1. THE METLIFE SURVEY OF THE AMERICAN TEACHER: CHALLENGES FOR SCHOOL LEADERSHIP Gwendolyn Thomas Kimberly Patterson Shannon Biggs

2. Purpose of Research This study examines views of teachers and principals on the responsibilities and challenges facing schools leaders: Changing roles of principals Changing roles of teachers Budget and resources Professional satisfaction Implementation of the Common Core State Standards

3. Research Method Survey Teachers Telephone survey of among 1,000 K-12 teachers from October 5 to November 11, 2012. Survey Principals 500 K-12 principals interviewed between October 9 and November 9, 2012 by telephone. In-depth Phone Interviews Five education leaders and policy experts were interviewed via phone between August 14 and August 17, 2012.

4. CHAPTER ONE Responsibilities and Challenges of Leadership

5. Biggest Challenges Principals and teachers agree the biggest challenges are: 1. Managing Resources 78% of principals and 86% of teachers 2. Addressing Individual Student Needs 83% of principals and 78% of teachers 3. Engaging Parents 72% of principals and 73% of teacher *Percentages reflect the principals and teachers surveyed in the study.

6. Common Core 67% of principals say implementing the Common Core is challenging. 59% of teachers agreed with principals— implementing the Common Core is challenging.

7. Engaging Parents and the Community Principals say it is more difficult to engage parents and the the community to improve education in secondary schools and schools with high-needs.

8. Budget Cuts Teachers and principals agree adequate funding and support = improving student achievement. Majority of teachers from the survey report budgets have decreased at their school. More than ½ of the principals surveyed report their budgets have decreased over the past year. Budget cuts cause managing the budget and resources one of the most difficult tasks for principals

9. Collaboration and Professional Learning Teachers and principals agree, time and professional learning opportunities are not increasing. Budget cuts are responsible for the lack of increase in professional learning. 6 in 10 teachers surveyed report time for collaboration have decreased.

10. CHAPTER 2 The Changing Role of Principals

11. Principals Say their Jobs Have Changed and Become Too Complex Most principals say that their responsibilities today have changed compared to five years ago and that the job has increased in complexity.

12. Principals and Teachers Differ in Their Perceptions of the Most Important Experiences and Skills for a School Principal The ability to use student performance data to improve instruction is most important to principals, while teachers emphasize the experience of being a classroom teacher. Principals and teachers are equally likely to say that having been a teacher is very important experience for a principal (78% vs.79%). *Principals and teachers also diverge in their evaluations of the importance of having strong operational skills to be an effective school leader.

13. Experiences and Skills That are important for a School Principal to Have

14. Elementary school principals and teachers are more likely than their high school counterparts to rate most of these skills as very important Uses data about student performance to improve instruction (principals: 89% vs. 71%; teachers: 62% vs. 44%); Evaluates teacher effectiveness using multiple measures (principals: 81% vs. 72%; teachers: 71% vs. 61%); Has been a classroom teacher (principals: 79% vs.70%; teachers: 84% vs. 70%); and Understands how to use technology to improve instruction (principals: 54% vs. 39%; teachers: 50% vs. 39%).

15. Educators Emphasize Professional Accountability for Principals

16. Principals’ Control over School Leadership Responsibilities Varies While they believe in their professional accountability, principals report varying levels of control over decision making in key areas. Principal control in decisions about curriculum and instruction has declined during the past decade. In several areas, teachers are less likely than principal to believe that the principal has a great control in making decisions. Principals in schools whose budgets have stayed the same or increased have greater control over finances.

17. Principals Experience Frequent Stress and Principal Job Satisfaction Has Decreased and One-third are likely to leave Half (48%) of principals feel under great stress several days a week or more. Job Satisfaction among principals has declined to its lowest point in over a decade. One third (32%) of principals say they are very or fairly likely to leave their job as a school principal to go into some different occupation.

18. Principals Feel Well Prepared and Participate in Professional Learning Communities Most principals believe they were prepared well for their responsibilities as school principal. Most principals report that they participate in a professional learning community, but fewer engage in mentoring with another principal. Higher job satisfaction is associated with principals feeling well prepared for their responsibilities and participating in a professional learning community (PLC) with other principals.

19. Teachers and Principals Give Positive Ratings to the Job Principals are doing Most teachers give positive ratings to principals in their school. The majority of new teachers rate their principals as excellent. Teachers in high needs schools give lower ratings to their principals performance. Teachers who say their principals are doing an excellent job are more likely than others to report that time for collaboration and that professional development opportunities have increased. Nearly all principals (97%) give positive ratings to the principals In their district. Higher job satisfaction for principals is associated with higher ratings of their colleagues’ performance.

20. Conclusion Principals report that their role as school leaders is changing and is becoming more intricate and they are experiencing more stress more frequently along with less job satisfaction. Most principals feel well prepared for their job as a principal and are participating in learning communities with other principals to strengthen their leadership skills. Principals and teachers have different priorities when it comes to the experience and skills they think a principal should have to be an effective school leader. Principals believe in the importance of using data to improve instruction, while teachers feel that having classroom teaching experience as most important. Teachers as well as principals rate their principals favorably in reference to the job that they do, although teachers in high-needs schools are less likely to rate their principals performance as excellent.

21. CHAPTER THREE Teachers, Professional Satisfaction and Leadership

22. TEACHERS Coachers of Learning Resources on curriculum, instruction and professional learning Mentors of New Teachers Collaborators in school-wide and peer leadership What Teachers Do:

23. Principals and Teachers Give Positive Ratings to the Job Teachers are Doing Principals 67% of elementary teachers are excellent. 56%-excellent urban teachers 74%-excellent teachers of at/above level students Teachers 65 % of elementary teachers are excellent. 51%-excellent urban teachers 70%-excellent teachers of at/above level students Question asked: How good a job do you think the classroom teachers in your school are doing?

24. Teacher Job Satisfaction Continues to Decline Reasons for Decline Stress Mid-career Teachers Budget Decreases Teach in urban elementary schools with low income students Challenging for school leaders to address diverse learners Challenging to implement the Common Core State Standards Teacher collaboration has decreased Professional Development opportunities have decreased Difficult to maintain an adequate supply of effective teachers

25. Leadership Roles of Teachers Teacher Leaders are: A. More experienced B. Have at least six years experience C. Feel their school’s budgets are have decreased over the last twelve months Jobs Teacher Leaders hold include: Department Chair Instructional Chair Instructional Resource Teacher Mentor Leadership Team Member

26. Responsibilities Beyond the Classroom

27. Conclusion The additional challenges for leading schools to improve include the continuing urgent decline in teacher moral. Expectations and standards are increasing for effective teaching and learning, and teacher moral is declining. This decline is associated with diminished budgets and resources, fewer students meeting the standards and fewer colleagues being rated highly for how well they are doing their job. Teacher leadership emerges as a potential resource for translating challenges into opportunities by serving hybrid roles as leaders. This service addresses professional growth and satisfaction.

28. CHAPTER FOUR Implementation of Common Core State Standards

29. Knowledge 9 in 10 principals say they are very knowledgeable about Common Core. 92% of teachers surveyed report they are knowledgeable regarding Common Core. Principal and teacher knowledge did not vary from school level or other demographic characteristics.

30. Implementation Majority of principals and teachers believe implementing Common Core is challenging. Most principals and teachers feel their school staff have the academic knowledge and skills to teach Common Core Implementing Common Core is challenging because: Individual needs of students need to be met School budgets and resources have to be managed Engaging parents and the community has to take place

31. Present in the Classroom Many teachers and principals report teachers in their building are already using Common Core 62% of teachers believe their school is already using Common Core The use of Common Core is currently more prevalent in the elementary schools. 46 states and the District of Columbia have adopted Common Core Standards.

32. High-Needs Schools Student performance is decreasing in high-needs schools where Common Core is being used Common Core is more rigorous causing gaps in instruction. Most students not performing at or above grade level in English language arts and math.

33. Teachers using the Common Core and schools that have high student performance focus their instruction on: Reading and Comprehending literacy and informational texts Applying mathematics to solving problems arising in everyday life Reasoning abstractly and quantitatively Assessing how point of view or purpose shapes the content and style of a text

34. Hurdles for the Common Core School Levels School Location Student Population Rating of school Principal High Needs Schools Rating of Teachers in School Low Job Satisfaction Frequency of great stress

35. Tools for helping to solve real-world problems Real world problems that students can solve Strategies and coaching to teach content more deeply Assessments aligned to standards Tools to track individual progress on key standards Simulations, games and demonstrations of key concepts More effective tools for homework and review

36. Principals and Teachers Believe in the Benefits of the Common Core A majority of principals and a majority of teachers believe that the Common Core will have a positive impact on student achievement and preparation for college and the workforce. Fewer educators at the middle and high school levels have confidence in the impact of the Common Core on student achievement. Educators who are more knowledgeable about the Common Core are more confident on student achievement and preparedness. Educators who say that teachers in their school are using the Common Core a great deal in their teaching are more confident that it will benefit students.

37. Principals and Teachers Believe in the Benefits of the Common Core cont. Confidence in teachers’ abilities to teach the Common Core exceeds confidence in the Common Core’s impact on student outcomes.

38. Higher Levels of Implementation and Confidence in the Common Core Associated with a more Positive School Culture Teachers with high-performing principals report greater use of the Common Core and greater confidence in its benefits. Teachers with high job satisfaction have more confidence in their colleagues’ ability to teach the Common Core and in its benefits to students.

39. Conclusion Educators who have started to implement the Common Core feel strongly that they have the know-how to implement it correctly, yet are not very confident in the potential of these new standards to prepare our students adequately for colleges and careers. Meeting the needs of diverse learners is still the top priority for school leaders, and educators in high needs schools still mention the greater distance their schools must go in order for all students to college and career ready. Teachers still state that real-world problems for students would greatly benefit the implementation of the standards and may allow for an opportunity for parents, communities, including businesses, to be supportive. Strong leadership from the principal and high teacher satisfaction may be important resources closely tied to successful implementation of the Common Core.