Seven (7) new awards were made in FY 2009.
|Organization:||School Board of Orange County|
|Program Title:||The BRIDGE Leadership Program: Building Rigor into Developing Great Educational Leadership|
|Program Contact:||Debra Lucas|
|Total Five Year Funding:||$3,670,603.00|
|Program Partner(s):||Stetson University|
|Focus:||On mentoring as one of the most fundamental methods for new leaders to move from theory to practice and professional development as the method for moving school leaders and faculties toward significant and sustainable improvement.|
|Goals:||To increase the number of new, certified principals and assistant principals, and to improve the skills of current practicing principals and assistant principals, in Orange County Public Schools.|
The BRIDGE Leadership Program will be implemented through a multi-tiered system of mentoring and professional development. Orange County Public Schools (OCPS), in partnership with Stetson University, would like to design and successfully implement a leadership development model that creates teacher leaders through the improvement of site-based administration.
Within the first tier of the program teacher leaders will enter the Aspiring Leaders Program (ALP). Candidates will have the opportunity to complete educational leadership certification and/or a degree program. They will be mentored by assistant principals. The second tier of the program is the Preparing New Principals Program (PNPP) in which the aspiring leader becomes an assistant principal and obtains certification. They will be mentored by principals. The third tier of the program is the Principal Induction Program (PIP) in which the assistant principal becomes a principal at a high-need school. The principal will be mentored by a highly experienced principal. In addition to the coursework, professional development and summer institutes will be offered.
Pre and post assessments will be developed in collaboration with a doctoral level researcher. Performance data (annual performance, student achievement, and teacher retention) will also be collected for each candidate to establish comparative and trend information. Focus groups will be conducted and surveys will also be administered. An external evaluator will also be employed to determine if the goals and objectives of the program are being met.
|Organization:||Southeast Kansas Education Service Center|
|Program Title:||KanLead Kansas|
|Program Contact:||Bart Swartz|
|Total Five Year Funding:||$3,227,370.00|
|Program Partner(s):||Pittsburg State University; Kansas Department of Education|
|Focus:||Collaborative program planning and delivery, recruiting and developing aspiring principals, and retention and growth of current leaders.|
The KanLead model benefits from integrating the Kansas Multi-tier System of Support (MTSS) and research-based leadership standards. The model includes training and experience in academic and structural interventions. The program seeks to develop a collaborative, standards-based, recruitment and training model that develops qualified school leadership candidates. KanLead will identify leadership needs not being met, compile requisite core competencies for successful principals in high-risk schools, and design a continuum of coursework and training that addresses challenges for principals. In addition the existing framework of MTSS will be restructured into a standards based leadership matrix. This two year program will provide aspiring principals with professional development, coaching/mentoring, and training that leads to certification and placement in high need LEA's with a retention time of at least two years.
Assessment uses a mixed method research design. Tools used will include interviews, focus groups, site visits, and direct observation. In addition surveys, questionnaires, and assessment tests scores will be factored in when determining the success of the program. Performance will be measured by the percentage of participants who become certified principals or assistant principals who are then placed and retained in high need LEA's for at least two years. KanLead will also look at the number of principals who participate in professional development activities, improved school leadership skills, and whether participants attitudes, and competencies improve through training and site-based support.
|Organization:||New Orleans Public Schools|
|Program Title:||New Orleans Public Schools New Leaders Program|
|Program Contact:||Tyra Newell|
|Total Five Year Funding:||$3,727,985.00|
|Program Partner(s):||Recovery School District; New Leaders for New Schools; High need open enrollment charter schools|
|Focus:||To attract, prepare, and support high-quality principals to lead the city's highest-need public schools, build local leadership capacity and develop a high-quality pipeline of school leaders in the city.|
The New Leaders New Schools (NLNS) program is built upon the Urban Excellence Framework which focuses on principal level actions and competencies that lead to dramatic educational gains. Candidates undergo a rigorous selection process and commit to serving as school leaders for at least six years. Participants enter the program as Residents and receive individualized leadership development plans that serve as roadmaps for their training. The Residents work with a leadership coach and a mentor principal from the Recovery School District (RSD) or an open enrollment charter school to develop proficiency in key school leadership skills. During the year-long Residency, the Residents participate in a summer institute and seminars. They work closely with their mentors and leadership coaches and are responsible for completing coursework including three leadership projects that build school leadership expertise. Upon completion of the training, Residents eligible for certification are placed in schools where they continue to receive support from a coach and a network that focuses on sharing best practices, tools, and resources.
Progress will be evaluated by measuring Resident performance against research-based Principal Leadership Competencies. NLNS and the RSD will conduct the evaluation with internal support and external support from the RAND Corporation. RAND will conduct a comprehensive, long-term research and evaluation project that focuses on NLNS's impact on student achievement. NLNS will conduct a comparative analysis of achievement data and administer principal and other stakeholder surveys to measure factors related to successful leaders. They will also identify and analyze other data that indicate success e.g., turnover rate. Furthermore, they will conduct case studies using data collected through interviews, shadowing, and activity logs.
|Organization:||Terrebonne Parish School District (TPSD)|
|Program Title:||TPSD School Leadership|
|Program Contact:||Arthur Joffrion|
|Total Five Year Funding:||$3,092,211.00|
|Program Partner(s):||JBHM Education Group, LLC; Teaching Research Institute|
|Focus:||Effective instructional leadership and management|
Terrebonne Parish School District (TPSD) will use the Systematic Process and Tools Model developed by JBHM Education Group, LLC to develop a school leadership plan. This plan will focus on developing a systemic alignment between the school board, district leadership, school leadership, and teachers. The TPSD School Leadership Program is designed to be the catalyst to improve teaching and learning.
The model, which is based on Educational Leadership Policy Standards: Interstate School Leaders Licensure Consortium 2008, will offer program participants professional development followed by on-site mentorship. TPSD's leadership program will initially be implemented in twelve of the lowest performing schools. During the second year ten additional schools will be phased into the program and during the third year fourteen schools will be phased in according to performance. The program participants will enroll in a three-day Summer Leadership Institute with quarterly follow-up sessions during the school year and fifteen on-site mentoring follow-up visits the first year. For the following years a one-day Summer Leadership Institute with quarterly follow-up sessions and fifteen on-site mentoring follow up visits will be implemented. The additional schools that are phased in will also receive on-site support and follow-up sessions each year that they participate.
A mixed-method study will be conducted by the Teaching Research Institute (TRI) to determine program effectiveness. TRI will conduct site visits, and perform analyses of school performance reports. Methods of data collection include surveys, interviews, focus groups, and performance as measured by the Systemic Performance Rubric. More specifically TRI will look at effectiveness with regard to participant's satisfaction with professional development and the impact of the program on participant knowledge, participant practice, school organization, and student achievement.
|Organization:||Elizabeth City State University|
|Program Title:||Northeastern North Carolina School Leadership Program (NNCSLP)|
|Program Contact:||Dr. Claudie Mackey|
|Total Five Year Funding:||$2,946,925.00|
|Program Partner(s):||Bertie Co. Schools; Edenton/Chowan Schools; Edgecombe Co. Public Schools; Halifax Co.-Weldon City; Northampton Co.; Pasquotank Co.; Perquimans Co.; Warren Co.; Washington Co.|
|Focus:||Program designed for the competitive priority (e.g., work with schools in improvement and turnaround and corrective action) and the invitational priority (e.g., increase number of new certified principals and assistant principals).|
NNCSLP will use the North Carolina State Board of Education ABC's (comprehensive plan to improve public education) and the North Carolina Standards for School Executives (NCSSE) as models for its infrastructure. These models will be incorporated into the curriculum, instructional delivery, and administration. The program is a joint endeavor between Elizabeth City State University and nine LEAs, five of which rank among the twenty poorest in the United States.
Building on the idea that there is a positively correlated relationship between sustained, on the job professional development and increased student achievement, the NNCSLP will train and support future school leaders via seminars, summer institutes, mentorships, input from school improvement teams and access to a virtual learning center. The professional development will be structured around the LEAs' needs assessment from their School Improvement Plans (SIPs) and Framework for Action Plans (FAPs). In addition to professional development, a Masters in Administration program will be structured so that upon completion, participants will have a MSA that enables them to become gainfully employed in high-need LEAs.
Assessment uses a mixed method research design and will be conducted by ShirAnd & Associates, Inc. (SAI). Tools to be used will include questionnaires, program observations, existing databases, tests, focus groups, interviews, mentor assessments, rating scales, testimonials, records review, self assessments, graduation reports, program logs, theses, and rubrics. Retention data will be reviewed as well as student achievement results.
|Organization:||Houston Independent School District|
|Program Title:||Houston Independent School District Alternative Certification Program Principal Academy for Collaborative Engagement (HISD-ACP PACE)|
|Program Contact:||Lidia Gazdyszyn-Zatopek|
|Total Five Year Funding:||$2,243,892.00|
|Program Partner(s):||University of St. Thomas|
|Focus:||Developing human capital|
HISD-ACP PACE has created a new pathway that will allow the district to recruit, train, certify, and retain high-quality instructional leaders. HISD-ACP PACE is a two year alternative certification program with an internship in the second year. The program operates in partnership with the University of St. Thomas. The program will provide a comprehensive, on-going, high-quality leadership training that prepares its interns to obtain Texas Standard Principal Certification and to become effective school leaders.
A quasi-experimental design will be used to quantify data. The grant evaluator, Don McLendon & Associates, will use both qualitative and quantitative measures to track progress. Qualitative measures include: interviews, portfolio case studies/action research, reflection pieces, and observations. Research will focus at first on program effectiveness, and as more data is collected, on the correlations between recruitment, support, and retention measures.
|Organization:||Texas A&M University System|
|Program Title:||LEAD (Leadership: Education and Development)|
|Program Contact:||Michele Jordan|
|Total Five Year Funding:||$3,644,541.00|
|Program Partner(s):||44 high need LEA's; Prairie View A&M University; Tarleton State University; TAMU-Commerce; TAMU-Kingsville; Texas A&M International University; TAMU-Texarkana; West TAMU; TAMU – Corpus Christi|
|Focus:||The program focuses on selective recruitment, quality training, and effective retention of principals and assistant principals across the state of Texas.|
LEAD is the result of a partnership between seven schools in the Texas A&M University System (TAMUS) and 44 high need LEA's. LEAD is projected to be built around research that suggests the principal is the single-most important contributing factor to the success of an effective school. The program addresses the critical need for effective principals and assistant principals and provides solutions that will streamline recruitment, selection, training and the retention of school administrator candidates.
Through LEAD, candidates will be guided through the attainment of their certification as principals and supervised through mentoring services during their first administrative experiences. The program proposes to do this by focusing on three key components: recruitment, training, and retention. Participating LEA's superintendent and staff will identify candidates who they feel have the competencies and leadership skills to become future leaders in their districts. They must also meet university enrollment criteria. Candidates will receive scholarships with a stipulation that they must commit to their high need LEA for at least three years. Training involves university coursework and professional development offered through Texas Association of School Administrators (TASA), the universities and the LEAs. In addition to coursework the participants will have field based experiences through the school districts. Retention efforts will be focused primarily on mentorship. Participants will receive face-to-face mentoring and online mentoring through the Performance-based Academic Coaching Teams (PACT) website.
Assessment will be conducted by an internal and external evaluator. The evaluation process will revolve around the following GPRA measures: percentage of participants who become certified principals or assistant principals who are then placed and retained in high need LEA's and the percentage of principals or assistant principals participating in professional activities who show an increase in scores on a measure of principal skills and are then retained in high need LEA's for at least two years.