1. Advisory Committee for Principal Selection Overview and Preparation

2. Agenda Overview of the School Leader Selection Process
Introduction to the School Leader Selection Process
The Framework for Effective School Leadership – Key Indicators for Principal Selection
The Role of the Advisory Committee
Advisory Committee Discussion – School Leader Selection Priorities
School Life Cycle
School Size
School Programs/Student Needs
School Context
Wrap-up and Next Steps
Summary of key priorities
Interview Questions

3. DPS School Leadership Framework
Denver Public Schools has developed a School Leadership Framework that is being used both as a common definition for effective school leadership and as a tool to select, evaluate and provide professional learning opportunities for principals.
This Framework guides all of the district’s work in selecting, supporting, and evaluating school leaders.
The Expectations, Indicators and Behaviors identified in this Framework define the types of skills, abilities and aptitudes that future and current DPS Principals need to be able to demonstrate.

4. School Leadership Framework
For example, the Advisory Principal Selection Committee will not need to spend any time reviewing the resumes or candidates who lack basic eligibility for the principalship (such as licensure).

5. School Leadership Framework

6. High-level Overview: School Leader Selection Process
Talent Acquisition Pre-Screen
Applicant Screening for Qualified Principal Candidate Pool
School Principal Search Advisory Committee
Finalist Engagement:
Learning Walk & Community Forum
Superintendent Interview and Offer

7. Introduction to the SPSAC
The school committee’s role is to provide advisory input to the Instructional Superintendent as they recommend finalist candidates to the superintendent for hire.
The committee will meet with the Instructional Superintendent to review the selection process and talk through the schools’ characteristics, priorities, and needs as related to what the committee seeks in a new school leader.
Once this meeting is complete, the I.S. or E.D. will work with the committee to add questions to the select interview questions from the question bank.
The committee will receive training in interviewing and effective/ethical practices in interviewing by a Human Resources Partner.
The committee will conduct the interview process, collecting evidence on the interview rubric form.
The Instructional Superintendent will develop a summary of the Framework- based strengths and needs of each candidate and provide this summary to the Superintendent for review and selection of Finalist candidates.
Competencies: Lead’s to the school’s vision, evidence of self-reflection and continuous growth

8. SPSAC Membership
The Instructional Superintendent/Executive Director will provide for approval of the Advisory Committee membership and will serve as co-chair.
The remaining eight to ten members must be representative of the diversity of the school population and will be selected by the school’s CSC with the following level of representation:
Five building staff members. This must include three teaching staff members and one non-teaching staff member; the fifth may be any member of the school staff. The current principal is not eligible to serve on the committee.
Three to five parent/guardian and community members. The members must include one parent or guardian of a student currently enrolled in the school and one CSC representative.
The IS/ED reserves the right to refer the composition of the proposed Advisory Committee back to the CSC to ensure adequate representation of the whole community.

9. 3. School Programs/ Student Needs
School Leader Selection Focus Areas Which areas of focus will be most critical for our school in the next one to five years?
1. School Life Cycle
2. School Size
3. School Programs/ Student Needs
4. School Context
IS should share context on their vision.
Describe there are two different lenses used for identifying the right school leader – first is the unique context of the school and the second is haing a leader with the right charateristics and wd leadership qualities to achieve and meet the needs of a specific school.
School Life Cycle
Where is our school now in terms of leadership, enrollment, and academic achievement?
School Size
What does the size of our school mean for the type of leadership that is needed here?
School Programs/Student Needs
What specific school programs or student needs will be important for our new principal to understand and manage effectively?
School Context
What is happening in the school community that will affect our new school leader?

10. Group Discussion: School Life Cycle, Which Are We?
HIGH ACHIEVING
STEADY
IN FLUX
NEW
TURNAROUND
School that consistently exceeds district student achievement standards, with” Distinguished” accreditation ratings
Not in need of significant change to maintain high student achievement
School consistently meets district standards, with consistent “Meets Expectations” or “Accredited on Watch” accreditation ratings
School has not recently had significant increases in student achievement
School curricular focus, student or community demographic is undergoing rapid change
Starting a school “from scratch” either in a new or existing building
School consistently receives “Accredited on Priority Watch” or “Accredited on Probation” ratings
Student achievement has been low and stagnant or decreasing for several years in a row
School is in need of a significant change in direction to improve student achievement
Competencies: Lead’s to the school’s vision, evidence of self-reflection and continuous growth

11. What Activities Will be Most Critical for Our School Leader?
HIGH ACHIEVING
STEADY
Maintain strong culture of high achievement
Consistently develop a pipeline of great staff
Successfully manage relationships with parents and staff
Focus on continuous improvement
Identify opportunities for instructional improvement and create a sense of urgency to move student achievement
Develop a new vision and counsel staff to improve instructional outcomes
Ensure accountability at all levels
Some examples
IN FLUX
NEW
TURNAROUND
Maintain focus on rigorous instruction through change
Help others adapt to change
Personally adapt to change
Anticipate and make necessary changes to school facility, staff or instruction
Select and place a high quality staff
Create and inspire others towards new vision
Establish processes and policies that lead to safe, student-centered and efficient building
Build a school community focused on building a college and career going culture
Ensure the best quality staff
Intense focus on improving instruction
Set challenging goals and make sure they are achieved
Use resources creatively
Use personal impact rather than organizational “mandate” to effect change in school
Competencies: Lead’s to the school’s vision, evidence of self-reflection and continuous growth

12. Group Discussion: School Size, Where Do We Fall?
SMALL
LARGE
Definition
<500 (E.S./M.S.); < 700 (H.S.)
>500 (E.S./M.S.); >700 (H.S.)
Context
School leader can personally know each student and family
School leader is often personally engaging with individual staff members
School leader may take care of most administrative activities
May be difficult to personally know each student and their family
School leader may have limited interaction with all staff members; need to maintain accountability
School leader may need to get work done through others; staff members may take on administrative responsibilities
Facilities may be large and physically spread-out
Competencies: Lead’s to the school’s vision, evidence of self-reflection and continuous growth
What would we add or change about the context description for our school?

13. Group Discussion: School Programs/Student Needs
What specific school programs or student needs will be important for our new principal to understand and manage effectively?
 Samples
Definitions
Magnet and Specific programmatic focus
School has a specific programmatic or curricular focus, including American Indian, Arts, Dual-Language, Expeditionary Learning, International Baccalaureate, International, Montessori and Science, High AP participation, Career and Technical Education, etc.
Innovation
School implements innovative practices to improve student outcomes.
School may petition to waive district policies for increased flexibility.
Highly Gifted and Talented Programs
School has a high percentage of students designated as highly gifted and talented
Students participate in screening to receive the designation and to be admitted into a Highly Gifted Program
English Language Acquisition Program
High percentage of students are learning English as a second language
High Special Education Population
High special needs population, or significant Special Education compliance issues within the school
Early Childhood Focus
School may be limited to Pre-K to 3, or may have a specific early childhood program as a core school focus
Intensive
Competencies: Lead’s to the school’s vision, evidence of self-reflection and continuous growth

14. Group Discussion: School Context
What is happening in the school community that will affect our new school leader?
 Samples
Definition
Sustaining Success
High degree of satisfaction among stakeholders
Consensus that school has done well over the years and priority is to maintain status quo
Previous leadership highly regarded; leadership change is regretted by school community
Internally Focused
General distrust of “outsiders” or central office involvement in school decisions
Staff has long tenure and is protective of current school culture
Politically Charged
Recent turmoil in the school has led to mistrust among staff and/or community members
High need for relationship building and realignment of stakeholders
Competencies: Lead’s to the school’s vision, evidence of self-reflection and continuous growth

15. Group Discussion: What areas of focus will be most critical for our school in the next one to five years
1. School Life Cycle
2. School Size
3. School Programs/Student Needs
4. School Context
Competencies: Lead’s to the school’s vision, evidence of self-reflection and continuous growth

16. Group Discussion: What work experience or credentials should we look for in a candidate?
1. School Life Cycle
2. School Size
3. School Programs/Student Needs
4. School Context
Competencies: Lead’s to the school’s vision, evidence of self-reflection and continuous growth