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Leadership Keys: How to Get Great Principals, Use Teacher-Leaders

by | July 11, 2014

Lacking Leaders: The Challenges of Principal Recruitment, Selection, and Placement, which Public Impact’s Daniela Doyle and Gillian Locke wrote for the Thomas B. Fordham Institute, put a needed focus on the importance of finding the best principal for each school. By getting an inside look at the hiring processes of five urban districts around the country, Doyle and Locke highlighted how far short those processes fall, even in districts they deem “ahead of the curve.”

In response, the authors offer six recommendations for district leaders seeking to improve their recruitment, selection, and placement of school principals:

  1. Make the job more appealing—and manageable. Give principals the power to lead, including authority over key staffing decisions, operations, and resources. And give them a cadre of teacher-leaders to share the load today—and fill the pipeline for tomorrow (more on that below).
  2. Pay great leaders what they’re worth. Compensation must be commensurate with the demands, responsibilities, and risks of the job. Principals should earn considerably more than other school staff with less responsibility and should be duly compensated for producing success.
  3. Take an active approach to recruitment. Develop criteria to identify promising candidates inside and outside of the district. Actively seek out those individuals. Woo them when necessary. Identify and prepare internal candidates systematically—and early—and eliminate barriers that discourage high-potential candidates.
  4. Evaluate candidates against the competencies and skills that research shows successful principals demonstrate. Then create rubrics for judging candidates against those competencies. Train raters to use the rubrics effectively.
  5. Design the placement process to match particular schools’ needs with particular candidates’ strengths. Assess schools’ priorities and leadership needs, and develop criteria to assess a candidate’s fit.
  6. Continually evaluate hiring efforts. Develop metrics to assess each stage of the process, particularly in relation to the school results that follow.

 

(See Education Week‘s look at the report here.)

Public Impact has long focused on the importance of school leadership, especially when districts attempt to turn around failing schools—check our list of resources below.

And we see real promise for bettering the conditions for principals—making the role more appealing and strengthening the much-discussed, truly important pipeline of future leaders—through our Opportunity Culture work. Opportunity Culture schools extend the reach of excellent teachers to more students, for more pay, within budget. One way to do this is by creating the multi-classroom leader (MCL) role—in which an excellent teacher continues to teach while leading a team of teachers, with plenty of school-day time for planning, collaboration, and providing daily on-the-job professional learning to the team.

MCLs can help principals tremendously. These teacher-leaders mean principals no longer bear sole responsibility for the leadership and evaluation of all teachers in the building. And while most MCLs take the job because they want to continue teaching, some will find the principal role appealing, creating a pipeline of future principals experienced as instructional leaders.

We all know how much school leaders matter. Let’s put some remedies into action—starting with these.

See more about Multi-Classroom Leaders:

Doing the Math on Opportunity Culture®’s Early Impact

by | June 24, 2014

As we’ve noted in previous posts, schools continue to join the Opportunity Culture initiative, eager to work with teachers on redesigning their teaching roles and career paths. As the first year of implementation in Opportunity Culture pilot schools wound down, we looked at the impact of just the 31 leading-edge schools who had joined the initiative by April. (Six more high schools joined in May but are not included in these figures, as they hadn’t yet had a chance to make their Opportunity Culture plans).

What can we project for these 31 schools by the time they implement their models fully, over three years?

* About 15,000 students reached consistently by excellent teachers and their excellence-focused teams each year

* About 450 teachers earning far more in new roles that let teachers focus on what they do best, learn from excellent teacher-leaders, and advance without leaving the classroom**

* Almost $4 million in extra teacher pay annually in just these 31 implementing schools

* About 80,000 new, additional hours total for planning, collaboration, and on-the-job learning during school hours annually—180 more hours per teacher, per year

* About $290,000 to $900,000 in additional lifetime pay, in current dollars, per teacher (this number will be more than $1 million as some schools implement wider-span teacher-leader roles)

* About $130 million total additional pay if all 450 teachers (or others like them) remain in these uniquely financially sustainable career advancement models for 35 years. Within budget.

See more below. And see Projected Statewide Impact of “Opportunity Culture” School Models to see how an Opportunity Culture can affect a state’s economy as well—to the tune of billions of dollars in state domestic product increases.

These are the numbers for just 31 schools. Imagine the numbers when a whole nation has schools in which teachers lead, learn on the job, help more students excel, and get paid for it—forever.

Opportunity Culture® Schools: Showing N.C. How to Keep Teachers

by | June 23, 2014

For these CMS teachers, change doesn’t mean exodus: In Friday’s Charlotte Observer, reporter Ann Doss Helms checked back in with Charlotte-Mecklenburg (CMS) teachers who’d been in the news in the past year over their frustrations–reflected across North Carolina classrooms–with teacher pay turmoil in the state. Helms wrote:

After a year of frustration with low pay and challenging conditions, teachers Marie Calabro, Dave Hartzell and Justin Ashley have packed their boxes and left their jobs.

Despite talk of a teacher exodus from North Carolina, though, these three aren’t leaving the state–or even Charlotte-Mecklenburg Schools.

Calabro, who organized sidewalk rallies for teachers, and Hartzell, featured in an Observer article on teacher pay, both switched schools to take higher-paying “opportunity culture” jobs that keep them in classrooms. The House and governor’s budget plans call for expanding that approach, which CMS is pioneering.

The article gives a glimpse of Public Impact’s long-term vision for our Opportunity Culture work–that an Opportunity Culture’s sustainably funded, higher-paid teaching and career opportunities will change who enters teaching, who stays, and how much more impact excellent teachers can have in their careers. Allowing great teachers to reach more students can kick-start the virtuous cycle of selectivity, opportunity, and higher pay.

Pilot schools already saw one effect of an Opportunity Culture on the front end of their implementation, as they were flooded with applications for the new positions; CMS now can see the beginnings of another effect, in keeping its great teachers from leaving the state for a higher-paid teaching job.

As Helms wrote about teacher Dave Hartzell:

N&O Editor Calls Opportunity Culture® Solution a “Symphony”

by | June 9, 2014

Calling school models in an Opportunity Culture a simple, harmonious solution, Editorial Page Editor of The (Raleigh, N.C.) News & Observer highlighted the work of Public Impact and Co-Directors Bryan and EmilyAyscue Hassel in his column yesterday.

In Let NC’s top teachers teach—and earn—more, Barnett said:

“With all the angst and alarm over the General Assembly’s approach to K-12 education, hearing Bryan Hassel talk about how to create more effective schools is like listening to a symphony. He has a solution. It’s simple and harmonious and won’t cost more than we should be spending anyway.“

Embracing the Opportunity Culture concept—which extends the reach of excellent teachers and their teams to more students, for more pay, within regular budgets—Barnett noted:

“The Hassels’ approach would not be cheap at first for North Carolina. They say the state needs to raise its average teacher pay 10 percent or more to reverse the backsliding that has sent the average pay sliding to 48th in the nation. But after that, schools could reallocate funds between extra support staff and great teachers teaching more students without increasing school district budgets.

Compare the teacher response to the Charlotte experiment with the statewide situation in North Carolina. While teacher applications piled up for the Charlotte pilot schools, low pay and low morale statewide are fueling an exodus and a looming teacher shortage.”

As North Carolina grapples with this, the governor has proposed sustainable career pathways that districts and their teachers can design. The Senate proposed large average base pay increases. We at Public Impact hope that now the state House, Senate, and governor can work together to bring both of these to reality, and fund education at a level that lets North Carolina ensure a competitive workforce and robust economy.

As Barnett concluded:

“The General Assembly and the governor are responding by offering a boost in pay. Hassel says that helps, but it’s only paying good and bad teachers more to do the same job. What should happen is more pay for good teachers and a winnowing of low performers.

In addition, Bryan Hassel says, the state should be adding teacher assistants, not cutting them by half as proposed in the state Senate’s budget. The teaching profession is virtually alone, he notes, in asking teachers to work in isolation doing many tasks involving a range of skills. Why have great teachers sidelined to tend to sick or unruly students or to monitor cafeterias and bus lines?

North Carolina is in an educational crisis and if it continues the state will lose many excellent teachers. It’s time to support top teachers by making a substantial change in how they are employed and what they can earn.”

Courage Gap? Action Gap? Not at These Schools

by | May 22, 2014

At the Education Writers Association conference in Nashville on Tuesday, I listened to U.S. Education Secretary Arne Duncan reiterate his belief that “education is the civil rights issue of our generation.”

On that, we at Public Impact couldn’t agree more.

He also talked about the outrage over our nation’s achievement gaps and worries about opportunity gaps. The country has, he said, a “courage gap” and an “action gap.”

We’d like to direct his attention to some teachers and leaders showing both courage and action.

In Opportunity Culture pilot schools, teachers are taking action, redesigning their schools to extend the reach of great teachers and their teams to more students, for more pay, within current budgets. Their leaders are showing courage by finding ways to make these redesigns possible within state rules and tight budgets. Creating Opportunity Culture schools means letting go of traditional one-teacher-one-classroom mindsets—and opening the door to career paths that let great teachers lead while continuing to teach, to opportunities for great teachers to reach more students directly with their inspiring instruction, and to opportunities for all students—not just a lucky few—to get excellent teaching, consistently, from teachers who get the pay and respect they deserve.

Where are those schools? Several were right under Duncan’s nose yesterday—in the iZone in Nashville. Schools in Cabarrus County, N.C., and Syracuse, N.Y., plan to implement their own Opportunity Cultures this fall. And in Charlotte-Mecklenburg (CMS), four schools participated in the pilot this year—to be joined by 17 more this fall, and by nearly half the schools in the district by 2017–18.

The pilot schools’ learning results will start rolling in this summer, with more robust data from more than 30 schools nationwide next year. But CMS Superintendent Heath Morrison saw one significant result already that led to his January decision to scale up from those first four pilots: Enthusiastic teachers, in a state where teacher enthusiasm may be at an all-time low. The pilot schools were swamped last year with applications for these Opportunity Culture jobs, even in high-poverty schools. Despite the hard work of implementing something completely new, teachers’ enthusiasm continues (see what they’re saying here).

What makes an Opportunity Culture different enough to resonate so profoundly with teachers and district leaders?

How a State Could Achieve Major Gains in Learning, Pay, Economy

by | May 13, 2014

For several years, we’ve been asking teachers and districts to imagine: Imagine schools and a profession where all teachers can improve their teaching, be rewarded for getting better, and reach more students with excellent instruction—by creating an Opportunity Culture for teachers and students. Districts are responding: As of spring 2014, four districts nationally are piloting Opportunity Culture models, and one, Charlotte-Mecklenburg, is taking its pilot efforts to scale based on recruiting results and demand from schools.

But what if a whole state reimagined the teaching profession and pursued an Opportunity Culture for all? What benefits might accrue for students, teachers and the state as a whole?

Using North Carolina as an example for analysis, Public Impact ran the numbers—and the results weren’t small.

Opportunity Culture models redesign jobs to extend the reach of excellent teachers to more students, for more pay, within budget—typically in collaborative teams on which all teachers can pursue instructional excellence together and are formally accountable for all of the students they serve. They are designed to transform the traditional teaching environment and provide new career paths for teachers that allow them to advance their careers without leaving the classroom.

If three-fourths of North Carolina’s classrooms were to implement Opportunity Culture models over one generation of students—about 16 years of implementation—we projected, using conservative assumptions, that:

  • Students on average would gain 3.4 more years’ worth of learning than in a traditional school model in the K–12 years.
  • Teachers leading teams would earn up to $848,000 more in a 35-year career, with considerably higher figures possible for large-span teacher-leader roles not included in this analysis.
  • Teachers joining teams to extend their reach could earn approximately an additional $240,000 over their careers.
  • State income tax revenue would be up to $700 million higher in present-value terms over 16 years of implementation; increased corporate and sales tax revenues are not included.
  • State domestic product would increase by $4.6 billion to $7.7 billion in present-value terms over the next 16 years.

And that’s just using current numbers for North Carolina, where pay is near the bottom nationally. Teachers leading teams in states with pay closer to the national average would earn up to $1 million more in a 35-year career. (Public Impact has separately suggested that a 10 percent average base pay increase is also needed for teachers in North Carolina.)

Cabarrus County, N.C., Schools Join Opportunity Culture® Initiative

by | May 12, 2014

A second North Carolina district has joined its neighbor in implementing an Opportunity Culture: Three elementary schools and seven high schools in Cabarrus County, N.C., will pilot Opportunity Culture models in 2014–15–affecting approximately 1,000 students in the first year of implementation alone.

Public Impact will assist some of the school teams in redesigning their schools. These schools will each have a team of administrators and teachers to choose and adapt the models that fit their school best, following the Opportunity Culture Principles.

The district is beginning work without philanthropic support for the costs of making this transition, but hopes to obtain funding to support additional school-level design teams. Six of the high schools asked to be included after hearing a presentation about Opportunity Culture models from the first high school principal to opt in this spring and Jason Van Heukelum, deputy superintendent of curriculum and instruction for Cabarrus County.

Once schools make the transition to an Opportunity Culture, the higher pay is all funded within existing school budgets, not temporary grants. (See financial analyses of the models here.)

The Cabarrus County district, which includes Concord, N.C., has 39 schools and 30,000 students, 43 percent of whom are eligible for free or reduced-price lunch. Its schools join neighboring Charlotte-Mecklenburg Schools (CMS) in implementing an Opportunity Culture. Four CMS schools piloted their new models this school year, and CMS announced plans in January to scale up its Opportunity Culture work to include nearly half of the district’s schools by 2017–18.

Public Impact®’s Op-Ed: Be Bold on Teacher Pay

by | May 6, 2014

Public Impact’s co-directors, Emily Ayscue Hassel and Bryan C. Hassel, have a message for North Carolina’s leaders in their op-ed published in The (Raleigh, N.C.) News and Observer: To transform this state, aim higher.

The Hassels’ op-ed, “N.C. must be bold on increasing teacher pay,” calls for “audacious, achievable goals”: Noting the Opportunity Culture work being done in Charlotte-Mecklenburg Schools to improve teachers’ jobs and pay them more, the Hassels call on North Carolina’s leaders to transform the state by extending that work and focusing on needed priority and policy changes that would create a surge in student learning, grow the state’s economy, and increase teachers’ career earnings.

More coming soon from Public Impact’s Opportunity Culture work: Watch for an announcement on the second N.C. district to join Charlotte-Mecklenburg Schools in the Opportunity Culture initiative (see more about an Opportunity Culture in other districts here), and watch for a policy brief next week detailing the economic benefits to North Carolina and its teachers discussed in the op-ed.

Project L.I.F.T. Videos Tell Their Opportunity Culture® Story

by | May 1, 2014

Do you know teachers eager for a job full of opportunities to reach more students on empowered, teacher-led teams, and to earn more–potentially a lot more? Watch short videos about Project L.I.F.T.’s implementation of Opportunity Culture school models here and here. Project L.I.F.T. is hiring now for the 2014-15 school year.

Charlotte’s Project L.I.F.T. zone of high-need schools was the nation’s first pilot of Opportunity Culture school models that extend the reach of excellent teachers and their teams to more students, for more pay, within budget.

Teachers get on-the-job development led by outstanding peers who are responsible for their teams’ improvement and student outcomes. L.I.F.T is also reaching out to Teach for America alumni who want to stay in the classroom and advance their careers while continuing to teach. TFA has been a critical source of teaching staff in these traditionally hard-to-staff schools.

Charlotte-Mecklenburg Schools is scaling up its Opportunity Culture schools as part of its Student Success by Design initiative. Nearly half of the district’s schools are expected to adopt these models by 2017–18. Each school has its own design team of teachers and administrators who work within the five Opportunity Culture Principles to select and combine models and determine implementation details that reflect the goals, values, and needs of each school. The overarching goals: 1) reach far more students with excellent teaching, every year, and 2) provide their teachers with outstanding, sustainably funded career advancement and development opportunities.

The district’s schools outside the L.I.F.T. zone will soon be recruiting for similar positions.

How can your district or organization help schools build an Opportunity Culture? Look throughout OpportunityCulture.org for information and free tools.

Don’t forget to check out L.I.F.T.’s videos to see how teachers, administrators, and kids feel about it.

 

 

In the News: Multi-Classroom Leadership

by | March 21, 2014

The Opportunity Culture website is chock-full of materials to explain how our school models–such as Multi-Classroom Leadership and Time-Technology Swap–work. You can read the detailed models themselves, financial details about the models, broader overviews such as An Opportunity Culture for All or materials specifically for teachers–or you can just work your way through everything listed on the Tools for School Design Teams page to get the whole Opportunity Culture shebang.

And our case studies show how schools are just beginning to implement this work. We’ll have many more coming that get into the nitty-gritty as schools gain some experience with their new models, which design teams of teachers and administrators adapt to fit each school’s needs.

Meanwhile, though, Christina Quattrocchi at EdSurge fills in one piece of that nitty-gritty this week, in How to Teach 800 Middle Schoolers. She walks readers through the workweek of Romain Bertrand, a multi-classroom leader at Ranson middle school in Charlotte who incorporates blended learning into his math team, to help understand how Bertrand extends his reach to many, many more students than the one-teacher-one-classroom mode.

You can also read one of Bertrand’s blog posts on EdSurge, Reaching 800 Students with a Stylus and an iPad, to hear his thoughts on how thoughtful use of tech tools in the classroom can make a difference in many ways. Check out his entire blog to learn more about first-year implementation joys and challenges in his team.