necessary to
change teacher practice and student learning
experiences. Principal supervisors can help
principals to develop and manage this team
in order to improve teaching and learning,
and build a pipeline for leadership positions.
Better support starts with the supervisor, but
they should only be the starting place for
more comprehensive district support for Alice M. Harte Charter School, InspireNOLA
principals. Charter Schools, Louisiana
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Instructional Leadership Challenges and Solutions
The National Institute for Excellence in Our experience in supporting over 275,000
Teaching (NIET) has 20 years of experience in educators across 9,000 schools is a constant
helping school systems implement research- on-the-ground reminder of what the
based strategies to improve teaching and research indicates − principals need relevant
learning. Over that period of time, we have and useful support, particularly in their roles
trained more than 10,000 administrators and as instructional leaders. Key resources in
35,000 teacher leaders. facilitating principals’ success and continued
growth include teacher leaders and other
NIET’s report, Unleashing Teacher school administrators, as well as district
Leadership: How Formal Teacher Leadership leaders and principal supervisors. Principal
Roles Can Improve Instruction, describes the supervisors are well-positioned to marshal
ways that principals are using teacher the district’s resources and provide the
leadership roles to provide the additional coaching for principals to grow and succeed.
expertise and capacity to implement high- Shifting the role of principal supervisors to a
impact levers for improvement: leading focus on coaching and support can help
collaborative learning teams, conducting principals to address key instructional
observations and providing feedback, and leadership challenges.
ensuring that all teachers benefit from
coaching.13 Principals who have created Instructional Leadership Challenges and
teacher leadership roles focused on Solutions
professional learning and coaching report
Below we describe four solutions that
significant and sustained improvements in
principal supervisors in our partner districts
teacher effectiveness and retention.14
used to help principals address
instructional leadership challenges.
Challenges for Principals Solutions and Strategies for Principal
Supervisors
Bea visible partner and model being a lead
learner with principals and their team.
Principals struggle to find adequate
•
time to support teaching and learning,
and are often not visible partners in the
Schedule time in schools and classrooms
work of instruction.
with principals to understand their needs
•
and their school’s needs.
Model being a learner in multiple settings
with principals, including professional
learning teams and classrooms, to build a
culture of reflection.
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Instructional Leadership Challenges and Solutions
Challenges for Principals Solutions and Strategies for Principal
Supervisors
Develop a common vision and consistently
use a shared language that describes
A lack of a common understanding and expectations for principals around
shared language around instructional instructional leadership.
leadership practices makes it more
•
difficult to establish clear, measurable
goals for improvement.
Use research-based leadership standards
to define effective practices, meet the
needs of diverse learners, and provide
clear priorities for principals’ instructional
•
leadership.
Establish the purpose of standards as
supporting growth, not just measuring
effectiveness –and then show that through
Establish a coaching, feedback, and support
district feedback and actions.
system that is aligned with expectations in
Principal coaching and support, where it evaluation.
exists, is often not tied to individual
•
needs, school context, or curriculum,
and lacks evidence or artifacts to
Provide job-embedded coaching for
support feedback and
principals that is grounded in their needs,
•
recommendations.
school context and curriculum.
Use frequent observations and a cycle of
feedback and improvement to support
principals to reflect on their practice and
Support principals to create collaborative
make improvements.
professional learning structures in their
Both teachers and principals benefit school, engage teachers in leadership roles,
from collaborative learning and build a network of support.
opportunities but, because of time
•
demands and a culture of “go-it-alone,”
many educators do not collaborate or
Provide resources and support for school-
•
learn together.
based collaborative professional learning.
Expand leadership capacity by creating
•
clear and specific roles for teacher leaders.
Develop opportunities for principals to
collaborate and build a network of
support.
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Principal Supervisor Solution 1
Solution 1. Be a visible
What is the principal supervisor
partner and model being a role?
lead learner.
Principal supervisors are sometimes a
dedicated district role, or they may be
New principals, and many veteran school
district staff with other responsibilities.
leaders, often do not feel confident in their
In small districts, the superintendent
abilities to lead teaching and learning. There
may supervise principals. Principal
are a range of possible reasons –being out of
supervisors work with principals to
the classroom for several years, a new
improve teaching and learning by
curriculum, or their experience as assistant
coaching them to build and guide
principal focused primarily on building
leadership teams, create collaborative
management or discipline issues –all of
professional learning for teachers,
which took them away from a focus on
observe and provide feedback in
teaching and learning. These principals are
classrooms, and create principal
often strong building leaders but lack
learning opportunities, among other
confidence in their abilities as instructional
leaders, leaving them unsure how to aMcotidveitli ePsr. incipal Supervisor
strengthen this aspect of their role. Professional Standards
released in
Principal supervisors can help. These
2015 by the Council of Chief State School
positions already exist in most districts, and
Officers describe eight key aspects of the
principal supervisors are uniquely positioned
role, with an emphasis on supporting
to support principals in reflecting on their 15
principal growth.
mindset and their actions in ways that
Strategy: Schedule time in schools and
enable them to grow their own capacity as
classrooms with principals to
instructional leaders and increase the
understand their needs and their
learning happening in their schools. Aligning
school’s needs.
expectations, training, and support for
principal supervisors to what research shows While standards have evolved to emphasize
is more effective makes better use of this support, the role of principal supervisor has
investment in human capital, and requires generally not been structured to facilitate
clear direction from district leaders that this time for regular observation and feedback or
is the priority. site-based coaching for principals. Building a
common understanding of expectations is
more challenging when school visits by
principal supervisors are infrequent.
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Principal Supervisor Solution 1
Many principals report seeing their ”
supervisor once or twice a year, usually in an
evaluative or compliance role. For principal
supervisors to fully understand the needs of
the school and of the principal, they need to I had to show that I prioritize
join the principal and their team in various instructional leadership, protect that
learning settings, including collaborative time, and not always be the one to
professional learning community (PLC) leave the room to handle every issue
meetings, teacher planning, and school or crisis.
instructional leadership team meetings. —Dr. Roddy Melancon, Principal, Gonzales
Principals and supervisors need to plan and Primary School, Ascension Public Schools,
Louisiana
schedule this time or other issues will crowd For Dr. Melancon, his supervisor modeled
it out.16 the active engagement in teaching and
learning that she wanted him to embrace as
Dr. Roddy Melancon, principal of Gonzales a school leader, and she did so side by side
Primary School in Ascension Public Schools, with him in a variety of settings. Her focus on
Louisiana, described the importance of his his strengths, and specific actions he could
supervisor, Dr. Latatia Johnson, in supporting take to improve, helped him to build his
his growth as a leader. “Dr. Johnson came in confidence as an instructional leader.
and challenged me to be visible as an
instructional leader. She modeled with me, Dr. Johnson explained how she prioritizes the
and she pushed me to become more work of instructional leadership for principals
involved in activities like PLCs and she supports. “I attend every leadership
conversations around student work,” he said. team meeting on my campuses that I can.
From there, we follow up and I support
“Looking back, it was very easy to switch to principals during walk-throughs. I find that if
an instructional leader mindset by being we put it on our calendars and we commit
visible. It was being visible in PLCs and to, ‘This is what we’re doing, this is when
engaging in conversation, being visible when we’re going in, these are the discussions that
teachers were doing planning and getting we’re having,’ that works for us,” she said. “I
involved in looking at student work, and might go into a classroom to let the principal
being visible and engaged in the learning of see me giving the teacher feedback as a
every student in the class. I had to show that model for them. Then in the next classroom,
I prioritized instructional leadership, protect I tell the principal, ’OK, now you give this
that time, and not always be the one to leave teacher feedback and I’ll coach you.’”
the room to handle every issue or crisis.“
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Principal Supervisor Solution 1
For principal supervisors, it is important to “I’m there not just as a supervisor, but as a
be a visible presence in schools. While participant. I learn something in every
private conversations in the principal’s office leadership team meeting, every time I go
are critical, walking with them through their into a classroom, every time I sit down with
building – observing as they work and lead in building principals. I learn, and that learning
different contexts – provides more allows me to better support the other
comprehensive insight. These observations leaders in our buildings.” By engaging as
enable principal supervisors to gather learners themselves, supervisors help to
concrete evidence of how a principal coaches create a reflective culture at the district level
individual teachers, leads professional that principals can replicate in their own
learning, and solves problems. schools.
Building trust and a true partnership depends Digging into problems together enables
on investments of time by principal principal supervisors and principals to build a
supervisors to understand individual common understanding of what is happening
principal needs and provide timely, relevant, in classrooms, what the curriculum looks
and actionable feedback. Creating this time like, what students are expected to master,
depends on districts ensuring that principal and how mastery is reflected in student
supervisors have a reasonable number of work. This collaborative support enables the
principals to support, and a clear directive to principal and supervisor to create common
keep their focus on coaching and goals and models the reflective, collaborative
improvement. working relationship that principals can build
with their teachers.
Strategy: Model being a learner while
leading. “I had to really infuse myself in the content,
and I had to be able to have conversations
For principals to truly improve their
with each teacher on my campus about
leadership practices, they need a model of
student learning,” said Roneka Coleman,
what that improvement looks like. Principal
principal at S.J. Montgomery Elementary
supervisors can provide this by modeling
School in Lafayette Parish School System,
coaching, self-reflection, and goal setting.17
Louisiana. “In order for me to have
One of the most important things they
conversations about instruction in math, I
model is how leaders are also learners. Bob
needed to understand the shifts in that
Bohannon, assistant superintendent for
curriculum. I had to have knowledge of the
career preparation at Perry Township
major work that was happening in my
Schools, Indiana, describes this shift in his
building. It started with being a lead learner
district. “When I visit a school, I am there as
and committing to that learning.”
an active participant so that I become a new
learner as well,” he said.
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Principal Supervisor Solution 1
With their broad knowledge of the This modeling also sends a strong message
curriculum and district priorities, supervisors that principal supervisors are learners along
can provide important insights and support with principals, assistant principals and
as principals build their understanding of the teachers, engaging in the work and being
work taking place in their building and how willing to go first, take risks, and not have all
they can support individual teachers and the answers.
students.
By actively engaging with principals in the
By engaging as a learner, principal instructional challenges of the school,
supervisors build trust with principals. “Like supervisors are modeling what it looks like to
anything that takes place in a school, it’s be a lead learner. This can be modeled even
about establishing trust with the principal more explicitly by asking principals to
and getting them to recognize that it’s a provide feedback through surveys, focus
partnership. I want results for their students groups, or other methods on the coaching
and their teachers just like they want results and support that supervisors are providing,
for their students and their teachers. By and having supervisors reflect on this
establishing that partnership, teachers see feedback with the community of principals.
me as a member of their school community,”
said Dr. Johnson. “When the principal and I Principal supervisors often bring substantial
are conducting walk-throughs or we’re going personal experience as a former principal to
in classrooms, everyone feels comfortable these conversations and can share insights
with me, allowing me to model behaviors or from their work with other principals in the
actions to replicate." district. Districts can build on this experience
with training for principal supervisors to
”
strengthen their coaching skills and their
ability to serve as facilitators of principal
collaborative learning. When leaders spend
Like anything that takes place in a time in schools side by side with principals,
and actively engage as learners, they
school, it’s about establishing trust with
contribute to the development of a culture
the principal and getting them to
of reflection and continuous improvement.
recognize that it’s a partnership.
—Dr. Latatia Johnson, Federal Programs
Supervisor, Ascension Public Schools, Louisiana
Solution 1: Reflective Questions
•
•
How often do you schedule time in schools with principals?
During those visits, what instructional leadership activities do you engage in with the
•
principal and their team?
How do you model being a learner?
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