1. Balanced Leadership ©McREL 2006 Do not copy without permission Balanced Leadership Matters: Superintendents and Student Achievement Leveraging leadership within the system Presented to the Women and Emerging Leaders Conference By Jane A. Schumacher, Ed.D. November 11, 2006

2. Balanced Leadership ©McREL 2006 Do not copy without permission McREL’s question about leadership… What knowledge and skills of educational leaders (superintendents) effect student achievement, and raise the hopes, expectations, and performance of systems and people?

3. Balanced Leadership ©McREL 2006 Do not copy without permission To answer this question we… Looked back at quantitative research on teaching (CITW), schooling (WWIS), and leadership (SLTW). Looked around at demographic, educational, economic, technological, global, and social trends that will shape the future (2014). Reviewed qualitative and theoretical work on the art (what leaders bring) and science (empirical findings from McREL’s research) of leadership

4. Balanced Leadership ©McREL 2006 Do not copy without permission Developing the science of leadership… Leadership matters – We have correlated school and district leadership with student achievement We have identified leadership responsibilities and practices associated with high levels of student achievement We have discovered that strong leadership does not necessarily mean effective leadership

5. Balanced Leadership ©McREL 2006 Do not copy without permission Principals and superintendents bring the art to leadership: Developing the art of leadership… Courage Persistence Heart Hope

6. Balanced Leadership ©McREL 2006 Do not copy without permission We looked back… …at thousands of studies on the practices of principals and superintendents that correlate with high levels of student achievement.

7. Balanced Leadership ©McREL 2006 Do not copy without permission We looked around at trend data… Population Technology Policy Globalization Economy Education Today Jack Jennings Neil Howe Glen Heimstra Bud Hodgkinson Thomas Freidman Chris Dede

8. Balanced Leadership ©McREL 2006 Do not copy without permission “There is no reason for any individual to have a computer in their home.” ~ Ken Olsen, President Digital Equipment Corp. 1977 Assumption about education

9. Balanced Leadership ©McREL 2006 Do not copy without permission “Everything that can be invented, has been invented.” TV camera from 1929 ~ Charles H. Duell Commissioner of US Patents Office 1898 Assumption about economy

10. Balanced Leadership ©McREL 2006 Do not copy without permission ~ Grover Cleveland 1905 “Sensible & responsible women do not want to vote.” Assumption about policy

11. Balanced Leadership ©McREL 2006 Do not copy without permission “It is an idle dream to imagine that... automobiles will take the place of railways in the long distance movement of... passengers.” American Road Congress, 1913 Assumption about population

12. Balanced Leadership ©McREL 2006 Do not copy without permission “There is no likelihood man can ever tap the power of the atom.” ~ Robert Millikan Nobel Prize winner in physics 1920 Assumption about globalization

13. Balanced Leadership ©McREL 2006 Do not copy without permission “ X rays will prove to be a hoax.” ~ Lord Kelvin President of the Royal Society 1833 Assumption about technology

14. Balanced Leadership ©McREL 2006 Do not copy without permission We’ve arrived at several conclusions… 1.We still have work to do to optimize our existing forms of schooling. 2.It is unlikely we will meet the expectation that “no child is left behind” in our current forms of schooling. 3.We need superintendents who can integrate the art (what leaders bring) and the science (empirical research) of leadership to optimize and/or reinvent America’s education system.

15. Balanced Leadership ©McREL 2006 Do not copy without permission One more conclusion…. Superintendents and principals, when focused on and using research-based practices, are part of the solution and can contribute to school and student success!

16. Balanced Leadership ©McREL 2006 Do not copy without permission Status report on the effect of superintendent leadership on student achievement 27 studies (1970-2005) included in meta analysis (combines data from multiple studies data into single sample) 2,714 school districts in these studies 4,434 ratings of superintendents’ perceptions of their leadership Over 3.4 million student scores The average correlation (r) of superintendent leadership with student achievement is 0.24

17. Balanced Leadership ©McREL 2006 Do not copy without permission Developing the science of leadership… Leadership matters – We have correlated school and district leadership with student achievement (.24) We have identified 6 leadership responsibilities and 51 practices associated with high levels of student achievement We have discovered that strong leadership does not necessarily mean effective leadership

18. Balanced Leadership ©McREL 2006 Do not copy without permission Research Question #1 What is the strength of the relationship between district level leadership and average student achievement in the district?

19. Balanced Leadership ©McREL 2006 Do not copy without permission The general effect of district level leadership The average correlation (r) between district level leadership behavior & achievement is 0.24. This means … A one standard deviation increase in leadership is associated with a 9.5 percentile point difference in mean achievement.

20. Balanced Leadership ©McREL 2006 Do not copy without permission Difference in perceptions of leadership ability Leader A: average superintendent and average student achievement (50 th %ile) Leader B: improves leadership by 1 SD (84 th %ile)

21. Balanced Leadership ©McREL 2006 Do not copy without permission Difference in student achievement after superintendent improves leadership by 1 SD

22. Balanced Leadership ©McREL 2006 Do not copy without permission Discussion questions What might it take to improve superintendent leadership by one standard deviation? Is this finding significant enough to warrant investments in professional development for superintendents?

23. Balanced Leadership ©McREL 2006 Do not copy without permission Research Question #2 What specific district-level leadership responsibilities are related to student achievement?

24. Balanced Leadership ©McREL 2006 Do not copy without permission Leadership responsibilities 6 areas of superintendent responsibility Comprehensive, systemic district and school leadership

25. Balanced Leadership ©McREL 2006 Do not copy without permission

26. Balanced Leadership ©McREL 2006 Do not copy without permission Research Question #3 Do behaviors associated with strong district-level leadership always have a positive effect on student achievement?

27. Balanced Leadership ©McREL 2006 Do not copy without permission The differential impact of leadership Leaders perceived as strong do not always have a positive effect on student achievement.

28. Balanced Leadership ©McREL 2006 Do not copy without permission The differential impact of superintendent leadership Supt. rated at the 84 th percentile of leadership Range of Correlations in Studies in Meta- analysis Student Achievement (percentile 84 th.5470th 84 th.2459th 84 th -.1345th

29. Balanced Leadership ©McREL 2006 Do not copy without permission How do we explain this differential impact of leadership? Factors mediating leadership behavior Focus of the change (goals not likely to impact student achievement) and the Magnitude of the change (inaccurate estimation of the magnitude of change that goals imply for stakeholders)

30. Balanced Leadership ©McREL 2006 Do not copy without permission Focus of change: Influences on student learning School 1. Guaranteed & Viable Curriculum 2. Challenging Goals & Effective Feedback 3. Parent & Community Involvement 4. Safe & Orderly Environment 5. Collegiality & Professionalism Teacher 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design Student 9. Home Environment 10. Learned Intelligence/Background Knowledge 11. Motivation

31. Balanced Leadership ©McREL 2006 Do not copy without permission Magnitude: common labels describing types of change vs. First-orderSecond-order TechnicalAdaptive ContinuousDiscontinuous Incremental Fundamental

32. Balanced Leadership ©McREL 2006 Do not copy without permission Magnitude: common labels describing types of change McREL uses labels based on the implications of change rather than the type of change. vs. First-orderSecond-order Technical Adaptive Continuous Discontinuous Incremental Fundamental

33. Balanced Leadership ©McREL 2006 Do not copy without permission McREL’s view of magnitude The magnitude of change is determined by the implications it has for the people expected to implement it or those who will be impacted by it. The same change can be perceived differently by different stakeholders.

34. Balanced Leadership ©McREL 2006 Do not copy without permission Power of perception Hill (1915)

35. Balanced Leadership ©McREL 2006 Do not copy without permission Power of perception Edgar Rubin (1915)

36. Balanced Leadership ©McREL 2006 Do not copy without permission Power of perception Botwinick (1961)

37. Balanced Leadership ©McREL 2006 Do not copy without permission Power of perception

38. Balanced Leadership ©McREL 2006 Do not copy without permission First- or second-order? Do stakeholders perceive the change as… an extension of the past?a break from the past? consistent with prevailing organizational norms? inconsistent with prevailing organizational norms? congruent with personal values? incongruent with personal values? easily learned using existing knowledge & skills? requiring new knowledge & skills? First-order ImplicationsSecond-order Implications Knowledge; experiences; values; flexibility

39. Balanced Leadership ©McREL 2006 Do not copy without permission Superintendent leadership Six superintendent responsibilities with statistically significant correlations to student achievement. The six superintendent responsibilities align with findings in our earlier study on school level leadership. We can begin to answer with much greater clarity the question: “what should be tightly coupled in an increasingly standardized system?”

40. Balanced Leadership ©McREL 2006 Do not copy without permission Six areas of superintendent responsibilities 1.Collaborative goal setting 2.Non-negotiable goals for achievement and instruction 3.Board alignment and support of district goals 4.Monitoring goals for achievement and instruction 5.Use of resources to support achievement and instruction goals 6.Defined autonomy: superintendent relationship with schools

41. Balanced Leadership ©McREL 2006 Do not copy without permission ResponsibilityrGeneralizations 1 Collaborative goal setting r =.24 Involves board members and principals in process of setting goals (all agree to support district goals) 2 Non- negotiable goals for achievement and instruction.33 Goals for student achievement and instructional program adopted and based on relevant research: (1) specific achievement targets and (2) consistent use of research-based practices enacted at ALL school sites

42. Balanced Leadership ©McREL 2006 Do not copy without permission ResponsibilityrGeneralizations 3 Board alignment & support of district goals r =.29 Board support for district goals for achievement and instruction maintained (5 year goals; no initiatives or distractions from goals) 4 Monitoring goals for achievement and instruction r=.27 Superintendent monitors and evaluates implementation of district instructional program, impact of instruction on achievement, and impact of implementation on implementers (success = extent to which schools meet district goals)

43. Balanced Leadership ©McREL 2006 Do not copy without permission ResponsibilityrGeneralizations 5 Use of resources to support goals for achievement and instruction r =.26 Resources (time, finances, personnel, materials) dedicated and used for professional development of teachers and principals to achieve district goals: (1)cut back or drop initiatives not aligned with district goals and (2) resources MUST support building the knowledge and skills of staff to support district goals)

44. Balanced Leadership ©McREL 2006 Do not copy without permission Responsibility: A surprising and perplexing finding rGeneralizations 6 Defined autonomy: superintendent relationship with schools (increase in building autonomy was associated with increase in student achievement AND site based management had negative correlation -.16 with student achievement) r =.28 Superintendent provides autonomy to principals to lead schools, but expects alignment of district goals and use of resources

45. Balanced Leadership ©McREL 2006 Do not copy without permission ResponsibilityrGeneralizations 6 Goal adoption; goals for student achievement and district instructional program (defined autonomy within boundaries defined by district goals) r =.33 Clear goals are established for student achievement District-wide research-based approach to instruction is adopted Schools align with district’s achievement and instruction goals

46. Balanced Leadership ©McREL 2006 Do not copy without permission Discussion questions Do these findings confirm or challenge your practices? Why might it be important for district office staff to understand these findings? Why might it be helpful for local school board members to understand these findings?

47. Balanced Leadership ©McREL 2006 Do not copy without permission One additional “bonus” finding Stability in superintendent leadership matters: the available data indicate the effect of superintendent tenure is (r).19, which appears after two years and is evident at least through year ten. In contrast… The average effect of CSR models after seven years is (r).075

48. Balanced Leadership ©McREL 2006 Do not copy without permission One additional “bonus” finding This means that… the longevity of superintendent tenure has a positive effect on average student achievement as early as two years in the superintendent’s tenure

49. Balanced Leadership ©McREL 2006 Do not copy without permission 21 school level leadership responsibilities AffirmationInvolvement with CIA Change agentKnowledge of CIA CommunicationMonitor/evaluate Contingent rewardOptimize CultureOrder DisciplineOutreach FlexibilityRelationships FocusResources Ideals and beliefsSituational Awareness InputVisibility Intellectual stimulation

50. Balanced Leadership ©McREL 2006 Do not copy without permission Purposeful Community The Balanced Leadership Framework™ Leadership MAGNITUDE Create demand Implement Manage transitions Monitor & evaluate FOCUS School practices Classroom practices Student characteristics

51. Balanced Leadership ©McREL 2006 Do not copy without permission Six areas of superintendent responsibilities 1.Collaborative goal setting 2.Non-negotiable goals for achievement and instruction 3.Board alignment and support of district goals 4.Monitoring goals for achievement and instruction 5.Use of resources to support achievement and instruction goals 6.Defined autonomy: superintendent relationship with schools

52. Balanced Leadership ©McREL 2006 Do not copy without permission Placement of 6 areas of superintendent responsibilities within the Balanced Leadership Framework™ 1.Collaborative goal setting Purposeful Community 2.Non-negotiable goals for achievement and instruction Focus 3.Board alignment and support of district goals Purposeful Community 4.Monitoring goals for achievement and instruction Magnitude of change 5.Use of resources to support achievement and instruction goals Purposeful Community 6.Defined autonomy: superintendent relationship with schools Purposeful Community

53. Balanced Leadership ©McREL 2006 Do not copy without permission Leveraging leadership in the system Purposeful Community Superintendent responsibilities Principal responsibilities Fulfilled by… Collaborative goal setting process Input Communica -tion Inviting staff expertise to enhance the goal setting process Timing staff input to align with district process Using communication channels to keep staff informed about district process

54. Balanced Leadership ©McREL 2006 Do not copy without permission Leveraging leadership in the system Purposeful Community Superintendent responsibilities Principal responsibilities Fulfilled by… Collaborative goal setting process Ideals and beliefsIdeals and beliefs Honoring operating principles and agreements Contributing to the process in ways that reflect beliefs about teaching and learning Modeling beliefs about the schools ability to positively impact the lives of students

55. Balanced Leadership ©McREL 2006 Do not copy without permission Leveraging leadership in the system Purposeful Community Superintendent responsibilities Principal responsibilities Fulfilled by… Board alignment with & support of district goals Visibility Knowledge of CIA Regularly engaging staff members, students, and parents in conversations about district goals Providing conceptual guidance to enhance support of goals

56. Balanced Leadership ©McREL 2006 Do not copy without permission Leveraging leadership in the system Purposeful Community Superintendent responsibilities Principal responsibilities Fulfilled by… Board alignment with & support of district goals Outreach Advocating for both school and district goals within the community Ensuring that school goals are aligned with district goals

57. Balanced Leadership ©McREL 2006 Do not copy without permission Leveraging leadership in the system Purposeful Community Superintendent responsibilities Principal responsibilities Fulfilled by… Defined autonomy: superintendent relationship with schools Intellectual stimulationIntellectual stimulation Using research to develop staff capacity to accomplish district and school goals Finding and sharing examples of successful implementation

58. Balanced Leadership ©McREL 2006 Do not copy without permission Leveraging leadership in the system Purposeful Community Superintendent responsibilities Principal responsibilities Fulfilled by… Defined autonomy: superintendent relationship with schools Optimize Situational awarenessSituational awareness Interpreting successes and disappointments in ways that foster hope, resilience, and persistence Attending to district direction Working with local opinion leaders

59. Balanced Leadership ©McREL 2006 Do not copy without permission Leveraging leadership in the system Purposeful Community Superintendent responsibilities Principal responsibilities Fulfilled by… Defined autonomy: superintendent relationship with schools Affirmation Contingent rewards Acknowledging and celebrating successful school efforts Acknowledging and using unsuccessful school efforts as an opportunity for improvement Rewarding staff members for commitment and performance

60. Balanced Leadership ©McREL 2006 Do not copy without permission Leveraging leadership in the system Purposeful Community Superintendent responsibilities Principal responsibilities Fulfilled by… Defined autonomy: superintendent relationship with schools Relationships Culture Listening to the perceptions, concerns, and aspirations of individual staff members Developing a shared vision of quality instruction and student achievement

61. Balanced Leadership ©McREL 2006 Do not copy without permission Leveraging leadership in the system Purposeful Community Superintendent responsibilities Principal responsibilities Fulfilled by… Use of resources to support goals for achievement and instruction Resources Involvement in CIA Discipline Using PD to support district and school goals for achievement and instruction Providing exemplars of good practice Providing support materials Protecting time for PD

62. Balanced Leadership ©McREL 2006 Do not copy without permission Leveraging leadership in the system Magnitude Superintendent responsibilities Principal responsibilities Fulfilled by… Monitoring goals and achievement & instruction Monitor and evaluateMonitor and evaluate Implementing research based practices with quality, fidelity, consistency, and intensity Reviewing leading indicators of achievement Listening for impact on implementers Managing transitions

63. Balanced Leadership ©McREL 2006 Do not copy without permission Leveraging leadership in the system Magnitude Superintendent responsibilities Principal responsibilities Fulfilled by… Monitoring goals and achievement & instruction Change agentChange agent Ideals and beliefs Supporting goals even when outcomes are uncertain Modeling behaviors consistent with district goals for instruction and achievement

64. Balanced Leadership ©McREL 2006 Do not copy without permission Leveraging leadership in the system Magnitude Superintendent responsibilities Principal responsibilities Fulfilled by… Monitoring goals and achievement & instruction Optimize Intellectual stimulation Modeling a positive, optimistic attitude and encouraging staff to persist with implementation of research based instructional practice Sharing, discussing, and utilizing relevant research

65. Balanced Leadership ©McREL 2006 Do not copy without permission Leveraging leadership in the system Magnitude Superintendent responsibilities Principal responsibilities Fulfilled by… Monitoring goals and achievement & instruction Flexibility Knowledge of CIAKnowledge of CIA Aligning school priorities with district goals even when there is dissent Guiding implementation of district instructional program

66. Balanced Leadership ©McREL 2006 Do not copy without permission Leveraging leadership in the system Magnitude Superintendent responsibilities Principal responsibilities Fulfilled by… Monitoring goals and achievement & instruction Culture Communica -tion Using leadership and transition teams to keep staff connected with one another and with impact of implementation Using leadership team to keep communication channels activated

67. Balanced Leadership ©McREL 2006 Do not copy without permission Leveraging leadership in the system Magnitude Superintendent responsibilities Principal responsibilities Fulfilled by… Monitoring goals and achievement & instruction Order Input Using leadership and transition teams to help develop understanding of new routines Using leadership and transition teams to solicit staff experiences regarding implementation

68. Balanced Leadership ©McREL 2006 Do not copy without permission Leveraging leadership in the system Focus Superintendent responsibilities Principal responsibilities Fulfilled by… Non- negotiable goals for achievement and instruction Focus Culture Order Aligning school goals with district goals Developing a shared vision of what the school will be like when goals are accomplished Establishing structures and routines that support district goals

69. Balanced Leadership ©McREL 2006 Do not copy without permission Leveraging leadership in the system Focus Superintendent responsibilities Principal responsibilities Fulfilled by… Non- negotiable goals for achievement and instruction Contingent rewardsContingent rewards Outreach Recognizing and rewarding staff members based on commitment to goals and individual performance Aligning school practices with district direction Advocating for district and school goals in the community

70. Balanced Leadership ©McREL 2006 Do not copy without permission Tight/loose couplings in a district School TightLoose Achievement goals Instructional goals Guaranteed and viable curriculum Aligned resources Performance indicators Board support of adopted goals Goal setting process Monitoring of system performance Change mgt. (dist.) Individual student goals Real time feedback Professionalism Safe & orderly climate Recovery system Change mgt. (school) ? District Tight Loose

71. Balanced Leadership ©McREL 2006 Do not copy without permission Implications of “bonus” finding for school and district leadership Superintendent tenure of (2-10 years): Provides time for support of principals as they emphasize the 21 research- based leadership responsibilities Provides time for school- and district- level implementation of research-based Balanced Leadership Framework™

72. Balanced Leadership ©McREL 2006 Do not copy without permission What else does it take from leaders to… ….raise achievement, ….raise hopes, ….raise expectations, and ….raise performance? Leaders must integrate science with art

73. Balanced Leadership ©McREL 2006 Do not copy without permission Raise them up by… Remembering that “…the good we secure for ourselves is precarious and uncertain until it is secured for all of us and incorporated into our common life…” Jane Addams

74. Balanced Leadership ©McREL 2006 Do not copy without permission Never confusing the edge of your rut for the horizon. Raise them up by…

75. Balanced Leadership ©McREL 2006 Do not copy without permission Raise them up by… …speaking with passion without having the words catch in our throats and by being in community and joining our strength with others to do the work that needs to be done. Starhawk

76. Balanced Leadership ©McREL 2006 Do not copy without permission Raise them up by dreaming big, reminding them that… It is no failure to fall short of realizing all that we might dream. Failure is to fall short of dreaming all that we might realize.

77. Balanced Leadership ©McREL 2006 Do not copy without permission Remember that your communities need you more than ever!

78. Balanced Leadership ©McREL 2006 Do not copy without permission For more information Visit the McREL Web site –www.mcrel.orgwww.mcrel.org Email Jane Schumacher at: –jschumacher@mcrel.orgjschumacher@mcrel.org

79. Balanced Leadership ©McREL 2006 Do not copy without permission Affirmation The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Recognizes and celebrates school accomplishments and acknowledges failures Systematically and fairly recognizes the accomplishments of teachers and staff Systematically and fairly recognizes and celebrates the accomplishments of students Systematically and fairly recognizes the failures of and celebrates the accomplishments of the school as a whole

80. Balanced Leadership ©McREL 2006 Do not copy without permission Change Agent The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Is willing to and actively challenges the status quo Consciously challenges the status quo Is willing to lead change initiatives with uncertain outcomes Systematically considers new and better ways of doing things Consistently attempts to operate at the edge versus the center of the school’s competence

81. Balanced Leadership ©McREL 2006 Do not copy without permission Communication The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Establishes strong lines of communication with teachers and among students Is easily accessible to teachers and staff Develops effective means for teachers and staff to communicate with one another Maintains open and effective lines of communication with teachers and staff

82. Balanced Leadership ©McREL 2006 Do not copy without permission Contingent Rewards The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Recognizes & rewards individual accomplishments Recognizes and rewards individual accomplishments Uses performance versus seniority as the primary criteria for rewards and recognition Uses hard work and results as the basis for rewards and recognition Recognizes individuals who excel

83. Balanced Leadership ©McREL 2006 Do not copy without permission Culture The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Fosters shared beliefs & a sense of community and cooperation Promotes a sense of well being among teachers and staff Promotes cohesion among teachers and staff Develops an understanding of purpose among teachers and staff Develops a shared vision of what the school could be like Promotes cooperation among teachers and staff

84. Balanced Leadership ©McREL 2006 Do not copy without permission Discipline The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Protects teachers from issues and influences that would detract from their teaching time or focus Protects instructional time from interruptions Protects/shelters teachers and staff from internal and external distractions

85. Balanced Leadership ©McREL 2006 Do not copy without permission Flexibility The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Adapts his or her leadership behavior to the needs of the current situation and is comfortable with dissent Is comfortable with making major changes in how things are done Encourages people to express diverse opinions contrary to those held by individuals in positions of authority Adapts leadership style to the needs of specific situations Is directive or non-directive as the situation warrants

86. Balanced Leadership ©McREL 2006 Do not copy without permission Focus The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Establishes clear goals and keeps those goals in the forefront of the school’s attention Establishes high, concrete goals and expectations that all students meet them Establishes high, concrete goals for curriculum, instruction and assessment practices within the school Establishes high, concrete goals for the general functioning of the school Continually keeps attention on established goals

87. Balanced Leadership ©McREL 2006 Do not copy without permission Ideals/beliefs The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Communicates and operates from strong ideals and beliefs about schooling Possesses well-defined beliefs about schools, teaching, and learning Shares beliefs about school, teaching, and learning with the teachers and staff Demonstrates behaviors that are consistent with beliefs

88. Balanced Leadership ©McREL 2006 Do not copy without permission Input The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Involves teachers in the design and implementation of important decisions Provides opportunities for teacher and staff input on all important decisions Provides opportunities for teachers and staff to be involved in developing school policies Uses leadership teams in decision-making

89. Balanced Leadership ©McREL 2006 Do not copy without permission Intellectual Stimulation The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Ensures that the faculty and staff are aware of the most current theories and practices and makes the discussion of these a regular aspect of the school culture Keeps informed about current research and theory on effective schooling Continually exposes teachers and staff to cutting-edge research and theory on effective schooling Fosters systematic discussion regarding current research and theory on effective schooling

90. Balanced Leadership ©McREL 2006 Do not copy without permission Involvement in CIA The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Is directly involved in the design and implementation of curriculum, instruction, and assessment practices Is directly involved in helping teachers design curricular activities and address assessment and instructional issues

91. Balanced Leadership ©McREL 2006 Do not copy without permission Knowledge of CIA The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Is knowledgeable about current curriculum, instruction, and assessment practices Possesses extensive knowledge about effective curricular, instructional, and assessment practices Provides conceptual guidance regarding effective classroom practices

92. Balanced Leadership ©McREL 2006 Do not copy without permission Monitor/evaluate The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Monitors the effectiveness of school practices and their impact on student learning Continually monitors the effectiveness of the school’s curricular practices. Continually monitors the effectiveness of the school’s instructional practices. Continually monitors the effectiveness of the school’s assessment practices. Remains aware of the impact of the school’s practices on student achievement.

93. Balanced Leadership ©McREL 2006 Do not copy without permission Optimize The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Inspires and leads new and challenging innovations Inspires teachers and staff to accomplish things that might be beyond their grasp. Is the driving force behind major initiatives. Portrays a positive attitude about the ability of teachers and staff to accomplish substantial things.

94. Balanced Leadership ©McREL 2006 Do not copy without permission Order The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Establishes a set of standard operating procedures and routines Provides and reinforces clear structures, rules, and procedures for teachers and staff. Provides and reinforces clear structures, rules, and procedures for students. Establishes routines for the effective running of the school that teachers and staff understand and follow.

95. Balanced Leadership ©McREL 2006 Do not copy without permission Outreach The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Is an advocate and spokes- person for the school to all stakeholders Ensures the school complies with all district and state mandates. Is an advocate of the school with the community at large. Is an advocate of the school with parents. Is an advocate of the school with central office.

96. Balanced Leadership ©McREL 2006 Do not copy without permission Relationships The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Demonstrates awareness of the personal aspects of teachers and staff Is informed about significant personal issues within the lives of teachers and staff. Maintains personal relationships with teachers and staff. Is aware of the personal needs of teachers and staff. Acknowledges significant events in the lives of teachers and staff.

97. Balanced Leadership ©McREL 2006 Do not copy without permission Resources The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Provides teachers with materials and professional development necessary for the successful execution of their jobs Ensures that teachers and staff have the necessary materials and equipment. Ensures that teachers and staff have the necessary professional development opportunities that directly enhance their teaching.

98. Balanced Leadership ©McREL 2006 Do not copy without permission Situational Awareness The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Is aware of the details and the undercurrents in the running of the school and uses this information to address current and potential problems Is aware of informal groups and relationships among teachers and staff Is aware of the issues in the school that have not surfaced but could create discord Accurately predicts what could go wrong from day to day

99. Balanced Leadership ©McREL 2006 Do not copy without permission Visibility The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Has quality contacts and interactions with teachers and students Makes systematic and frequent visits to the classroom. Is highly visible to students, teachers, and parents. Has frequents contact with students.