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PROPOSAL FOR UCEA PREPARATION PROGRAM AWARD
SUBMITTED BY: BONNIE FUSARELLI & MATT MILITELLO
NELA PROJECT DIRECTORS
College of Education’s Department of Leadership, Policy and Adult & Higher Education
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Table of Contents
Application Executive Summary! i
Community Context & Program Focus | Framework! 1
Figure of NELA Theory of Action | Logic Model! 3
Partnerships! 3
Recruitment and Selection! 5
Knowledge and Skills! 6
Learning Experiences! 9
Program Structures | Course Content! 12
Field Work! 19
Internship! 20
Embedded Technologies: Pedagogy & Learning! 21
Candidate Assessment! 22
Program Improvement! 23
Faculty! 24
Program Effectiveness! 25
Appendix: Achievements! 27
Appendix: Weekly Log Example! 28
Appendix: Semester Overview! 30
Appendix: Class Agenda Example! 31
Appendix: External Evaluation Memo! 35
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Appendix: Conference Attendance! 37
Appendix: Fellow Job Placement! 38
Appendix: Revised MOU! 39
Appendix: Project Personnel! 41
Appendix: Faculty! 42
Appendix: Executive Coaches! 43
Appendix: Trainers! 45
Appendix: Principal Mentors! 46
Appendix: NELA Selected & Assigned Books | Readings! 47
Appendix: Additional Video Links! 50
Appendix: NC School Executive Standards! 51
Appendix: NC School Executive Competencies! 52
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Application Executive SummaryNorth Carolina State University
North Carolina State University is a comprehensive, land-grant university known for its leadership in education and re-search, and globally recognized for its science, technology, engineering and mathematics leadership. NC State’s research expenditures are approaching more than $325 million annually, with almost 70 percent of faculty engaged in sponsored research and 2,500 graduate students supported by research grants. Serving 33,000 students, NC State is consistently ranked among the nation's top 50 public universities and ranked by Princeton Review as a best value for students.
NC State University’s College of Education
NC State’s College of Education student-faculty ratio is around 15-to-1, which allows students to enjoy extensive interac-tion with professors and develop skills and abilities to the student’s highest potential.
The College is divided into four academic departments: Curriculum, Instruction & Counselor Education; Elementary Edu-cation; Leadership, Policy and Adult & Higher Education; and Science, Technology, Engineering & Mathematics Education.
• Quick Facts about the College of Education• History of the College of Education
Northeast Leadership Academy (NELA)The Northeast Leadership Academy (NELA) is an innovative school leader preparation model designed to develop 21st Century school leaders for rural, high-need schools in northeastern North Carolina (NC). NELA was initially funded by a grant from the Bill and Melinda Gates Foundation and NC’s Department of Public Instruction. In 2010, NC was awarded the US Department of Education’s Race to the Top (RttT) award . NELA was the pilot leadership preparation program for NC’s RttT proposal and was later selected to receive continued funding as one of three NC Regional Leadership Acade-mies to utilize Race to the Top funds to train and support future school principals. Three cohorts of students (62 students total) have gone through or will go through a rigorous selection process and training that
also includes post programatic support. At the end of the 2-year program the NELA Fellows (this is what we call our students) receive a state school principal li-cense as well as a Master in School Administration degree from North Carolina State University. NELA Fellows make a three-year, post-degree commitment to work in high-need schools in northeastern NC, thus, creating a critical mass of turnaround specialists for these districts.
NELA marks a unique partnership among a public university (North Carolina State University), the state department of public instruction (North Carolina De-
partment of Public Instruction), and local public schools (14 districts in NE North Caro-lina). This partnership is a well established, true partnership and toward the end of this document we will demonstrate how it will be sustained into the foreseeable future.
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Dr. Bonnie Fusarelli and Dr. Matt Militello, professors in NCSU’s College of Education’s Department of Leadership, Policy and Adult & Higher Education, created and direct NELA.
Overview of Application
NELA meets all the criteria for UCEA’s Exemplary Educational Leadership Programs award. Drs. Fusarelli and Militello designed NELA using research-based best practices and reflects current research in our key features, content, and experi-ences. NELA utilizes multiple measures, including an external program evaluator, to document the effectiveness of the program. In the following sections we will describe the innovative and effective components of NELA. We have also in-cluded in the application packet: letters of support from our university (dean and department head) as well as the NC De-partment of Public Instruction, CV’s of NELA instructors and executive coaches, and course syllabi.
Important Note
We are excited to present NELA as a written narrative. However, an important feature of this work is the use of interactive technologies. We view technology as a pedagogy and learning tool. We use technology to (1) learn in public and (2) track development toward proficiency on the school executive standards. As a result, this narrative is only as powerful as the reader’s interaction with the hotlinks (simply click on the words and your Internet application will open) embedded throughout this proposal. We have also embedded a number of videos that can be viewed directly from the PDF. We have done our best to limit the links as to not overwhelm the reviewers. Moreover, NELA videos are all less than 5 minutes in length.
We encourage the reader to explore the NELA website (click here to link to site) and hundreds of links to examples of stu-dent work-- each NELA Fellow has their own webpage. Links to the Fellow’s work in each cohort are found here: Cohort I, Cohort II, and Cohort III, where you can read biographies of the 62 Fellows.
We strongly encourage reviewers to view our NELA overview video. The project directors and a Cohort II Fellow pro-duced this video. You can watch the video with your Internet browser by clicking here. [you can also cut and paste the following link into your Internet browser: https://vimeo.com/54676227].
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Community Context & Program Focus | FrameworkCommunity Context
Northeast North Carolina has a clear and present spirit rooted in hope, faith and family. In the NE there is a resiliency and hope that is enacted within families and in churches. In the midst of this, there are institutional and systemic deficits. His-torical issues have created challenges of abject, inter-generational poverty and racial segregation in the 14 districts that comprise northeast North Carolina. North Carolina’s lowest performing schools are disproportionately clustered in this rural area. Taken together, these 14 counties would rank number one for the highest teen pregnancy, infant mortality, and other deficit metrics in the state.
NELA Focus
The Northeast Leadership Academy (NELA) is directed by North Carolina State University and is focused on training three cohorts of emerging leaders in NE NC. NELA is tapping into and building on local strengths to bolster both human capital and systemic capacity. NELA has re-conceptualized leadership preparation - taking it from the deficits to assets, from "I" to "we"; from on-campus to on-site; from school leadership to community leadership; from superhero to servant leaders; from solely “course” focus to “just-in-time, needs-based” topical preparation, and from a lone wolf to a Wolfpack (pun intended). Thus, our cadre of 62 NELA graduates can create a tipping point (a critical mass of similarly educated, highly motivated, and networked leaders) — creating a new narrative of high expectations and performance.
The purpose of NELA is to harness the fertile grounds of community awareness to reclaim school and community out-comes. We believe our graduates are well-situated and capable of envisioning, dreaming, and enacting this reclamation process. We believe NELA liberates Fellows to see, reflect, and have an action plan by harnessing the power of community. By rejecting the myopic notions of poverty as a deficit, we believe a holistic approach that engages leaders, schools, and communities will reverse the trend of developing school leader advocates for community to advocates with communities. The Fellows’ electronic portfolios provide evidence of the impact of such an approach - including examples from course projects in grant writing where Fellows wrote applications for and were awarded external grant funds to link community agencies to their schools.
NELA Framework
The framework for NELA is a combination of both a search for best practices—in all preparation programs university-based and alternative—as well as a contextualized design for rural, NE NC. NELA Framework includes:
• Rigorous Selection: Potential candidates engage in a multi-phase assessment of selection. The process is highlighted by a full-day Candidate Assessment Day.
• Individualized Leader Development Plans: Students use a comprehensive 360-degree on-going, real-time assessment of each Fellow’s knowledge, skills, and practices. Multiple diagnostic tools are used to identify areas for improvement, and create comprehensive action plans for targeted improvement and measurable growth.
• Cohorts and Adult Learning Theory: NELA utilizes closed cohorts as a strategy to build trusting relationships, expand collegial networks, and develop high-performing school leadership teams. NELA leadership brings cohorts together for cross-cohort experiences each year. NELA taps the wealth of adult experience and knowledge and scaffolds learning experiences to build readiness and provide a gracious, safe space for students to make mistakes and reflect.
• On-site, Daytime Courses/Learning Experiences: Students have release time from teaching each Tuesday for full day ses-sions so they can experience and apply their leadership learning during the daily flow and action of a school in ses-sion.
• Authentic, Reflective Learning Experiences: Even though, NELA courses are grounded in theory, we also recognize that the principalship is action-based. Fellows practice and live the lessons by experiencing facilitative, experiential teach-ing, delving into case studies, and role playing authentic scenarios with video cameras recording the session for reflec-tive practice. All course assignments are linked to our theory of action and the NC Standards for School Executives, and are focused on solving real school issues.
• Full Year School Internship: The participating districts release Fellows from teaching duties (at full salary) for a full time, year-long internship.
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• Full-time Summer Community Internship: Focused experience in the community that surrounds the students’ school. Experience is co-constructed with The Rural School and Community Trust and NC State’s 4H Extension office.
• Specialized Training: Beyond a set of anchor courses (e.g., law, finance, management, leadership, etc.), Fellows partici-pate in specific trainings (e.g., Common Core, grant writing, crucial conversations, data boot camp, curriculum design, local and federal educational policy, etc.).
• Rural Context and Turnaround Principles: Program courses and experiences relate to the specific context—in this case rural, low performing, high-poverty schools and communities.
• Replenishing the Pipeline: As excellent teachers are pulled from the classroom to become leaders, the teaching corps is replenished by providing stipends to student teachers in participating schools – providing an opportunity to replenish the teaching vacancy during the internship year and potentially beyond. This component is particularly important in working with hard-to-staff, rural schools.
• Developmental Psychology: Each semester students engage in a grade spanning specific developmental project. For in-stance, in the first semester groups focuses on early childhood to early elementary age students—Fellows participate in school visits, conduct interviews with teachers and children and gather data to learn about developmentally appro-priate teaching and learning practices. Fellows also complete developmental projects for middle school and high school.
• Learning Exchanges: Students visit high-poverty, high-performing schools in and out of state. • Principal Mentors:. Fellows pair with an internship principal mentor who is carefully selected and trained by NELA.
Mentors provide targeted advisement in the daily functions of the internship. • Executive Coaching: Each Fellow pairs with an executive coach (retired expert principals and superintendents) who
works with them over the internship year and during their first year as a school leader. The coach utilizes the Fellow’s Individual Leader Development Plan (based on NC Standards for School Executives) to address areas of needed growth.
• Embedded, Interactive Technologies: Fellows utilize a number of technologies including: video taking and editing, and advanced presentations (e.g., Prezi, LiveBinder, and Scribed).
• Digital Storytelling: We work closely with the Llano Grande Center for Research and Development (see www.llanogrande.org) who pioneered digital storytelling as a pedagogy. NELA Fellows use digital stories to craft artifacts about self, community, and artifacts of their development.
• Social Justice Advocacy: We have purposefully woven social justice advocacy into our preparation. Leadership for so-cial justice is a main tenant of our post-program support.
• Transitional and Early Career Support: Graduates work with NC State faculty in a seminar setting post-job placement. Coaches provide additional support to first year school leaders to address immediate problems of practice.
• Electronic Portfolio: Assessment & Learning in Public: Fellows create and post digital artifacts on a webpage to demon-strate and articulate their competencies on the NC standards for school leaders. Each artifact is public to establish a learning environment that is shared publicly.
NELA Theory of Action | Logic Model
The NELA theory of action is a result of years of study and experience. Early in the RttT application process we developed a logic model that included the strategies and objectives aimed at addressing the ultimate outputs (fidelity), outcomes (preparation and yield), and impacts (ultimate advances in student achievement). We have modified the model especially after our first cohort. This theory of action has incorporated elements of design, evaluation (formative and summative), along with reflection. What results is a fluid praxis that all preparation programs should incorporate.
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Figure of NELA Theory of Action | Logic Model
PartnershipsNELA marks a unique partnership among a public university (North Carolina State University), the state department of public instruction (North Carolina Department of Public Instruction), and local public schools (14 districts in NE North Carolina).
NC State University worked closely with North Carolina’s State Board of Education, NCDPI, and the Governor’s Educational Advisor to construct the leadership develop section of NC’s RttT proposal for which NELA was the pilot. The collaboration produced solid partnerships which strengthen the program. We describe the nature of these part-nership below.
NCDPI has leadership teams and instructional coaches working in the 14 partnering dis-tricts. NELA meets periodically with the District and School Transformation Division of NCDPI to identify problems of practice in the schools for which our Fellows need to be prepared. NCDPI invites the Fellows to all leadership training workshops they offer for current principals and assistant principals.
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State Board of Education
The State Board of Education (with some funding from the philanthropic Z. Smith Reynolds Foundation) helped facilitate the creation of the Regional Leadership Academy Quality Assurance Committee (QAC). Former educational leaders, cur-rent business executives, NCDPI executives, and several State Board of Education members compose the QAC and play an
important advisory role. . The directors meet with the QAC several times a year to receive input and feedback on program design. Additionally, the Chairman of the State Board of Education, Dr. Bill Harrison (See photo below) has been a champion of NELA: “This new program and partnership with N.C. State will help us put highly trained teachers and administrators in the leadership positions in our most needy school districts. NELA serves as a model for preparing principals to meet the challenges of today. It is a true collaboration between higher education and local school systems resulting in fellows having experiences that are closely aligned with that they will face when they assume leader-ship roles. Graduates of the program are already having a positive impact in schools and districts in the northeastern part of the state.”
The Governor’s Education Transformation Committee
Having great schools with great principals and teachers is a key component of NC’s plan to spur economic growth. NC’s executive branch committed to help build better schools by helping support the creation of quality school leadership de-velopment programs like NELA. NELA has vetted its program features and design at meetings of the Governor’s Education Transformation Committee. Governor Beverly Purdue attended one of the first NELA classes (see photo below). She told Cohort I: “I can promise you that the educational eyes of America are on you. Training and retaining new leaders at North Carolina’s most underper-forming school districts is crucial for the success of the students who live there. NELA provides pathways to not only develop 21st century school leaders, but to also keep them in these districts.” The Governor also hosted a graduation reception at the Executive Mansion for Cohort 1. See video at: http://vimeo.com/edutrope/nelagov
North Carolina State University
NC State’s Friday Institute for Educational Innovation helps support these linkages and allows NELA to create and sus-tain strong and equal partnerships with local school districts in a region of NC that has the greatest educational needs.
Local School Districts
The 14 districts that comprise Northeast North Carolina suffer from issues related to abject poverty and racial segregation. North Carolina’s lowest performing schools are disproportionately clustered in this rural area. Taken together as a state, these fourteen counties would rank number one for the highest teen pregnancy, infant mortality, and other deficit metrics. Additionally, the vestiges of racial segregation remain distinctive in these communities. Nonetheless, Northeast North Carolina has a clear and present spirit rooted in faith and family. In the NE there is a resiliency and hope that is enacted within families and in churches.
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NELA is highly regarded by the superintendents we work with. Dr. Anthony D. Jackson, Superintendent of Nash Rocky Mount Public Schools commented: "The administrative preparation program provided by NELA represents a major game changer
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for the the Nash-Rocky Mount Public Schools as we prepare an internal pipeline of future leaders. The interns are well prepared, well trained and bring a wealth of knowledge, understanding and tangible skills which allows each of them to immediately add value to the school communities they are assigned. The NRMPS fully supports the NELA program and looks forward to our continued relation-ship."
Memorandum of Understanding (MOU)
The success of NELA requires a deep commitment from NC State and the participating LEAs. Below is a copy of an MOU between NELA and the districts. As a part of its land-grant mission, NC State delivers the program off-campus (in the northeastern part of the state) and provides a discounted tuition of 28% less than on-campus rate. The participating dis-tricts originally made the commitments outlined in the MOU below. As we will discuss in a later section, we now have a new MOU in place that includes an even greater commitment on the part of the LEAs to sustain NELA over time.
Dear Superintendent:
We congratulate you on Roanoke Rapids Graded School District’s decision to participate in NC State University’s Northeast Leader-ship Academy (NELA). The Northeast Leadership Academy is an innovative leadership program designed to develop 21st Century school leaders in 14 northeastern North Carolina school districts and is supported by the NC State Board of Education and the NC Department of Public Instruction (DPI).
The NELA program requires a strong commitment from your school district in order to be successful. The purpose of this Memoran-dum of Understanding (MOU) is to outline these commitments that include:
• NC DPI will use NC Race to the Top funds to reimburse the NELA school districts for 100% of Fellows’ salaries during the 2013 - 2014 internship year. The school district will pay for the Fellows’ fringe/benefits for two NELA Fellows from your district. DPI will reimburse fringe/benefits for the third NELA Fellow from your district. The following Fellows were admit-ted to NELA from Roanoke Rapids Graded School District:
• During the Fellows’ 2013-2014 internship year, they will remain contract employees of your school district at the salary and benefits level approved for that year. The 2013-2014 internship year will also count towards years of employment service in your district. While Fellows remain employees of their home district, their internship placements and duties may be in any of the 14 participating NELA or other districts approved by NELA Directors;
• In 2012-2013 NELA will pay for substitute teachers at a rate of $100/day when NELA Fellows are out of the classroom as they will be required to attend classes on Tuesdays and other special events;
• Participating school districts will give preference to utilizing NELA graduates as the first line of replacements for assistant principal and principal openings in your district;
• Upon program completion Fellows are required to commit to work a minimum of three years in one of the 14 northeastern NC NELA districts. Fellows will remain employees of their home district for one year post-degree unless they are appointed to an assistant principal, principal, or a leadership position in one of the 14 districts;
• All the above is prefaced on the Fellows’ successful completion of NELA related work as assessed by NCSU faculty and the district’s endorsement of the candidate.
Recruitment and SelectionRecruitmentNELA prepares leaders for a particular context, rural, historically low-performing, hard-to-staff schools. Therefore, we target our recruitment efforts through a combination of open access and through “tapping.” To recruit potential candi-dates, NELA hosts information sessions that are widely advertised and open to everyone, including individuals from out-side the participating districts. We also work with the district superintendents, central office staff and existing principals to identify and endorse high-quality individuals with strong leadership potential. Through this combination of both open
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access and purposeful tapping of individuals with perceived leadership potential we can create a large pool of applicants for each cohort.
SelectionNELA uses a multi-step selection process that includes experiential events in which candidates must demonstrate their skills, knowledge and dispositions. Through these carefully sequenced interactions that NELA selects the very best candi-dates – those who demonstrate characteristics of principals that research has identified as linked to higher levels of student performance and correlated with deeper school change. NELA selects Fellows who: have high expectations and share the belief that all children can achieve at high academic levels; have a sense of urgency and personal accountability for achiev-ing results for students; have a deep commitment to equity and community engagement; possess a deep knowledge of curriculum and instruction and monitors teacher effectiveness; and have strong resiliency skills to persevere when con-fronted with setbacks.
Multi-Step Selection ProcessEach applicant must secure their superintendent’s endorsement (or their supervisor’s recommenda-tion if they are not working in a school system). Applicants complete an enhanced NCSU Gradu-ate School application and must pass a back-ground screening and reference check. After a careful review of applications, the NELA Leader-ship Team and NCSU Educational Leadership faculty select finalists to participate in NELA’s Candidate Assessment Day. Candidate Assessment Day
Candidates who advance through the pervious steps are invited to an assessment day. This day long event is structured to see candidates react to various scenarios (see photo below). Evaluation teams consist of a: university faculty member,
NELA project staff member, NELA coach, and K-12 teacher, administrator, and student. Each team follows and assesses no more than six candidates throughout the day. These teams employ scoring rubrics for each activity that are summa-rized at the end of the day to make final recommendations.
Activities included are: One-on-one role play with a K-12 student, a teacher ob-servation post conference with a K-12 teacher (candidates watch a full lesson prior to the assessment day and the K-12 teacher played the role of the teacher in the video), timed writing exercise (memo home to parents about an emergency situation at school that day), a fishbowl activity with the candidates on each team regarding a decision on a School Improvement Team, and finally a one-on-one interview with one member of the evaluation team.
The brief video below provides a vivid account of the Assessment Day activities:
http://vimeo.com/edutrope/assessmentday
At the end of the day, the assessment team debriefs with the NELA Leadership Team about the strengths and weaknesses of each candidate. The NELA Leadership Team then completes a comprehensive review of all materials, consults with dis-trict leaders, and makes final admission decisions.
Knowledge and SkillsA set of nationally recognized standards anchor NLEA in addition to an integration of research and professional knowl-edge with leadership practice. NELA purposefully prepares leaders for schools with diverse, low-income student popula-tions.
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Consulta)on*with*district*&*offer*of*admission*to*top*candidates**
Individual*interviews*&*team*review*of*all*materials*
*Finalists*par)cipate*in*Candidate(Assessment(Day*:*in:depth*experien)al*exercises*
Team*review*of*applica)on*materials.*Finalists*selected**
Enhanced*NCSU*graduate*applica)on,*background*screening*&*reference*check*
Candidates*iden)fied*and*endorsed*by*school*district/supervisor**
In January 2010, we received funding from the Bill and Melina Gates Foundation and the North Carolina Department of Public Instruction to design a preparation program specifically for school leaders in rural, low-performing schools in NE NC. Derived from researched based best practices, we developed NC State’s Northeast Leadership Academy- a new model of preparation and early career support for leaders who have the desire and commitment to lead high need schools.
Over the last three years, we vetted components of our program design to panels of national and state leadership educa-tors (including individuals from corporate leadership development and non-traditional school leader preparation pro-grams). We continue to receive input from our external stakeholders through both our formal advisory panel and through more informal feedback processes.
With NELA we intend to reinvent school leadership preparation, balancing theory and practice and inquiry and action. We did a deep dive into our curriculum and examined every assignment, every core reading and every experience to ensure they were relevant, useful, and linked to our theory of action and NC Standards for School Executives.
North Carolina Standards and Competencies for School Executives
NC created the NC Standards for School Executives after researching “the practices of leadership that impact student achievement.” The Interstate School Leader Licensure Consortium, the Maryland Instructional Leadership Framework, and work by the Wallace Foundation, the Mid-continental Regional Education Laboratory, the Southern Regional Educa-tion Board, the National Staff Development Council, the National Association of Secondary School Principals, the National Association of Elementary School Principals, the National Middle School Association, and the National Policy Board for Educational Administration Education Leadership Constituent Council influenced the creation of these state standards.
The standards are: Strategic Leadership, Instructional Leadership, Cultural Leadership, Human Resource Leadership, Managerial Leadership, External Development Leadership, and Micropolitical Leadership. An 8th element, Inclusion of Student Growth, was recently added. NC also has 21 Competencies (knowledge, experience, and skills) for School Execu-tives. A rubric created by McREL rates a principal’s performance as either: Developing, Proficient, Accomplished, Distin-guished, or Not Demonstrated. NELA Fellows must demonstrate, through the use of artifacts, how they became proficient in each of the Standards, sub-standards, and competencies. For a Fellow to be deemed proficient, the Fellow’s mentor prin-cipal, executive coach and instructors must all agree that the Fellow has actively demonstrated their proficiency in each Standard. A more detailed description of the standards and competencies is provided in the Appendix (pp. 52-53).
NELA Anchoring Beliefs
In addition to the Standards and competencies, NELA grounds its framework in a set of effective principles that the pro-ject team developed:
lead by modeling exemplar values and behavior
help make possible what they re-quire others to do
establish agreement on the school’s pur-pose and goals and then create processes that help employees learn what they need to meet these goals
select, reward, and retain teachers/staff who are willing to work to achieve school goals
are leaders of learning in the school (there is a laser-like focus on aca-demic achievement and all decisions and resources are aligned to the goal of improving student outcomes) and establishes a sense of urgency
develop the staff and cultivate a culture of continuous, reflective professional learn-ing (by both individuals and groups/PLCs) that is transparent and a collective good
cultivate shared leadership so that authority and accountability are linked
are systems-thinkers and are able to frame problems and potential prob-lems by being reflective practitioners
are able to identify leverage points within the system to push change efforts that im-prove school outcomes
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understand, read, predict, and pre-vent challenges to the school climate
use multiple forms of data to inform all decisions
understand that a central aim of their work is creation of a social just school or-ganization and student learning process
Developing effective educational leaders is fundamentally and irrevocably an interpersonal, relational process – one that requires face-to-face human contact, deep thought, deliberation, reflection, engagement, and interaction. Every significant leadership theory of the past 60 years has emphasized that effective, transformative leadership is a relational process be-tween leaders and followers. If education is to be a transformative experience, it must be just that – a set of contemplative, rigorous interactive experiences that enhances personal growth and development. Effective educational leadership re-quires cultivation of the habits of heart, mind, and soul, and is a “people” process that requires preparation through sus-tained interactions not only with faculty members – but also with peers, colleagues, and other stakeholders.
Integration of Research and Professional Knowledge
Beyond the North Carolina Standards for School Executives, we use two additional forms of information to drive our pro-gram development: (1) Empirical and conceptual literature and (2) Voices from the field.
This work forced us to dig into the literature to uncover best practices for root, not superficial, causes of long standing school issues. Developing a systems level understanding of the interconnectedness of barriers to student achievement is essential for leaders of high-need schools.
Darling-Hammond, Linda, LaPointe, Michelle, Meyerson, Debra, & Orr, Margaret. (2007). Preparing school leaders for a changing world: Lessons from exemplary leadership development programs. Stanford, CA: Stanford University, Stanford Educational Leadership Institute.
Orr, Margaret. (2008, March 24-28). How preparation influences school leaders and their school improvement: Comparing exemplary and conventionally prepared principals. Paper presented at the American Educational Research Association, New York City, NY.
Orr, Margaret, King, Cheryl, & LaPointe, Michelle. (2010). Districts developing leaders: Lessons on consumer actions and program approaches from eight urban districts. Washington, DC: The Wallace Foundation.
Orr, Margaret, & Orphanos, S. (2011). How graduate-level preparation influences the effectiveness of school leaders: A comparison of the outcomes of innovative and conventional leadership preparation programs on principals. Education Administration Quarterly, 40(1), 18-70.
In addition to empirical literature, NELA’s design reflects the directors’ own experiences in leadership and leader development. One of the project directors was a Co-PI (along with Tricia Brown-Ferrigno, PI and Keith Gurley, Co-PI) on a federally funded, innovative leadeship preparation project in rural Kentucky. Drawing from her experiences as an educa-tor in rural Texas, she helped craft a specialized program, the Principals Excellence Program (PEP) that addressed the unique challenges of school leadership in poor rural schools. The grant funded the development and implementation of a new model of leader preparation: one that was infused with authentic experiences solving real school problems. USDOE research identified and recognized PEP in its publication Innovative Pathways to School Leadership. Out of 60 potential models, PEP was identified as one of six (6) that offered "promising practices for others who aim to develop innovative solutions to our schools' urgent demand for greater numbers of effective school leaders." (See: http://www2.ed.gov/admins/recruit/prep/alternative/report.pdf). Components of NELA’s design were informed by the work of PEP.
The other project director was a school leader in Michigan for seven years and has successfully infused his practical expe-rience into the NELA Fellows’ learning experiences. Real life scenarios influenced the creation of Operation NELA’s (“in-basket” scenarios that are defined in a subsequent section) and documentation activities (e.g., Weekly Logs, again de-scribed in a subsequent section). To keep the program highly relevant, these learning activities are continually refined and updated using the real problems of practice graduates face on the job. We also utilize a team instructional approach. Each semester NELA utilizes 3-4 current exemplary principals as co-instructors in NELA learning experiences and coursework.
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Context Focus of NELA
As we developed NELA, we rejected the notion that consequences of historical traumas and the lack of graciousness to community participation can be viewed solely through the lens of poverty. Instead of adapting a deficit model of leader-ship preparation we utilize appreciative inquiry and delve into the causes of poverty. As such, our preparation is anchored in learning from the past— by understanding the root causes of poverty-- and advancing a new narrative of hope and heal-ing-- by harnessing the community assets.
Bomer, R., Dworin, J. E., May, L., & Semingson, P. (2008). Miseducating teachers about the poor: A critical analysis of Ruby Payne's claims about poverty. Teachers College Record, 110(12), 2497-2531.
Gorski, P. (2008). Peddling poverty for profit: Elements of oppression in Ruby Payne's Framework. Equity & Excellence in Education, 41(1), 130-148.
McKenzie, K., & Scheurich, J. (2004). Equity Traps: A useful construct for preparing principals to lead schools that are !!! successful with racially diverse students. Education Administration Quarterly, 40(5), 601-632.Militello, M., Rallis, S.F., & Goldring, Ellen B. (2009). Leading with inquiry and action: How principals improve teaching and
learning. Thousand Oaks, CA: Corwin Press.Valencia, Richard R. (2010). Dismantling contemporary deficit thinking: Educational thought and practice. New York: Routledge.Theoharis, G. (2010). The school leaders our children deserve: Seven keys to equity, social justice and school reform. New York:
Teachers College.
Learning ExperiencesDeveloping effective educational leaders is fundamentally and irrevocably an interpersonal, relational process – one that requires face-to-face human contact, deep thought, deliberation, reflection, engagement, and interaction. Every significant leadership theory of the past 60 years has emphasized that effective, transformative leadership is a relational process be-tween leaders and followers. If education is to be a transformative experience, it must be just that – a set of contemplative, rigorous interactive experiences that enhance personal growth and development. Effective educational leadership requires cultivation of the habits of heart, mind, and soul, and is a “people” process that requires preparation through public learn-ing and sustained interactions not only with faculty members – but also with peers, colleagues, and other stakeholders.
NELA focuses on the context of the rural, high poverty, under performing setting previously described. The pedagogical approaches and the learning experiences include the principles of learning such as: experiential learning, project-based approach, PreK-12 student focus, community entrenchment, and an inquiry-action based approach that is equal amounts questioning, actions, and reflection. Below are a select number of learning experiences that provide profound examples of these learning principles. These examples represent our conscious intent on providing assignments that are practical, prac-ticed, and subsequently reflected upon with both critical friends and theoretical readings. These examples represent the work of the Fellows. Note that we do not describe more traditional assignments that are submitted only to the instructor such as essays, research papers, etc. We do not assign them. An example of a typical course agenda is provided in the ap-pendix (p. 32). This example has all of the main components of a lesson we ask all instructors to incorporate.
Self as Leader Digital Story
The assignment begins with students investigating four domains of self: political, cultural, biological, and historical. Each domain has a set of questions to help students understand contributions to the development of who they are now. Students write about the development of their leadership through each domain, usually a number of short essays. Students often begin this project as if it were a research project. Students collect data from colleagues, family members, and mentors. In the end, students craft a 4-5 minute story that uses images, voice, and/or music to tell their story. In this short amount of time students must identify development in at least two domains (it has been our experience that stories that attempt to provide information in all four domains are too long and cumbersome. Moreover, we have found that individuals have one or two domains that dominate their work as a leader).
The digital stories that have been developed are nothing short of powerful. The stories are deep. One student used this opportunity to interview their elderly grandparent. The interview provided the principal candidate with a rich historical account of their grandmother as a child of sharecroppers who became one of the first women in the family tree to attend
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and graduate from college. The digital story included interview footage along with scanned images including her degree and first paycheck. Starting with a written assignment may not have yielded such thoughtful and thought-provoking or even detected narratives. These digital stories are shared with classmates on a cloud networking platform. After viewing, a debriefing session takes place. Three examples of are provided in the table. Links to additional stories can be found in the ap-pendix (p. 51).
Developmental Project
The developmental projects familiarize Fellows with the developmentally appropriate practice necessary to lead schools at each school level. Fellows create an electronic portfolio comprising:
1. Vocabulary: relevant to this school level, school leaders and stakeholders. Vocabulary is grade specific, restricted to words that are common parlance in the school. Acknowledging that education vernacular is always evolving, the list does not have to be exhaustive but includes the most easily understandable descriptions with included examples.
2. Developmental Research and Written Overview: Using NELA texts as well as valid, peer-reviewed research. Each group completes written overviews of each developmental area (cognitive; literacy and language; peer relations and moral; physical; self-concept, identity and motivation).
3. Action Research: Because seeing is not only believing, but understanding, Fellows conduct visits to excellent schools (internship sites may be included). Classroom observations are acceptable, with group observations per-mitted. While at the school visit, Fellows interview teachers, leaders, community stakeholders, and students, per-haps in a panel.
4. Individual Reflection: Upon compiling the preceding documents, each fellow must complete an individual reflec-tion detailing what they have personally learned and will utilize in their leadership practice in Northeast schools.
5. Brochure: Develop a summary brochure (paper or electronic) for parents that is easily digestible but captures the most important take-aways from research. Make sure the brochure is appropriate for the audience and provides information for parents on how they can support their child’s learning at this developmental stage.
6. Presentation Guide to Wiki: Create a “users’ guide” that will help others navigate and understand the project. The format for the presentation is flexible (Prezi, PowerPoint, Digital Story, etc.); however, it allows others to easily identify the main points of your project.
Please View Examples of Developmental Projects (Additional links to Developmental Projects are in the appendix): • http://www.livebinders.com/play/play/800180• http://www.livebinders.com/play/play?id=805819
Internship Problem of Practice
Internships traditionally have mixed results. Their part-time status hampers the experience. However, another barrier to a successful internship is the lack of authentic work with a legitimate school problem. We use a model that enables students to work through an entire cycle of Collaborative Inquiry and Action (Militello, Rallis, & Goldring, 2009). This cycle begins with the identification of a problem of practice. Fellows must demonstrate the root causes of the problem through data (including new data collection) and engagement with multiple stakeholders. The next two steps in the cycle include gain-ing acceptance of the problem and developing a theory of action vis-a-vis a logic model; only ten do Fellows engage in action. A robust evaluation (consisting of outputs, outcomes, and impact) plan is utilized to understand and reflect upon the strategies employed. At the end of the full year cycle Fellows create and present a poster of their Problem of Practice.
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FELLOW SELF-AS-LEADER STORY
Tonya Little http://vimeo.com/31655887
Karyn Pleasant http://vimeo.com/52936132
Darren Gemzik http://vimeo.com/31649208
Inquiry-Action Cycle
PosterPoster presentation to superintendent
Individual Leadership Learning Plan
NELA provides personalized education to our Fellows through the use of Individual Leadership Learning Plans. Like an Individualized Education Plan (IEP) for PreK-12 students, multiple diagnostic tools are used to identify areas for im-provement, and create comprehensive action plans for targeted improvement and measurable growth. Fellows' Leadership Learning Plans Plans are the basis for their internship leadership learning needs assessment. The resulting document out-lines specific learning goals, accompanied by specific activities or experiences at the internship school that will help the Fellow develop and practice the identified leadership skills. The document is co-created by the Fellow their coach, and their mentor principal. Progress towards the identified goals is monitored by the coach, with input from the mentor prin-cipal and NELA faculty. The resulting artifacts to document the Fellow's growth must be carefully archived and become the Fellow's portfolio for licensure application. Each artifact includes a corresponding narrative to understand current and desired levels of proficiency. Fellows actively document their experiences throughout internship using a variety of technology-based resources (web, video, multimedia).
The Individual Leadership Learning Plan also outline any possible Internship Rotation(s) the Fellow should experience based on individual Fellow learning needs and may cross school levels when appropriate (i.e. rotation at Elementary, Mid-dle, High School, Central Office). In addition to the school site-visits Fellows experience as a cohort every semester to show them examples of successful schools with student demographics similar to their own school, each Fellow also iden-tifies for a possible site-visit at least one high performing, high poverty school.
Community Storytelling
The leadership team places Fellows in pre-arranged project teams during the second year to identify and create a digital story based on either a specific community or a specific issue in a community. The composition of the teams maximizes the diversity of experiences, opinions, perspectives, personality types, and learning styles within a group. We place purposeful pressure on the teams as they work to create a community story as a mechanism to understand group dynamics, develop interpersonal skills and learn interdependency. An important component of the NELA is the development of the skills nec-essary to work with individuals (school teachers) the leader did not choose and thus prepare them for their first principal-ship.
Their first task is to identify a topic. Once the community or topic is decided, we ask Fellow’s to:
Find the data/artifacts that can add depth to aesthetics of a digital story (data include pictures, interviews, newspaper clippings, maps, other memorabilia, etc.). As you collect data also think about:
• Be very mindful of the story voice(s). Voices from the community should be an integral part of the story. So here consider multiple voices and be considerate of both elders and youth. Another way to think about this is:
" " What do kids today say about this story? How would they discuss it say with a new college roommate not from the "" " NE? How do elders recall the event, the players, the outcome?
• What role did/do organizations, such as schools and churches, etc. play?• Who, what and how are these memories retained, and how are they shared with in the community?
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• How can this event(s) turn from pain and hurt to rehabilitation and message of hope? That is, how can a narrative be written that highlights community assets and provides for a new, hopeful future?
COMMUNITY STORY COMMUNITY STORY LINK
Halifax Community Story https://vimeo.com/32097737
Lingering Impact of Racial Inequities http://vimeo.com/52814058
Additional links to community and theme videos are provided in the appendix
Distinguished Leadership in Practice (DLP)
NELA partners with NC’s Principal and Assistant Principals Association and NCDPI to have NELA Fellows and their principal mentors go through a modified version of the Distinguished Leadership in Practice Program. This program strengthens the skills of practicing school leaders simultaneously with aspiring leaders to hopefully leverage even more strategic school improvements.
DLP, a non-traditional professional development model, allows participants to critically examine the meaning and applica-tion of “Distinguished” school leadership through a problem-based, real-world approach. In DLP, practicing North Caro-lina principals serve as models of exemplary school leadership, which allows participants to study the behaviors, attitudes, and competencies that define a “Distinguished” school leader. With their NELA Fellow interns, participants engage in a series of authentic activities designed to build the capacity of their schools and their own capacity as “Distinguished” school leaders. Fellows and their mentors complete a series of full-day workshops and work together to complete accom-panying “homework” assignments that are based on their own school site.
Program Structures | Course ContentAdmiss ion and Orientat ion into NELA Admiss ion and Orientat ion into NELA
Recruitment
Please see the Recruitment and Selection section (pages 5-6) for more detail.Recommendations
Please see the Recruitment and Selection section (pages 5-6) for more detail.University Assessment
Please see the Recruitment and Selection section (pages 5-6) for more detail.
NELA Assessment Day
Please see the Recruitment and Selection section (pages 5-6) for more detail.
Orientation
Once admitted, NELA Fellows engage in a multi-day orientation. The orientation involves both the content of the program and the context of the university. Activities include a scavenger hunt activity that is designed around the principles of a pre-reading (Covey’s Seven Habits) and takes Fellows to various important sites on campus-- both historical sites and sites they will need to know such as the student ID office.
Below are brief orientation videos that were created where baseline data was collected from each Fellow in a VideoBooth activity.
Cohort I: https://vimeo.com/27537152
Cohort II: http://vimeo.com/27534171
Overview
Each course has an accompanying artifact that is linked to the Standards. Every semester Fellows also experience a variety of specialized trainings that are outside of university classes that enhance their coursework. We utilize a spiraling curricu-lum to facilitate continuous improvement of essential skills and knowledge sets. Models of effective leaders (for example, teacher coaching and evaluation) are practiced time and again - each iteration exposing Fellows to more advanced con-cepts and practices. Fellows participate in a day-long formative assessment experience (modeled after Candidate Assess-ment Day) toward the end of each semester. Instructors, coaches, mentor principals provide provide feedback to each Fel-low in addition to the formative assessment experiences. Fellows then meet individually with the NELA Project Directors
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where they receive targeted feedback, review and revise their Individual Leadership Learning Plans, and co-construct a comprehensive action plan for targeted improvement and measurable growth. Fellows who fail to meet their growth tar-gets obtain additional support through more intensive coaching and individualized professional development opportuni-ties. If after the interventions, the directors determine that the Fellow has not made sufficient growth, they consult with the superintendent and dismiss the Fellow from the program. To date, only three Fellows were unable to improve based on more intensive interventions.
The scope and sequence for NELA is unconventional. Traditional programs set courses each semester. NELA begins and ends its design, instruction, and assessment with candidate standards. As such, we provide a set of experiences each se-mester. Many are associated with traditional courses, however we fold in trainings and experiences within each semester. As a result, the creation of a master PDF of all course syllabi (submitted with the application) often combines multiple Fel-low objectives across courses. In order to simplify the NELA scope and sequence we first provide a detailed account of courses and specialized preparation below. We also provide an example of a semester summary that summarizes each se-mester (see Semester Overview in the Appendix p. 31).
Year One : Fa l lYear One : Fa l lCOURSESCOURSES
Elements of Edu-cation
History of Education, Purpose of Education, Leadership Theory, Understanding Strengths (Strengths Finder), Habits of Mind (Covey), and Habits of the Heart and Relationship Building (Carnegie, Tschannen-Moran)
School Law
This course develops skills of legal research and analysis in the field of education law at the public elementary and secondary school level as well as survey the myriad of legal issues found in today’s school environment. Particular attention addresses the current legal trends and decisions as they im-pact the state of NC. Consequently, students spend time on many assignments, as well as much of the class time, which develops an understanding of legal issues impacting educational practitioners, espe-cially school leaders. Some of these skills include Internet-based legal research (i.e. the ability to locate a range of pertinent legal sources), close analysis of primary legal materials, tightly argued and concise memoranda, oral recitation of points of law and educational policy recommendations for practice. Students create and deliver professional development for teachers around school law concepts. Stu-dents also create a video of a School Law lesson they deliver to teachers in their schools
NC DPI School Executive Standards: 5d.1, 5d.2; 6b.1. Dispositions: Judgment; Personal ethnics and values; Environmental Awareness; Systems Thinking; Communication; Dialogue/Inquiry; Personal Responsibility for Performance; Results Orientation; Time Management. ELCC Standards: 2.1; 3.1, 3.2; 5.1, 5.2, 5.3; 6.1, 6.2, 6.3. Lens: Ethical considerations, Social Justice, Equity, Diversity, Special Education.
Developmental Project
PreK-Early Elementary and site visit to high performing elementary schools.
Specialized PreparationSpecialized Preparation
Understanding by Design
Understanding by Design (UbD) is a framework for improving student achievement. Emphasizing the teacher's critical role as a designer of student learning, UbD works within the standards-driven cur-riculum to help teachers clarify learning goals, devise revealing assessments of student understanding, and craft effective and engaging learning activities.
Conflict
Resolution
Conflict Resolution training provides Fellows with knowledge and skills for managing conflict and maintaining effective working relationships. The focus is: defining conflict; differentiating between constructive and destructive conflict; explain 5 conflict resolution models; examine impact of relation-ships on conflict resolution and apply a 5 step conflict resolution process. Case studies along with par-ticipant role-plays enhance the seminar. Fellows complete the Thomas Kilman Conflict Model, which reveals their style under conflict.
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Crucial Conver-sations
As schools become more democratic a leader's ability to talk effectively becomes more critical. Based on the best seller, Crucial Conversations, this training teaches Fellows how to communicate best when it matters most. Fellows learn how to: prepare for high stakes situations with a proven technique; trans-form anger and hurt feelings into powerful dialogue; make it safe to talk about almost anything; and be persuasive, not abrasive. Fellows master crucial conversation skills at home, at work, and at play. Crucial Conversations training consists of two consecutive whole-day sessions.
Digital Storytel-ling Retreat
We work with the Llano Grande Center for Research and Development (llanogrande.org) to provide a three-day workshop on Digital Storytelling. In the previous section of the application we provided a number of example artifacts. Additionally, the appendix has an entire page of links to stories.
Teacher Evalua-tion
This semester students begin to understand the elements of the NC Teacher Evaluation Instrument.
Leadership for Social Justice
Students begin to understand elements of race and systemic problems that emerge including poverty. Implications and awareness to self and surrounding community is the focus this semester.
Year One : Spr ingYear One : Spr ingCOURSESCOURSES
Teacher Empow-erment and Lead-
ership
This course examines school organizational theories and critical domains of leadership (e.g., school vision, culture, management, collaboration, ethics, and environments). Fellows develops conceptual, managerial and interpersonal leadership skills through analysis of school goals and purpose; organ-izational design, development and improvement; curricular and instructional leadership; and school-community relationships. It also explores concepts of distributive leadership, teacher empowerment, and professional learning communities. Instructional actives include lecture, seminar discussion, role-plays, and case and problem-based analysis.
NC DPI School Executive Standards: 1d, 3a, 3d. Dispositions: Communication (relationships), Empowerment (dialogue/inquiry, emotional intelligence), Vision (systems thinking, visionary) ELCC Standards: 1.3, 1.4; 2.1, 2.3; 3.1; 5.3; 7.3, 7.4 Lens: Ethical considerations, Social Justice, Equity, Technology
Organizational Management I:
Human Resource Management
This course focuses on the professional development of school staff to promote improved student learning. Topics include principles of school personnel evaluation; issues related to recruiting, hiring, placing, mentoring, retention, and dismissal; evaluation models for professional and classified staff; focus on instructional time, and effective professional development models to support lifelong learn-ing and reflective practice.
NC DPI School Executive Standards: 4b, 4c and 6b . Dispositions: Communication (relationships), Empower-ment (dialogue/inquiry, emotional intelligence), Vision (systems thinking, visionary). ELCC Standards: 1.3, 1.4; 2.1, 2.2, 2.3; 3.1, 3.3; 5.3; 6.1, 6.2; 7.3, 7.4 Lens: Ethical considerations, Social Justice, Equity, Technology
Developmental Project
Upper Elementary and site visit to high performing elementary schools.
Specialized PreparationSpecialized PreparationUnderstanding
by DesignUnderstanding by Design (UbD) Part II and Leadership by Design.
Facilitative Lead-ership
Education and business settings today require leaders involve those with whom they work in the de-cision making process. Facilitative Leadership® is a three day workshop that helps participants opera-tionalize shared decision making by offering opportunities to explore specific practices, skills, and tools that empowers others to work together to achieve common goals. The Seven Practices of Facilita-tive Leadership enable leaders of school districts, leaders of schools, and leaders of classrooms to tap into the creativity and experience of those with whom they work or teach. Building small agreements is a fundamental process underlying the Seven Practices of Facilitative Leadership. http://www.ncnetwork.org/services_facilitative.asp
Teacher Evalua-tion
This semester students begin to pilot their use of the evaluation tool in controlled class settings. They also use videos and classroom activities to further examine the process.
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Issues of Social Justice
Students begin to interrogate equity traps in their own use of language as well as those in their school settings.
Year One : SummerYear One : SummerCOURSESCOURSES
Organizational Management II:
Budget
Students learn about and engage in the processes by which financial decisions are made by school dis-tricts and individuals. Students construct, manage, and analyze school budgets, while simultaneously addressing issues of educational efficiency, equity and results within the school community.
NC DPI School Executive Standards: 5a1 and 5a2 . Dispositions: Environmental Awareness; Systems Thinking; Communication; Dialogue/Inquiry; Personal Responsibility for Performance; Change Management; Results Ori-entation; Organizational Ability; Time Management. ELCC Standards: 1.3, 1.4; 2.2; 3.3; 4.3; 5.3; 6.1, 6.2, 6.3 Lens: School finance equity, adequacy, technology
Community Internship
This course examines the concept and development of community/school partnerships with family and juvenile service agencies to enhance pupil learning and resiliency via increasing family stability and mental/physical health. Students explore practices promoting interagency collaboration with the school, legal, and administrative issues. In addition, students explore how to assess, critique and de-velop a school/community relations and communications plan. Students understand and apply issues of diversity, equity, and social justice within schools and community that influence effective communi-cations and public relations.
NC DPI School Executive Standards: 5c and 6a . Dispositions: Communication (relationships), Empowerment (dialogue/inquiry, emotional intelligence), Vision (systems thinking, visionary). ELCC Standards: 1.3, 1.4, 1.5; 2.1; 4.1, 4.2, 4.3; 5.1, 5.2, 5.3; 6.1, 6.2, 6.3; 7.3, 7.4 Lens: Appreciative inquiry, Ethical considerations, Social Justice, Equity, Technology
Project Community Partners Grant WritingSpecialized PreparationSpecialized Preparation
Department of Public Instruc-tion Training
Special Education for School LeadersPositive Behavioral Intervention Supports and Response to Intervention
Leadership in Special Education
Year Two: Fa l lYear Two: Fa l lCOURSESCOURSES
Administrative Leadership in Professional
Learning Com-munities
This course introduces the creation, implementation, and evaluation of professional learning communi-ties and professional development. Topics include consensus building, conflict management, results-oriented leadership, program design, and assessment.
NC DPI School Executive Standards: 1b.1; 2a.1, 2a.2; 4a.1, 4a.2. Dispositions: Communication (relationships), dialogue/inquiry (empowerment), judgment (ethics), personal responsibility for performance (ethics), creative thinking (change) ELCC Standards: 1.2, 1.3, 1.4; 2.2; 5.3; 7.3, 7.4, 7.5 Lens: Appreciative inquiry, Ethical con-siderations, Social Justice, Equity, Technology, Diversity
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Leading & Trans-forming School
Culture
This course examines the principles of transformational leadership of school culture to promote stu-dent achievement improvement. Major leadership skills to be applied in a field-based, authentic proc-ess include the assessment of existing school culture through multiple and varied data and the devel-opment of strategies to achieve a collaborative and positive work environment to promote a culture of learning and success. Student leadership activities include working with others to develop a rewards and recognition program, resolve conflicts, develop open two-way communications, and build rela-tionships among diverse staff.
NC DPI School Executive Standards: 5a1 and 5a2 . Dispositions: Environmental Awareness; Systems Thinking; Communication; Dialogue/Inquiry; Personal Responsibility for Performance; Change Management; Results Ori-entation; Organizational Ability; Time Management ELCC Standards: 1.3, 1.4; 2.2; 3.3; 4.3; 5.3; 6.1, 6.2, 6.3 Lens: Appreciative inquiry, Ethical considerations, Social Justice, Equity, Technology, Diversity
Teacher Evalua-tion
This course includes multiple Saturday seminars spread across the year to revisit and intensely practice conducting teacher evaluations and providing constructive feedback. Students must conduct a number of informal evaluations and at least two formal evaluations this semester.
Internship Embedded internship. Begin first steps of Problem of Practice. For more information see Problem of Practice (p. 10) and Internship section (p. 20).
Developmental Project
Middle School and site visits to high performing middle schools.
Specialized PreparationSpecialized Preparation
Literacy Training
Literacy, Theory, Research, and Practice21st Century New LiteraciesLiteracy PrinciplesPower of Writing & Writing in the DisciplinesCommon Core AlignmentsLiterature, Writing, & 21st Century TechnologiesSecondary (Middle & HS) Literacy & ClassroomEarly Literacy & Classroom Strategies
Data Boot Camp
The use of data is an on-going process. Throughout course students learn a framework that includes data purpose (psychometric properties) and intent (actual uses) as well as the multiple forms of data including perceptional, demographic, and learning.
A specific Data Bootcamp was set up to introduce Fellows to a number of data-driven systems includ-ing: ASSITments, NC Falcon, EVAAS, Lexiles
Policy Institute More detailed information is provided in the Fieldwork section of this application.
Issues of Social Justice
Fellows analyze discourse patterns in classrooms to promote equity, ensuring educational institutions are more responsive to students of color. Lynda Tredway, the founding coordinator of the Principal Leadership Institute at the University of California at Berkeley, works with Fellows throughout the year to help them avoid equity traps and deficit thinking patterns. The link below highlights her work with NELA. http://vimeo.com/edutrope/treadway
DLPComponent One: Strategic Leadership for High Performing SchoolsComponent Two: Maximizing Human Resources for Goal AccomplishmentComponent Three: Building a Collaborative Culture through Distributive Leadership
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Year Two: Spr ingYear Two: Spr ingCOURSESCOURSES
Contexts & Chal-lenges of School
Improvement
This course examines social, cultural, political and policy environment of schooling with emphasis on NC. Students analyze major theories of school change and development and critically examine oppor-tunities and barriers to strategic change efforts. Instructional activities include lecture, seminar discus-sion, case and problem-based analysis.
NC DPI School Executive Standards: 1.a.1; 1.a.2; 1.c.1; 1.c.2; 2.a.3, 3.b.2; 6.b.2. Dispositions: Environmental Awareness; Systems Thinking; Communication; Dialogue/Inquiry; Personal Responsibility for Performance; Change Management; Results Orientation; Organizational Ability; Time Management; Technology ELCC Stan-dards: 1.1, 1.2, 1.3, 1.4; 2.1, 2.2, 2.3; 6.1, 6.2, 6.3 Lens: Appreciative inquiry, Ethical considerations, Social Justice, Equity, Technology, Diversity
Capstone CourseStudents experience a 360 evaluation to address any remaining learning needs based on formative assessments, participate in mock job interviews, and learn change theory. The NELA Direcotors review and evaluate electronic portfolios.
Teacher Evalua-tion
This course includes multiple Saturday seminars spread across the year to revisit and intensely prac-tice conducting teacher evaluations and providing constructive feedback. Students must conduct a number of informal evaluations and at least two formal teacher evaluations each month this semester.
School Manage-ment
Students collect, analyze, and develop management plans that include crisis management, transporta-tion, school safety, etc. They learn best practices in the “nuts and bolts.”
Internship Students execute an intervention to address an identified problem of practice. They track and docu-ment results by presenting a poster of problem of practice.
Developmental Project
High School and site visits to high performing high schools.
Specialized PreparationSpecialized Preparation
MathNELA participants learn both the content and practice standards of the Common Core State Standards for Mathematics (CCSS-M). NELA participants understand the foci of the Standards for Mathematical Practice and see what implementation of CCSS-M may look like in classrooms.
Facilitative Lead-ership
Part II: Advanced applications to authentic, just-in-time school issues
Common Core
The NC Principals & Assistant Principals’ Association (NCPAPA), which is affiliated with NC Associa-tion of School Administrators (NCASA) and the Center for Quality Teaching and Learning, provides Common Core Rigor Training that has been customized for NELA Fellows and their leadership colleagues. Common Core Rigor Training Workshop #1: “Recognizing Rigor When You See It –How school leaders can support increased rigor in all classrooms.” Common Core Rigor Training Work-shop #2: “Increasing Rigorous Instruction School-Wide – How school leaders can raise and reinforce the levels of rigor in every classroom.”Sessions focus on how school administrators can evaluate and enhance rigorous teaching and learning. The instructors apply the Revised Bloom’s Taxonomy (RBT) and Webb’s Depth of Knowledge (DOK) and pair with evaluation of instructional techniques that exemplify the levels of rigor in new Common Core and NC Essential Standards. They also model and practice instructional observation and coaching techniques for building teacher talent for each level – elementary, middle and high – to reflect appropriate implementation in each context.
DLPComponent Four: Improving Teaching and Learning for High Performing SchoolsComponent Five: Creating a Strong Internal and External Stakeholder Focus Component Six: Leading Change to Drive Continuous Improvement
Crucial Conver-sations
Advanced applications of previous learning
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Teacher Evalua-tion
This course includes multiple Saturday seminars spread across the year to revisit and intensely prac-tice conducting teacher evaluations and providing constructive feedback. Students must conduct a number of informal evaluations and at least one formal teacher evaluations each week during the spring semester.
School Manage-ment
Students collect, analyze, and develop management plans that include crisis management, transporta-tion, school safety, etc.
Post Degree Trans i t ion and Ear ly Career SupportPost Degree Trans i t ion and Ear ly Career Support
Transition Sup-port Plan
Over the summer executive coaches work with Fellows who have been hired as school leaders. They co-construct an entry plan based on school data (student academic achievement results, Teacher Working Conditions Surveys, and other data sources) and the Fellow’s working style. Activities include a human capital audit and letters of introduction to parents and staff. Fellows draft a plan for their first 90 days as a leader.
Early Career Executive Coaching
NELA graduates who are employed as assistant principals or principals receive an additional year of individualized executive coaching. At a minimum this coaching includes weekly contact, twice monthly extended school visits, and just-in-time consultation on problems they confront as leaders.
Post Degree Induction Sup-port Seminars
The induction support program consists of multiple Saturday meetings and connects to the day-to-day work of school leadership. The structure of these sessions includes a brief topical presentation, breakout discussion, role play scenarios, and social time.
Facilitative Learning Process – learn through inquiry, reflection and feedback – some of this will be done with their coach.
Responsiveness to Immediate Needs – takes district and school policies and initiatives into con-sideration to ensure that Fellows respond appropriately to district priorities and requirements. Includes a focus on rural, high-need context and is tailored to issues the first year leaders are facing.
Tailored Support – craft learning opportunities from Fellows’ work/needs-based circumstances. Fellow’s self-reporting as well as principal mentor and executive coach feedback will deter-mine what support is needed.
Leading from the Middle – help Fellows navigate the challenges of being second in charge - lead-ing teachers and staff while simultaneously working for leaders.
All issues and problem of practice topics revolve around NELA’s anchors with a particular focus on the rural context and on what new assistant principals often struggle with: Building Relationships; Social justice advocacy; and Leading from the Middle.
Cohort Design
NELA utilizes closed cohorts as a strategy to build trusting relationships, expand collegial networks, and develop high-performing school leadership teams. The cohort structure helps develop a gracious space for learning where Fellows can publicly make mis-takes, reflect on and learn from them, and thus foster deep learning. We design experiential learning experiences to help bond the cohort members. All the cohorts also come together for cross-cohort experiences each year.
Principal Mentors
Fellows pair with an internship principal mentor who is carefully selected from a pool of principals recommended by the superintendents and who is trained by NELA. Mentors provide targeted advisement in the daily functions of the school during the internship.
NELA principal mentors have a unique opportunity to significantly influence aspiring leaders by modeling effective lead-ership and engaging them in the daily and major activities of the school. The NELA internship is unlike other traditional internship experiences. The internship experience integrates course assignments and coaching support. We expect our NELA course instructors, Executive Coaches, and Principal Mentors to collaborate and coordinate efforts to best support the development of the NELA Fellows. Work with Fellows includes:
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• The intern works at the school with the principal mentor from the opening of the school year to the closing of the school year.
• NELA principal mentors must attend a one-day principal mentor orientation and participate in the Distinguished Leaders in Practice and other opportunities to attend additional specialized workshops.
• The faculty and staff of the school must see the administrative intern as a legitimate member of the school leader-ship team. Therefore, the NELA intern engages in a broad range of all leadership functions within the school.
• The principal mentor collaborates with an assigned executive coach and other NELA staff on a regular basis to create a climate that facilitates success for the intern.
• The principal mentor commits sufficient time to work with the Fellow and support his/her professional devel-opment including communicating regularly about the intern's progress.
• The principal mentor must complete progress reports for the intern related to his/her daily work and the NC Executive Leadership Standards and Competencies.
A complete list of our mentor principals is provided in the appendix.
Executive Coaching
Each Fellow works with an executive coach (retired expert principals and superintendents) who works with them over the internship year and during their first year as a school leader. The coach utilizes the Fellow’s Individual Leader Develop-ment Plan (based on NC Standards for School Executives) to address areas of needed growth.
The NELA Executive Coach provides additional support and instruction to the Fellow that complements and expands the Fellow’s work with the NC State faculty and their principal mentor at their internship school. Coaches help NELA Fellows have an enhanced understanding of the role of effective leaders and further provide them with the skills, knowledge and understanding of how to be transformational school leaders. The Executive Coach serves in a non-supervisory role as an external source of confidential and expert support. The coach has regular contact with the principal mentor and the Fellow. The coaches’ work with the Fellows includes:
• Participating in joint observations of teaching and debriefing with the Fellows on how he/she can improve their pre- and post observation conferences with teachers.
• Conducting role-plays of crucial and critical conversations with the Fellows to inform him/her of ways that stu-dents and teachers are meeting the highest of performance standards.
• Helping novice leader build leadership capacity.• Providing detailed evaluation of the Intern's progress at required intervals.
A complete list of our executive coaches is provided in the appendix.
Field WorkVisits to High Performing Schools
Each semester the Fellows go on site visits and conduct learning walks at demographically similar schools which have exemplary records of improving student achievement. Since seeing is believing, Fellows also individually visit and com-plete learning walks at a variety of schools in conducting the research for their developmental projects.
Off Site Training: Policy Institute
Understanding educational policy at the national, state, and local levels is of immense importance to our work training NELA Fellows. We have worked with a number of national organizations to seek guidance on developing a program to deliver a national perspective. The Institute for Educational Leadership (IEL) serves as an established, K-12 educationally focused organization that hosts policy institutes. The IEL institutes are tailor-made to participant needs. Below are four videos created from our IEL Policy Institutes.
• IEL video: http://vimeo.com/edutrope/iel
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• Testimonial Video: http://vimeo.com/edutrope/iel• Opening Circle in Washington, DC: https://vimeo.com/52220511#
• Closing Circle in Washington, DC: https://www.youtube.com/watch?v=52yz_1SaDo4&feature=player_embedded
Off Site Training: Community Learning Exchange
A Community Learning Exchange initiative (www.communitylearningexchange.org) is an evolutionary next step in lead-ership development for the W.K. Kellogg Foundation because it emphasizes leadership development as a process for creat-ing community change through collective action and not merely individual leader development. The Community Learn-ing Exchange fosters teaching, learning and leading within a community context. Based on the framework of gracious space -- a setting and with a spirit that invites the stranger to learn in public -- CLE magnifies and promotes deep and pro-found change because the learning is structured, guided and engaged using the a set of principles and dynamic peda-gogies.
Much of this work focuses on engaging the community to improve education as a vital pathway of opportunity and well-being for communities that historically have been marginalized. A key component of this work involves local communi-ties sharing their approaches broadly with other organizations and communities. To date, there have been more than 15 CLE’s across the country with participants from over 25 states.
NELA Fellows have attended three CLE’s
• Texas Community Learning Exchange: “Community Leadership in Schools” (Texas State University, Jan. 2012) [Ryan Hurley, Christina Williams, Mark Barfield, Yolanda Wiggins, Dr. Matt Militello]
• New York Community Learning Exchange: “Dual Language Schools” (PS 24 Brooklyn, June 2012) [Jennifer Lewis, Eliza-beth Payne, Tonya Little, Dr. Lisa Bass, Dr. Matt Militello]. New York CLE Video: http://vimeo.com/47953829
• Montana Community Learning Exchange: "Native American Youth Education" (Salish-Kootenai College, Aug. 2012) [Jackson Olsen, Zach Marks, Darren Gemzik, Dr. Susan Faircloth, Dr. Matt Militello].
Montana CLE Video: http://vimeo.com/48385373
Additionally, Fellows from Cohorts I and II attended a CLE “Train the Trainers” retreat in South Texas. Fellows learned various features of creating a CLE in a local context. The concept of Gracious Space is one important feature they learned. The video link highlights this concept. http://vimeo.com/edutrope/graciousspace
A complete list of Cohort I and II Fellows individualized conference attendance is found in the appendix
Please view this video of some of the professional conferences Fellows attended: http://vimeo.com/30388490
InternshipSchool Full Year Internship
NELA Fellows have the opportunity and responsibility to engage in a full-time, full academic year school leadership in-ternship. The Fellow works closely with their principal mentor and executive coach to develop a set of learning objectives for the experience. NELA directors monitor the plan in a 360 degree manner with all of the assessment reports previously described. Additionally, the principal mentor and executive coach hold regular face-to-face meeting to examine learning targets and growth. NELA has the fortune to keep the Fellows on full salary throughout their internship. In North Caro-
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lina, all full time master students in school administration can receive this benefit. NELA is using RttT funds and not state funds to support the full time internship. The next iterations of NELA will include the full time internship using the state funds. We have also developed an on-line Internship Handbook that provides details about roles and responsibilities for Fellows, coaches, and principal mentors: http://nelainternshiphandbook.wikispaces.com/home
To access a complete list of internship sites by Fellow link to: https://ncsunela.wikispaces.com/School+Internship
Community Internship
As part of the School and Community Engagement program component, each aspiring principal, or NELA Fellow, partici-pates in an internship with a community organization during the summer. They work with organizations which have a significant, positive impact in northeastern North Carolina. Through their internship experience, Fellows learn about the vision, mission, and daily operations of the organization; better understand how community organizations can work in conjunction with schools and other institutions to meet critical needs; and gain a deeper appreciation for the assets in the community that can be leveraged to support students. In addition, Fellows work with other leaders in organizations to design a plan for a community-based, school-affiliated initiative that addresses local needs, and develop a viable grant proposal to support this initiative. No financial commitment from the organization is required. A partnership between NCSU NELA and the Rural School and Community Trust designs and delivers the NELA community internship. Please view a sampling of videos from the community internships:
• http://vimeo.com/edutrope/communityintern
• https://vimeo.com/49422164
To access a complete list of internship sites by Fellows link to: https://ncsunela.wikispaces.com/Community+Internship
Embedded Technologies: Pedagogy & LearningTechnology in schools today is ubiquitous. Educational technology makes bold claims of efficiency, interactivity, and the ability to provide instantaneous, useful information for teachers to teach better and for students to learn more. Unfortu-nately, like many educational reform predecessors, the research, development, and legislative policies that anchor 21st cen-tury reform in technology remain largely underutilized and unrealized. A number of reasons exist why this gap between hortatory technology utility and actual use exists. To begin, a new digital divide exists in regard to accessing new tech-nologies (e.g., high-speed fiber optics, Web 2.0-- social networking, wikis, blogs, avatars, Second Life, etc.) in high poverty areas. Beyond access loom two other key barriers exist: the readiness capacity (knowledge and dispositions) of individuals to effectively use technologies and the interoperability (content capabilities) of the technology itself to make meaningful contributions to both teaching and learning. The issues of readiness and interoperability have become key features of the infusion of digital media in NELA. For us the infusion of technology in general and specifically digital media was an-chored in the domains of teaching, learning, and leading. The NELA program gives all students a laptop computer, small digital video camera, and training in video editing.
Operation NELA
Previously we described Digital Storytelling as just one example of our use of digital media. The use of video footage and playback is an important aspect of our work. We use this medium to train candidates to effectively diagnose good teaching and learning as well as to conduct honest and poignant conversations with teachers about their teaching. Finally, we em-ploy a spontaneous in-class scenario assignment we dub “Operation NELA.” Here we provide students with a specific scenario, context, and roles. The Fellows role play and tape the situation. The Fellows use the video to debrief and reflect on in-the-moment actions, outcomes, and the development of plans for alternative outcomes.
Webpages/Electronic Evidence Portfolio
Every Fellow creates a public webpage. The page is a living document to certify their preparation including tracking evi-dences of their proficiency on each standard and competency. Fellows must “show” that each sub-standard and compe-tency has been met at the proficient level with an assortment of artifacts.
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List of Technology Fellows Learn and Utilize
Video and Audio Collection Video Editing Video ProductionPowerPoint and Prezi Live Binder Scribd
Excel Moodle
Candidate AssessmentCandidate Assessment
We have a holistic plan to track and monitor Fellow’s growth. This assessment begins at the aforementioned Candidate Assessment Day but continues with a number of Formative Fellow Assessment Days. During these days we collect and analyze data on Fellow performance and later provide in-depth individual feedback sessions with each Fellow. Some strategies are below.
Competencies & Standards Documentation & Proficiency on Webpage
Each Fellow creates an individual webpage at the beginning of NELA. The webpages serve multiple purposes. These pages are living, electronic portfolios of the work the Fellows engage. The Fellows use portfolios for internship and job placement. The project directors, the use pages to judge and monitor progress. For example, a screenshot of Jackson Olsen’s page (Cohort II) is below. You can see on the left navigation bar Fellows include, at minimum:
Biography School InternshipResume Community Internship
Vision Statement ProjectsNC Standards-- all seven listed separately Videos
The screenshot below is of a Standard One link: http://jacksonolsen.wikispaces.com/Standard+1
If you visit the page you will see the graph below that tracks Jackson’s progress on the sub-standards over time. Next, a list of evidences demonstrate, vis-a-vis artifacts, how Jackson is proficient on each substandard. In this example Jackson has connections to courses, trainings, and readings. Additionally, a video shows Jackson working with teachers during his school internship. You will also see memos and an agenda that were created and used by Jackson.
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Assessment Reports
REPORT CONTENT
Fellow Weekly Log and Reflection
Each Fellow completes a weekly log of activities. The log documents classroom visits, parental contacts, student meetings, building meetings, etc. The Fellow includes a reflection about their learning that week and outlines their plan for the week ahead. The Fellow shares the log with the project staff and executive coaches each week. An example of the Weekly Log and Reflection is located in the appendix.
Fellow Monthly Re-port and Reflection
This report uses an electronic survey platform for Fellow’s to rate their growth (NC Standards and competencies) and provide details on experiences. Additionally, Fellows report on student and school data including attendance and discipline. Fellows reflect on what went well and on areas they need help and support to grow. Reports are shared with project staff and executive coaches.
Coaches Reports
Utilizing an enhanced version of the NC evaluation instrument/rubric for principal evaluation, coaches complete a detailed assessment of each Fellow based on standards and competencies. Three times a year NELA directors use data from the day in Fellow’s individual feedback meet-ings and in revising their Individual Leadership Learning Plan.
Principal Mentor Report
Utilizing an enhanced version of the NC evaluation instrument/rubric for principal evaluation principal mentors assess each Fellow based on standards and competencies. Twice a year NELA directors use data from the day in Fellow’s individual feedback meetings and in revising their Individual Leadership Learning Plan.
Semester Formative Assessment Days
Each semester Fellows engage a series of experiential events in which they must demonstrate their skills, knowledge, and dispositions. These carefully sequenced interactions require Fellows to apply their learning and help the directors and coaches identify areas of needed growth. The design is similar to the Candidate Assessment Day for entry into the program. NELA directors use data from the day in Fellow’s individual feedback meetings and in revising their Individual Leadership Learning Plan.
Project Director One-on-One and Semester
Reflection
At the end of each semester the project directors hold one-on-one meetings with each Fellow. The meetings include a detailed review of the Fellow’s webpages which archive their experiences and artifacts. Additionally, each Fellow must post a reflection video for the meeting. An example of a Fellow Reflection video can be seen at: https://nela3irby.wikispaces.com/Reflection+Videos
Operation NELA
Instructors must create a public learning scenarios that are role played and critiqued in class. A video of an Operation NELA can be seen at:
https://www.youtube.com/watch?v=_Gj2ORcv9Kg&feature=player_embedded
Ticket Out the DoorAt the conclusion of every class session Fellows complete a short formative assessment prompt designed to ascertain learning from that class. These metacognitive activities help the Fellows anchor their learning.
Course & Specialized Training Survey
At the conclusion of each course and specialized training, Fellows complete a formal evaluation. The formal course evaluations are required by the university and NELA requires formal training evaluations.
Program ImprovementNELA Impact of Campus MSA
NELA’s continuous improvement design with multiple feedback loops about design and delivery have helped us not only make just-in-time improvements to NELA but has also had an impact NC State’s campus-based program as well as new
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programs with other LEA partners. In a number of significant ways, NELA has begun to transform the form and function of our campus-based MSA program. Both NELA and the campus MSA program have implemented an artifact-based ap-proach to demonstrating proficiency on the North Carolina School Executive Standards and Competencies. Our campus MSA has incorporated a number of the NELA-designed artifacts. For example, the campus MSA now requires the “Self-as-Leader” digital story assignment. We have also replicated some of the cohort bonding experiences such as a new student orientation that is based on NELA’s program. NC State’s clinical faculty members are receiving certification in several of the specialized trainings (Crucial Conversations, Facilitative Leadership, etc.) so that these training can be offered to all educational leadership students at no charge.
NELA Impact on New District Partnerships
NC State has also replicated many of the elements of NELA in a new distance education cohort with Johnston County Schools. We presented an overview of NELA to the Superintendent and Human Resources Director, and they committed to having the district fund many of NELA’s key elements. Johnston County worked with NC State to co-design a customized Johnston County Candidate Assessment Day to select participants for a new Johnston County Cohort. The Candidate As-sessment Day was on a Saturday, and the review panel consisted of assistant superintendents, principals, assistant princi-pals, teachers, and NC State faculty. Johnston County also committed to fund release days for cohort members, provide a number of the specialized trainings, provide panels of exemplar principals for various seminars, fund a summer commu-nity internship experience, and support a modified school-year internship.
Similarly, the 14 superintendents of the participating NELA districts have seen the value of such a rigorous program and want to ensure its continuation after the grant ends. We have held a series of meetings to discuss the key feature of NELA and their related cost with the ultimate goal of co-constructing a detailed revised MOU (see appendix for the new MOU). In the new MOU, the counties’ superintendents and school boards are committing to fund up to $93,000 for each future NELA cohort member. These districts are resource poor with multiple competing demands on their limited funding so this level of long-term financial commitment to building their leadership bench strength clearly indicates the high value they place on NELA.
In the end, NELA doing exactly what innovation grants are designed to do: Utilize funds to create new sustainable im-provements.
FacultyWe have worked to create a cadre of instructors who have expertise and practical experience.
Fifteen instructors are active in NELA (five full time faculty in our department, one full time faculty in a different college at NCSU, and the remainder part-time faculty in our department). These faculty members represent diversity in terms of both demographics (gender, professional background, etc.) and expertise (a number of faculty are nationally recognized for work in their research domain). The NELA project directors work with each instructor in order to provide an overview of the unique aspects of the program. This includes training in “Operation NELA,” “Ticket Out the Door,” requiring and posting artifacts of learning tied to standards, and the use of our advanced technology in the development of artifacts.
A full list and description of each faculty member is provided in the appendix. Additionally, in the supplemental proposal documents we have included full curriculum vitae of our instructors as well as course syllabi.
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Program EffectivenessAs previously discussed, NELA collects and monitors data on our Fellows throughout the program, beginning with selec-tion. We are also subject to a rigorous external evaluation. We provide an unedited memo from our external evaluator in the appendix. As one additional summary and articulation of our measures for program success we map our metics in UCEA’s National Center for the Evaluation of Educational Leadership and Practice Program Effectiveness template.
See appendix for Complete list of Fellow job placement (yield)
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N E L AN O R T H E A S T L E A D E R S H I P
A C A D E M Y at
North Carol ina State University
P R O P O S A L
A P P E N D I C E S
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Appendix: AchievementsNELA Fellow Awards
Cohort I:Ryan Hurley - National School Board Association's "20 to Watch" listDemetra Lassiter - Teacher of the year (2005-2006 & 2009-2010)Doug Miller - Northampton County employee of the year (1993)Carol Mizelle - Teacher of the year (1996, 2002 and 2010), Bertie County district teacher of the year (2010), Wal-Mart teacher of the year for the Northeast region (1998)Gonzalo Pitpit - Teacher of the year 2010-2011, runner-up at district level the same yearMelissa Harris Richardson - Teacher of the year (2011)Kim Scott - Teacher of the year and Master teacher of the yearYolanda Wiggins - Teacher of the year (Twice), District teacher of the year (2010)Christina Williams - Teacher of the year (Twice)
Cohort II:Kendrick Alston - Teacher of the year (2011-2012), Outstanding Elementary Math Teacher for Nash/Rocky Mount (2011)Krista Fasoli - Teacher of the year (2011-2012)Tonya Little - Teacher of the year (Twice)Zach Marks - Teacher of the year (2010-2011)Jackson Olsen - Featured nationally on Channel One news in 2010 for his unique approach to teaching historyKelly Mudd - Teacher of the year (2010-2011)
NEAL Fellow Presentations
Militello, M., Fusarelli, B., Robbins, E. & Greenhill, L. (2013, April). How Race to the Top funds are helping prepare tomorrow’s leaders today.Symposium at the annual meeting of the American Educational Research Association, San Francisco, CA.
Brady, K., Militello, M., Eckes, S., Bello, A. & Murphy, S. (2011, November). Teaching principals about the law. Paper presenta-tion at the Annual Convention of the Educational Law Association, Chicago, IL.
Jackson, J. (2012, November). Teaching school law to teachers. Presentation at the Annual Convention of the Educational Law Association. Hilton Head, SC.
Williams, S., Harris Richardson, M., & Wiggins, Y. (2012, November). Halifax community story. Video presentation at UCEA Inaugural Peer-reviewed Film Festival (Denver, CO, November 2012)
Little, T. (2012, November). Self as leader digital story. Video presentation at UCEA Inaugural Peer-reviewed Film Festival (Denver, CO, November 2012)
NELA Fellow Publications
Militello, M., Friend, J., Mead, M., & Hurley, R.* (2011). Preparing educational leaders to harness the power of advanced technologies. Journal of Research on Leadership Education. 6(5), 140-144.
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Appendix: Weekly Log ExampleSample Weekly Log
Sample Weekly Reflection
This was a great week. It may have been one of my most productive yet. I had more observations to complete, IEPs to (almost) conduct, and a student council to organize. It was busy, fast-paced, and it felt like the whole thing was over in a blink.
I had the opportunity to conduct more observations, which was great, but the biggest learning moment came when Anne and I had a great experience of going through the process of comparing and contrasting notes and then evaluations. I learned a lot about how that process is done, and how she arrived at certain ratings that I had not. Two things really stood out to me from this experience:
1. I need to be more holistic in these evaluations. So far I’ve rated teachers very literally, based almost entirely upon what I saw in those 45 minutes. While it’s fine to be a stickler, I fully understand that not everything on the evaluation tool can be observed in a classroom. There were several strands on standards where Anne helped me to see the deeper aspects of this teacher’s professional progress, such as leading professional de-velopments, and using data to drive instruction. What an eye-opener!
2. I absolutely LOVE the way they do observations here at Zeb Vance. Not only do they have the observations scheduled well in advance, but they conduct pre- and post-conferences. Beyond that, Ms. Garrison informs the teacher when the evaluation is complete and let’s them check it online for up to several days before she asks her teacher to sign it. That provides the teacher the opportunity to really reflect on their instruction and practice, which is SO valuable to their development. I came from a school that didn’t actually observe me in my last year teaching there. And the year before that, I only got a summative, despite being an ILT. Even when I did get observed, I was asked to sign the evaluation n the spot, and I didn’t have the know-how or
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the gumption to challenge that. Zeb Vance is doing it the right way, and I’m grateful to be the student at vet-eran’s feet.
Today also marked our very first Eagle Leadership Academy meeting, and I gotta’ say, it went amazing. I walked away from school with a skip in my step after the extremely positive reception and reaction I got from the 29 students who made it through the application process. We played a get-to-know-you game, had some pizza, then did some team-building activities I learned from NELA. The kids really took to it, and they are fired up for a year full of service and leadership training. That also reminds me of how grateful I am to have recruited the guidance counselor to be my co-advisor to the group. She was outstanding and will be a integral part of keeping the ELA alive after I leave.
STANDARDS ADDRESSED: " 1a. Vision, Mission, Goals1d. Distributive Leadership3a. Collaborative Work Environment4c. Teacher and Staff Evaluation5a. Parent/Community Involvement6a. Micro-Political Leadership
COMPETENCIES ADDRESSED: Communication, Creative Thinking, Delegation, Judgment, Organizational Ability, Time Management
Note: Fellows can (and they do) submit the reflection with audio.
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Appendix: Semester Overview
Each semester students are provides an overview. Here we link objectives, assignments, and readings.
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Appendix: Class Agenda Example
Each class agenda includes an anticipatory set “story,” an experiential learning activity, content with activities, Operation NELA, and a Ticket Out the Door.
Tuesday, February 23, 2013
Agenda
Objectives:
• Experiential Learning: Shaping the Future• Leadership Defined • Inquiry/Action Cycle• Planning Innovation—David v Goliath• Technology and Wiki Site• Operation NELA: Interactive Scenarios
830a ! ! Share Announcements—acknowledgements, celebrations, concerns
Objectives
Blueberry Story
845a ! ! Shaping the Future Experiential Learning Activity
930a ! ! Defining Leadership (Inquiry Action, Chapter 1)
10a! Inquiry Action Cycle World Café
! Groups by part of cycle
! ! Define, example, in-use, report
1115a! ! Planning Innovation (David v Goliath)
1145a ! ! Technology and Wiki Sites
1215p! ! Lunch
115 p! ! Operation NELAs
Case Scenarios
Ø Assign Triads (6 of 3 and 1 of 2)
Ø Review Scenario
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Ø The Scenario should be done three times
Ø After all three “runs” through the scenario:
o Conduct a debrief session
o Create a group plan of action taking from the best of your responses. In one page tell us the best way to handle this.
430 p! ! Learning Reflection Video
§ About three minutes
§ Use iMovie and post to Wiki
§ Tell the audience about your learning. Where are you now? How far have you come? Where do you yet need to go? How do you know? What are you confident, worried about? Try to mention specifics—specific class sessions, books, assignments, etc.
450 p! ! Ticket Out the Door
The Blueberry Story by Jamie Robert Vollmer
“If I ran my business the way you people operate your schools, I wouldn’t be in business very long!” I stopped before an auditorium filled with outraged teachers who were becoming angrier by the minute. My speech had entirely consumed their precious 90 minutes of in-service. Their initial icy glares had turned to restless agitation. You could cut the hostility with a knife.
I represented a group of business people dedicated to improving public schools. I was an executive at an ice cream com-pany that became famous in the middle 1980s when People Magazine chose our blueberry as the “Best Ice Cream in Amer-ica.” I was convinced to two things. First, public schools needed to change; they were archaic selecting and sorting mechanisms designed for the industrial age and out of step with the needs of our emerging “knowledge society.” Second, educators were a major part of the problem: they resisted change, hunkered down in their feathered nests, protected by tenure and shielded by a bureaucratic monopoly. They needed to look to business. We knew how to produce quality. Zero defects! TQM! Continuous improvement! IN retrospect, the speech was perfectly balanced – equal parts ignorance and arrogance.
As soon as I finished, a woman’s hand shot up. She appeared polite, pleasant. She was, in fact, a razor-edged, veteran, high school English teacher who had been waiting to unload. She began quietly, “We are told, sir, that you manage a com-pany that makes good ice cream.” I smugly replied, “Best ice cream in America, Ma’am.” “how nice,” she said. “Is it rich and smooth?” “Sixteen percent butterfat,” I crowed. “Premium ingredients?” she inquired. “Super premium! Nothing but triple A.” I was on a roll. I never saw the next line coming. “Mr. Vollmer,” she said, leaning forward with a wicked eyebrow raised to the sky, “when you are standing on your receiving dock and you see an inferior shipment of blueberries arrive, what do you do?” In the silence of that room, I could hear the trap snap. I was dead meat, but I wasn’t going to lie. “I send them back.” “That’s right!” she barked, “and we can never send back our blueberries. We take them big, small, rich, poor, gifted, exceptional, abused, frightened, confident, homeless, rude, and brilliant. We take them with ADHD, junior rheumatoid arthritis, and English as their second language. We take them all! Everyone! And that, Mr. Vollmer, is why it’s not a business. It’s a school!”
In an explosion, all 290 teachers, principals, bus drivers, aides, custodians and secretaries jumped to their feet and yelled, “Yeah! Blueberries! Blueberries!” And so began my long transformation.
Since then, I have visited hundreds of schools. I have learned that a school is not a business. Schools are unable to control the quality of their raw material, they are dependent upon the vagaries of politics for a reliable revenue stream, and they are constantly mauled by a howling horde of disparate, competing customer groups that would send the best CEO scream-ing into the night. None of this negates the need for change. We must change what, when, and how we teach to give all children maximum opportunity to thrive in a post-industrial society. But educators cannot do this alone; these changes can occur only with the understanding, trust, permission and active support of the surrounding community. For the most im-
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portant thing I have learned is that schools reflect the attitudes, beliefs and health of the communities they serve, and therefore, to improve public education means more than changing our schools, it means changing America.
Shaping the Future Experiential Learning Activity
Purpose:
This exercise provides an opportunity for members of a group to understand a specific task—without the benefit of site. The purpose is to communicate with one another to problem solve in a setting that is new and uncomfortable.
Directions:
Participants begin in a circle. They are asked to don blindfolds while the facilitator places one portion of a continuous rope in each of the participants’ hands. The group will be asked to create a number of different shapes. Outcomes:
Group workProblem solvingRisk takingCommunication
Operation NELA: Triad Scenarios
Group 1
You are a high school assistant principal. The ninth grade pre-algebra teacher is constantly complaining about a student in class. He has reported a number of referrals based on class disruption and lack of engagement. The teacher sets up a meet-ing with you to discuss the removal of the student from the class.
You task is to talk to the faculty member to create a plan to keep the student in class as there is no other class to put the student.
Role Tasks: AP, Faculty Member, Recorder
Group 2
You are a high school principal. You have been working with students in your school to develop a new Lesbian, Gay, Bi-sexual, and Transgender (LGBT) club. One day a number of students, who all happen to be on the football team, wear t-shirts that say “It’s Adam and Eve, NOT Adam and Steve.” There is a clear disruption in the school as various forms of heckling and tension are apparent.
Your task is to have the football players to remove the shirts.
Role Tasks: Principal, Football Player, Recorder
Group 3
You are an elementary school principal. Yesterday you suspended a 3rd grade student for bringing a toy gun to school. You thought you worked through the issue with the parent and that they understood that the repercussions clearly fit within the guidelines of the school and district policy. As you begin your day a camera crew and reporter from the local news station are at your office door. With very limited preparation time you are charged with answering a series of questions.
You must respond to the questions posed.
Role Tasks: Principal, Reporter, Recorder
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Group 4
You are a middle school principal. You have an angry parent waiting for you. Her daughter was suspended yesterday by one of your assistants. There has been some racial tension in the halls between classes between Latino students and White students. Yesterday a White student got in a verbal argument with a Latina student who she claimed called her a “Cracker.” The White student got physical with the other student. The Latina student adamantly rejects making the com-ment. Friends confirm stories on each side. Two weeks ago the White student was suspended for making a racial slur in the hall. The AP did not send the Latina student home, but suspended the White student. The parent is not happy.
You must settle the parent and assure her that you are unbiased in your approach to student discipline.
Role Tasks: Principal, Parent, Recorder
Group 5
You are a middle school principal. A parent wants to talk to you about school safety. He is concerned that there is harass-ment (verbal and physical) that takes place in the halls before school and during passing times. She wants something done about it. He also has come prepared to gather other parents together to monitor the halls themselves.
You must assure that parent that the school is in fact safe and also discuss a strategy to keep the parent involved in the school.
Role Tasks: Principal, Parent, Recorder
Group 6"
You are a high school principal. You arrive to school in the morning and receive a phone call that a 10th grade student had committed suicide last night. You immediately meet with the lead counselor. You have 20 minutes before school starts. You do not have any indication of how many students may already know what has transpired.
You must create an action plan for the day.
Role Tasks: Principal, Counselor, Recorder
Group 7"
You are an elementary principal. Your superintend has conducting an annual site visit in your school. You accompany her on a learning walk where you visited five classroom for 5-10 minutes. After the visits the superintendent meets with you and asks you a series of questions about what you saw in the classrooms. She is clearly critical of the kinds of teaching that were taking place in the classrooms.
You must walk a fine line of supporting your faulty as you know the full scope of the teaching and learning that transpire while at the same time acknowledge the superintendents concerns without sounding defensive.
Role Tasks: Principal, Superintendent, Recorder
Ticket Out the Door
Ticket:
What parts of the Inquiry Action Cycle were intriguing to you?
How might you use this in your practice as a future school leader?
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Appendix: External Evaluation MemoThis is an unedited memo from our external evaluator for the RttT Regional Leadership Academy (RLA). Dr. Brown evalu-ators all three NC RLA’s.
TO:! UCEAFrom:! Kathleen M. Brown, Ed.D., NC Race-to-the-Top Evaluator for District and School
Turnaround/Transformation (DST) and Regional Leadership Academies (RLA)Date:! May 13, 2013RE: ! Exemplary Educational Leadership Preparation Award! Northeast Leadership Academy (NELA) is Preparing Turnaround Principals for NC
Developing school leaders who are equipped with the knowledge, skills, and dispositions needed to effectively lead low-performing schools has become a critical goal for local education agencies (LEAs) intent on dramatically improving stu-dent outcomes. North Carolina’s Race to the Top (RttT) plan acknowledges the pressing need for high-quality leadership in low-achieving schools; the component of the plan that focuses on ensuring equitable distribution of high-quality teachers and leaders identifies, among other things, a need for “increasing the number of principals qualified to lead transforma-tional change in low-performing schools in both rural and urban areas” (NCDPI, 2010, p.10).
The policy objective of North Carolina’s Regional Leadership Academies (RLA) initiative is to increase the number of prin-cipals qualified to lead transformational change in low-performing, high-need schools in both rural and urban areas (i.e., prepare approximately 185 “turnaround principals” over three years). To meet this need, part of the state’s Race-to-the-Top (RttT) funds (approximately $17.5 of $400 million) support three RLAs, each of which has laid out a clear set of principles about leadership in general, leadership development in particular, and leadership development for high-need schools most specifically. These programs “provide a new model for the preparation, early career support, and continuous professional development of school leaders” and serve collaboratives of partnering LEAs.
Northeast Leadership Academy (NELA) was established in 2010 (one year before RttT funding was available) as a 2-year program based at the North Carolina State University (NCSU), it leads to NC Principal Licensure and an MSA degree, and serves 14 LEAs in Northeast NC (total of 70,348 students served).
NELA was created independently to meet the school leadership needs of a very distinct region of North Carolina (i.e., poor, rural, northeast counties of the state). As such, NELA is a unique program with its own partnerships, program phi-losophy, curriculum, coursework, and fieldwork.
According to UCEA (2012), the three most essential features of effective leadership preparation programs are: (1) having a program philosophy that clearly articulates a theory of action, (2) having a strong curriculum focused on instruction and school improvement, and (3) having well-designed and integrated coursework and field work. • Observational data and document analyses provide converging, consistent evidence that NELA has utilized these cen-
tral program features as organizing principles in designing, delivering, and deliberating its individual principal preparation program, and that the fidelity of the implementation of its program design has been strong.
• Data also indicate that NELA has been designed so that its content (i.e., core concepts to be taught), pedagogy (i.e., the means by which learning is facilitated), and experiences (i.e., the nature of coursework and fieldwork) reflect best practices for developing candidates into leaders who can facilitate high-quality teaching and learning for all children.
• Even though data on the long-term and distal outcomes of NELA are not yet available, findings indicate that NELA has been deliberate, effective, and successful in developing and incorporating critical, research-based features into its program (rigorous recruitment and selection; cohort-based experiences; an action-research, case-study curriculum focus; full-time, year-long clinical residency experience; weekly full-cohort, continued learning during the residency year; multifaceted support structure; job placement and induction support; and dynamic feedback and improvement loops).
Recent Cohort 1 graduates describe NELA as a life-changing journey. They’ve learned to “think quickly and strategically,” use “data in every decision we make,” have “crucial conversations with teachers,” “pay it forward,” and move their schools from “PLCs in name to PLCs in action!” They also recognize and appreciate NELA’s Directors, Mentors, and Coaches as invaluable resources of information and support.
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NELA affected our hearts and our minds. We are applying what we learned. We are removing the blinders, one kid at a time … giving voice, impacting and changing the way kids see and interact with the world. It’s not all about test scores. (NELA graduate)
Last year, when I messed up, I was just the intern. No more. This year is for real! I’m on information overload. I’m rolling with the punches, handling multiple Operation NELAs at the same time! Through NELA I learned how to deal with things, how to manage my time and hone my organizational skills. This [the work last year] has pre-pared me the most for my new role as AP. All of the sayings and advice from our instructors and coaches keeps flooding back to my mind daily! I am building relationships. I am rebuilding the culture. I am smiling, even in adversity. I so appreciate NELA’s extended coaching support. I am finding my job description and living within it. (NELA graduate)
Our NELA Directors have consistently given me constructive feedback and extended all possible support that they can offer to help me. From top to bottom, everyone expects to establish a culture of high academic expecta-tions. Everyone involved inculcated us to the very important role and responsibility that is placed on our shoul-ders when were chosen to be NELAs? (NELA graduate)
Generally speaking, Cohort 1 participants in NELA found internship placements in targeted schools and LEAs (i.e., strug-gling, low-performing schools, including several Turnaround schools). In addition, Cohort 1 graduates (n=21) also landed jobs (approximately 76% as educational leaders … either as principals, assistant principals, coaches, and/or facilitators) in target schools and LEAs. On average, their employing schools (including eight Turnaround schools) hosted student bodies in which: More than two-thirds (67.6%) receive free or reduced-price lunch; English I/Reading scores below 60%; and Al-gebra I/Math scores below the 65% mark. As such, the Northeast Leadership Academy is to be highly commended for helping to prepare principals qualified to lead transformational change in low-performing, high-need schools.
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Appendix: Conference AttendanceName Conference Attended
Mark Barfield CLE In TX, Jan 2013; NASSP conference Feb/March 2013; NCASA, March 2012.Annabel Bello Community Schools Learning Lab, Seattle, WA, March/April 2011Education Law
Conference, Chicago, IL Nov. 2011; NCASA, March 2012.Melissa Harris Richardson UCEA in Denver, Nov 2012; NCASA, March 2012.Ryan Hurley Community Schools Learning Lab, Seattle, WA, March/April 2011; NCASA, March
2012.Mark Long NC Legislators Retreat in Pinehurst, Jan 2013; NCASA, March 2012.Doug Miller ASCD conference in San Francisco; NCASA, March 2012.Carol Mizelle CLE In TX, Jan 2013; NCASA, March 2012.Sean Murphy Community Schools Learning Lab, Seattle, WA, March/April 2011; Education Law
Conference, Chicago, IL Nov. 2011; NCASA, March 2012.Erin Swanson Community Schools Learning Lab, Seattle, WA, March/April 2011; NC Legislators
Retreat, Pinehurt, Jan 2013; NASSP conference Feb/March 2013; NCASA, March 2012.Erica Shoulders Royster Community Schools Learning Lab, Seattle, WA March/April 2011; CLE In TX, Jan
2013; NASSP conference Feb/March 2013; NCASA, March 2012.Yolanda Wiggins CLE in TX, Jan 2013; UCEA in Denver, Nov 2012; NCASA, March 2012.Christina Williams NCASA, March 2012.Shelly Williams UCEA in Denver, Nov 2012; NCASA, March 2012.Kimberly Allison CLE in TX, Jan 2013; NCASA, March 2013.Krista Fasoli NASSP conference Feb/March 2013; NCASA, March 2013.Vernadette Garland CLE in TX, Jan 2013; NCASA, March 2013.Darren Gemzik Salish Kootenai College CLE in MT, Aug 2012; NCASA, March 2013.Larry Hodgkins CLE in TX, Jan 2013; ; NCASA, March 2013.Jennifer Lewis Brooklyn Center for Ethical Leadership in NY, June 2012; ; NCASA, March 2013.Tonya Little CLE in TX, Jan 2013; UCEA in Denver, Nov 2012; Brooklyn Center for Ethical Leader-
ship in NY, June 2012; ; NCASA, March 2013.Zach Marks Salish Kootenai College CLE in MT, Aug 2012; ; NCASA, March 2013.Timothy Mudd CLE Tennessee Sept. 2012; ; NCASA, March 2013.Jackson Olsen CLE in TX, Jan 2013; SC Law Conference in Hilton Head, Nov 2012; Salish Kootenai
College CLE in MT, Aug 2012; ; NCASA, March 2013.Teicher Patterson CLE in TX, Jan 2013; ; NCASA, March 2013.Elizabeth Payne Moran CLE in TX, Jan 2013; Brooklyn Center for Ethical Leadership in NY, June 2012;;
NCASA, March 2013.Amy Pearce Collaborative Conference on Student Achievement (CCSA) sponsored by DPI,
Greensboro, March 25-27, 2013; ; NCASA, March 2013.Hugh Scott NASSP conference Feb/March 2013; NCASA, March 2013.Kelly Anne Shelton Mudd NASSP conference Feb/March 2013; NCASA, March 2013.Angela Strother Collaborative Conference on Student Achievement (CCSA) sponsored by DPI,
Greensboro, March 25-27, 2013; NCASA, March 2013.
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Appendix: Fellow Job Placement
Cohort ICohort ICohort IName Job Position School/District
Barfield, Mark Assistant Principal Northampton High School/Northampton CountyBello, Annabel Teacher, Pre-K to 5, stu-
dents with autismAurelian Springs Elementary School/Halifax County
Harris Richardson, Melissa Assistant Principal Aurelian Springs Elementary School/Halifax CountyHurley, Ryan Transformation Coordina-
torNorthside Elementary/Warren County
Lassiter, Demetra Teacher, 4th grade Central Elementary School/Northampton County
Long, Mark Assistant Principal Northampton County High School/Northampton CountyMiller, Doug Director of Transportation Roanoke Rapids Graded School DistrictMizelle, Carol Instructional Facilitator
(focus on grades 6 – 8)Bertie County Middle School (2 - 3 days a week)/Bertie County Central Office (2 - 3 days a week)
Murphy, Sean Teacher Davie Middle School /Halifax CountyNeal, Tracey Assistant Principal Warren County High School/Warren CountySwanson, Erin Assistant Principal Northwest Halifax High School/ Halifax CountyPitpit, Gonzalo Teacher, 5th grade Ahoskie Elementary School/Hertford CountyRose, Mae Assistant Principal Hertford County High School/Hertford CountyScott, Kimberly Assistant Principal Ahoskie Elementary School/Hertford CountyShoulders Royster, Erica Assistant Principal Franklinton High School/Franklin CountySpivey Jason, Ebony District Testing and Ac-
countability DirectorWarren County Schools
Walker, Hope Teacher, 7th grade Davie Middle School/Halifax CountyWiggins, Yolanda Assistant Principal MB Hubbard Elementary School/Nash-Rocky MountWilliams, Cecilya Teacher, Grade 2 Central Elementary School/Northampton CountyWilliams, Christina Assistant Principal Inborden Elementary School/Halifax CountyWilliams, Shelley Assistant Principal Chaloner Middle School/RRGSD
Cohort IICohort IICohort IIName Job Position School/District
Allison! , Kimberly Assistant Principal Wilton Elementary School/Granville CountyGemzik, Darren Assistant Principal (In-
terim)Southwest Edgecombe High School/Edgecombe County
Greenhill, Lauren Assistant Principal Roanoke Rapids High School/RRGSDHodgkins, Lawrence Assistant Principal South Creek Middle School/Martin CountyOlsen, ! Jackson Assistant Principal (In-
terim)Northern Vance High School/Vance County
Payne Moran, Elizabeth Assistant Principal West Oxford Elementary School/Granville CountyScott, Hugh Assistant Principal Southern Nash High School/Nash/Rocky Mt.
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Appendix: Revised MOU
Northeast Leadership Academy (NELA) ContinuationMemorandum of Understanding
Dear Superintendent XXXX:
We congratulate you on XXXX County Schools’ decision to continue to participate in North Carolina State University’s Northeast Leadership Academy (NELA). The Northeast Leadership Academy is an innovative leadership program de-signed to help participating districts plan for the future by building a deep pool of highly qualified 21st Century school leaders in 14 northeastern North Carolina school districts.
The NELA program requires a strong commitment from both NC State University and your school district in order to be successful. The purpose of this Memorandum of Understanding (MOU) is to outline these commitments that include:
• Council of Superintendents: The participating Superintendents or their designees will come together with NC State faculty and leadership for Council of Superintendents meetings (periodic meetings held approximately twice each year) for programmatic updates and planning.
• Cohorts: NC State University will offer a two-year distance education MSA cohort in the northeast beginning in Fall 2014. The site for program delivery will primarily be at The Gateway Technology Center in Rocky Mount, NC. The ideal cohort size will be 21 students. Contingent upon available funding, each district will agree to spon-sor at least one participant for each cohort. If a district is unable to secure funding for a candidate to participate in NELA, the district must inform the NELA Leadership team in writing, no later than December 1st of the year prior to the planned cohort start date (For Cohort 1, the opt out deadline would be December 1, 2013). A minimum of 17 admitted students will be required for NCSU to offer the program. To assist districts with strategic planning, NC State will start a new NELA MSA program every other year (beginning in even numbered years). The second NELA MSA cohort would begin in Fall 2016. NC State may adjust this schedule if the need arises;
• Selection: Preparing effective principals begins with districts working to identify and endorse high-quality indi-viduals with strong leadership potential. Each applicant must secure their superintendent’s endorsement. Appli-cants will complete an enhanced NCSU Graduate School application, must pass a background screening and ref-erence check, and participate in NELA’s Candidate Assessment Day. (For a description, please see: go.ncsu.edu/nela). The NELA Leadership Team will then complete a comprehensive review of all materials, con-sult with district leaders, and make final admission decisions. Selected participants will become NELA Fellows;
• Tuition/Fees and Books: NCSU will offer the program as a distance education degree and consequently the tui-tion and fees will be substantially less than on-campus rates. (Currently, approximately 28% less than on-campus rates). Participating NELA districts may elect to pay student tuition/fees and books, pay a portion of student tuition/fees and books, offer loan forgiveness for tuition/fees and books or pay no tuition/fees and books (Stu-dents would pay their own tuition/fees and books);
o XXXX County will (please circle one and initial): a) pay student tuition/fees and books; b) pay ___% of student tuition/fees and books; c) offer loan forgiveness after ____ years service in our district; d) not pay for tuition/fees and books; e) other (please write in)________________________________________.
• Specialized Trainings: An essential component of the NELA program is the context-specific specialized trainings for school leaders. The district agrees to provide $7,500 per Fellow to cover the cost of the trainings over the two-year program. After consultation at a Council of Superintendents meeting, a list of proposed trainings and their
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delivery date (subject to change) will be provided to the district at the start of each new cohort. To help provide continuing development for current and aspiring school leaders, the district may elect to send current or aspiring school leaders to some of the trainings (with agreement from NELA Leadership). The districts may also elect to have NELA provide separate sessions of the specialized trainings (possibly a series of five sessions over the aca-demic year) for other district employees. The district would provide additional funds to cover the cost of their participation;
• Release Time: The district will provide release time for the NELA Fellows during the first year of their program (Up to 6 days in the fall and on Tuesdays [and possibly other special events] during the spring semester: January – early May. The number of release days will not exceed 25 workdays across the academic year.). For Cohort 1, this would occur in the 2014-2015 academic year. The district will identify and place a dedicated substitute teacher (ideally, a retired master teacher) who will agree to teach in the same Fellow’s classroom each Tuesday from January – early May;
• Internship: Fellows will participate in a full-time internship in the second year of the program. The district will release Fellows from their regular work assignments during the second year (for Cohort 1, 2015-2016). The Fel-lows will remain employees of their home district. The sponsoring district will pay the Fellows’ salary, fringe and benefits during their internship year - at the salary they were earning when they began the program. The intern-ship year will count towards years of service as a state employee;
• Mentor Principal: The district will work with NELA Leadership to place Fellows with exemplar mentor princi-pals during their internship year. The mentor principal will commit to providing the Fellows with a meaningful principal internship experience. To acknowledge their additional work to build aspiring leaders, the district will provide a $500 honorarium per Fellow to the mentor principal for their work with NELA Fellows;
• Executive Coaching: NELA utilizes individualized executive coaching to work with Fellows based on specific needs from their Individualized Leadership Development Plans. The coach (a retired expert principal or superin-tendent) will function as an external source of confidential and expert support. The district agrees to provide each Fellow with a NELA Executive Coach for both their internship year and for one year of early career support at a cost of $5,500 per year for two years (in year 2 of the program and after graduation, for the first year a Fellow is in a leadership role);
• Access: The district agrees to provide Fellows access to the central office and individual schools so NELA can create meaningful internship and field experiences;
• Fellows’ Commitment to Sponsoring District: It is agreed that the Fellows will remain employees of their home school district for a minimum of three years following their internship (for Cohort 1, 2016-2017, 2017-2018 and 2018-2019). The Fellows will commit to working as an assistant principal or principal in their sponsoring district;
o Each district may establish their own agreements with NELA Fellows about their post-degree commit-ment and any consequences for failing to complete the commitment. This agreement may include a re-quirement to repay the district for any or all expenses related to the Fellow’s participation in NELA. Any such agreements will be between the Fellow and the sponsoring district. NC State will not play a role in enforcing such agreements;
• Inter-District Agreement: The participating districts commit to utilizing the leaders that they sponsored through NELA. The districts mutually agree to not hire Fellows who other districts sponsored before the Fellow has com-pleted their three-year commitment. A district may decide to allow another district to hire a Fellow they spon-sored before they complete their three-year commitment. Such an agreement may include a requirement for the hiring district to repay the sponsoring district for any or all expenses related to their sponsorship of the Fellow in NELA. NC State will not play a role in the inter-district agreements;
• Successful Progress: All the above is prefaced on the district's initial endorsement of the candidate and the Fel-low's successful completion of NELA-related work as assessed by NELA Leadership and NC State faculty.
Memorandum of Understanding
I have read all pertinent documents, understand my role, and agree to fulfill my responsibilities to the best of my abilities.
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Appendix: Project PersonnelBonnie Fusarelli, Grant PI & Project Director
Bonnie Fusarelli (PhD) is an associate professor in the Lead-ership, Policy, and Adult and Higher Education Department at North Carolina State University. She earned a BA in Po-litical Science from the University of Texas at Austin and her teaching credentials from St. Edward’s University. Fu-sarelli worked as a middle and high public school teacher in Texas while she earned her Master’s in School Leadership from the University of Texas at San Antonio. In 2001, she earned her Ph.D. in Educational Administration from The Pennsylvania State University.
Her research focuses on educational leadership and policy, the politics of school improvement, educational equity, and organizational change, with a particular focus on state-level education reform and leadership development. Her re-search examines school leadership on three levels: the building level (school principals and effective models of leadership preparation), the district level (superintendents and their preparation in both traditional and non-traditional ways), and the state level. To support her re-search, Dr. Fusarelli has received funding from the U.S. De-partment of Education, The National Science Foundation, The Bill and Melinda Gates Foundation, and the North Carolina Department of Public Instruction. In 2011, she was granted an appointment as a Faculty Research Fellow at The Friday Institute for Educational Innovation and in 2013 she was named a NC State University Faculty Scholar.
She can be reached at [email protected]
Matthew Militello, Grant Co-PI & Project Co-director
Matthew Militello (PhD and MEd Michigan State Univer-sity and BEd University of Michigan) is an associate profes-sor in the Leadership, Policy, and Adult and Higher Educa-tion Department at North Carolina State University. He previously held a similar position at the University of Mas-sachusetts at Amherst (2005-2008). In 2012, Militello was named a Research Fellow and NCSU’s Friday Institute for Educational Innovation. Prior to his academic career, Mil-itello was a middle and high public school teacher, assistant principal, and principal in Michigan. His research focuses on developing principals’ knowledge and skills in the areas of school law, school data, and collective leadership. Mil-itello has more than 50 publications and has co-authored two books: “Leading with inquiry and action: How princi-pals improve teaching and learning” (2009, Corwin Press) and “Principals teaching the law: 10 legal lessons your teachers must know” (2010, Corwin Press) and co-edited a third: “Principal 2.0: Technology and educational leader-ship” (2013, Information Age).
Militello has received funding to conduct research from the
College Board (national study of effective high poverty high schools), the Commonwealth of Massachusetts (statewide study on school data use), the W.K. Kellogg Foundation (community leadership initiative) and Xian Normal Univer-sity (study of school principals in Northwest China). He is currently a Co-PI on a multi-million dollar Race to the Top grant to train school leaders in Northeast North Carolina.
He can be reached at [email protected]
Andy Overstreet, Grant Co-PI & Coach Coordinator
Andy Overstreet began at NC State in 2002 as Project Man-ager for the development of the Friday Institute at The Col-lege of Education. He also served as Visiting Professor in the department of Educational Leadership and Policy Stud-ies. He was appointed to Director of Operations at The Fri-day Institute in 2005. Prior to joining NC State, Dr. Over-street worked for 34 years in the public schools of Virginia and North Carolina as a teacher, principal and superinten-dent. He also lectured at UVA and UNC and is co-leader of The Innovation Leaders Academy at the Friday Institute.
He can be reached at [email protected]
Lesley Wirt, Project Coordinator
Lesley G. Wirt serves as the project coordinator for the Northeast Leadership Academy at North Carolina State University. She earned her undergraduate degrees in psy-chology and early childhood education from James Madi-son University. She taught elementary school for two years in Virginia. She then decided to work in higher education and received both her master and doctoral degrees in Higher Education Administration from North Carolina State University. She has worked at NC State University and Edgecombe Community College recruiting prospective students, advising new and current students, tracking stu-dent achievement, planning programs, and enhancing stu-dent retention and success. She can be reached at [email protected]
Dianne Griffiths, Project Assistant
Dianne Griffiths is Project Assistant for the Northeast Leadership Academy at North Carolina State University. She earned her bachelor degree in Communications from The Ohio State University in Columbus, Ohio. She is an ardent supporter of public education and has served in a variety of educational volunteer positions for many years.
She can be reached at [email protected]
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Appendix: Faculty
Instructor Position Teaching Domain
Dr. Bonnie Fusarelli Associate Professor, NC State Leadership Theory, Policy and Politics, Organizational Change, School-Community Collaboration
Dr. Matt Militello Associate Professor, NC State Leadership Theory, School Data, Leading with Technology, Collective Leadership
Dr. Shirley Arrington Retired Public School Administrator School Budgeting and Finance
Dr. Andrew Behnke Assistant Professor and Extension Specialist, 4-H Youth Development & Family & Consumer Sciences, NC State
School & Community EngagementGrant Writing
Dr. Kevin Brady Associate Professor,NCSU Law for School AdministratorsDr. Jeni Corn Senior Research Associate, Friday Institute, NC
State. Evaluation of School-Based Initiatives
Dr. James Ellerbe School Transformation Coach Team Leader, NC De-partment of Public Instruction. Former Award Win-ning Principal
Teacher EvaluationSchool Climate and Culture
Dr. Susan Faircloth Associate Professor, NC State Special Education for School LeadersMoral and Ethical LeadershipIndiginous Education & Diversity
Dr. Lance Fusarelli Professor, NC State University Politics of EducationData-Based Decision MakingResearch Methods
Dr. Pat Hobbs Assistant Superintendent for At-Risk Programs and Student Services, Harnett County Schools, NC
Context and Challenges of School Im-provement
Dr. Joe Peel Retired Public School Administrator Teacher EvaluationChange TheoryLeadership Theory
Dr. Fran Riddick Assistant Superintendent Instructional Support & Development at Johnston County Schools, NC
School Staff Professional DevelopmentCrucial ConversationsFacilitative LeadershipTeacher Evaluation
Dr. Nicole Smith Principal of H.B. Sugg & Sam D. Bundy Elementary School, Pitt County Schools, NC
Teacher Evaluation
Dr. Cathy Williams Principal of East Garner Middle School, Wake County Public Schools, NCAward Winning Principal
School Culture and ClimatePLCsLeadership Theory Change
Dr. Doris Terry Williams Executive Director, Rural Schools and Community Trust
School & Community Engagement
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Appendix: Executive Coaches
Shirley Hart Arrington
Dr. Arrington earned her undergraduate degree in elemen-tary education from North Carolina Wesleyan College in Rocky Mount and her master’s degree, principal certifica-tion, and doctorate from Campbell University. She served as a teacher, assistant principal and principal in the Edge-combe County School System, the Rocky Mount City School system and the Nash Rocky Mount School System. She joined the Principals’ Executive Program in 1993 as an As-sistant Director where she directed several programs for school administrators including the Assistant Principals Executive Program, the Developing Future Leaders Pro-gram, the Higher School Performance Program, the Instruc-tional Leadership for Reform Program and the Leadership Conference for New Administrators. In April of 2006 she was appointed by the University of North Carolina Board of Governors to the position of Executive Director of the North Carolina Model Teacher Education Consortium. Dr. Arring-ton retired on September 1, 2011 after over thirty-four years of service to public education in North Carolina. She is cur-rently serving as a professor at Gardner-Webb University, teaching in the Master’s of Elementary Education Program. She also works part time as a program assistant and facilita-tor for the North Carolina Principals’ and Assistant Princi-pals Association’s Distinguished Leadership in Practice Program.
Tom Benton
Tom Benton’s 38 years in public education have focused on school level work. He was a high school social studies teacher for nine years and a middle and high school princi-pal for twenty-four years. Since “retiring” in 2005, he has worked as a consultant for the state turnaround effort as a leadership facilitator/ turnaround coach to two high schools and three middle schools. He has also worked as a leadership facilitator for the New School Project by helping in the planning and opening of two Early Colleges and a New Tech high school. He has served as a coach/ mentor to principals in several LEAs and as a state trainer for the re-cently implemented Principal evaluation process. He is cur-rently serving as one of the trainers for NCPAPA’s Distin-guished Leaders Practices program. He has provided train-ing to various groups in implementing PLCs, use of data, classroom management, best practices for school adminis-trators, time management, and other topics. He presently lives with his wife of 38 years and a dog and two cats. His two daughters are pursuing careers as a high school media coordinator and practicing Psychologist. In his spare time, he renovates old houses and hangs out at Surf City.
Carl Harris
As a leader of an urban school district, Dr. Carl E. Harris caught the attention of the U.S. Education Department for
his bold decisions to create small innovative high schools and his ability to garner business and community support for schools. Carl was named Deputy Assistant Secretary of Education, a position responsible for Pre-K-12 initiatives and State Technical Assistance.
Thomas Houlihan
Dr. Tom Houlihan is President/CEO of his own firm spe-cializing in organizational improvement and leadership in education. His clients include foundations, private industry, state and local school systems and the United States De-partment of Education. He previously served as Executive Director of the Council of Chief State School Officers, serv-ing in that national leadership role since 2001. Prior to serv-ing CCSSO, Tom served as President/CEO of the North Carolina Partnership for Excellence. Currently Tom serves on the NC State Board of Community Colleges (NC House appointee) and the Scholars Council at NC State University (Institute for Emerging Issues). In addition he is Chair of the Burrough-Welcome Fund’s SSEP Selection Committee for K12 math/science education awards. Dr. Houlihan previ-ously served as Senior Education Advisor to Governor James B. Hunt, Jr., Governor of North Carolina. With a background as a teacher, high school principal and superin-tendent, Dr. Houlihan is the first educator in history to hold Cabinet level status in a North Carolina Governor’s admini-stration. An author and frequent speaker/consultant, Dr. Houlihan was selected “Superintendent of the Year” in North Carolina and was one of four finalists for national “Superintendent of the Year.” He has also been honored by his alma maters, Indiana University and North Carolina State University, as a distinguished alumni award winner for contributions to education. Dr. Houlihan has written three books, co-authored a Resource Kit on School Im-provement, and published over 200 professional and news media articles.
Henry Johnson
Henry Johnson is a senior advisor on B&D Consulting’s education team. He offers innovative approaches and strategies to help educational systems achieve and sustain improvements in student and school performances. Henry also has expertise in No Child Left Behind, teacher quality and other growing education issues. Before joining B&D Consulting, Henry was U.S. Assistant Secretary of Educa-tion for Elementary and Secondary Education after being nominated by President Bush and confirmed by the U.S. Senate. He has developed a wealth of experiences from more than 30 years of service as a classroom teacher, local administrator, state superintendent of education and na-tional assistant secretary of education. Henry also served as State Superintendent of Education in Mississippi and Asso-ciate State Superintendent for the North Carolina Depart-ment of Public Instruction. Dr. Johnson is a member of the
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Southern Regional Education Board (SREB) where he has served as a member of their Executive Board of Directors. SREB is a leader in education and economic development for the South. Johnson also serves on various other boards and commissions. Just prior to joining the North Carolina Department of Public Instruction in 1992, he served as As-sistant Superintendent for Curriculum and Instruction for Johnston County Schools. In his 30 plus years of experience as a professional educator, Johnson served as Assistant Su-perintendent of Schools for the Pleasantville Public Schools in Pleasantville, New Jersey, where he established their Education Foundation. He was a public school teacher for seven years, a principal for three years, and the middle school director for two years for the Wake County Schools in North Carolina.
John Parker
John Parker has worked in public education for 39 years, including 18 years as a high school mathematics teacher, 16 in various administrative jobs, and 5 as a program director and consultant for the NC New Schools Project. For 33 of those 39 years, he worked in Northeastern NC, working as a teacher and administrator for 23 years in Northampton County and as Assistant Superintendent and Superinten-dent for 10 years in Roanoke Rapids. He received a B.S. in Mathematics from Guildford College in 1972, and M. Ed. in Mathematics Education from UNC-Greensboro in 1974, an Educational Administrative Specialist Certification from East Carolina University in 2004. His doctoral dissertation focused on the relationship between teacher implementa-tion of the National Mathematics Curriculum Standards and the influence of NC’s state testing requirements. Work-ing with educators to recognize and move beyond the nega-tive effects of over-emphasis on standardized testing is an ongoing interest of Dr. Parker’s. His positions on this issue have been featured in two books, Standardized Minds by Peter Saks and Electric Dreams by Caroline Kettlewell.
Joe Peel
Following his graduation from Davidson College, Joe Peel began his career as a German and Spanish teacher and foot-ball and wrestling coach at Myers Park High School in Charlotte. Seven years later he became assistant principal there and in 1980 became a junior high principal. After only one year in that position he was sent to Harding High as principal where he stayed for 4 years and then was sent back to Myers Park High as principal. Joe was named an area superintendent of 22 schools in 1988 and was the in-terim Deputy Superintendent in 1990-91. In July 1992 Joe
was named superintendent of Elizabeth City Pasquotank Schools, a position he held until his retirement in June 2000. During his tenure as superintendent student test scores im-proved dramatically, the district was recognized not only for this achievement but also for its entreprenurialship by the governor and public confidence was restored in the public schools. The district was a statewide leader in the development of the ABCs Program and performance based assessment portfolios through the Outcome Based Educa-tion Initiative. Following his retirement Joe moved to Ral-eigh where he started a consulting business. He provided training and development for teacher leaders, principals and worked with the district and schools to improve their strategic planning initiatives. This work was so successful that Joe has been frequently hired to consult with other states and large school districts who want to create leader-ship initiatives. In 2008 Joe retired again and they moved back to Elizabeth City.
Tom Williams
Prior to founding Strategic Educational Alliances, Inc. in late 2007, Tom Williams served the public schools of North Carolina for thirty-two years. Most recently, he served as superintendent of the Granville County Schools from 2000 until his retirement on June 30, 2007. In the summer of 2010, he was appointed the Interim Chancellor of the North Caro-lina School of Science and Mathematics. He served over six years as the Executive Director for the North Carolina Busi-ness Committee for Education (NCBCE) under Governor James B. Hunt, Jr. from 1994 Carolina. Beginning as a teacher/coach in the Wake County Schools, he has been an elementary, middle, and high school principal in both John-ston and Granville Counties. From 1991-1994, he served as an assistant superintendent with the Johnston County Schools. After transferring from Boston College, Tom re-ceived his undergraduate degree in Elementary Education from Pembroke State University and his M.A.Ed., Ed.S., and Ed.D. in Educational Leadership from East Carolina Uni-versity. He also had experience serving as an Executive on Loan at the Department of Public Instruction in the Princi-pals Leadership Institute under the leadership of State Su-perintendent Craig Phillips. Dr. Williams was recognized by Governor James B. Hunt, Jr. with the state’s highest honor, the “Order of the Long Leaf Pine” in 2000 as well as a Dis-tinguished Service Award from the State Board of Education and Department of Public Instruction. He was inducted into the East Carolina University “Educators Hall of Fame” in 2002.
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Appendix: Trainers
Dr. Steve Amendum!Assistant Professor, Elementary Education, NC State Uni-versity, NC!Literacy, Common Core
Dr. Shirley ArringtonRetired Public School AdministratorNC Distinguished Leaders in Practice
Mr. Tom BentonRetired Public School AdministratorNC Distinguished Leaders in Practice
Dr. Steve Bingham!Associate Professor, Educational Leadership, Gardner Webb University, NC!NC Distinguished Leaders in Practice
Dr. Kermit Buckner!Professor, Department of Educational Leadership, East Carolina University, NC!NC Distinguished Leaders in Practice
Mr. Andrew Green!Principal in NY; Facilitator!Understanding by Design
Dr. Francisco Guajardo!Associate Professor, Educational Leadership, University of Texas Pan AmericanCommunity Learning Exchange, Digital Storytelling
Dr. Miguel Guajardo!Associate Professor, Education & Community Leadership Program,Texas State University - San MarcosCommunity Learning Exchange, Digital Storytelling
Dr. Chris Janson!Assistant Professor, Leadership and Counseling, Univer-sity of North Florida, FLCommunity Learning Exchange, anti-bullying, utilization and partnerships with school counselors and leadership
Dr. Karen Keene!Assistant Professor, Science, Technology, Engineering & Math Education (STEM), NC State University, NCMath, Common Core
Dr. Allison McCulloch!Assistant Professor, Science, Technology, Engineering & Math Education (STEM), NC State University, NCMath, Common Core
Dr. John Oliver !
Assistant Professor, Education & Community Leader-ship Program, Texas State University - San MarcosCommunity Learning Exchange, Digital Storytelling
Mr. Juan OzunaProgram Director, Llano Grande Center in TXDigital Storytelling
Dr. Carol Pope!Professor, Curriculum, Instruction & Counselor Educa-tion, NC State University, NC Literacy, Common Core
Dr. Fran Riddick!Director Human Resource Development, Johnston County Schools in NC!Facilitative Leadership
Ms. Muriel Summers!Principal of AB Combs Elementary School in Raleigh, NC!
NC Distinguished Leaders in Practice
Ms. Lynda Tredway, Former Project Director University of California at Berkeley principal Leadership InstituteSocial Justice
Dr. Monica Valadez!Lecturer, Education & Community Leadership Program-Texas State University - San Marcos!Community Learning Exchange, Digital Storytelling
Dr. Lynn WilliamsTeaching Assistant Professor, Leadership Policy & Adult & Higher Education, NC State UniversityCrucial Conversations
Dr. Tom WilliamsRetired Public School AdministratorNC Distinguished Leaders in Practice
Dr. Carl YoungAssociate Professor, Curriculum, Instruction & Counselor Education, NC State University, NCLiteracy, Common Core
Jere Confrey
Professor Science, Technology, Engineering & Math Edu-cation (STEM), NC State University, NCMath, Common Core
Cristina Heffernan
Worcester Polytechnic Institute, Worcester, MA.ASSISTments Trainer.
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Appendix: Principal Mentors
Pamela ChambleeNorthampton High School
Kelvin Edwards Belmont Elementary
Robert HurleyRoanoke Rapids High School
Sheila WashingtonNorthside Elementary
Stan WarrenAhoskie Elementary School
Greg HogueHerford High School
Carla D. AmasonHollister Elementary
Sandra Hardy Bertie Middle School
Eddie Price South Johnston High
Tony Cozart South Warren Elementary
Muriel T. SummersAB Combs Magnet Elementary
Julie ShieldsBearfield Primary School
Canecca DavisBoyd Elementary
Kim FerrellLong Mill Elementary School
Kelvin Edwards Belmont Elementary
Ann DavisGaston Elementary
Catina Hoggard Central Elementary School
Michael TurnerSouth Edgecombe Middle School
Melody Wilson!West Oxford Elementary School!
Stephanie Alston!Stocks Elementary School
Ella Batts!Winstead Avenue Elementary School
Carina Bryant!Southern Nash Middle School
Ron Byrd!Riverside Middle School
Michelle Royster!DS Johnson Elementary School
Mark Cockrell!Southern Nash High School
Victor Fenner!William R. Davie Middle School
Kim Ferrell !Long Mill Elementary School
Anne Garrison!Zeb Vance Elementary School
Lauren Allen!Wilton Elementary School
Ann MitchellBaskerville Elementary School
Quintin Mangano!Benvenue Elementary School
Anthony Nottingham!Parker Middle School
Leon Farrow !Rocky Mount Senior High School
Margaret Sharpe!Nashville Elementary School
Amy Thornton!Bailey Elementary School
Kathy Clark!Stovall-Shaw Elementary School
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Appendix: NELA Selected & Assigned Books | Readings
Ah Nee-Benham, M. (ed.) (2002). Kellogg leadership for community change: Crossing boundaries, strengthening communities. W.K. Kellogg Foundation.
Atkins, N. (2010). Teaching like a champion: 49 techniques that put students on the path to college. New York: Jossey-Bass.
Block, P. (2009). Community: The structure of belonging. San Francisco, CA: Berett-Koehler Publishers, Inc.
Bolman, L. & Deal, T. (2008). Reframing organizations: Artistry, choice, and leadership (4th ed.). San Francisco: Jossey-Bass.
Bridges, W. (2009). Managing transitions: Making the most of change (3rd ed.). Philadelphia, PA: Da Capo Press.
Brookman, P. & Siena, J.S. - curators, Sinaiko, E. (1999). The way home: Ending homelessness in America. New York, NY: Harry N. Abrams, Inc.
Bryk, A., Sebring, P., Allensworth, E., Luppescu, S., & Easton, J. (2009). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press.
Carnegie, D. (1936). How to win friends and influence people. New York, NY: Simon & Schuster.
Carr, P.J. & Kefalas, M.J. (2009). Hollowing out the middle: The rural brain drain and what it means for America. Boston, MA: Beacon Press.
Chenoweth, K. (2009). How it’s being done: Urgent lessons from unexpected schools. Cambridge, MA: Harvard Education Press.
Cohen, D.K. (1988). Teaching practice: Plus que ca change... In P. Jackson (Ed.), Contributing to educational change: Perspectives on research and practice (pp. 27-84). Ber-keley, CA: McCutchan Publishing Corporation.
Covey, S. (1989). The seven habits of highly effective people: Personal workbook. New York, NY: Fireside.
Covey, S. (1989). The seven habits of highly effective people. New York, NY: Free Press.
Covey, S. (2006). The speed of trust: The one thing that changes everything. New York, NY: Free Press.
Daniels, D.H., Beaumont, L.J., Doolin, C. A. (2007). Understanding children: An interview and observation guide for educators (2nd ed.). McGraw-Hill.
DiMaggio, Paul J., & Powell, Walter W. (1991). The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields. In W. W. Powell & P. J. DiMaggio (Eds.), The new institutionalism in organizational analysis (pp. 63-82). Chicago, IL: University of Chicago Press.
DuFour, R., Eaker, R., & DuFour, R. (2008). Revisiting professional learning communities at work: new insights for improving schools. Bloomington, IN: Solution Tree Press.
Eller, J. & Eller, S. (2009). Working with and evaluating difficult school employees. Thousand Oaks, CA: Corwin.
Fink, S. & Markholt, A. (2011). Leading for instructional improvement: How successful leaders develop teaching and learning expertise. San Francisco, CA: Jossey-Bass.
Florida, R. (2002). The rise of the creative class ... and how it's transforming work, leisure, community, and everyday life. New York, NY: Basic Books.
Friedman, T. (2007). The world is flat 3.0: A brief history of the twenty-first century. New York: Farrar, Staus, & Giroux.
Fullan, M. (2001). Leading in a Culture of Change. San Francisco, CA: Jossey-Bass
Fullan, M. (2004). Leading in a Culture of Change; Personal Action Guide and Workbook. San Francisco, CA: Jossey- Bass
Fullen, M. (2008). What's worth fighting for in the principalship (2nd ed.). New York, NY: Teachers College, Columbia University.
Gawande, A. (2009). The checklist mainfesto: How to get things right. New York, NY: Metropolitan Books.
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Gladwell, M. (2005). Blink: The power of thinking without thinking. New York, NY: Little, Brown, and Company.
Goleman, D. (2006). Emotional Intelligence. New York, NY: Bantam Dell.
Godin, S. (2010). Linchpin: Are you indespensable? New York, NY: Portfolio
Guajardo, M., Guajardo, F., & Casaperalta, E. (2008). Transformative education: Chronicaling a pedagogy for social change. Anthropology and Education Quarterly, 39(1), 3-22.
Guthrie, J.W., Springer, M.G., Rolle, M.R., & Houck, E.A. (2006). Modern Education Finance and Policy, Englewood Cliff, NJ; Allyn & Bacon
Heifetz, Ronald A., & Linsky, Marty. (2002). Leadership on the line: Staying alive through the dangers of leading. Boston, MA: Harvard Business School Press.
Hord, S.M., Roussin, J.L., & Sommers, W.A. (2010). Guiding professional learning communities: Inspiration, challenge, surprise, and meaning. Thousand Oaks, CA: Corwin.
Huefner, D.S. (2006). Getting comfortable with special education law: A framework for working with children with disabilites (2nd ed.). Norwood, MA: Christopher- Gordan Publishers, Inc.
Interaction Associates (2004).. Facilitative leadership: Tapping the power of participation. San Francisco, CA: Interaction Associates, Inc.
Johnson, V. (2010). Grant Writing 101: Everything you need to start raising funds today. New York, NY: McGraw-Hill
Jordan, K. (2010). 2010 local school finance study. Raleigh, NC: Public School Forum of NC.
Karsh, E. & Fox, A.S. (2006). The only grant-writing book you'll ever need (2nd ed.). Philadelphia, PA: Basic Books.
Kotter, J. P. (1996). Leading change. Boston, MA: Harvard Business Review Press.
Lane, K.E., Gooden, M.A., Mead, J.F., Pauken, P., & Eckes, S. (ed). (2008). The principal's legal handbook (4th ed.). Dayton, OH: Education Law Association.
Larson, M. (2001). Administrator's Guide: How to Interpret the Common Core State Standards to Improve Mathematics Education. National Council of Teachers of Mathematics.
Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco, CA: John Wiley & Sons, Inc.
Leithwood, Kenneth, & Jantzi, Doris. (2008). Linking lead-ership to student learning: The contributions of leader efficacy. Educational Administration Quarterly, 44(4), 496-528.
Linden, R. (2002). Working across boundaries: Making collaboration work in government and nonprofit organizations. San Francisco, CA: Jossey-Bass.
McKenzie, K., & Scheurich, J. (2004). Equity Traps: A use-ful construct for preparing principals to lead schools that are successful with racially diverse students. Education Administration Quarterly, 40(5), 601-632.
Maxwell, J.C. (2011). The Maxwell daily reader. Nashville, TN: Thomas Nelson, Inc.
March, James G. (1999). Exploration and exploitation in organizational learning. In J. G. March (Ed.), The pursuit of organizational intelligence (pp. 114-136). Malden, MA: Blackwell.
Meece, J.L. & Daniels, D.H. (2008). Child and adolescent development for educators (3rd. ed). New York, NY: McGraw-Hill.
Militello, M., Rallis, S.F., & Goldring, E.B. (2009). Leading with inquiry and action: How principals improve teaching and learning. Thousand Oaks, CA: Corwin Press.
Militello, M., Schweid, J., & Sireci, S.G. (2010). Formative assessment systems: evaluating the fit between school districts' needs and assessment systems' characteristics. Educational Assessment, Evaluation, and Accountability, 22: 29 -52.
Patterson, K., Grenny, J., Maxfield, D., McMillan, R., Switzler, A. (2007). Influencer: The power to change anything. New York: McGraw Hill.
Patterson, K., Grenny, J., Maxfield, D.,, McMillan, R., Switzler, A. (2012). Crucial conversations: tools for talking when stakes are high (2nd ed.) New York, NY: McGraw-Hill Companies
Popham, W. J. ( 2006). Assessment for educational leaders. Boston, MA: Pearson Education, Inc.
Popham, W. James. (2010). Everything school leaders need to know about assessment. Thousand Oaks, CA: Corwin.
Public School Forum of NC. (2009). Creating a system of schools second to none. Raleigh, NC: Public School Forum of NC.
Rath, T. (2007). Strengths Finder 2.0. New York, NY: Gallup Press.
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Robinson, K. (2011). Out of our minds: Learning to be creative (2nd ed.). United Kingdom: Capstone Publishing, Inc.
Rogers, E.M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press.
Rost, Joseph C. (1991). Leadership for the twenty-first cen-tury. Westport, CT: Praeger.
Rowan, Brian. (1990). Commitment and control: Alterna-tive strategies for the organizational design of schools. In C. B. Cazden (Ed.), Review of Research in Education (Vol. 16, pp. 353-389). Washington, DC: American Educational Re-search Association.
Rubin, H. (2009). Collaborative leadership: Developing effective partnerships for communities and schools. Thousand Oaks, CA: Corwin.
Schimmel, D., Eckes, S., & Militello, M. (2010). Principals teaching the law; 10 legal lessons your teachers must know. Thousand Oaks, CA: Corwin.
Senge, P. (1994). The fifth discipline fieldbook. New York, NY: Doubleday.
Singleton, G.E. & Linton, C. (2006). Courageous conversations about race: A field guide for achieving equity in schools.
Skrla, Linda, & Scheurich, James J. (2004). Displacing defi-cit thinking in school district leadership. In L. Skrla & J. J. Scheurich (Eds.), Educational equity and accountability: Paradigms, policies, and politics (pp. 109-132). New York, NY: RoutledgeFalmer.
Smith, G.A. & Sobel, D. (2010). Place - and community - based education in schools. New York, NY: Routledge.
Spillane, James, Halverson, Richard, & Diamond, John B. (2004). Toward a theory of leadership practice: A distrib-uted perspective. Journal of Curriculum Studies, 36(1), 3-34.
Steele, C.M. (2010). Whistling Vivaldi: And other clues to how stereotypes affect us. New York, NY: WW Norton & Company.
Thaler, R. & Sunstein, C. (2009). Nudge: Improving decisions about health, wealth, and happiness. New York, NY: Penguin Books.
Fay, J. & Funk, D. (1995). Teaching with Love and Logic, audio CD
Theoharis, G. (2009). The school leaders our children deserve: Seven keys to equity, social justice, and school reform. New York, NY: Teachers College Press.
Thomas, K.W. & Kilmann, R.H. (2007). Thomas-Kilmann conflict mode instrument. Mountain View, CA: Xicom Inc.
Tschannen-Moran, M. (2004). Trust matters: Leadership for successful schools. San Francisco, CA: Jossey- Bass.
Tyack, D. & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, MA: Harvard University Press.
Watkins, M. (2003). The first 90 days: Critical success strategies for new leaders at all levels. Boston, MA: Harvard Business School Publishing.
Wiggins, G. & McTighe, J. (2007). Schooling by design: Mission, action, and achievement. Alexandria, VA: ASCD.
Wood, C. (2007). Yardsticks: Children in the classroom ages 4-14. Turner Falls, MA: Northeast Foundation for Children, Inc.
Woolfolk, A. & Perry, N.E. (2012). Child and adolescent development. Upper Saddle River, NJ: Pearson Education, Inc.
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Appendix: Additional Video LinksCommunity Internship Cohort I: http://vimeo.com/28057478 !
Self-as-Leader (Ryan Hurley): http://vimeo.com/30383592
Self-as-Leader (Chad Geary): http://vimeo.com/52893751
Self-as-Leader (Karen Sharpe): http://vimeo.com/52893749
Self-as-Leader (Yolanda Wiggins): http://vimeo.com/edutrope/yolanda
Community Story (Roanoke Rapids): http://vimeo.com/31659737
Community Story (Bertie): http://vimeo.com/31659617
Community Story (Northampton): http://vimeo.com/31658047
Community Story (Warren): http://vimeo.com/31657787
Community Story (Hertford): http://vimeo.com/31657465
Community Theme Story (Economy): http://vimeo.com/52816094
Community These Story (Resiliency): http://vimeo.com/52814057
Community Theme Story (Obesity): http://vimeo.com/52814055
Community These Story (Integration): http://vimeo.com/52893750
NELA Fellows Learning Concept of Gracious Space: http://vimeo.com/edutrope/graciousspace
Year One Reflection (Matthew Smith)https://nela3bristow-smith.wikispaces.com/Year+One+Reflection
Year One Reflection (Ronica Watkins)http://vimeo.com/65787665
Video created by Cohort II for Cohort IIIhttp://vimeo.com/edutrope/nelaoverview
Digital Storytelling used in internship site
https://vimeo.com/50286212
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Appendix: NC School Executive StandardsStandard 1: Strategic Leadership
A. School Vision, Mission and Strategic Goals: The school’s identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school com-munity.
B. Leading Change: The school executive articulates a vision and implementation strategies for improvements and changes which result in improved achievement for all students.
C. School Improvement Plan: The school improvement plan provides the structure for the vision. Values, goals and changes necessary for improved achievement for all students.
D. Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and deci-sion making throughout the school.
Standard 2: Instructional Leadership
A. Focus on Learning and Teaching, Curriculum, Instruc-tion and Assessment: The school executive leads the discussion about standards for curriculum, instruc-tion and assessment based on research and best prac-tices in order to establish and achieve high expecta-tions for students.
B. Focus on Learning and Teaching, Curriculum, Instruc-tion and Assessment: The school executive leads the discussion about standards for curriculum, instruc-tion and assessment based on research and best prac-tices in order to establish and achieve high expecta-tions for students.
Standard 3: Cultural Leadership
A. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative environment can play in the school’s culture.
B. School Culture and Identity: The school executive de-velops and uses shared vision, values and goals to de-fine the identity and culture of the school.
C. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges fail-ures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school.
D. Efficacy and Empowerment: The school executive de-velops a sense of efficacy and empowerment among staff which influences the school’s identity, culture and performance.
Standard 4: Human Resource Leadership
A. Professional Development/ Learning Communities: The school executive ensures that the school is a pro-fessional learning community.
B. Recruiting, hiring, placing and mentoring of Staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff.
C. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus student achievement.
Standard 5: Managerial Leadership
A. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result, in improved student achieve-ment.
B. Conflict management and Resolution: The school ex-ecutive effectively and efficiently manages the com-plexity of human interaction so that the focus of the school can be on improved student achievement.
C. Systematic Communication: The school executive de-signs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement.
D. School Expectation for Student and Staff: The school executive develops and enforces expectations, struc-tures, rules and procedures for students and staff.
Standard 6: External Development Leadership
A. Parent and Community Involvement and Outreach: The school Executive designs structures and processes which result in parent and community engagement, support and ownership for the school.
B. Federal, State and District mandates: The school execu-tive designs executive protocols and processes in order to comply with federal, state and district mandates.
Standard 7: Micro-Political Leadership
A. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence the school’s iden-tity, culture and performance
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Appendix: NC School Executive Competencies
These 21 competencies are listed in the NC Standards for School Executives.
1. Communication – Effectively listens to others; clearly and effectively presents and understands information orally and in writing; acquires, organizes, analyzes, interprets, maintains information needed to achieve school or team 21st century objectives.
2. Change Management – Effectively engages staff and community in the change process in a manner that en-sures their support of the change and its successful implementation.
3. Conflict Management – Anticipates or seeks to resolve confrontations, disagreements, or complaints in a con-structive manner.
4. Creative Thinking – Engages in and fosters an envi-ronment for others to engage in innovative thinking.
5. Customer Focus – Understands the students as cus-tomers of the work of schooling and the servant nature of leadership and acts accordingly.
6. Delegation – Effectively assigns work tasks to others in ways that provide learning experiences for them and in ways that ensure the efficient operation of the school.
7. Dialogue/Inquiry – Is skilled in creating a risk free environment for engaging people in conversations that explore issues, challenges or bad relationships that are hindering school performance.
8. Emotional Intelligence – Is able to manage oneself through self awareness and self management and is able to manage relationships through empathy, social
9. awareness and relationship management. This compe-tency is critical to building strong, transparent, trusting relationships throughout the school community.
10. Environmental Awareness – Becomes aware and re-mains informed of external and internal trends, inter-ests and issues with potential impacts on school poli-cies, practices, procedures and positions.
11. Judgment – Effectively reaching logical conclusions and making high quality decisions based on available information. Giving priority and caution to significant issues. Analyzing and interpreting complex informa-tion.
12. Organizational Ability – Effectively plans and sched-ules one’s own and the work of others so that resources are used appropriately, such as scheduling the flow of activities and establishing procedures to monitor pro-jects.
13. Personal Ethics and Values – Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.
14. Personal Responsibility for Performance –Proactively and continuously improves performance by focusing on needed areas of improvement and enhancement of strengths; actively seeks and effectively applies feed-back from others; takes full responsibility for one’s own achievements.
15. Responsiveness – Does not leave issues, inquiries or requirements for information go unattended. Creates a clearly delineated structure for responding to requests/situations in an expedient manner.
16. Results Orientation – Effectively assumes responsibil-ity. Recognizes when a decision is required. Takes prompt action as issues emerge. Resolves short-term issues while balancing them against long-term goals.
17. Sensitivity – Effectively perceives the needs and con-cerns of others; deals tactfully with others in emotion-ally stressful situations or in conflict. Knows what in-formation to communicate and to whom. Relates to people of varying ethnic, cultural, and religious back-grounds.
18. Systems Thinking – Understands the interrelationships and impacts of school and district influences, systems and external stakeholders, and applies that under-standing to advancing the achievement of the school or team.
19. Technology – Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction.
20. Time Management – Effectively uses available time to complete work tasks and activities that lead to the achievement of desired work or school results. Runs effective meetings.
21. Visionary – Encourages imagineering by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students.
N E L A A p p l i c a t i o n 52 g o . n c s u . e d u / n e l a
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Cohort I
Cohort II
Cohort III
N E L A A p p l i c a t i o n 53 g o . n c s u . e d u / n e l a
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