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STATE ACTION FOR EDUCATION LEADERSHIP PROJECT SUCCESSION PLANNING Jacquelyn O. Wilson, Ed.D Coordinator of Graduate Education Wilmington College SAELP.

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Presentation on theme: "STATE ACTION FOR EDUCATION LEADERSHIP PROJECT SUCCESSION PLANNING Jacquelyn O. Wilson, Ed.D Coordinator of Graduate Education Wilmington College SAELP."— Presentation transcript:

1 STATE ACTION FOR EDUCATION LEADERSHIP PROJECT SUCCESSION PLANNING Jacquelyn O. Wilson, Ed.D Coordinator of Graduate Education Wilmington College SAELP Project Director & Joseph Murphy Professor, Vanderbilt University

2 TASK FORCE FOR RECRUITMENT AND RETENTION OF SCHOOL LEADERS & TASK FORCE ON WORKING CONDITIONS OF SCHOOL LEADERS Task force developed 19 policy recommendations Task force developed 19 policy recommendations One of top five recommendations was to develop a diverse pool of highly qualified school leaders to take on leadership positions in schools/districts One of top five recommendations was to develop a diverse pool of highly qualified school leaders to take on leadership positions in schools/districts

3 DISTRICT SURVEY COLLECTION OF FIVE YEARS OF DEMOGRAPHIC DATA FROM COLLECTION OF FIVE YEARS OF DEMOGRAPHIC DATA FROM –How many retirements –How many transfers –How many resignations By age, race, gender, position By age, race, gender, position FORECAST OF NEEDS FOR NEXT TEN YEARS

4 What is Succession Planning? Identifying high potential teacher leaders Identifying high potential teacher leaders Providing professional development and opportunity for growth Providing professional development and opportunity for growth Preparing teacher leaders to take on school leadership positions when they become available Preparing teacher leaders to take on school leadership positions when they become available

5 Does Succession Planning Mean Replacement? Replacement: Can fill a specific position tomorrow Succession: Developing people for target levels who could fill a variety of leadership positions

6 WHY SHOULD A DISTRICT SUCCESSION PLAN? Work in table groups and discuss why a district should have a plan for filling school leadership positions that become vacant Work in table groups and discuss why a district should have a plan for filling school leadership positions that become vacant Think about possible barriers that may prevent a district from developing a succession plan Think about possible barriers that may prevent a district from developing a succession plan

7 DELAWARES POOL OF 100 District Pool: want to work just in district where currently working District Pool: want to work just in district where currently working State Pool: will accept a position in any district State Pool: will accept a position in any district Recruitment from outside the pool: sometimes the district needs to bring someone with specific expertise in from the outside Recruitment from outside the pool: sometimes the district needs to bring someone with specific expertise in from the outside

8 STATE ACTION FOR EDUCATION LEADERSHIP PLAN FOR SUCCESSION Kick-off Event with district teams Kick-off Event with district teams Two follow-up training sessions for district teams Two follow-up training sessions for district teams Proposal for developing models of succession planning due July 15 Proposal for developing models of succession planning due July 15 District proposals will be scored by a committee District proposals will be scored by a committee $10,000 mini-grants given to districts to develop models of succession planning $10,000 mini-grants given to districts to develop models of succession planning Two years to develop/implement the plan Two years to develop/implement the plan

9 SUCCESSION PLANNING Districts who receive the $10,000 mini- grant will participate in the following: Bi-monthly meetings Bi-monthly meetings On-line discussion boards On-line discussion boards Advisory group with business partnerships Advisory group with business partnerships Professional development Professional development

10 GUIDING PRINCIPLES ASPIRING SCHOOL LEADER INTERNSHIP PROGRAM Allows the learner to assume an active role Allows the learner to assume an active role –allows the opportunity to exercise and demonstrate leadership (e.g. work with other to achieve goals) –is not all pre-determined; provides flexibility and multiple degrees of freedom –provides the ability to link responsibility/accountability with the learner Aligns with the Delaware (ISLLC) Standards Aligns with the Delaware (ISLLC) Standards –focuses on instructional leadership and leadership for social justice/equity (not simply management)

11 GUIDING PRINCIPLES Reflects real problems and improvement efforts in schools, districts, and social service agencies Reflects real problems and improvement efforts in schools, districts, and social service agencies –problem based –seen from the host perspective as addressing real school/district needs –promotes close connections with schools/districts –Connects to comprehensive school reform (improvement) efforts Honors the collaborative nature of leadership Honors the collaborative nature of leadership –provides opportunities to develop and demonstrate human relations skills –helps learners see diverse perspectives and interact with a variety of stakeholders –provides opportunities to work on teams

12 GUIDING PRINCIPLES Internship should be school-based Internship should be school-based

13 SKILLS & KNOWLEDGE CLUSTER Skills & knowledge cluster will be available for districts to replicate Skills & knowledge cluster will be available for districts to replicate Teachers who already have a masters degree but want a clinical experience can enroll in the cluster Teachers who already have a masters degree but want a clinical experience can enroll in the cluster 2, 4% salary increment 2, 4% salary increment Mentoring principal approved by the district Mentoring principal approved by the district

14 SUCCESSION PLANNING IDENTIFY DEVELOP PROVIDE OPPORTUNITY


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