APPD Program Overview C14
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The document provides an overview of the Aspiring Principals Program (APP) for Cohort 14. It includes information on program goals and milestones, resident data, APP directors, core program documents and standards, the resident learning experience including assignments and assessments, and the APP director support framework. The program aims to provide a personalized learning experience to prepare residents for the principalship through a localized, rigorous, and authentic residency experience focused on transformational leadership practices.
![Aspiring Principals Program
APP Goal #1:
Provide partners with high-quality school leaders
who are prepared to drive dramatic student achievement results in schools
!
Metric(s):
• # or % of Residents endorsed as ready for the principalship
Add APP Org wide goal
APP Program Goals APP Organization Wide Goals
APP Goal #2: !
Demonstrate impact on School practices and student outcomes at
the school site.
!
Metric(s):
• XX% make significant progress towards, meet or surpass all of
their SMART goals [internal only]
APP Goal #3:
To develop the knowledge and skills of participants in leading adults
to drive student achievement gains.
!
Metric(s):
• XX% of Residents demonstrate proficiency, or grow at least one
level, in all competencies from the first they are assessed to the
last time they are assessed (exclude any competencies for which
assessments will not be able to capture growth) [internal only]](https://image.slidesharecdn.com/appdprogramoverviewc14v2-140820160839-phpapp01/85/APPD-Program-Overview-C14-11-320.jpg)
APPD Program Overview C14
- 1. ! ! ! Aspiring Principals Program! ! ! Program Overview Cohort 14
- 2. Table of Contents New Leaders Overview Aspiring Principals Program Overview • FY15 Goals and Milestones • Cohort 14 Resident Data • FY15 APP Director Community APP Core Documents • Urban Excellence Framework • APP Standards, Concepts, & Competencies • 15 Actions • Path to Transformational School Leadership Resident Assignments and Learning Meetings • Learning Cycle • Assignments • Learning Meetings • Resident Minimum Requirements Aspiring Principals Program Director Support Framework • Support Directory
- 3. New Leaders Vision Statement We envision a day when there is educational excellence and equity in America - where our country’s public schools ensure that every student is prepared for success in college, careers and citizenship.
- 4. Mission Statement Core Beliefs 1. Every student can achieve at high levels.! ! 2. All adults must take personal responsibility for student learning and achievement.! ! 3. Great schools are led by great leaders.! ! 4.With access to outstanding public education all students can unlock their fullest potential in the classroom and in life.! ! 5. Delivering high-quality education to all students is critical to a just society. Our mission is to ensure high academic achievement for all children, especially students in poverty and students of color, by developing transformational school leaders and advancing policies and
- 6. Theory of Change PRINCIPAL EFFECT Highly effective principals are the leverage point for turning around schools MAGNIFYING PRINCIPAL IMPACT Principals with skilled school leadership teams and supervisors who enable them to lead can turn around schools even better To transform our public education! system, we need a great many great! school leaders.
- 7. ! ! ! Aspiring Principals Program! ! ! Aspiring Principals Program Directors Goals and Milestones
- 8. New Leaders Programmatic Vision Tightly Aligned to the Urban Excellence Framework We teach our New Leaders how to build the school practices that our evidence- base proves drives student learning in high-poverty schools Deep Practice: Frequent Practice, Observation, Feedback and Reflection Leadership skills are built through repeated practice followed by high-quality feedback and personal reflection. Rigorous Evaluation Focused on the results that participants drive at their school site– proof that New Leaders’ program participants improve other adults’ practice that leads to increase student learning. Differentiated, Personalized, and localized All program participants understand and own their learning goals. Curriculum is differentiated to meet the learning needs of the participants and is delivered “just-in-time, just-enough, and just-for-me”. Builds the capacity of leadership at participants’ school sites Participants in New Leaders programs develop and grow the instructional and leadership practices of the adults around them.
- 9. PERSONAL • A personalized and differentiated learning experience that will prepare you for the principalship and match your skills and experience to your Residency site The Aspiring Principals Program - Overview The New Leaders Aspiring Principals Program aims to provide a specific, differentiated and relevant Residency experience, giving each Resident the opportunity to deeply and purposefully practice the actions of a transformational urban school principal. LOCAL • A localized learning experience so you are prepared to succeed in your Residency and ultimately as a principal in your particular city AUTHENTIC • An authentic experience that allows for deep and consistent practice of transformational leadership practices RIGOROUS • A rigorous approach to assessment that ensures an objective and instructive evaluation of your work, measuring your performance against a high bar of excellence
- 10. Aspiring Principals Program Program Goals
- 11. Aspiring Principals Program APP Goal #1: Provide partners with high-quality school leaders who are prepared to drive dramatic student achievement results in schools ! Metric(s): • # or % of Residents endorsed as ready for the principalship Add APP Org wide goal APP Program Goals APP Organization Wide Goals APP Goal #2: ! Demonstrate impact on School practices and student outcomes at the school site. ! Metric(s): • XX% make significant progress towards, meet or surpass all of their SMART goals [internal only] APP Goal #3: To develop the knowledge and skills of participants in leading adults to drive student achievement gains. ! Metric(s): • XX% of Residents demonstrate proficiency, or grow at least one level, in all competencies from the first they are assessed to the last time they are assessed (exclude any competencies for which assessments will not be able to capture growth) [internal only]
- 12. Cohort 14 Resident Principals
- 14. Aspiring Principal Program Directors Maria Hopewell ! Baltimore Lydia Glassie! Bay Area Ed Morris, Jr! Chicago Elizabeth Gonzalez ! Chicago Ellen Reiter! Chicago LaWanda Hill! Memphis Nicole Williams! New Orleans Linda Sherwood! Prince George’s County Michelle Edwards! Washington, D.C. Vacant! E.D. of APP May Mark! Program Manager Joanna Maccario ! New York City/Newark APPD C14 SummerFun Lunch: Joanna, Lydia, Ben Fenton, Linda, May Nicole, Elizabeth, Maria, Ed (behind Michelle), Michelle
- 15. APPD Critical Friends Groups Maria Hopewell Elizabeth Gonzalez DC APPD Lydia Glassie Nicole Williams Linda SherwoodLaWanda Hill Ed Morris Joanna Maccario
- 16. APP Director Community of Practice & In-Person Training Homepage Access Community of Practice and In-Person training resources and materials (Click on title to access resources)
- 17. ! ! ! Aspiring Principals Program! ! ! Aspiring Principals Program Director Core Program Documents
- 18. The Urban Excellence Framework IMAGE School Culture ! Aligned Staff ! Teaching & Learning ! Personal Leadership ! Operations & Systems The New Leader APP Program Standards can be downloaded at:! The Urban Excellence Framework The Urban Excellence Framework™ is New Leaders for New Schools' strong stance on the most effective principal actions and school practices for driving the kind of dramatic change in urban public schools that will be necessary to ensure that every student is prepared for success in college, a career, and citizenship.! ! New Leaders is rooted in the unwavering belief that this goal is both necessary and possible through strong school leadership. We have come to understand that one of a principal's primary jobs is to diagnose their school's needs and match them to effective strategies that drive student success. The UEF™ reflects our best understanding of what that match looks like in our highest- gaining schools.
- 19. New Leaders Standards IMAGE The New Leader APP Program Standards can be downloaded at:! APP Standards and Competencies New Leaders Standards for the Aspiring Principals Program define what Residents need to know and be able to do by the end of the residency to lead schools in preparing students to be successful in college, careers, and citizenship.! ! Standards: high-level statements of what Residents need to know and be able to do to lead schools in preparing students to be successful in college, careers, and citizenship ! ! Concepts: high-level themes embedded within each standard! ! Competencies: more specific statements within each concept regarding what Residents need to know and be able to do to lead schools in preparing students to be successful in college, careers, and citizenship! !
- 20. New Leaders Standards IMAGE The New Leader APP Core Competencies can be downloaded at:! 5 Core Competencies The 5 Core Competencies represent the leadership practices that New Leaders views as high leverage for school leaders. These 5 core competencies will be embedded consistently throughout Resident assignments and will be assessed more frequently than others.
- 21. 15 Leadership Actions IMAGE The 15 Leadership Actions printout can be downloaded at:! 15 Leadership Actions
- 22. © New Leaders, Inc. All rights reserved. | ‹#› IMAGE Path to Transformational School Leadership
- 23. © New Leaders, Inc. All rights reserved. | ‹#› Steps to Meeting Program Standards IMAGE
- 24. APP Scope and Sequence IMAGE The APP Scope and Sequence can be downloaded at:! APP Scope and Sequence
- 25. APP Master Rubric IMAGE The APP Master Assessment Rubric can be downloaded at:! APP Master Rubric
- 26. The Pathway to Action Plan IMAGE A Blank Pathway to Action form can be downloaded at:! Pathway to Action Plan
- 27. UEF School Diagnostic IMAGE A Blank School Diagnostic can be downloaded at:! School Diagostic Rubric Diagnostic Overview: The learnings in the Urban Excellence Framework (UEF) are divided into five major categories that are central to school improvement. Underneath each category we find a subset of key levers that leaders push to guide improvement within their schools. Key levers include multiple concepts, which highlight more granular areas of focus within the lever. The UEF describes how principal actions and school practices evolve and build across three stages of development. These observable school practices/structures serve as the foundation of the School Diagnostic tool. ! ! The School Diagnostic is an assessment tool that helps to guide a principal’s work by assessing the school on critically important levers in the UEF. This assessment includes a strong diagnosis of school practices within each lever and is designed to reveal strengths and inconsistencies. This diagnosis is essential to an effective goal-setting and strategic planning process, which ultimately leads to school improvement measured by increased student achievement and stakeholder satisfaction.!
- 28. ! ! ! Aspiring Principals Program! ! ! Resident Learning Experience Assignments & Assessments
- 29. The APP Learning Cycle Achieving Mastery DEEP PRACTICE & REFLECTION ResidencySite FEEDBACK & REFLECTIO N M entor Principal, Director and/or Peers ASSESSM ENT By Director REPEATED PRACTICE & REFLECTIO N Residency Site INTRODUCE/ EXPLORE CONCEPT Learning Sessions GUIDED PRACTICE In Session How the Residency experience will shape our Residents’ leadership development skills this year The APP learning cycle represents the process by which Residents demonstrate proficiency of leadership concepts learned during the Residency year through practical application.
- 30. Resident Assignment Cycle School Profile/ Making the Case ! Team Leadership (Phase One) Mini Observation 1 ! Team Leadership 1 LM1 LM2 LM3 Mini Observation 2 ! Team Leadership 2 ! School Profile 2 LM1 - Learning Meeting One // LM2 - Learning Meeting 2 // LM3 - Learning Meeting 3 Before Learning Meeting 1 After Learning Meeting 1 After Learning Meeting 2
- 31. Post Optional Learning Meeting One Assignment Guide School Profile/ Making the Case Strategic Planning APP Diagnostic Rubric ! APP Pathway to Action Plan School Profile Rubric ! School Profile Observer Form Team Leadership (Phase One) Not formally assessed (will be discussed as a part of LM1) Facilitative Leadership Team Leadership 1 Assignment Handout Assignment Resources Course Strand Supporting Documents and Resources Optional Learning Meeting 1 Resources: Director Guidance Document
- 32. Post Learning Meeting One Assignment Guide Mini Observation 1 Observation and Supervision of Instruction Mini-Observation Rubric ! Mini-Observation Template Team Leadership 1 Team Leadership Rubric Adult and Team Leadership Assignment Resources Course Strand Supporting Documents and Resources Learning Meeting 1 Resources: LM1 Coaching Guidance, LM1 Rubric, APP SMART Goals Guidance
- 33. Learning Meeting 2 Resources: LM2 Coaching Guidance, LM2 Rubric, “On track/off track” Guidance document, LM2 Sample Resident Agenda Mini Observation 2 Observation and Supervision of Instruction Mini-Observation Rubric ! Mini-Observation Template Team Leadership 2 Team Leadership Rubric Adult and Team Leadership Assignment Resources Course Strand Supporting Documents and Resources School Profile 2 (EOY Diagnostic) ! Prep for LM3 Strategic Planning APP Diagnostic Rubric Post Learning Meeting Two Assignment Guide
- 34. Learning Meeting Three - APP Director Guidance Learning Meeting 3 Resources: LM3 Coaching Guidance, LM3 Rubric, Endorsement Recommendation Guidance Document, LM3 Sample Rubric Resident Minimum Requirements Webinar Attendance Coaching Treatment Units Similar to last year’s Performance Meetings, Residents are required to track Resident Minimum Requirements and are asked to submit this information four times during the Residency year. Session attendance and assessment completion information will be tracked electronically into city specific forms. One-on-one coaching support will be captured with each Learning Meeting by conceptualizing sessions in terms of ‘coaching treatment units’. One treatment unit consists of a feedback session in keeping with the above definition that is less than 2 hours. There will be a field to capture this information within the Qualtrics link for each Resident’s Learning Meeting reviews. APP Directors will be prompted to indicate the number of one-on-one coaching treatment units that were held since the last Learning Meeting (or, in the case of the first Learning Meeting, since the beginning of the Residency Year). Residents are required to attend all scheduled virtual webinars.
- 35. Resident Minimum Requirements: APPD Guidance What? Similar to last year’s Performance Meetings, Residents are required to track Resident Minimum Requirements and are asked to submit this information four times during the Residency year. Session attendance and assessment completion information will be tracked electronically into city specific forms. Why? This information is collected for a variety of reasons, including Endorsement Decisions, Resident accountability, Program Evaluation, and Funder Reporting. The responses that Residents enter into the electronic form are then reviewed by the APPD for accuracy once at the end of 2014 Summer Foundations and during each Learning Meeting. How? Links to the electronic forms will be available to Residents on Canvas in respective Learning Meeting sections in advance of each meeting. The form will list each in-person and virtual session and assignment that took place during the specific time period with a drop down menu. Residents will select one of the following options based on their attendance / assessment completion. These responses will be collected into a single Google Spreadsheet for each city. Links to these spreadsheets are at the bottom of this document. In-Person and Virtual Session! The list of options for each in-person or virtual session will include the following: • Attended - attended the entire session • Made up session - missed the session bout attended approved make-up session • Missed - Did not attend the session or make-up the session • N/A - not applicable • no in-person session in that week • for APP Intensive attendees only Assignments! The list of options for each assignment will include the following: • Complete • Incomplete Residents will be responsible for filling in this information online, via Google Form, before each Learning Meeting and once following the end of Summer Foundations. Residents will be provided with a document that lists each session and assignment to assist them with their tracking. Tracking Time Period Tracker Due from Residents Local Induction to end of Summer Foundations August 8th Summer Foundations to Learning Meeting 1 Before Learning Meeting #1 (specific dates are city driven) Learning Meeting 1 to Learning Meeting 2 Before Learning Meeting #2 (specific dates are city driven) Learning Meeting 2 to Learning Meeting 3 Before Learning Meeting #3 (specific dates are city driven)
- 36. ! ! ! Aspiring Principals Program! ! ! Aspiring Principals Program Director Support Framework
- 37. If you need help with: Supporting Residents! ! Weekly seminar ideas! ! Balancing city and national needs Aspiring Principals Program Director Community Ellen Reiter Chicago Ed Morris, Jr. Chicago Elizabeth Gonzalez Chicago Michelle Edwards Washington, D.C. Lydia Glassie Bay Area Maria Hopewell Baltimore LaWanda Hill Memphis Nicole Williams Senior Director, New Orleans Joanna Maccario New York City/Newark Linda Sherwood Prince George’s County Aspiring Principals Program APP Core Documents Homepage Canvas Homepage // Salesforce Homepage APPD Community of Practice Homepage Weekly Program Bulletin
- 38. If you need help with: ! Reach out to Kaitlyn Mittian for all questions regarding Assignments and Learning Meetings. ! ! Reach out to Paul Barnhardt for all questions regarding content including Foundations and webinars. Content and Assessment Team Ashley Jackson Program Manager Lakisha Covert Senior Director, Content & Curriculum Kaitlyn Mittan Director of Quality Assurance Vera Torrence Senior Director, Content & Curriculum Denise Corbett National Director of Assessment Paul Barnhardt Director of Content Alignment Scott Neil Senior Director, Content & Curriculum Sherrell Peters Program Manager, Instructional Design Mary Rice-Boothe Executive Director, Content & Assessment Lacey Robinson Senior Director, Content & Assessment APP Nationally Developed Content APP Nationally Developed Content APP Nationally Developed Assessments Winter Foundations 2014 Content Calendar
- 39. Questions Quick-Guide Questions on: Reach out to: APP Content Paul Barnhardt APPAssignments and Learning Meetings Kaitlyn Mittan Resident Endorsement Denise Corbet Technology: Wiki, Qualitrics, Salesforce, Canvas Business Solutions Foundations Books Kendall Tripathi-Parker Resident Minimum Requirements Nia Tyler Coaching units Mark Bailey Managing Progress to Goals Marianna Valdez Community to Practice Nick Patterson
- 40. Questions on Content or Assignments or Learning Meetings? Reach out to individuals noted below on the Content and Assessment Team.
- 41. Questions on Wiki, Salesforce, Qualtrics, and Canvas? Reach out to Business Solutions! Email bizsol@newleaders.org for all questions.
- 42. Questions on Progress to APP Goals, Resident Data, Session Surveys, Minimum Requirements Tracking, Coaching Units Reach out to Research and Evaluation!
- 43. Questions on the Program Bulletin, Foundations, Synchronous Webinars, and Books? Reach out to Program Operations