WELCOME TO THEALABAMA NEW PRINCIPAL MENTORING PROGRAM

A Workshop for District Liaisons

2

2

Think-pair-share

Think about the mentor who has influenced you the most.

What one pearl of wisdom did that person give you that you still hold dear?

Briefly write this idea down on paper. Find someone you do not know and

introduce yourself. Take turns sharing your responses.

3

3

Angela Mangum, Ph.D.EDUCATEAlabama/LEADAlabama Section

Alabama New Principal Mentoring Program

Torchbearer Schools Alabama Leadership Academy

Tele: (334) 242-9962Fax: (334) 353-0075

Email: amangum@alsde.edu Website: http://www.alex.state.al.us/leadership

4

4

“We all have teachers in our lives, mentors who show us what is possible.”

NAESP 2010

5

Introductions

Name District How many years have you been in

education? Who is your special mentor, and what

pearl of wisdom did he/she give you?

6

Agenda

Welcome Overview of the ANPM Program Key Roles in the ANPM Program Lunch A Deeper Dive into the Four Steps Creative Ways to Overcome Time

Limitations and Other Barriers Wrap Up

7

1. Count off.2. Cluster in different areas of the room

based on your assigned number.3. Read your assigned part of the article

with the intent of becoming experts on the content.

4. Select key ideas from your reading.5. Take turns sharing with other

members of your group.

Jigsaw Activity“Mentor Connections”

Twenty-six (26) percent of new administrators consider leaving the job after the first year.

8

(Educational Leadership and Policy Studies, 1999)

9

Overview of the ANPM Program

10

How ANPMP Came to Be10

Governor’s Congress on School Leadership Recommendation (2005)

Design team (2009)Torchbearer principalsExpert input and review

Small-scale pilot (Spring 2010) Statewide pilot (2010-2011) Program Evaluation (Spring 2011)

11

Standards Continuum Evaluation

Teachers Alabama Quality Teaching Standards

Alabama Continuum for Teacher Development

EDUCATEAlabama

Principals

Alabama Standards for Instructional Leaders(in place)

Alabama Continuum for Instructional Leader Development(new)

LEADAlabama(in development)

11

Standards and Evaluation

12

1A. Engages the school community in developing and maintaining a shared vision

Pre-ServiceLeadership

Developing Leadership

CollaborativeLeadership

AccomplishedLeadership

DistinguishedLeadership

□ Knows the importance of a vision to bring focus and to mobilize the work of an organization

□ Knows how to lead the articulation, development, and implementation of a shared vision for the school that places student and faculty learning at the center

□ Has the ability to lead and motivate staff, students, and families to achieve the school’s vision

□ Is able to interact with the community concerning the school’s vision, mission, and priorities

□ Understands that the school’s vision, mission, and goals must relate to the instructional needs of students

□ Is able to focus on student learning as a driving force for curriculum, instruction, and institutional decision-making

□ Knows how to create a school leadership team that is skillful in using data

…and□ Develops a learner-centered

vision for the school that takes into account the unique needs of the school and community

□ Focuses his or her work on achieving the vision

□ Shares the vision statement and school goals with staff and community

…and□ Uses collaborative

processes to involve faculty in developing a vision that reflects high expectations for students and staff

□ Refers to the school’s vision statement consistently to guide discussions and decision making (e.g., about curriculum, instruction, budget and time allocations, adoption of new programs)

□ Communicates the school’s vision in a variety of formats and to all members of the school community, including students, staff, parents, and members of the larger community

…and□ Engages a diverse group,

including representatives of staff, students, families, and community members, to collaborate in developing, reviewing and/or revising the school’s vision statement and in communicating the vision to others

□ Keeps the school vision “front and center” to remind all of the school’s collective purpose; connects all meetings of staff and community to the school vision

□ Helps staff and students create a shared understanding of how the school vision relates to and drives their daily work

□ Identifies, develops, and supports teachers to serve as leaders in engaging staff, students, parents, and community members to commit to making the vision a reality

…and□ Inspires members of the

community to focus on how each person can contribute to achieving the school’s shared vision

□ Works with feeder schools to ensure that school visions are aligned across schools and with the school system

□ Takes a leadership role in the collaborative development of a system wide vision that reflects the unique needs of learners in the system

□ Provides training to other school leaders on processes for creating and achieving a meaningful school vision

Standard 1: Planning for Continuous Improvement. Engages the school community in developing and maintaining a shared vision; plans effectively; uses critical thinking and problem-solving techniques; collects, analyzes, and interprets data; allocates resources; and evaluates results for the purpose of continuous school improvement.

13

Outcomes for the Mentoring Program

Support for new principals successful beginnings rookie mistakes Modeling, guidance, coaching, and

encouragement in a one-on-one relationship.

New principals have a clear set of priorities, focused on instructional leadership.

14

Outcomes/Goals for New Principals

Create and implement a focused Professional Learning Plan… The person’s status as a new

principal The new principal’s

developmental strengths and weaknesses

The Alabama Continuum for Instructional Leader Development

The school’s needs and district and state requirements

15

Outcomes/Goals for New Principals

Create and implement a focused Professional Learning Plan……so that the new principal: Makes progress on the continuum Becomes more comfortable in the

role of school principal Begins to make a difference as an

instructional leader.

16

Big Ideas16

New principals do not usually place a high priority on their own professional development.

A mentoring program should have a degree of structure.

The Leadership Continuum provides a solid framework for the program.

Mentors and new principals should have latitude in creating an individualized learning plan.

There should be an expectation of complete confidentiality in the new principal/mentor relationship.

17

PLU Opportunity Offered by CLAS

17

See Handout

Standard III: Human Resource DevelopmentPLU Requirements

18

Mentor Stipend18

Mentors will receive a $1,000 stipend (pending the availability of funds) for each year spent mentoring a new principal.

Stipends will be paid in two installments. After confirmation is received that a mentor

has made adequate progress toward the 72 hour requirement, the first and second payments will be available for disbursement.

The superintendent and chief school financial officer are required to file all necessary paperwork so that stipend payments will not be delayed.

19

19

Cognitive Coaching Model

Heart of the Program

Mentor/New Principal Relationship

NAESP’sNational Principals Mentoring Certification Program

20

Mentoring vs. Coaching20

There are tennis coaches, literacy coaches, math coaches, life coaches, football coaches, etc. They work in specifics in a “technical” way to improve performance and behavior.A mentor views the whole person, their knowledge, skills, and talents. A mentor develops rapport and builds a supportive, trusting, collaborative relationship. Through understanding how their own beliefs, values, and skills effect the relationship, a mentor empowers the protégé to become a confident, reflective leader.

NAESP, NPMCP

21

Mentor Training21

National Principals Mentoring Certification Program (NPMCP) mentor training*

Three days (July 24-26, 2012) at the CLAS Building

in Montgomery) Required for all mentors Provided by ALSDE and CLAS Mentors will be reimbursed for their travel expenses based upon state guidelines* Formerly known as the Peer Assisted Leadership Services (PALS)

training

22

Purpose of Program Materials

Communicate policy Provide directions to mentor and new

principal Provide forms to help document

process Give a variety of development ideas Serve as a reference during the

process

Program Guide

Planning and Reflections Guide

Self

Assessment

Learning Activitie

s Guides

ANPM

Program Material

s

23

ANPM Program Guide

Describes the program to all stakeholders

Describes program philosophy Sets out program requirements

(mandatory) Makes recommendations to districts

(optional)Program Guide

Planning and Reflections Guide

Self

Assessment

Learning Activitie

s Guides

ANPM

Program Material

s

24

Expectations: Roles and Responsibilities

ALSDE

New Principal

24

25

Role of the New Principal25

Place priority on his/her own professional development and make an effort toward improving his/her level of leadership.

Engage in 72 hours of contact with a mentor. Complete self assessment by honestly analyzing

ones own practices and behaviors. Collaborate with mentor and evaluator in

completing priorities plan and creating a professional learning plan.

Seek support from mentor while completing development activities.

Reflect and track progress.

26

Role of the Mentor26

Mentors must NOT play a role in the evaluation of the new principal being mentored.

Use a cognitive coaching approach to mentoring, as learned during the three-day mentor training.

Maintain CONFIDENTIALITY. Earn TRUST. Document 72 contact hours annually via mentoring logs. Take time to work the process around the new principal’s

schedule. Simplify the process for the new principals (e.g., facilitate

contact, give them only the Learning Activities Guides they need).

Coordinate meetings with new principal to assist with prioritizing needs and developing/implementing a professional learning plan (PLP).

27

Role of the District Liaison27

Oversee local implementation of the program. Provide program training/orientation for central office

staff, principals, and mentors. Serve as a communications hub among the new

principal, mentor, evaluator, district staff, and state. Provide program support to ensure that:

A pipeline of trained mentors is maintained in the district. New principals are matched with mentors in a timely way. Monitor and keep an electronic or hard copy of mentor

logs. New principals are making adequate progress in the

program. Mentors are providing adequate support and coaching.

28

Role of the ALSDE28

Provide ANPM program materials and guidelines.

Train and support district liaisons. In conjunction with CLAS, provide

three-day mentor training. Provide mentor stipends base upon the

available of funds. Oversee formative and summative

program evaluation.

29

29

The electronic process for the ANPM Program is scheduled for launch

January 2013.

Electronic Launch of ANPM Program

30

ANPM Planning & Reflections Guide

Guiding document for new principal: Step 1: Complete self assessment

Step 2: Prioritize learning needsStep 3: Create a plan with

learning activities for priority area(s)

Step 4: Reflect and Track progress

Program Guide

Planning and Reflections Guide

Self

Assessment

Learning Activitie

s Guides

ANPM

Program Material

s

Core

Pro

cess

31

The Core Process

Step 1: Self-

Assess

Step 2: Prioritiz

e

Step 3: Plan

Step 4: Reflect/Track

32

ANPM Learning Activities Guides

Self Assessment Determine new principal’s current

level of skill on each standard and indicator; determine development needs.

Looks like the Leadership Continuum.Program Guide

Planning and Reflections Guide

Self

Assessment

Learning Activitie

s Guides

ANPM

Program Material

s

33

ANPM Learning Activities Guides

Learning and developmental activities (starters) One guide per standard Within the context of daily work Thoughtful school-based activities A chance to reflect on new learning Multiple opportunities to apply principles

and receive feedback from mentors and others

Program Guide

Planning and Reflections Guide

Self

Assessment

Learning Activitie

s Guides

ANPM

Program Material

s

34

Specific Learning Activities: Examples

Reflection Modeling Observation Prioritization Recognition and

praise Problem finding

and problem solving

Networking

Technology use Training Reading Leading Walkthroughs Dialog Feedback Consultation

NOTE: Activities can be modified to fit the needs of the new principal or learning activities can be created from scratch.

35

Let’s Summarize35

Use one sticky for each idea (three to six sticky notes in all): One or two key

messages One or two questions One or two suggestions

36

A Deeper Dive Into the Process

Step 1: Self-

Assess

Step 2: Prioriti

ze

Step 3:

Plan

Step 4: Reflect/Track

37

Steps in the Mentoring Program

Step 1: Self-

Assess

Step 2: Prioritiz

e

Step 3: Plan

Step 4: Reflect/Track

• Based on the Alabama Continuum for Instructional Leader Development

• New principals self assess by checking off the knowledge and behaviors that they currently demonstrate

• See Self Assessment document

• See Self Assessment Summary on page 8 of the Planning Guide.

38

38

1A. Engages the school community in developing and maintaining a shared vision

Pre-ServiceLeadership

Developing Leadership

Collaborative Leadership Accomplished

LeadershipDistinguished

Leadership

□ Knows the importance of a vision to bring focus and to mobilize the work of an organization

□ Knows how to lead the articulation, development, and implementation of a shared vision for the school that places student and faculty learning at the center

□ Has the ability to lead and motivate staff, students, and families to achieve the school’s vision

□ Is able to interact with the community concerning the school’s vision, mission, and priorities

□ Understands that the school’s vision, mission, and goals must relate to the instructional needs of students

□ Is able to focus on student learning as a driving force for curriculum, instruction, and institutional decision-making

□ Knows how to create a school leadership team that is skillful in using data

…and□ Develops a learner-centered

vision for the school that takes into account the unique needs of the school and community

□ Focuses his or her work on achieving the vision

□ Shares the vision statement and school goals with staff and community

…and□ Uses collaborative processes to

involve faculty in developing a vision that reflects high expectations for students and staff

□ Refers to the school’s vision statement consistently to guide discussions and decision making (e.g., about curriculum, instruction, budget and time allocations, adoption of new programs)

□ Communicates the school’s vision in a variety of formats and to all members of the school community, including students, staff, parents, and members of the larger community

…and□ Engages a diverse group,

including representatives of staff, students, families, and community members, to collaborate in developing, reviewing and/or revising the school’s vision statement and in communicating the vision to others

□ Keeps the school vision “front and center” to remind all of the school’s collective purpose; connects all meetings of staff and community to the school vision

□ Helps staff and students create a shared understanding of how the school vision relates to and drives their daily work

□ Identifies, develops, and supports teachers to serve as leaders in engaging staff, students, parents, and community members to commit to making the vision a reality

…and□ Inspires members of the community

to focus on how each person can contribute to achieving the school’s shared vision

□ Works with feeder schools to ensure that school visions are aligned across schools and with the school system

□ Takes a leadership role in the collaborative development of a system wide vision that reflects the unique needs of learners in the system

□ Provides training to other school leaders on processes for creating and achieving a meaningful school sion

Self Assessment: Alabama Continuum for Instructional Leader Development Directions: Each descriptor statement below describes what a leader knows or is able to do with regard to the indicator and standard above it. Check all of those boxes which apply to you. Update this self assessment each semester. Standard 1: Planning for Continuous Improvement. Engages the school community in developing and maintaining a shared vision; plans effectively; uses critical thinking and problem-solving techniques; collects, analyzes, and interprets data; allocates resources; and evaluates results for the purpose of continuous school improvement.

Note: Over the course of the mentoring program, you are expected to make a

concerted effort towards improving your level of leadership on all standards in

your plan. You can use this chart to get ideas about where you need to focus

your efforts.

Year 1Date:

Developing

Collaborative

Accomplished

Distinguished

Standard 1: Continuous Improvement

1A Engages the school community in developing and maintaining a shared vision.

1B Plans effectively for school improvement; uses critical thinking and problem-solving techniques; collects, analyzes, and interprets data; allocates resources.

1C Evaluates results for the purpose of continuous school improvement.

Standard 2: Teaching and Learning 2A Promotes the success of all students in the learning environment.

2B Collaboratively aligns curriculum, instruction, and assessment to ensure student. achievement

2C Uses a variety of benchmarks, learning expectations, and feedback measures to ensure accountability.

Standard 3: Human Resources 3A Recruits, selects, mentors, and retains faculty and staff to accomplish school and

system goals.

3B Works collaboratively with faculty and staff to plan and implement effective professional development that is based upon student needs, promotes both individual and organizational growth, and leads to improved teaching and learning.  Initiates and nurtures interpersonal relationships to facilitate teamwork, establishing professional learning communities (PLCs) that enhance student achievement.

Self Assessment Summary• Write the date in the “Year 1” column. • Look back at your self assessment (separate document). Based on that assessment, determine your overall development level for each indicator—developing, collaborative,

accomplished, or distinguished leadership (see definitions on page 7). To identify your current level, choose the highest level for which you can check most of the descriptors as part of your current practice. For example, if you check all descriptors under developing, all but three descriptors under collaborative, and five descriptors under accomplished, you would give yourself an overall rating of collaborative for that indicator.• Place checkmarks in the appropriate boxes under “1st semester” below. Use your best judgment in determining your current level, and remember that this is a career-long journey, so you are not expected to be at the highest levels in your first year.

40

Steps in the Mentoring Program

Step 1: Self-

Assess

Step 2: Prioritiz

e

Step 3: Plan

Step 4: Reflect/Track

• Consider your strengths and areas for improvement, your interests, and the district/school needs.

• Share your assessment results with your mentor, along with your ideas regarding priorities.

• Select 2-3 indicators to focus on during the year.

• See Priorities Plan on page 12 of the Planning Guide.

Priorities Plan Directions: This worksheet should be completed collaboratively with your mentor and evaluator. To prioritize your areas of development, consider your own assessed areas for improvement, along with district and school needs. You will need to analyze multiple data points to ensure that attention is given to the most critical needs that impact student learning and growth. With the help of your mentor and evaluator, select indicators which best align with the most pressing agreed upon needs. Record indicator numbers (e.g., “5A, 1B”) to answer each question in the first column below. Then, continue to work with your mentor and evaluator to choose two or three indicators as the focus for your professional learning during the school year. The two or three indicators that you identify in your final decision will be used to develop your professional learning plan (PLP)

Priorities Planning QuestionsIndicators

Year 1

Based on your self assessment, what are two developmental needs that you would like to address?

Based on discussions with the district staff, what are two areas that the district would like you to develop?

Based on discussions with the district and school staff, what are areas in which the school has the greatest needs this year? Use multiple data sources (e.g., student learning data, perception data, demographic data, and school process data) to determine one or two areas of focus.

Final decision on high-priority indicators: Which two or three indicators do you, your mentor, and evaluator agree should be the ones you work on this year?

Multiple Data Sources

Student Learning

DemographicsPerceptions

School Processes

Victoria L. Bernhardt, 2004

Standardized and Criterion-Referenced Tests, teacher-made tests, grades

Enrollment, Attendance,

Drop-out Rate, Ethnicity, Gender

School Programs and Processes: Curriculum, instructional strategies, scheduling, student

grouping, instructional time, policies/procedures, extracurricular programs,

Values, beliefs, attitudes,

observations

43

Steps in the Mentoring Program

Step 1: Self-

Assess

Step 2: Prioritiz

e

Step 3: Plan

Step 4: Reflect/Track

• Review learning activity choices in the Learning Activity Guides.

• Work collaboratively to choose a limited number of realistic and meaningful activities.

• Select some observing, some participating, and some leading activities.

• Complete the Professional Learning Plan.

• See Professional Learning Plan on page 15 of the Planning Guide.

44

44

Indicator

Proposed Actions and Strategies (See Learning Activities Guide for options. Summarize here.)

 Timeframe

Professional Learning Plan Directions: Select two or three indicators (see previous worksheet, last row). For each indicator, select some observing, some participating, and some leading activities to help build your strengths and develop your areas for improvement. Keep in mind that activities can be tailored to suite your individual needs. Record these activities in abbreviated form below, referencing their standard/indicator (e.g., 2B), as given in the Learning Activity Guides or you may create your own with the assistance of your mentor and evaluator. You can also plan action steps (to-do’s) that will help you prepare for and complete each activity. Include a timeframe for completing each activity as well. Remember to develop and discuss this plan with your mentor and evaluator, and get their suggestions and support.

Revisit this Plan frequently throughout the year and revise as needs arise. Review with your mentor at least twice per semester.

45

Steps in the Mentoring Program

Step 1: Self-

Assess

Step 2: Prioritiz

e

Step 3: Plan

Step 4: Reflect/Track

• Carry out the activities on the Professional Learning Plan.

• Record all efforts to complete activities and keep a reflective diary of experiences.

• Meet at least once a quarter to review progress.

• Revise plan each semester.

• See the Reflective Progress Tracker on page 18.

46

Protégée Mentor

Indi-cator

Date PLP Progress Log/Reflections What was the impact of actions and strategies identified in your PLP? What key

insights (aha’s) have you gained? What will you do differently now as a principal? Has this jogged new opinions or ideas?

Comments:

Reflective Progress TrackerDirections: This log will serve as a running diary of your work which should be discussed with your mentor at least once per quarter. As you work on your activities, keep track of possible impacts of the actions and strategies identified in your PLP. In order for this log to be most effective, use it regularly. This log will prompt you to stay focused on addressing indicators identified in your PLP even as events in daily school life occupy you. It will also serve as a vehicle to promote reflection in addition to provide “talking points” as you discuss your progress with your mentor.

Draft Plan forLEAD Alabama / ANPM

Program47

Self-Assessment

Collaborative Dialogue

Professional Learning

PlanEvidence 360o

Formative Assessment System

Self-Assessment Priorities PlanProfessional

Learning PlanReflective

Progress TrackerAlabama New Principal Mentoring Program

Firewall

Collaborative Dialogue

48

ANPM Program: Electronic Process Training

48

Training dates TBA (Late Fall 2012). New principals who are participating in

the ANPMP should not complete their PLP in LEADAlabama until the ANPMP goes electronic in January.   After the program goes live, they can copy and paste information from word processing documents which contains their prioritizing, PLP, and reflections into the electronic version of the ANPMP.

49

Carousel Activity49

Four steps, four small groups Self Assess Prioritize Plan Reflect and Track

Create a poster presentation: What, where, when, why, how Tips for district liaisons

Suggested Timeline50Month ANPMP-related activities

June-July • District liaison: Provide ANPM Program Overview for superintendent and appropriate central office staff to include the new principal’s evaluator.

• District: Assist the superintendent with matching new principal to mentor. Support and monitor progress throughout the year.

• Mentor: Attend mentor training (if not already trained).

• Mentor and new principal: Build a relationship.

August • District liaison: Provide ANPMP training for new principal and mentor.

• Mentor: Coach and support new principal during the challenging first weeks. Contact via phone, email, or in person is required every week during the first month of school. After the first month, the mentor should be in contact at least once per month, and they should have face-to-face meetings at least once per quarter.• New principal: Complete ANPMP Step 1: Self

Assessment in LEAD Alabama.

Suggested Timeline

51

Month ANPMP-related activities

September

• Mentor, evaluator, and new principal: Complete ANPMP Step 2: Prioritize using Priorities Plan Worksheet. Prioritized indicators will be added to the electronic version of ANPMP.

• Mentor and evaluator: Provide support to new principal in identifying and selecting actions and strategies for his/her PLP.

• New principal: Completes ANPMP Step 3: Professional Learning Plan with input from his/her mentor and evaluator. Create PLP in a word processing document. This information can be copied and pasted into the electronic version of ANPMP once it is available.

• District liaison supports and monitors contact between new principal and mentor.

OctoberNovemb

erDecemb

er

• Mentor and district liaison: Provide support to new principal in completing activities in the Professional Learning Plan.

• New principal: Completes ANPMP Step 4: Reflect and Track using a word processing document. This information can be copied and pasted into the electronic version of ANPMP once it is available. Mentor comments can be shared once the electronic version is available.

52

Month ANPMP-related activities

January • New Principal: Continues ANPMP Step 4: Reflect and Track

• New principal and Mentor: Assess and discuss progress made towards implementing PLP and possible impacts.

• Mentor: Submits mentor logs to district liaison which document at least 36 mentor contact hours with protégés. Mentor logs will be entered into the electronic version of the ANPMP once it is available.

• District Liaison: Confirms that the mentor has completed at least 36 contact hours.

February

March April

• New Principal: Reflect and track progress.• New principal and Mentor: Assess and discuss progress

made towards implementing PLP and possible impacts.

MayJune

• New Principal: Reflect and track progress.• New principal and Mentor: Assess and discuss progress

made towards implementing PLP and possible impacts.• Mentor: Submits mentor logs which document a total

of at least 72 mentor contact hours with protégés. Mentor logs will be entered into the electronic version of the ANPMP.

• District Liaison: Confirms that the mentor has completed at least 72 contact hours.

53

Key Roles in the ANPM Program

54

Creative Ways to Overcome Time Limitations and Other Barriers

54

55

But new principals are so busy…55

Time Other barriers?

Brainstorm

situations

56

56

Table Talk

Discuss strategies to overcome these barriers.

57

Wrap Up