1 Principal Leadership in Highly Successful Middle Grades Schools NMSA Annual Convention Philadelphia, PA November 4, 2005 Jerry Valentine Professor, University

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Principal Leadership in Highly Successful Middle Grades Schools

NMSA Annual ConventionPhiladelphia, PANovember 4, 2005

Jerry ValentineProfessor, University of Missouri

Director, Middle Level Leadership Center#8 London Hall

[email protected](573) 882-0944

www.MLLC.org

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Overview and Common ThemesOverview and Common Themes

Context for understanding ML leadership in Context for understanding ML leadership in today’s educational environmenttoday’s educational environment

Major research summaries about effective Major research summaries about effective principal leadership at all levelsprincipal leadership at all levels

Research specific to ML principal leadership in Research specific to ML principal leadership in highly successful ML schoolshighly successful ML schools

Note the common themes throughout:Note the common themes throughout:– Student-centerednessStudent-centeredness– Collaborative, participative leadershipCollaborative, participative leadership– Persistence to “best practice” and “what’s right”Persistence to “best practice” and “what’s right”– Development of relationships across all groupsDevelopment of relationships across all groups

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Context: ML Education in 3 MinutesContext: ML Education in 3 Minutes

Goal: Meet the developmental needs of young adolescentsGoal: Meet the developmental needs of young adolescents1900-1960 JH Era1900-1960 JH Era– Dissatisfaction of existing elementary/secondary programsDissatisfaction of existing elementary/secondary programs– Recommendations for program changes and organizational patternsRecommendations for program changes and organizational patterns– Beginning 1909 (Columbus and Berkeley)Beginning 1909 (Columbus and Berkeley)– 1927 (2,000 JHs); 1947 (10,000 JHs)1927 (2,000 JHs); 1947 (10,000 JHs)– 1950s-60s: Concerns JH falling short of expectations1950s-60s: Concerns JH falling short of expectations

1960-1990…MS Era1960-1990…MS Era– 1960’s Birth of MS Movement1960’s Birth of MS Movement– 1970s decade of debate JH 1970s decade of debate JH vsvs MS; MS; – evolution of “middle level” and “middle grades”evolution of “middle level” and “middle grades”

MS MovementMS Movement– ““largest and most comprehensive effort at educational reorganization largest and most comprehensive effort at educational reorganization

in the history of American public schooling.”in the history of American public schooling.” (George/Oldaker, 1985) (George/Oldaker, 1985)– Recommendations for program changes and organizational patternsRecommendations for program changes and organizational patterns– 1968 (1,101 MSs); 1991 (6,168 MSs); 2004 (10,687 MSs)1968 (1,101 MSs); 1991 (6,168 MSs); 2004 (10,687 MSs)

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Context: Today We Face Unprecedented Context: Today We Face Unprecedented Challenges in ML EducationChallenges in ML Education

Environment of StudentsEnvironment of Students– Poverty vs wealthPoverty vs wealth– Substance abuse and physical/social “closeness”Substance abuse and physical/social “closeness”– Respect for self and othersRespect for self and others– Parental trust and confidence in educational systemParental trust and confidence in educational system– High pressure to excel in school and life vs indifference High pressure to excel in school and life vs indifference

Environment of Educators Environment of Educators – Standards-driven academic achievement for all studentsStandards-driven academic achievement for all students– Externally established goals for all schoolsExternally established goals for all schools– Expectations of continuous, significant growth and Expectations of continuous, significant growth and

changechange

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Pertinent Middle Level Issues:Pertinent Middle Level Issues: Now and into the future…. Now and into the future….

Standards-based academic expectations not disappearingStandards-based academic expectations not disappearingStudent/societal challenges becoming more complexStudent/societal challenges becoming more complexNumbers of ML Schools continuing to growNumbers of ML Schools continuing to growIncreasing emphasis on quality, Increasing emphasis on quality, notnot presence, of “MS presence, of “MS concept” programsconcept” programsIncreasing accountability of principals to lead a productive Increasing accountability of principals to lead a productive schoolschoolIncreasing critics of MS until research more deeply Increasing critics of MS until research more deeply documents the value-added nature of MSs on student documents the value-added nature of MSs on student achievementachievement– Mayhem in The Middle: How Middle Schools Have Failed AmericaMayhem in The Middle: How Middle Schools Have Failed America

—and How to Make Them Work.—and How to Make Them Work. Cheri Yecke (2005) Cheri Yecke (2005)

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Effective Principal Leadership at All Levels: Effective Principal Leadership at All Levels: Major Syntheses of the ResearchMajor Syntheses of the Research

Exploring the Principal’s Contribution to School Effectiveness: Exploring the Principal’s Contribution to School Effectiveness: 1980-19951980-1995– Phillip Hallinger and Ronald Heck (1998)Phillip Hallinger and Ronald Heck (1998)– 40 studies of leadership with achievement as dependent variable40 studies of leadership with achievement as dependent variable

Principals and Student Achievement: What the Research Principals and Student Achievement: What the Research SaysSays– Kathleen Cotton (2003) Kathleen Cotton (2003) – descriptive, narrative review of 81 studiesdescriptive, narrative review of 81 studies

How Leadership Influences Student LearningHow Leadership Influences Student Learning– Kenneth Leithwood, Karen Louis, Stephen Anderson, and Kala Kenneth Leithwood, Karen Louis, Stephen Anderson, and Kala

Wahlstrom (2004)Wahlstrom (2004)– descriptive, narrative reviewdescriptive, narrative review

School Leadership That Works: From Research to ResultsSchool Leadership That Works: From Research to Results– Robert Marzano, Timothy Waters, and Brian McNulty (2005)Robert Marzano, Timothy Waters, and Brian McNulty (2005)– Meta-analysis of 61 studies of leadership with achievement as Meta-analysis of 61 studies of leadership with achievement as

dependent variabledependent variable

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Hallinger and Heck 1998Hallinger and Heck 1998Principals exercise a statistically significant (though indirect) effect Principals exercise a statistically significant (though indirect) effect on school effectiveness and student achievementon school effectiveness and student achievement

Contributed clear conceptual explanation of impact modelsContributed clear conceptual explanation of impact models::– Direct effectsDirect effects– Direct effects with antecedent effectsDirect effects with antecedent effects– Mediated effectsMediated effects– Mediated effects with antecedent effectsMediated effects with antecedent effects– Reciprocal effects (all arrows going in both directions)Reciprocal effects (all arrows going in both directions)

Principal Student AchievementIntervening Variables

Antecedent Variables

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Kathleen Cotton, 2003Kathleen Cotton, 200325 Key Principal Behaviors Associated with Student Achievement 25 Key Principal Behaviors Associated with Student Achievement

Safe and orderly environmentSafe and orderly environment CollaborationCollaboration

Vision/goals focused on high levels of student Vision/goals focused on high levels of student learninglearning

Professional development opportunities and Professional development opportunities and resourcesresources

High expectations for student achievementHigh expectations for student achievement On-going pursuit of high levels of student On-going pursuit of high levels of student learninglearning

Self-confidence, responsibility, perseveranceSelf-confidence, responsibility, perseverance Support of teachers’ autonomySupport of teachers’ autonomy

Visibility and accessibilityVisibility and accessibility Norms of continuous improvementNorms of continuous improvement

Positive and supportive school climatePositive and supportive school climate Protecting instructional timeProtecting instructional time

Communication and interactionCommunication and interaction Support of risk-takingSupport of risk-taking

Emotional and interpersonal supportEmotional and interpersonal support Role modelingRole modeling

Shared leadership/decision-making and staff Shared leadership/decision-making and staff empowermentempowerment

Use of student progress for program Use of student progress for program improvementimprovement

Rituals, ceremonies, symbolic actionsRituals, ceremonies, symbolic actions Recognition of student and staff achievementRecognition of student and staff achievement

Classroom observation and feedback to Classroom observation and feedback to teachersteachers

Monitoring student progress and sharing Monitoring student progress and sharing findingsfindings

Instructional leadershipInstructional leadership Parent/community outreach and involvementParent/community outreach and involvement

Discussion of instructional issuesDiscussion of instructional issues

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Leithwood, Louis, Anderson and Wahlstrom (2004)Leithwood, Louis, Anderson and Wahlstrom (2004)

High quality leaders achieve school success High quality leaders achieve school success by:by:– Setting directionSetting direction — charting a clear course — charting a clear course

that everyone understands, establishing high that everyone understands, establishing high expectations, and using data to track progress expectations, and using data to track progress and performanceand performance

– Developing peopleDeveloping people — providing teachers and — providing teachers and others in the system with the necessary others in the system with the necessary support and training to succeedsupport and training to succeed

– Making the organization workMaking the organization work — ensuring that — ensuring that the entire range of conditions and incentives the entire range of conditions and incentives in districts and schools fully supports rather in districts and schools fully supports rather than inhibits teaching and learning.than inhibits teaching and learning.

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Marzano, Waters, McNulty (2005)Marzano, Waters, McNulty (2005)21 Key Principal Responsibilities associated with Student Achievement (1)21 Key Principal Responsibilities associated with Student Achievement (1)

The extent to which the principal… The extent to which the principal… Avg. r Avg. r

Situational Situational Awareness Awareness

Is aware of the details and undercurrents in the running of the school Is aware of the details and undercurrents in the running of the school and uses this information to address current and potential problems and uses this information to address current and potential problems .33.33

Flexibility Flexibility Adapts leadership behavior to the needs of the current situation and Adapts leadership behavior to the needs of the current situation and is comfortable with dissent is comfortable with dissent .28 .28

Discipline Discipline Protects teachers from issues and influences that would detract from Protects teachers from issues and influences that would detract from their teaching time or focus their teaching time or focus .27 .27

Monitoring/Monitoring/

Evaluating Evaluating Monitors the effectiveness of school practices and their impact on Monitors the effectiveness of school practices and their impact on student learningstudent learning .27.27

Outreach Outreach Is an advocate and spokesperson for the school to all stakeholdersIs an advocate and spokesperson for the school to all stakeholders .27 .27

Change Agent Change Agent Is willing to challenge and actively challenges the status quoIs willing to challenge and actively challenges the status quo .25 .25

Culture Culture Fosters shared beliefs and a sense of community and cooperationFosters shared beliefs and a sense of community and cooperation .25.25

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Input Input Involves teachers in the design and implementation of important Involves teachers in the design and implementation of important decisions and policies decisions and policies .25 .25

Knowledge of Knowledge of Curriculum, Curriculum, Instruction, & Instruction, & Assessment Assessment

Is knowledgeable about current curriculum, instruction, and Is knowledgeable about current curriculum, instruction, and assessment practicesassessment practices .25.25

OrderOrder Establishes a set of standard operating procedures & routinesEstablishes a set of standard operating procedures & routines .25 .25

Resources Resources Provides teachers with materials and professional development Provides teachers with materials and professional development necessary for the successful execution of their jobs necessary for the successful execution of their jobs .25.25

Contingent Contingent Rewards Rewards Recognizes and rewards individual accomplishmentsRecognizes and rewards individual accomplishments .24.24

Focus Focus Establishes clear goals and keeps those goals in the forefront of the Establishes clear goals and keeps those goals in the forefront of the school’s attention school’s attention .24 .24

Intellectual Intellectual StimulationStimulation

Ensures faculty/staff are aware of most current theories/practices Ensures faculty/staff are aware of most current theories/practices and makes discussion of these a regular aspect of school cultureand makes discussion of these a regular aspect of school culture .24.24

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Communication Communication Establishes strong lines of communication with and among teachers Establishes strong lines of communication with and among teachers and studentsand students .23 .23

Ideals/Beliefs Ideals/Beliefs Communicates and operates from strong ideals and beliefs about Communicates and operates from strong ideals and beliefs about schooling schooling .22.22

Involvement in Involvement in Curriculum, Curriculum, Instruction, & Instruction, & Assessment Assessment

Is directly involved in the design and implementation of curriculum, Is directly involved in the design and implementation of curriculum, instruction, and assessment practices instruction, and assessment practices .20.20

Optimizer Optimizer Inspires and leads new and challenging innovationsInspires and leads new and challenging innovations .20.20

Visibility Visibility Has quality contact and interactions with teachers and studentsHas quality contact and interactions with teachers and students .20 .20

Affirmation Affirmation Recognizes and celebrates school accomplishments and Recognizes and celebrates school accomplishments and acknowledges failures acknowledges failures .19 .19

Relationship Relationship Demonstrates an awareness of the personal aspects of teachers and Demonstrates an awareness of the personal aspects of teachers and staff staff .18.18

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National Study of Leadership in ML Schools National Study of Leadership in ML Schools (NSLMLS)(NSLMLS)

Multi-year study sponsored by NASSPMulti-year study sponsored by NASSPPart 2 focused on Leadership in Highly Part 2 focused on Leadership in Highly Successful Middle Level SchoolsSuccessful Middle Level SchoolsGeneral criteria for inclusion in study of Highly General criteria for inclusion in study of Highly Successful ML schoolsSuccessful ML schools– High Levels of Academic Achievement regardless of High Levels of Academic Achievement regardless of

school demographics (e.g. SES, grade configurations, school demographics (e.g. SES, grade configurations, community type)community type)

– Implementing high quality Middle School (concept) Implementing high quality Middle School (concept) programsprograms

– Transitioning through changes…environment of Transitioning through changes…environment of continuous improvementcontinuous improvement

NSLMLS

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National Study of Leadership in Highly National Study of Leadership in Highly Successful ML SchoolsSuccessful ML Schools

Definition of highly successful: Definition of highly successful: – A school that is effectively meeting the unique needs of its students A school that is effectively meeting the unique needs of its students

through a variety of developmentally appropriate programs and through a variety of developmentally appropriate programs and practices befitting the students and the community.practices befitting the students and the community.

Selection process ensured that the schools in the study were Selection process ensured that the schools in the study were of high quality and they were:of high quality and they were:– Implementing programs reflective of current research about middle Implementing programs reflective of current research about middle

level educationlevel education– Making a conscientious effort to improve their programs as their Making a conscientious effort to improve their programs as their

knowledge expandedknowledge expanded– Studying and using student achievement data as well as other forms of Studying and using student achievement data as well as other forms of

student and school data to inform purposeful changesstudent and school data to inform purposeful changes

They were good schools that were getting even better and They were good schools that were getting even better and were selected based upon goodness not cronieism or were selected based upon goodness not cronieism or reputation.reputation.

NSLMLS

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ML Decade StudiesML Decade Studies

1980-1982 1980-1982 Middle Level PrincipalshipMiddle Level Principalship1991-1993 1991-1993 Leadership in ML EducationLeadership in ML Education2000-20032000-2003 Leadership in ML SchoolsLeadership in ML Schools

2000-2003 Study:2000-2003 Study:– Phase I: National Survey of Schools Phase I: National Survey of Schools

2000: 14,107 > 1,4232000: 14,107 > 1,423

– Phase II: Study of Highly Successful Schools Phase II: Study of Highly Successful Schools 2001-02: 273 Nominated > 100 Selected > 6 Site Visits2001-02: 273 Nominated > 100 Selected > 6 Site Visits

NSLMLS

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NSLMLS School Selection ProcessNSLMLS School Selection Process

Nominated Schools from 50 StatesNominated Schools from 50 States– 273 schools nominated by 200+ leaders273 schools nominated by 200+ leaders– Highly successful at meeting student needs by addressing at Highly successful at meeting student needs by addressing at

least 2 or 3 recommendations from least 2 or 3 recommendations from Turning PointsTurning Points– Principals completed survey re change, vision, goals, Principals completed survey re change, vision, goals,

challenges, evidence of success, details re TP recs.challenges, evidence of success, details re TP recs.

Selection of 100 Highly Successful ML Schools Selection of 100 Highly Successful ML Schools – Panel of 7 experts analyzed the data from nominated Panel of 7 experts analyzed the data from nominated

schoolsschools– 100 schools invited to participate; 98 accepted100 schools invited to participate; 98 accepted

Data Collection from the 98 SchoolsData Collection from the 98 Schools– Principal, Teacher, Student, Parent SurveysPrincipal, Teacher, Student, Parent Surveys

Selection of Six Site-Visit SchoolsSelection of Six Site-Visit Schools– Three days of interviews and observations (Spring, 2002)Three days of interviews and observations (Spring, 2002)

NSLMLS

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Principals of Highly Successful ML Schools Principals of Highly Successful ML Schools Professional Characteristics vs NormsProfessional Characteristics vs Norms

Began careers as assistant principals and principals Began careers as assistant principals and principals at younger ageat younger age

Served more years as ML principalsServed more years as ML principals

Served more years as principalsServed more years as principals

Served more years as principal in current schoolServed more years as principal in current school

More likely to have been assistant principalsMore likely to have been assistant principals

Have higher levels of formal graduate educationHave higher levels of formal graduate education

Have taken more “middle level” specific coursesHave taken more “middle level” specific courses

Value professional development experiences moreValue professional development experiences more

Spend more time on the job…hours per work weekSpend more time on the job…hours per work week

NSLMLS

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Collaborative Leadership was a Critical Collaborative Leadership was a Critical Variable Throughout NSLMLS StudyVariable Throughout NSLMLS Study

More effective ML principals: More effective ML principals: – ““are more skilled in staff relations and involve are more skilled in staff relations and involve

more faculty and a broader array of persons more faculty and a broader array of persons in the planning process” (Keefe, Valentine, in the planning process” (Keefe, Valentine, Clark, Irvin, 1994)Clark, Irvin, 1994)

– ““and their teachers share a common and their teachers share a common perspective about teachers’ input into the perspective about teachers’ input into the decision making practices, particularly the decision making practices, particularly the degree of teacher involvement” (Whitaker degree of teacher involvement” (Whitaker and Valentine, 1993)and Valentine, 1993)

NSLMLS

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Quantitative Data from NSLMLS: Leader and Quantitative Data from NSLMLS: Leader and SchoolSchool Variables Variables

Collaborative LeadershipCollaborative Leadership: the degree to which school : the degree to which school leaders establish and maintain collaborative leaders establish and maintain collaborative relationships with school staff.relationships with school staff.Teacher CollaborationTeacher Collaboration: the degree to which teachers : the degree to which teachers engage in constructive dialogue that furthers the engage in constructive dialogue that furthers the educational vision of the school.educational vision of the school.Unity of PurposeUnity of Purpose: the degree to which teachers work : the degree to which teachers work toward a common mission for the school.toward a common mission for the school. Professional DevelopmentProfessional Development: the degree to which : the degree to which teachers value continuous personal development and teachers value continuous personal development and school-wide improvement.school-wide improvement.Collegial SupportCollegial Support: the degree to which teachers work : the degree to which teachers work together effectively.together effectively.Learning PartnershipLearning Partnership: the degree to which teachers, : the degree to which teachers, parents, and the students work together for the parents, and the students work together for the common good of the student.common good of the student.

NSLMLS

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In Highly Successful ML Schools Collaborative In Highly Successful ML Schools Collaborative Leadership Correlates directly with the following Leadership Correlates directly with the following

Student VariablesStudent Variables

Participation in School Activities (.28)Participation in School Activities (.28)

Student Academic Self-Esteem (.29)Student Academic Self-Esteem (.29)

Student Academic Self-Efficacy (.22)Student Academic Self-Efficacy (.22)

Schoolwide Student Behavior (.40)Schoolwide Student Behavior (.40)

People in Students’ Lives—Adults at People in Students’ Lives—Adults at School (.41)School (.41)

Principal Variables Student VariablesDirect

NSLMLS

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In Highly Successful ML Schools In Highly Successful ML Schools Collaborative Leadership Correlates directly Collaborative Leadership Correlates directly with the following Intervening Variables (that with the following Intervening Variables (that

then correlate with Student Variables)then correlate with Student Variables)

Teacher Collaboration (.77)Teacher Collaboration (.77)

Unity of Purpose (.76)Unity of Purpose (.76)

Professional Development (.77)Professional Development (.77)

Collegial Support (.75)Collegial Support (.75)

Learning Partnership (.68)Learning Partnership (.68)

Principal Variables Intervening School VariablesDirect

NSLMLS

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In Highly Successful ML Schools In Highly Successful ML Schools Intervening Variables Correlate directly with Intervening Variables Correlate directly with

the following Student Variablesthe following Student Variables

Teacher Collaboration correlates with:Teacher Collaboration correlates with:– Schoolwide Student Behavior (.38)Schoolwide Student Behavior (.38)– People in Students’ Lives—Adults at School (.39)People in Students’ Lives—Adults at School (.39)

Unity of Purpose correlates with:Unity of Purpose correlates with:– Schoolwide Student Behavior (.40)Schoolwide Student Behavior (.40)– People in Students’ Lives—Adults at School (.29)People in Students’ Lives—Adults at School (.29)

Professional Development correlates with:Professional Development correlates with:– Participation in School Activities (.28)Participation in School Activities (.28)– Student Academic Self-Esteem (.30)Student Academic Self-Esteem (.30)– Student Academic Self-Efficacy (.27)Student Academic Self-Efficacy (.27)– Schoolwide Student Behavior (.40)Schoolwide Student Behavior (.40)– People in Students’ Lives—Adults at School (.33)People in Students’ Lives—Adults at School (.33)

Intervening School Variables Student VariablesDirect

NSLMLS

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In Highly Successful ML Schools In Highly Successful ML Schools Intervening Variables Correlate directly with Intervening Variables Correlate directly with the following Student Variables (NSLMLS)the following Student Variables (NSLMLS)

Collegial Support correlates with:Collegial Support correlates with:– Student Academic Self-Esteem (.38)Student Academic Self-Esteem (.38)– Student Academic Self-Efficacy (.26)Student Academic Self-Efficacy (.26)– Schoolwide Student Behavior (.40)Schoolwide Student Behavior (.40)– People in Students’ Lives—Adults at School (.36)People in Students’ Lives—Adults at School (.36)

Learning Partnership correlates with:Learning Partnership correlates with:– Student Academic Self-Esteem (.24)Student Academic Self-Esteem (.24)– Student Academic Self-Efficacy (.23)Student Academic Self-Efficacy (.23)– Schoolwide Student Behavior (.50)Schoolwide Student Behavior (.50)

Intervening School Variables Student VariablesDirect

NSLMLS

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Six Highly Successful Schools: A Very Six Highly Successful Schools: A Very

Close Look at Leadership ExcellenceClose Look at Leadership Excellence

Identified six highly successful schoolsIdentified six highly successful schools

Demographically representative of the set Demographically representative of the set of 98 schools but very high on the of 98 schools but very high on the “success quotient”“success quotient”

On-site visits for three days eachOn-site visits for three days each

Interviews with teachers, students, parentsInterviews with teachers, students, parents

Observations of classroomsObservations of classrooms

NSLMLS

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Site-Visit Schools’ DemographicsSite-Visit Schools’ DemographicsSchoolsSchools Grade Grade

LevelsLevels Enroll.Enroll. Comm. Comm. TypeType EthnicityEthnicity % F/R % F/R

LunchLunch

Einstein Einstein AcademyAcademy 6-86-8 550550 Small CitySmall City

Eur/Am: 69%Eur/Am: 69%

Afr/Am: 29%Afr/Am: 29% 20%20%

Fourstar Fourstar MSMS 5-85-8 309309

Small Small Suburb Suburb TownTown


Asi/Am: 3%Asi/Am: 3% 4%4%

KentKent

MSMS6-86-8 10461046 Metro Metro

SuburbSuburb


Afr/Am: 17%Afr/Am: 17%

His/Am: 18%His/Am: 18%

Asi/Am: 16%Asi/Am: 16%

29%29%

Mark Mark Twain MSTwain MS 6-86-8 180180 Small Rural Small Rural

TownTownEur/Am: 96%Eur/Am: 96%

Afr/Am: 2%Afr/Am: 2% 40%40%

PioneerPioneer

MSMS6-86-8 14851485 Metro Metro

SuburbSuburb



His/Am: 10%His/Am: 10%

Asi/Am: 8%Asi/Am: 8%

12%12%

Southside Southside Intermed.Intermed. 7-87-8 589589 Small CitySmall City



His/Am: 50%His/Am: 50%66%66%

NSLMLS

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Commitment to Academic Excellence Commitment to Academic Excellence through Collaborationthrough Collaboration

Collaboratively establish shared Collaboratively establish shared values, values, beliefs, and commitmentsbeliefs, and commitments

Maintain Maintain ongoing dialogueongoing dialogue to internalize to internalize beliefsbeliefs

Collaboratively establish a Collaboratively establish a visionvision of what of what the school will need to look like in the futurethe school will need to look like in the future

Vision guidesVision guides the work of the school the work of the school

Knowledge of best practices Knowledge of best practices informs the informs the visionvision

NSLMLS

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Commitment to Academic Excellence Commitment to Academic Excellence through Use of Best Practicethrough Use of Best Practice

Understanding and commitment to best Understanding and commitment to best ML programs ML programs and practicesand practicesUnderstanding and commitment to effective Understanding and commitment to effective curricular curricular and instructionaland instructional practices practicesUnderstanding and commitment to effective Understanding and commitment to effective organizational structureorganizational structure practices that support learning practices that support learningUse of Use of datadata to change curriculum and instruction and to to change curriculum and instruction and to promote student successpromote student successMonitor to ensureMonitor to ensure that the written curriculum is the taught that the written curriculum is the taught curriculumcurriculumEnsure the use ofEnsure the use of formative assessments formative assessments of learning on of learning on a regular basis for remediation and enrichmenta regular basis for remediation and enrichmentEnsure the use of a Ensure the use of a variety of instructional strategiesvariety of instructional strategies

NSLMLS

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Commitment to Academic Excellence Commitment to Academic Excellence through Modeling Beliefs and Convictionsthrough Modeling Beliefs and Convictions

Principals aggressively model beliefs and Principals aggressively model beliefs and conviction that all students can/will learnconviction that all students can/will learn– Express personal passion and commitmentExpress personal passion and commitment– Create and lead conversations among facultyCreate and lead conversations among faculty– Demonstrate beliefs/convictions via decisionsDemonstrate beliefs/convictions via decisions– Establish high expectations per beliefs/convictionsEstablish high expectations per beliefs/convictions– Hire teachers with the beliefs/convictionsHire teachers with the beliefs/convictions– Ensure PD fits beliefs/convictionsEnsure PD fits beliefs/convictions– Serve as the “keeper of the school’s vision”Serve as the “keeper of the school’s vision”

Take a stand for what “you believe is right”Take a stand for what “you believe is right”Faculty members who do not “get on board” should Faculty members who do not “get on board” should work elsewherework elsewhere

NSLMLS

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Commitment to Academic ExcellenceCommitment to Academic Excellence

Principals work with teachers to establish Principals work with teachers to establish school structures and procedures that align with school structures and procedures that align with conviction that all students can/will learn.conviction that all students can/will learn.– Establish teaming, flex schedules, common Establish teaming, flex schedules, common

planning times, advisory, extended academic timeplanning times, advisory, extended academic time– Establish communication and leadership structures: Establish communication and leadership structures:

committees, cadres, vertical teams, advisory committees, cadres, vertical teams, advisory teams, school improvement teams, task-forcesteams, school improvement teams, task-forces

– Ensure effective/efficient day-to-day operationsEnsure effective/efficient day-to-day operations– Establish teacher leadership as nucleus for Establish teacher leadership as nucleus for

continuous improvementcontinuous improvementNSLMLS

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Develop People & RelationshipsDevelop People & Relationships

Principals foster the development of Principals foster the development of individuals and relationships:individuals and relationships:– Share responsibility for leadershipShare responsibility for leadership– Small groups and whole faculty study and Small groups and whole faculty study and

discuss current research and best practices in discuss current research and best practices in middle level schoolsmiddle level schools

– Use interdisciplinary teams to create small Use interdisciplinary teams to create small learning communitieslearning communities

– Create “faculty discussion/work room” that Create “faculty discussion/work room” that fosters collaboration about vision/goalsfosters collaboration about vision/goals

NSLMLS

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Develop People & RelationshipsDevelop People & Relationships

Principals foster the development of individuals Principals foster the development of individuals and relationships:and relationships:– Collectively discuss and identify relationship

enhancing behaviors– Conduct study groups to address student needs– Collect and discuss climate data– Engage in staff retreats– Establish small learning communities– Aggressively reach out to parents and members of

the community– Communicate TWO ways– Are a role model for interpersonal relationships

NSLMLS

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Principals modeled and expected it: “The number one thing is relationships”

Principals took the initiative to build outstanding relationships with teachers, valued their work, provided support. They empowered teachers as well as knew them personally. They knew “who needed a pat on the back, who needed a kick in the pants, and who needed both”

Teachers valued collegial, collaborative work environments, sharing of knowledge, strategies and ideas, caring for each other, being a family. A personal and professional bond had developed through working toward a common purpose.

Teachers were attentive to students’ needs, attended school activities, tried to understand the home lives of students. They worked to get to know each student individually, to establish a personal bond. This enabled teachers to push students, reduced discipline problems and increased the students’ admiration of teachers.

Principals valued parents/community members, involved them in decision making, and provided opportunities for learning about adolescent development and middle level programs. They demonstrated an understanding of community groups/issues, effective communication and “personal touch.”

NSLMLS

3333

Principals of Highly Successful ML Schools Principals of Highly Successful ML Schools Understand that:Understand that:

ML Programs/structures alone are not ML Programs/structures alone are not enough…enough…Teaming is more than an instructional Teaming is more than an instructional strategy…strategy…Developmental readiness and rigor are Developmental readiness and rigor are compatible…compatible…Data-based decision-making is not Data-based decision-making is not adequate…adequate…What you believe is what you get…What you believe is what you get…

NSLMLS

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Principals of Highly Successful ML SchoolsPrincipals of Highly Successful ML Schools

were highly committed to middle level were highly committed to middle level concept and programs (teaming, exploratory concept and programs (teaming, exploratory courses, advisory, co-curricular, intramurals)courses, advisory, co-curricular, intramurals)

went beyond these components, looking to went beyond these components, looking to other programs that complemented the other programs that complemented the middle level concept, to bring instructional middle level concept, to bring instructional and curricular coherence to their schoolsand curricular coherence to their schools

had a strong vision about how young had a strong vision about how young adolescent learners could be successful in adolescent learners could be successful in their schoolstheir schools

NSLMLS

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Highly Successful ML PrincipalsHighly Successful ML Principals

Understand best practice and measure Understand best practice and measure against that benchmark:against that benchmark:– Middle level educationMiddle level education– School improvement and changeSchool improvement and change– Collaborative/distributive leadershipCollaborative/distributive leadership

Collect and analyze data per goals/visionCollect and analyze data per goals/vision– Student achievementStudent achievement– Written and taught curriculumWritten and taught curriculum– Instructional practicesInstructional practices– School environment/relationships/perceptionsSchool environment/relationships/perceptions

NSLMLS

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Developmentally Responsive LeadershipDevelopmentally Responsive Leadership

Brown and Anfara recommend a three dimensional model of “developmentally Brown and Anfara recommend a three dimensional model of “developmentally responsive leadership.”responsive leadership.”(1) (1) Responsiveness to needs of middle grades studentsResponsiveness to needs of middle grades students

Responsiveness to appropriate curriculum, instruction, assessmentResponsiveness to appropriate curriculum, instruction, assessmentResponsiveness to school culture and commitment to community versus Responsiveness to school culture and commitment to community versus bureaucracybureaucracyResponsiveness to at-risk behaviors of ML studentsResponsiveness to at-risk behaviors of ML studentsResponsiveness to role of parents trying to understand their student’s Responsiveness to role of parents trying to understand their student’s journey through young adolescencejourney through young adolescence

(2) (2) Responsiveness to the developmental needs of facultyResponsiveness to the developmental needs of faculty who support learning for who support learning for middle grades studentsmiddle grades students

Responsiveness to employing and educating faculty who understand Responsiveness to employing and educating faculty who understand developmental needs of students and connect with themdevelopmental needs of students and connect with themResponsiveness to the developmental needs of faculty as they mature Responsiveness to the developmental needs of faculty as they mature through their career and life cyclesthrough their career and life cycles

(3) (3) Responsiveness to the development of the middle school life itselfResponsiveness to the development of the middle school life itself as a unique as a unique innovating entityinnovating entity

Responsiveness to the needs of the school to innovate and sustain change Responsiveness to the needs of the school to innovate and sustain change to meet learner needsto meet learner needsResponsiveness to comprehensive school reform compared to merely first Responsiveness to comprehensive school reform compared to merely first order changeorder change

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SynthesisSynthesisThree broad categories of leadership behaviors provide Three broad categories of leadership behaviors provide

a framework for understanding effectivenessa framework for understanding effectiveness

Managerial LeadershipManagerial Leadership

Instructional LeadershipInstructional Leadership

Transformational LeadershipTransformational Leadership

Major themes throughout research on ML PrincipalsMajor themes throughout research on ML Principals

Student-centerednessStudent-centeredness

Collaborative, participative leadershipCollaborative, participative leadership

Persistence to “best practice” and “what’s right”Persistence to “best practice” and “what’s right”

Development of relationships across all groupsDevelopment of relationships across all groups

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Turning Points 2000 Turning Points 2000 Jackson and DavisJackson and Davis

““no single individual is more important to no single individual is more important to initiating and sustaining improvement in initiating and sustaining improvement in middle grades school students’ middle grades school students’ performance than the school principal.”performance than the school principal.” p.10p.10

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ReferencesReferencesAlexander, W. & George, P. (1981) Alexander, W. & George, P. (1981) The exemplary middle schoolThe exemplary middle school. NY: Holt, Rinehart, and Winston, Inc.. NY: Holt, Rinehart, and Winston, Inc.Brown, K., & Anfara, V., (2002). Brown, K., & Anfara, V., (2002). From the desk of the middle school principal: Leadership responsive to the From the desk of the middle school principal: Leadership responsive to the needs of young adolescentsneeds of young adolescents. Lanham, MD: Scarecrow Press, Inc. . Lanham, MD: Scarecrow Press, Inc. Cotton, K. (2003). Cotton, K. (2003). Principals and student achievement: What the research saysPrincipals and student achievement: What the research says . Washington, D.C.: . Washington, D.C.: Association for Supervision and Curriculum Development.Association for Supervision and Curriculum Development.George, P. & Oldaker, L. (1985). George, P. & Oldaker, L. (1985). Evidence for the middle school.Evidence for the middle school. Columbus, OH: National Middle School Columbus, OH: National Middle School Association.Association.Hallinger, P. & Heck, R. (1998). Exploring the principal’s contribution to school effectiveness: 1980-1995. Hallinger, P. & Heck, R. (1998). Exploring the principal’s contribution to school effectiveness: 1980-1995. School Effectiveness and School Improvement, 9(2), 157-191.School Effectiveness and School Improvement, 9(2), 157-191.Jackson, T. & David, G. (2000). Jackson, T. & David, G. (2000). Turning points 2000: Educating adolescents for the 21Turning points 2000: Educating adolescents for the 21stst century century. NY: . NY: Teachers College Press.Teachers College Press.Keefe, J., Valentine, J., Clark, D., & Irvin, J. (1994) Keefe, J., Valentine, J., Clark, D., & Irvin, J. (1994) Leadership in middle level education: Leadership in Leadership in middle level education: Leadership in successful restructuring middle level schoolssuccessful restructuring middle level schools . Reston, VA: National Association of Secondary School . Reston, VA: National Association of Secondary School Principals.Principals.Leithwood, K., Louis, K., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. Leithwood, K., Louis, K., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. Minneapolis, MN: University of Minnesota, Center for Applied Research and Improvement. Minneapolis, MN: University of Minnesota, Center for Applied Research and Improvement.Marzano, R. , Waters, T., & McNulty, B. (2005). Marzano, R. , Waters, T., & McNulty, B. (2005). School leadership that works: From research to resultsSchool leadership that works: From research to results . . Washington, D.C.: Association for Supervision and Curriculum Development.Washington, D.C.: Association for Supervision and Curriculum Development.Valentine, J., Clark,. D., Hackmann, D., & Petzko, V. (2004) A national study of leadership in middle level Valentine, J., Clark,. D., Hackmann, D., & Petzko, V. (2004) A national study of leadership in middle level schools, volume I: Leadership for highly successful middle level schools. Reston, VA: National Association schools, volume I: Leadership for highly successful middle level schools. Reston, VA: National Association of Secondary School Principals.of Secondary School Principals.Valentine, J. (2004). Middle level grade configurations 1971-2004. Valentine, J. (2004). Middle level grade configurations 1971-2004. www.MLLC.orgwww.MLLC.org..Valentine, J. (in preparation). Understanding the relationships between middle level leadership and student Valentine, J. (in preparation). Understanding the relationships between middle level leadership and student success in highly effective middle level schools. (manuscript in preparation for publication…for specifics prior success in highly effective middle level schools. (manuscript in preparation for publication…for specifics prior to publication contact to publication contact [email protected]@missouri.edu or see the web site of the Middle Level Leadership Center ( or see the web site of the Middle Level Leadership Center (www.MLLC.orgwww.MLLC.org))Whitaker, T. & Valentine, J. (1993). “How do you rate? Whitaker, T. & Valentine, J. (1993). “How do you rate? Schools in the Middle,Schools in the Middle, 3(2), 21-24. 3(2), 21-24.Yecke, C. (2005). Yecke, C. (2005). Mayhem in the middle: How middle schools have failed America—and how to make them Mayhem in the middle: How middle schools have failed America—and how to make them workwork. Washington, D.C.: Fordham Institute. . Washington, D.C.: Fordham Institute.

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Q/A and Closing Q/A and Closing CommentsComments

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Documents

1 Principal Leadership in Highly Successful Middle Grades Schools NMSA Annual Convention Philadelphia, PA November 4, 2005 Jerry Valentine Professor, University