1. SAM Project School Administration Manager
Jan Walker, Iowa SAM Coordinator

2. What is the SAM Project? (3 Models)
Professional Development Process for principals =more time as Instructional Leader: provide assistance/feedback, collaborate, investigate student learning, build culture.
Principals can better focus, prioritize, schedule
Relies on reflective practice and data collection, use of data – regularly-use time data-DATA MATTERS
Principals’ behavior can change; Principal can change others’ behavior

3. Why Do Principals Need SAMs?
Assessment of curriculum- align to new standards
New instructional initiatives/strategies/PD/PLC/TL New student assessments
Hiring highly qualified staff/ Rigorous Eval systems
Vision and culture/climate
Parental Relationships
Growing population needing extra supports
More Management responsibilities…

4. Why Do Principals Need SAMs?
Schedules
Finances – budget, purchasing
Facilities Management
Safety Issues
Student Discipline
Supervision of Non-Certificated (custodians, nurses, associates/paras, etc)
Supervision of activities during the day: lunch, recess, study hall, bus, etc.
Supervision of before/after school activities
Supervision of evening activities
PR-Working with school and community groups, PR events organize and set up
Scheduling testing sessions
ETC.

5. SAMs’ Work
Help principal schedule, prioritize, track time TimeTrack (cloud-based calendar)
Protect the principal’s time with First Responders
deal-student behavior, supervise paras, organize meetings, order supplies, supervise before/after
Assist principal to reflect on how time was spent and with whom impact

6. History of the SAM Project - NSIP
Wallace Foundation-2002-Mark Shellinger, Exec. Director
Louisville, KY- 3 pilot locations- NOW
1. Can management duties be separated from the principal’s job?
2. Can a SAM/FR take on those management duties successfully?
3. Will the principal spend more time on instructional improvement?
Initially=66.7% -management and 29.7% -Instruction
After SAM=70% Instruction

7. secretaries

8. Iowa SAM Project 2006= 3 pilot schools – Linn-Mar
= 62 schools/teams; HS=9, MS=8, EL=44, Central Office=1
Model 1=42, Model 2=3, Model 3=17
SAI-State Parent Organization
12 districts=Council Bluffs, Woodbine, West Des Moines, Ankeny, Bondurant, Clarke, Iowa City, West Branch, Davenport, Burlington, Cardinal, Louisa-Muscatine
12 new teams (principal and SAM)
new principal, same SAM
5 new SAM, same principal
5 Iowa Coaches and 15 Data Collectors

9. Getting Started 1. Readiness work (State Coordinator)
2. Training (SAM, Principal with State Coordinator)
-SAM Standards and Authorization/Licensure
-TimeTrack/Calendar (cloud-based calendar)
-First Responders & Communication
3. Data Collection (Data Collector-Shadowing)
4. Conduct Daily Meetings-reflect on time, data, impact
5. Coaches support (monthly, weekly)

10. Research for SAM Project-PSA
5 hours, 57 more minutes every week or
27 extra days=year 1-SAM
8 hours, 30 minutes every week or
38 extra days=year 2-SAM
12 hours, 20 more minutes every week or 55 extra days=
year 3-SAM

11. Research for SAM Project-Vanderbilt
71% of principals- increasing time spent on instruction—greatest benefit
83% of principals felt the process increased focus on teaching and learning
85% of principals say improved teacher behavior/practice-much to tremendous
Principals felt staff given more, quality feedback

12. “The SAM project is the first time we can demonstrate a change of principal practice, increasing time spent on instructional leadership, in the history of educational leader preparation and development.” (35 years of minimal time spent on CIA)
Dr Joe Murphy, Vanderbilt

13. Research for SAM Project Western Ill. Davenport Schools
“Instructional leadership does not happen in the office.”
Over 2/3 of the intermediate teachers perceived moderate-great improvement in principal feedback and in administrative support of student academic needs.
“It helped identify the struggling teacher and classrooms where I need to get in a little quality time.”

14. Research for SAM Project Council Bluffs Schools
From Frenzied to Focused (Melissa Tooley)
2006–07 school year-low Graduation Rate =68.6% and in 2015=88.5%.
The avg. time principals spent on instructional leadership=
2009=39%
2013= 65%
Council Bluffs’ teachers indicate that by working with principals more closely on instruction, their school’s instructional culture has changed.

15. Research for SAM Project Council Bluffs Schools
“You just can’t [provide teachers feedback and engage them in reflective questioning] unless you have spent the time in their classrooms.”

16. Hyperactive Superficial Principal Syndrome
Kim Marshall coined this term:
Hyperactive Superficial Principal Syndrome
Referring to the immense amount of time and effort a principal can put forth each day without ever stepping into a classroom.
Kim Marshall, a former teacher, principal, and district official in the Boston Public Schools, is an independent professional development consultant working with schools and districts nationally on leadership practices. Marshall writes for educational journals such as Education Week and Phi Delta Kappan and publishes a weekly online newsletter, The Marshall Memo, summarizing the best ideas and research in education.

17. How can….Principals get More Time?
- to focus on high quality learning environments and investigate student learning?
-to develop teachers and provide them the assistance and feedback to improve their craft?
-to set the direction, build the collaborative learning culture?
SAM