Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Striving for Excellence

No description

Elisabeth Nixon

on 31 March 2016

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Striving for Excellence

Multilayered Approach
Leadership Actions
Regionalized professional
Getting Out of the Weeds
What we know after year one
Striving for Excellence ... Impacting Teachers & Leaders
Engage superintendents and districts to increase common understanding

District Boot Camp
Leadership Development for Districts and Boards of Education

"PPE has helped me
become a better instructional leader.
I am learning more about instruction and reflecting on my practice.

I was a building manager, now
I am an instructional leader."

New Mexico's Leaders
What really makes education effective is well leveraged leadership that ensures great teaching to guarantee great learning.

Public Impact has found that some competencies are more critical than others.

Achievement: The drive and actions to set challenging goals and reach a high standard of performance despite barriers.

Impact and Influence: Acting with purpose of affecting the perceptions, thinking, and action of others.

Year One
Year One
34 principal mentees,
across 11 districts

13 mentors (5 sitting principals,
1 associate superintendent, 6 consultants, and 1 regional education executive director)

5 turnaround leaders
(1 superintendent,1 associate superintendent, 1 principal leading
two regional cohorts, and
1 regional education
executive director).

We are still in the early stages of implementation.

53% of PPE schools grew at least one letter grade
18% of PPE schools grew at least two letter grades
One PPE school grew three letter grades from a "F" to a "B"
Critical Actions for Leaders
Turnaround leaders and mentors were charged with teaching, coaching and helping participating principals build confidence to affect change in these areas, and the 90-day action plans tracked participants’ actions and progress in each of these areas throughout the 2013/14 school year.

The 90-day action plan serves as the mechanism for improving the systems in place, and it is the focus of the professional dialogue between the turnaround leader, mentor, and mentee.
Pulling the Levers
Mentees surveyed reported:
Pulling the Levers
Teachers surveyed reported that:
Year Two
Going Deeper and Spreading Our Roots
Strengthening Our Roots
Tools, Guidance, and Support
90-Day Plan Summary
Implementation Rubric
Monthly Site Visit Guidance
Reflective Guide
Turnaround Leader will work with his or her Mentor(s) to complete a 90-day Summary for each Mentee.

Use the Implementation Rubric (IR) to scale ratings.

Refer to the three Reflective Guides from this 90-day Plan.

The Implementation Rubric (IR) targets the key leadership levers that impact student achievement.

A tool for Turnaround Leaders, Mentors, and Mentees to pulse-check the current state of implementation of Bambrick-Santoyo’s levers in PPE Mentees’ schools, determine growth and drivers moving forward, and differentiate coaching and professional development.
The purpose of the Monthly Visit over the course of the year is to examine the extent of implementation of the levers of data-driven instruction and inquiry, student culture, and staff culture, systems that when implemented help establish the conditions for effective teaching and learning.
Each month the Mentor and Mentee meet in-person and take time to reflect on walk-throughs, classroom pop-ins, co-observations of teachers, PLCs, data analysis, coaching conversation, etc.

The questions in the chart below should be used in conjunction with the Implementation Rubric (IR) to help identify one to two plusses (strengths or areas of growth) and one to two deltas (opportunities for development) for each area.

Turnaround Leaders
Define monitoring role and a process for standardized feedback.

Training and support on connecting assessment data and analysis and observatiom with concrete instructional next steps.
Placement and Location
Guidance and Direction
New Tools
Training and Support
Provide guidance on expectations for contact.

Training to support consistency and rigor.
Our Role
Year Two #s
Year Two Additions
District Boot Camp

School Board Leadership Training

Integration of SIG schools

Professional development and support focused on rigorous instruction
(based on feedback from formative review)
21 Superintendents

39 Mentees (CII)

20 Mentees (CI)

10 Turnaround Leaders

15 Mentors

New Mexico Spring Budget Conference 2016
Hotel Albuquerque
March 30, 2016

Strengthening Year Two, Building Year Three
There is no single strategy that is
most effective for turning around schools and districts ... find the combination of turnaround strategies with a strong sense of purpose that will work best for the context and culture of your schools.
Principals Pursuing Excellence
University of Virginia School Turnaround Program
Reflecting on
the Past Two Years
Our Road Map
In supporting New Mexico Leaders we are striving to ensure coherence between policy that informs program and initiatives that support instruction.
Achievement is a priority
Getting closer to the classroom is the key
Develop leadership capacity
Getting Started
Identify and focus on a few early wins
Full transcript