NewLeaders_Untapped
NewLeaders_Untapped NewLeaders_Untapped
BACKGROUNDTHE NEED FOREFFECTIVETEACHERLEADERSHIP“I was mentored, and now as a teacherleader, I am paying that forward. That’sthe way that education is going togrow. If we are willing and able totake what someone has given usand share it with the next individual,then everybody becomes strong.”ELP Participant and Teacher Leader, New OrleansSince our founding in 2000, New Leaders has trained nearly 1,000 principals tolead schools in high-need communities. We expanded our focus to include teacherleadership in 2011, when we launched ELP. In all, we have trained about 2,000school and teacher leaders who reach 450,000 students annually.Our work is motivated by the strong link between effective school leaders and studentsuccess. Teacher and principal effectiveness are the two most significant school-basedfactors contributing to student achievement, and principal effectiveness aloneaccounts for 25 percent. 8 School leaders have an important multiplier effect, becausethey influence many teachers, who in turn influence many more students. With theright skills and support, strong leaders can transform schools.We’ve seen this firsthand. A recent study of New Leaders by the RAND Corporationfound that schools led by principals we trained experienced outsized gains instudent achievement (Figure 1). Those principals were also more likely to continueworking in the schools that need them most (Figure 2). 98 Seashore Louis et al. (2010). Investigating the links to improved student learning. Center for AppliedResearch and Educational Improvement, University of Minnesota, and the Ontario Institute for Studiesin Education, University of Toronto. Retrieved from http://www.wallacefoundation.org/knowledge-center/school-leadership/key-research/Pages/Investigating-the-Links-to-Improved-Student-Learning.aspx9 Gates et al. (2014). Preparing principals to raise student achievement: Implementation and effects of the NewLeaders program in ten districts. Santa Monica, CA: RAND Corporation. Retrieved from http://www.rand.org/content/dam/rand/pubs/research_reports/RR500/RR507/RAND_RR507.pdf8 | UNTAPPED
FIGURE 1IMPACT ONSTUDENTACHIEVEMENTBY NEWLEADERPRINCIPALSStudents attendingschools helmedby New Leadersoutperform theirpeers specificallybecause they havea New Leaderprincipal— andthe results arestatisticallysignificant, the goldstandard in research.District highlights include:OaklandUnified SchoolDistrictStudentsattending a K-8New Leader-ledschool had a3.6% rankincrease inmath and a 3%rank increase inreading.BaltimoreWashington DCStudents attendinga New Leader-ledHigh School hadnearly a 10% rankincrease in math.Students attending a New Leader-ledhigh school had nearly a 5% rankincrease in both math and reading.Elementary results are for at least three years of exposure to a New Leader principal; secondary results are for attendinga school with a New Leader with at least 3 years tenure. All results are based on average impact of the first 10 cohorts ofNew Leaders on student achievement.Source: Gates, Susan M. et al. (2014) Preparing Principals to Raise Student Achievement: Implementation and Effects of theNew Leaders Program in Ten Districts. Santa Monica, CA: RAND Corporation.These successes inspired us to explore the potential of hands-on leadership training for other educators in thebuilding, including teachers, instructional coaches and assistant principals. Not only do we believe these diverseprofessionals can and must serve as members of strong leadership teams, but we have seen how such sharedleadership can address particular challenges faced by high-need schools. These include:Principals can’t do it all on their own.The responsibilities of principals have mushroomedin recent years, with a renewed focus on instructionalleadership to meet rigorous academic standards alongsidethe administrative duties principals have long saiddistract them from focusing adequate time on instructionalpriorities. With 75 percent of principals reportingthe job has become too complex, 10 strong schools needthriving leadership teams to effectively manage vastlyexpanded school leadership responsibilities. Such teamsnaturally include teacher leaders with diverse contentexpertise, and assistant principals capable of steppingup as true instructional leaders.Teachers want to advance while staying close tothe classroom.Meanwhile, the traditional teacher’s role has barelybudged. For the most part, teachers have two options ifthey wish to stay in the field: remain in the classroomdoing much the same job until retirement, or moveinto administration and leave teaching behind. 11These inflexible pathways are unsatisfactory to manyteachers. 12 In the most recent MetLife survey, 84 percentof teachers said they were either “not very” or “not atall” interested in becoming a principal. However, nearly25 percent were interested in a hybrid role combiningteaching and some sort of leadership position. 1310 MetLife, Inc. (2013). The MetLife survey of the American teacher: Challenges for school leadership. New York, NY: Metropolitan Life InsuranceCompany. Retrieved from https://www.metlife.com/assets/cao/foundation/MetLife-Teacher-Survey-2012.pdf11 For more, see Natale, C. F., Gaddis, L., Bassett, K., & McKnight, K. (2013). Creating sustainable teacher career pathways: A 21st century imperative,a joint publication of Pearson & National Network of State Teachers of the Year. Retrieved from http://researchnetwork.pearson.com/wp-content/uploads/CSTCP_21CI_pk_final_WEB1.pdf12 Simon, N. S., & Johnson, S. M. (2015). Teacher turnover in high-poverty schools: What we know and can do. Teachers College Record, 117(3), 1-36.13 MetLife, Inc. (2013). The MetLife survey of the American teacher: Challenges for school leadership. New York, NY: Metropolitan Life InsuranceCompany. Retrieved from https://www.metlife.com/assets/cao/foundation/MetLife-Teacher-Survey-2012.pdfUNTAPPED | 9
- Page 1 and 2: UNTAPPEDTransforming Teacher Leader
- Page 3 and 4: TABLE OFCONTENTSBackground: The Nee
- Page 5 and 6: Annie is a seasoned and well-respec
- Page 7: We must transform teacher leadershi
- Page 11 and 12: FIGURE 3INADEQUATETRAININGFOR TEACH
- Page 13 and 14: ELP is a skills-focused, job-embedd
- Page 15 and 16: Candidates are recommended to apply
- Page 17 and 18: StructureIt’s not just what our p
- Page 19 and 20: “It’s different from going and
- Page 22 and 23: FIGURE 7ELP PARTICIPANTS’ EFFECT
- Page 26: Recommendations for District and Ch
- Page 30 and 31: TECHNICAL APPENDIXTo determine whet
- Page 32: NATIONAL OFFICENew Leaders30 West 2
BACKGROUNDTHE NEED FOREFFECTIVETEACHERLEADERSHIP“I was mentored, and now as a teacherleader, I am paying that forward. That’sthe way that education is going togrow. If we are willing and able totake what someone has given usand share it with the next individual,then everybody becomes strong.”ELP Participant and Teacher Leader, New OrleansSince our founding in 2000, New Leaders has trained nearly 1,000 principals tolead schools in high-need communities. We expanded our focus to include teacherleadership in 2011, when we launched ELP. In all, we have trained about 2,000school and teacher leaders who reach 450,000 students annually.Our work is motivated by the strong link between effective school leaders and studentsuccess. Teacher and principal effectiveness are the two most significant school-basedfactors contributing to student achievement, and principal effectiveness aloneaccounts for 25 percent. 8 School leaders have an important multiplier effect, becausethey influence many teachers, who in turn influence many more students. With theright skills and support, strong leaders can transform schools.We’ve seen this firsthand. A recent study of New Leaders by the RAND Corporationfound that schools led by principals we trained experienced outsized gains instudent achievement (Figure 1). Those principals were also more likely to continueworking in the schools that need them most (Figure 2). 98 Seashore Louis et al. (2010). Investigating the links to improved student learning. Center for AppliedResearch and Educational Improvement, University of Minnesota, and the Ontario Institute for Studiesin Education, University of Toronto. Retrieved from http://www.wallacefoundation.org/knowledge-center/school-leadership/key-research/Pages/Investigating-the-Links-to-Improved-Student-Learning.aspx9 Gates et al. (2014). Preparing principals to raise student achievement: Implementation and effects of the <strong>NewLeaders</strong> program in ten districts. Santa Monica, CA: RAND Corporation. Retrieved from http://www.rand.org/content/dam/rand/pubs/research_reports/RR500/RR507/RAND_RR507.pdf8 | UNTAPPED
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