Prince George’s County Public Schools
November 13, , 2013
National Governors Association: Enhancing School Leadership in the Principal Pipeline Initiative (PPI) Districts: Implications for State Policy
Prince George’s County: Background
• $1.6 Billion annual budget
• 18,000 full time staff members
• 9,000 teachers
• 485 building administrators
• Uniquely positioned at the heart
of the Washington,
DC metropolitan region
• 500 square miles
• Population of 863,420 residents
Prince George’s County Public Schools
124,000 Students
204 Schools
18,000 Employees
<1% Native
American
3% Asian
4% Caucasian
23% Hispanic
Student Demographics
• Eligible for Free & Reduced
Meals 54%
• ESOL 13%
• International students (from 149
countries speaking 165
languages) 23%
Our Students, Our Schools
69% African American
Theory of Action
Students
• College & Career Readiness
Employees
• Human Capital Strategy
Teachers
• Educator Effective-ness
Assistant Principals
• Aspiring Administrators Program
Component # 1
• Created the Prince George’s County Public Schools (PGCPS) Leadership profile through the development of leader standards
• Revised the principal job description to reflect the new standards
• Continue the work of aligning recruitment, selection, pre-service program, job-embedded professional development and performance management system to the newly established PGCPS leadership standards
• Communicate the Leader Standards to all internal and external stakeholders
Defining Leadership
1. Sets high expectations for achievement
2. Ensures school-wide instructional and achievement goals are met based upon effective pedagogical practices, data analysis and monitoring
3. Monitors effective instructional practices through observation and evaluation
4. Builds a shared vision, fosters shared goals, and communicates high performance expectations
5. Demonstrates a commitment to excellence, equity, and innovation
6. Demonstrates human resource and managerial leadership
7. Demonstrates strong external leadership
8. Demonstrates knowledge of the use of technology and data
New Leader Standards
Recruit
Hire
Train
EvaluateFacilitates
budget, personnel,
politics,
Community
Problem solves effectively in a
variety of contexts
Balances
Management
&
Vision
Component #2• Integrated research based suite of screening tools
into the principal selection process - for best
match of candidates to the schools where they
will have the most profound impact
• Developed and created the Aspiring Leaders
Program for Student Success (ALPSS) program
in concert with the National Institute of School
Leadership (NISL)
• Continue to work with and develop partnerships
with University and other partners
• Continue to refine the selection process and
expand the dimensions of our internal preparation
program to include residency and demonstration
sites opportunities
High Quality
Pre Service Training, Recruitment
& Selection
Component #3• Continue to refine and develop profiles
of principal candidates - which include screening outcomes and results from assessments
• Match candidate profiles to school profiles (based upon community input) that coincide with candidate profile “score cards”
• Develop a more robust system for providing feedback to candidates
• Implement a Leader Tracking System
Component 3
Selective Hiring
Component #4
• Use data from recruitment process and
program evaluations (internal and external) to identify
professional development for novice principals
• Implement a new principal evaluation tool that is aligned to
PGCPS leadership standards, and best practices as
evidenced by research and student achievement
• Leverage VAL-ED as both formative and summative data to
inform support and PD for aspiring principals and principals
• Designed and started implementation of an integrated
performance management system
• Continue to develop and create a “menu” of professional
development opportunities tied to leadership standards,
research-based practices
• Assign NAESP trained/certified mentors to novice principals
for a period of 2 years
On the Job Evaluation and
Support
Professional Practice Student Growth
SLOs 20% for ES MS HS Student Attendance 2% for ES MS HSState Assessment 20% ES MS & K-8 6% HSRetention n/a ES MS & K-8 3% HSCollege & Career Ready 2% ES MS & K-8 10% HSDistrict Assessments 2% ES MS & K-8 5% HSVAL-Ed 4% for ES MS HS
50 % Qualitative MeasuresDomain/standard percentages proposed by LEA
50 % Quantitative MeasuresAs defined below
16%Standard 1
7%Standards 2
and 6
9%Standard 3
4%Standard 4
3%Standard 5
2%Standards 7
and 8
PGCPS Approved Administrator Evaluation Model
Component #5
•Leverage insights and feedback from steering committee, research studies, consultants and various stakeholder groups to inform the work moving forward
•Integrate all of the technology, Oracle Learning Management System, Leader Tracking system etc. to create an infrastructure that will support sustainability
•Continue to utilize Human Capital Strategy to improve the work
Alignment, Capacity and
Quality Assurance
Initiatives that Support
Leader Development
• PGCPS Doctoral Program
• SUPES Academy
• University Convenings
• Business Roundtables
• Parental & Community Involvement
• Student Forums
• Urban Schools Human Capital Academy
• Support Personnel, Teacher & Administrator Forums
• Steering Committees (eg Teacher Leadership, Principal
Leadership, National Board)
• Secondary School Reform
• Graduate Level Partnerships
Effective Leadership:Who Helps Us to Make it Happen ?
• Wallace Foundation
• The Academy of Health Sciences at Prince George’s
Community College
• Johns Hopkins, George Washington University,
University of Maryland, and Howard University
• Bowie State Aspiring Leaders Program
• Business Partnerships
• National Association of Elementary/Secondary School
Principals
• Maryland State Department of Education Break Through
Center
• Gates Foundation Teacher Effectiveness
• Learning Forward
Looking Ahead
Dr. Kevin Maxwell, CEO
Entry Plan
and
Transition Effort
Goal 1: Ensure teaching and learning produces
college- and career-ready students;
Goal 2: Build community trust in the school
system;
Goal 3: Create an organizational structure staffed
with a skilled team focused on teaching and
learning;
Goal 4: Align resources to system priorities; and
Goal 5: Establish a transition team to conduct a
review of the school system.