Proposal defensepp final
- 1. Can They Row Alone? Practices that Grow and Support Beginning Principals John Bryant, Jan King, and Brett Wilson Disquisition Proposal February 5, 2015
- 2. Problem of Practice • Beginning principals struggle with the complexity of the job, the limits of their instructional impact, the loneliness of leadership, and the existing culture’s resistance to change. • This is a problem in Henderson County Public Schools and in school systems across the state of North Carolina.
- 3. Why This Matters? • Building leadership capacity • Accelerating competency • Increasing efficacy
- 4. Lab of Practice • Henderson County Public Schools • Approximately 13,700 students • 23 schools – 13 elementary schools – 4 middle schools – 4 traditional high schools – 1 Early College High School – 1 Alternative Setting High School • 6 first-year principals • 1 HS, 3 MS & 2 ES
- 5. Our Fram Ultimately, “progressive organizations give power to employees as well as invest in their development” (Bolman & Deal, 2008).
- 7. Jan King Focus Area: State Statute, Funding and State Board of Education Policy Implications
- 8. Brett Wilson Focus Area: Collegial Support in Identifying Perceived Needs of Beginning Principals
- 9. John Bryant Focus Area: Human Resource Leadership at the District Level for the Beginning Principal
- 10. What are we proposing? The Intervention The Methodology IRB approved Pre- and Post- Self Assessments Recorded Reflections Mentor Post- Assessment
- 12. Rationale
- 13. Improvement Science “Improvement science is explicitly designed to accelerate learning-by- doing. It's a more user-centered and problem-centered approached to improving teaching and learning.” From the Carnegie Foundation:
- 14. 90 Day Improvement Cycle February 2015 – May 2015Pre/Re- assessment Mentor-Mentee Retreat Intentional Mentor Support Reflective Video Journals Self-Directed Learning with Mentor Support • Listen • Be present • Encourage • Ask reflective questions • Be available Beginning Principal Support Proactive effort to match experience with novice
- 15. Intended Outcomes of the Study • Enhance leadership potential of HCPS principals • Create a replicable model of support for other districts • Construct a webpage with relevant resources
- 16. Questions?
- 17. References Bolman, L. G., & Deal, T. E. (2008). Reframing organizations: Artistry, choice, and leadership. (4th ed.). San Francisco, CA: Jossey-Bass Inc Pub. Our ideas – Carnegie foundation for the advancement of teaching. (2015, January 1). Retrieved February 3, 2015, from http://www.carnegiefoundation.org/our-ideas/ Images from: http://www.nwlink.com/~donclark/leader/mentoring.html http://www.margotlester.com/2015/01/28/a-mentor-for-you-your-business/ http://ventureatlanta.org/2012/08/mentors-and-startup-success/ www.shyrandcompany.com/photos/1311.jpg http://www.theionclub.com/poolpolicy522/ http://www.ncga.state.nc.us/ncgainfo/educational/StateSeal.html http://commons.wikimedia.org/wiki/File:3D_Judges_Gavel.jpg http://www.bsgroup.com.au/images/ImagesNov09/Neis_mentoring.png http://www.burke.k12.nc.us http://www.henderson.k12.nc.us
Editor's Notes
- #2: ALL 3 Intros/Our Professional Roles Brett - All 3 of us have been principals JB – explain metaphor Jan – Why we are working together
- #3: Brett – 1st bullet JB – 2nd bullet Jan – same problem regionally & statewide Identify the problem Provide evidence that the problem is real
- #4: Provide justification/evidence that the problem is real Describe what is to be improved Brett – 1st bullet – TWC survey re; school leadership Jan – 2nd bullet – sense of urgency JB – 3rd bullet – confidence to lead rather than manage Mention poster project (admins & teacher morale plus staying power/sustainability)
- #5: JOHN Describe setting/context of intervention Outline a history of the problem in context Define individuals involved (design team, intervention team)
- #6: JAN Bolman and Deal Conceptual Frame: Systems Theory (also consider andragogy and change theory) ________________ From 2 committee members’ feedback - - could consider moving the theoretical considerations…should be before lit review…currently sandwiched between lit review One member didn’t like addition of change theory (bottom of page 13) - - we had it b/c in a practitioner model, change must be considered as you scale a model
- #7: ALL 3 Articulate specific roles of each student
- #8: Describe contribution of problem to social justice (equity issue/BTs) Cite NC Superintendents Vision
- #9: Work in social justice piece – new admins sometimes assigned to lower performing schools (equity) Mention work with Burke principals but follow up in detail with methodology section
- #10: Committee member feedback: Why Henderson County? How can what we learn about Henderson be useful in other places? A more detailed description of Henderson County. Why these six principals? Weren’t they chosen out of a larger group? Tell me more about the context this work is taking place. How will the mentoring relationship be monitored? You speak about focus groups, how many – how often? – AA says they are group interviews not focus groups.
- #11: JOHN - business world – mentoring in valued BRETT - Methodology Describe method for evaluation and assessment _________________ From Allen conference: Expect lots of methodology questions Talk about data collection, data analysis, & group interviews __________ From committee members’ feedback: How will we evaluate fidelity, reliability, and validity? When will pre/post test be administered? How will you measure improvement and analyze the data collected.
- #12: BRETT
- #13: JAN – Words on screen JOHN - Why did we chose these principals and these mentors?
- #14: JOHN As iterative cycles of change proceed, previously invisible problems often emerge and improvement activities may need to tack off in some new directions. The objective here is quite different from the traditional pilot program that seeks to offer a proof of concept. Improvement research, in contrast, is a focused learning journey. The overall goal is to develop the necessary know-how for a reform idea ultimately to spread faster and more effectively. Since improvement research is an iterative process often extending over considerable periods of time, it is also referred to as continuous improvement.
- #15: JAN ______ Explain plan for leadership List anticipated barriers/challenges Describe plan to address challenges Summarize proposal/conclusion _________ Outline improvement project, implementation plan and timeline Include the specifics of the improvement cycle Provide assessment timetable ________________________ From Allen conference: More detailed outline of training Planned intervention Definition question – “intentional mentor support” Need to add timeline BHC - Liked page 11 research gap figure, liked plan for knowledge dissemination Question about why these 6 participants – how mentors chosen? How monitor relationship between mentee and mentor? How to code data (recordings, transcriptions, video journals, focus interviews) Kofi - Bottom of page 13 - - why did we throw in an additional theoretical consideration? Theoretical framework note:
- #16: JB – 1st bullet BRETT – 2nd bullet JAN – 3rd bullet
- #17: Explain plan for leadership List anticipated barriers/challenges Describe plan to address challenges Summarize proposal/conclusion ________________________________________ From Allen Conference: Expect – How will you know that this is an improvement? Good question to ask = = = “We have covered all of the things we …” and then ask for specific feedback…where we think it is weak and where we anticipate problems References
- #18: (drop names of recent dissertations)