Education Week - March 6, 2013 - 8

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EDUCATION WEEK

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MARCH 6, 2013

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www.edweek.org

Principals Lack Training in Shaping School Climate
Leadership groups
seek to fill in gaps
Improving a struggling school’s climate
can be both the foundation of long-term
school improvement and a source of immediate, visible progress for a new principal. The tricky part for many principals,
experts say, is translating an idyllic vision
into classroom reality.
That’s why groups preparing so-called
“turnaround leaders” increasingly say principals need more training—not just on data
and academics—but also on how to build relationships and support for learning among
staff and students.
“We have found the training on culture
and climate inadequate in most places,”
said Bob Hughes, the executive director of
the Washington-based National Institute of
School Leadership. “Universities are trying
to respond and change now. That is beginning to happen, but not fast enough.”
According to an analysis released last
month by the Dallas-based George W. Bush
Institute, 43 states include “developing a
positive school culture” in their standards
for principals, but a majority of states do
not track what training on culture new
leaders receive before going into a school.
Clyde A. Cole, the executive director of
content and curriculum for New Leaders,
a nonprofit based in New York City, said
understanding school climate and culture
is a critical part of its Aspiring Principals
program. The group trains leaders to turn
around struggling, high-poverty urban
schools.
A principal under pressure to improve
test scores is more likely to focus on classroom content and instruction than to gauge
whether students feel respected or teachers
collaborate well, Mr. Cole said, partly because academic factors are easier to assess.

‘Consequence’ Leadership
Because school climate can be more
difficult than academics to quantify, Mr.
Hughes said, most principal training focuses on “abstracts and symptoms.”
“Graduation rates are low, so let’s build
a program to address graduation. We’ve
got teacher absenteeism, let’s put money
for that. Well, of course, graduation rates
are important, teacher absenteeism is important, but that’s a symptom,” Mr. Hughes
said.
“We really want to be imbuing principals
with ‘consequence’ leadership—looking at
the outcomes and the behaviors that got
you there, not just always at the symptoms,” he said.
There is more research on best practices
for evaluating and improving school climate, but “the emphasis on a positive, developmentally appropriate learning culture
for students has gotten a lot less attention
in recent years with the focus on accountability,” said Margaret Terry Orr, the director of the Future School Leader Academy
at Bank Street College of Education in
New York City.
In principal-training programs, Ms. Orr
said, “you see more and more emphasis
around student performance and how to
read available test and achievement data.”
Yet principals who learn to attend to culture seem better at academic leadership,
too, according to some research.
In a 2007 study of principal education
>>

Charlie Mahoney/Prime for Education Week

By Sarah D. Sparks

programs, Ms. Orr found that principals
who had attended “exemplary” training
programs—those with comprehensive curricula accompanied by intensive in-school
internships and support—reported more
improvement in the year of the study as
well as a stronger “continuous-improvement climate” and academic focus, as compared with principals in other training
programs.
Suzanne E. Scallion, the superintendent
of the 6,000-student Westfield school district in Massachusetts, has found similar
results in her own studies of how principals
address school climate.
She found that leaders who have been
trained to understand how relationships
and values interact in a school can improve their campus cultures, and that
those without such a conceptual understanding still have an “accidental influence” on their campuses—not always a
healthy one.
David Levin, a co-founder of the Knowledge Is Power Program, or kipp, said the
national charter school network developed
its in-house principal training to be a hybrid of education and business leadership.
Traditional principal-preparation programs, he said, often give a strong academic grounding but provide less focus
on the skills and strategies for creating a
workplace culture, which are more commonly found in management training for
other industries.
Many “turnaround” principals come to
their schools with a clear vision of what
a good school climate should be, but still
have difficulty getting staff and students
on board, said Mr. Cole, of New Leaders.
“If you have people who are Type A and
successful and not necessarily patient with
other people, they think they need to just
go in and do everything themselves,” Mr.
Cole said. “The worse the culture and climate are, the less they use those interpersonal tactics to engage a variety of people,
when in fact they need to do more.
“For a lot of principals, that’s where they
fall down.”
One of New Leaders’ recent graduates,

The INSIDE SCHOOL RESEARCH blog tracks news and trends on this issue.

Rachel J. Neill, the principal at Quail
Hollow Middle School, in Charlotte, N.C.,
agreed.
“It can be tricky when you’re a first-year
principal, because there are all these archetypes of what a good principal should
be. There can be this pressure to be the expert and have all the answers,” Ms. Neill
said. “Training helped me to be comfortable
in not having all the answers.”

Reasons vs. Assumptions
The New York Leadership Academy,
another nonprofit that recruits, develops,
and supports principals, dedicates one
week of its six-week summer training
institute to helping would-be principals
understand the factors that contribute to
positive school culture and confront their
own biases, said Kathleen Nadurak, the
academy’s executive vice president of
programs.
The participants practice “low-inference
observations”—identifying relationships
and actions at a school and then seeking
reasons for them, rather than making
assumptions.
For example, aspiring principals may
confront a scenario in which teachers
gather in their lounge in the morning
rather than greeting incoming students.
“Your interpretation is they’re lazy,
they’re waiting until the last minute—and
all you’re really seeing is the teachers are
not at the door,” Ms. Nadurak said.
“It comes from a very good motive; [principals] feel urgency about changing things
for kids,” she said. “I respect that, but it’s
not going to help get things done—particularly if people think they are already doing
exactly what you asked them to do.”
It’s also easy for good intentions to go
awry in a school without trust. Last year,
in her first as principal at Quail Hollow,
Ms. Neill held individual and group meetings with teachers to identify what they
thought was working at their school and
what needed to be changed.
She then instituted a quarterly anonymous online survey for teachers to weigh in

www.edweek.org/go/insideschoolresearch

Suzanne E. Scallion, the superintendent
in Westfield, Mass., says school leaders
ignore the importance of school culture
“at our peril and our students’ peril.”

on how things were progressing throughout the year. After the first survey, Ms.
Neill said, a teacher protested, arguing
that even though the survey was anonymous, submissions could be traced to individual computers and used in future
teacher evaluations.
“I genuinely just wanted to get feedback,”
Ms. Neill said. “On one hand, I had to have
that conversation and say, ‘I really hope
you trust me.’
“On the other hand, I had to prove that
in my actions, taking the survey data back
to the teachers and saying, ‘Here’s what we
found; here are the changes we’re making
based on the feedback’ … and for people
to see that it didn’t show up in anyone’s
evaluation.”
In Westfield, Ms. Scallion has started
school culture training for all assistant
principals on track to become school leaders. She meets with them monthly to review school data, such as student-behavior
incidents and climate surveys, and look at
various case studies.
“I look at them as my talent pool for future principals. Effective principals are
intentional, consciously trying to influence
school climate,” Ms. Scallion said. “We ignore it at our peril and our students’ peril,
because students need to be in an environment where they not only feel physically
safe, but feel emotionally supported and
successful.”
Coverage of school climate and student behavior
and engagement is supported in part by grants
from the Atlantic Philanthropies, the NoVo
Foundation, the Raikes Foundation, and the
California Endowment.

at

Scan this tag with your smartphone
for a link to “The Voice of Elementary
School Principals on School Climate”
and other research from this article
www.edweek.org/links.


http://www.edweek.org http://www.edweek.org/links http://www.edweek.org/go/insideschoolresearch

Education Week - March 6, 2013

Table of Contents for the Digital Edition of Education Week - March 6, 2013

Education Week - March 6, 2013
Los Angeles School Board Race Shatters Spending Records
Feds, States Dicker Over Evaluations
Governors Take Varied Routes in Boosting Aid
Principal Appraisals Get a Remake
Contents
News in Brief
Report Roundup
Study: Best and Worst Teachers Can Be Flagged Early
FOCUS ON: PRESCHOOL: Obama Preschool Proposal Stirs Debate Over Training
Principals Lack Training in Shaping School Climate
KIPP Outpacing Regular Public Schools, Study Finds
INDUSTRY & INNOVATION: Wisconsin Data-Contract Fight Goes Public With Ad Campaign
DIGITAL DIRECTIONS: Pew Survey Gauges Teachers’ Attitudes About Tech., Equity
Blogs of the Week
Voting Rights Act Case Has Stakes for Districts
Back Home, Top Lawmaker Gets Earful on K-12 Policy
Policy Brief
Sequestration and Education: Frequently Asked Questions
9 California Districts Seek Own NCLB Waiver
House Panel Weighs School Safety Concerns
MATTHEW LYNCH: Tracing Technology’s Unintended K-12 Consequences
ANGELA MINNICI & ELLEN BEHRSTOCK-SHERRATT: Using Teacher Evaluation to Grow
ANITA KRISHNAMURTHI: Recognizing the Impact of After-School STEM
Letters
TopSchoolJobs Recruitment Marketplace
JD CHESLOFF: Why STEM Education Must Start In Early Childhood
Education Week - March 6, 2013 - Education Week - March 6, 2013
Education Week - March 6, 2013 - Cover2
Education Week - March 6, 2013 - Principal Appraisals Get a Remake
Education Week - March 6, 2013 - 2
Education Week - March 6, 2013 - Contents
Education Week - March 6, 2013 - News in Brief
Education Week - March 6, 2013 - Report Roundup
Education Week - March 6, 2013 - Study: Best and Worst Teachers Can Be Flagged Early
Education Week - March 6, 2013 - FOCUS ON: PRESCHOOL: Obama Preschool Proposal Stirs Debate Over Training
Education Week - March 6, 2013 - Principals Lack Training in Shaping School Climate
Education Week - March 6, 2013 - KIPP Outpacing Regular Public Schools, Study Finds
Education Week - March 6, 2013 - INDUSTRY & INNOVATION: Wisconsin Data-Contract Fight Goes Public With Ad Campaign
Education Week - March 6, 2013 - 11
Education Week - March 6, 2013 - 12
Education Week - March 6, 2013 - 13
Education Week - March 6, 2013 - DIGITAL DIRECTIONS: Pew Survey Gauges Teachers’ Attitudes About Tech., Equity
Education Week - March 6, 2013 - Blogs of the Week
Education Week - March 6, 2013 - 16
Education Week - March 6, 2013 - 17
Education Week - March 6, 2013 - 18
Education Week - March 6, 2013 - 19
Education Week - March 6, 2013 - Back Home, Top Lawmaker Gets Earful on K-12 Policy
Education Week - March 6, 2013 - Sequestration and Education: Frequently Asked Questions
Education Week - March 6, 2013 - House Panel Weighs School Safety Concerns
Education Week - March 6, 2013 - 23
Education Week - March 6, 2013 - 24
Education Week - March 6, 2013 - ANGELA MINNICI & ELLEN BEHRSTOCK-SHERRATT: Using Teacher Evaluation to Grow
Education Week - March 6, 2013 - ANITA KRISHNAMURTHI: Recognizing the Impact of After-School STEM
Education Week - March 6, 2013 - Letters
Education Week - March 6, 2013 - 28
Education Week - March 6, 2013 - TopSchoolJobs Recruitment Marketplace
Education Week - March 6, 2013 - 30
Education Week - March 6, 2013 - 31
Education Week - March 6, 2013 - JD CHESLOFF: Why STEM Education Must Start In Early Childhood
Education Week - March 6, 2013 - Cover3
Education Week - March 6, 2013 - Cover4
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