A bi-monthly e-newsletter, Volume 4, Number 1, Fall (Sept-Nov 2005)
This edition's topic: Whole Leaders
Contents:
PREPARING AND SUPPORTING "WHOLE LEADERS"
(Commentary by Betty Hale, IEL President)
At the same time there is increasing interest in proving and promoting the concept of nurturing the “whole child” a smaller movement is afoot that is pushing us to worry equally about how we want our school leaders to “be,” as well as what we want them to “know” and “do.” In discussions at IEL we refer to this phenomenon as the need to prepare and support “whole leaders.”
What is it about the “whole” that makes learning and/or leading much more than the sum of its parts? In terms of educating children, as Stanford University professor emeritus Nel Noddings writes in the Sept. 2005 issue of Association for Supervision and Curriculum Development’s (ASCD) Educational Leadership, the “whole child” refers not just to traditional academic skills (the 3 Rs, for example) but also to the idea that schools must help imbue in students “the physical, moral, social, emotional, spiritual, and aesthetic” fabric of society.
In terms of school leadership, the whole leader refers certainly to instructional, managerial, and organizational acumen. In its 2000 report, “Reinventing the Principalship,” IEL wrote that “ …schools of the 21st century will require a new kind of principal, one whose role will be defined in terms of instructional, community, and visionary leadership.” Today, we expand that definition to one that makes clear and
emphasizes the importance and impact of personal attributes such as
integrity, ethics, moral courage, and personal strength.
You could say these issues illustrate the need to lead with both the “head and heart.” The latter attribute is often related as “feelings and emotions,” words not generally associated with leadership (or leadership development for that matter). While we believe that the notion of paying attention to what is oft-called the “softer” (heart) side of leadership skills is gaining traction, it has not yet reached the tipping point.
The Fetzer Institute is interested in understanding better the impact of professional development that gives educators opportunities to renew their vitality and sense of purpose plus draw on their inner resources. Fetzer describes such professional development as approaches that embrace “the influence of emotional, spiritual, and personal development of educators on public education.” Fetzer recently issued an RFP focused on what it calls “transformative professional development,” which asserts that “good teaching and leadership involve more than technique and curricular knowledge; it is also necessary to pay attention to the identity and integrity of the educator.”
Lending further support to the notion of whole leaders is the Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders. The framers of the standards looked at what the research said about the linkages between educational leadership and productive schools, and considered the implications of significant societal and educational trends for emerging leadership standards. The results: six standards that reinforce that there is much more to school leadership than instructional savvy. Source: Council of Chief State School Officers. (1996). Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders. Washington, DC: Author. Available: http://www.ccsso.org/content/pdfs/isllcstd.pdf. For more information, visit http://www.ccsso.org/projects/Interstate_Consortium_on_School_Leadership/ISLLC_Standards/.
ISLLC Standard #5, for example, describes an educational leader as someone who “promotes the success of all students by acting with integrity, fairness and in an ethical manner.” Additional support for a nascent whole leader movement comes from the fact that each standard is accompanied by a list of the desirable dispositions of school leaders, i.e., a list of what the administrator “believes in, values, and is committed to.” In Standard #5 you find such words as caring, values, dignity, respect, and sensitivity. (We dare say leaders of all ilk (not just leaders for learning) could use the same qualities to achieve the best outcomes for their constituents, for our country, and for themselves---and we are not just alluding to some of the recent high-profile malfeasance of some public officials, business and non-profit executives, etc.)
In the survey question in IELC’s first edition, we asked readers to identify their biggest leadership challenge. The responses indicated that the big issues revolved around balancing personal and professional demands, interests and commitments, and paperwork requirements and on-the-ground teaching and learning activities. Preparing and supporting whole leaders may offer a new way to understand and respond to the balancing act(s) that accompany the role of school leader.
In the months ahead, IEL will be watching carefully for signs that policies, systems, and practices for developing and supporting whole leaders are taking root, and to see how leaders themselves respond. Like the information that follows, we will spotlight some of what we find and encourage you to point out to us signs in your own work and community that this concept is gaining traction---or losing ground.
NEWS FROM THE FIELD
Leadership:
The Spring 2005 issue of the Laboratory for Student Success’ (LSS) “Field Notes” documents findings from the network established among the first 24 grantees across the country in the U.S. Department of Education’s School Leadership Program. These 24 programs are charged with supporting an array of training opportunities for principals, assistant principals, and aspiring principals. IEL worked in partnership with LSS to help build the grantees into a network, the School Leadership Learning Community (SLLC). This Field Notes issue, “PREPARING AND SUPPORTING SCHOOL PRINCIPALS: Early Insights and Impressions from the School Leadership Learning Community,” describes what the grantees’ work reveals about research, practice, and recommended improvements for preparing and sustaining principals and those in the pipeline. To read this eight-page summary, visit http://www.temple.edu/lss/pdf/fieldnotes/FieldNotesSLLC.pdf.
Be on the lookout in December 2005 for three additional briefs that summarize findings from the work of the SLLC network. These are based on issue-specific seminars focused on rural schools, cultural competence, program evaluation and are intended to capture knowledge and insights and identify promising practices. Send Denise Slaughter an e-mail at slaughterd@iel.org to receive a direct notice when the briefs are available for download. “Preparing Leaders for Rural Schools: Practice and Policy Considerations,” first seminar brief, is available for download from http://www.iel.org/pubs/ruralleaders.pdf.
Policy/Systems:
“The Governance Divide: A Report on a Four-State Study on Improving College Readiness and Success,” by Andrea Venezia, Patrick M. Callan, Joni E. Finney, Michael W. Kirst, and Michael D. Usdan (IEL senior fellow and past president) is a report based on findings from Partnerships for Student Success (PSS), a four-state study that analyzed K-16 educational governance and policies at the state level. It identifies and examines four policy levers available to states that are interested in creating sustained K–16 reform: finance, assessments and curricula, accountability, and data systems. In addition, the report examines the importance of other factors—such as leadership and state history and culture—in initiating and sustaining K–16 reform. To read the executive summary or to download a full copy visit http://www.highereducation.org/reports/governance_divide/index.shtml. It is a collaborative publication of the National Center for Public Policy & Higher Education, The Stanford Institute for Higher Education Research, and IEL.
Don’t let the name of the organization mislead you: UCLA’s Center for Mental Health in Schools issued a policy report entitled “School Improvement Planning: What's Missing?” in June, 2005 (at http://smhp.psych.ucla.edu/pdfdocs/schoolimprovement/whatsmissing.pdf). It stresses that schools with significant numbers of students who are not doing well academically must focus both on enhancing instruction and curriculum---and enabling learning through a more comprehensive approach to addressing barriers to learning and teaching. Designed as a stimulus for discussion and distributed to policy makers at all levels, the report calls on schools to reframe school improvement policy to redress this deficiency. The Center has since released a follow-up report that covers three essential components of an integrated systems approach to schooling, and emphasizes five key areas of concern for systemic improvement related to each component. “Addressing What’s Missing in School Improvement Planning: Expanding Standards and Accountability to Encompass an Enabling or Learning Supports Component” can be downloaded at http://smhp.psych.ucla.edu/pdfdocs/enabling/standards.pdf. The Center intends to continue compiling responses and identifying strategies, and we’ll keep an eye on their findings. Contact Howard Adelman or Linda Taylor, Co-Directors, Center for Mental Health in Schools, at smhp@ucla.edu for more information.
Suddenly, literacy is fundamental. Researchers and employers now join educators in saying that reading is only half the job done: Being able to understand, analyze, and utilize what you read is the other half. Three crucial organizations have thrown their considerable heft to the goals of improving reading achievement, closing the ever-widening achievement gap, raising high school graduation rates, and increasing the high school diploma’s value:
- “Reading to Achieve: A Governor’s Guide to Adolescent Literacy” lays out the literacy crisis facing America in the 21st century and suggests five strategies governors and other state policymakers can employ to improve outcomes. Additionally, it highlights several successful state-based programs that have helped governors in their efforts to meet their literacy goals. Carnegie Corporation of New York supported the development of the guide. You can download a copy from NGA’s site at http://www.nga.org/Files/pdf/0510GOVGUIDELITERACY.PDF.
- The National Association of Secondary School Principals (NASSP) goes a little further with their “Creating a Culture of Literacy: A Guide for Middle and High School Principals,” which discusses the importance of implementing literacy strategies across the curriculum and gives practical steps and examples of ways to confront the deficit in literacy skills in secondary schools. They also encourage the availability of literacy programs starting at pre-K. To download a copy of their executive summary or the full report, visit their site at http://www.principals.org/s_nassp/sec_news.asp?CID=62&DID=52936.
- As another example of the collaboration and alignment around this critical issue, Brenda Welburn, executive director of the National Association of State Boards of Education (NABSE) spoke at the briefing for NASSP’s release and used the opportunity to share findings from NABSE’s own recent report, “Reading at Risk: The State Response to the Crisis in Adolescent Literacy.” The report advances the significant role that states, specifically state boards of education, have to play in making improved student literacy a priority for all students at all grade levels---and the collective response needed from both policymakers and practitioners. Read their press release (http://www.nasbe.org/press_release/adolescent%20literacy%20study%20group%2010-05%20wire.pdf) or the report’s executive summary http://www.nasbe.org/recent_pubs/adol%20literacy%20exec%20summary.pdf for their recommendations.
- Your editors would also like to acknowledge the continued work of the Alliance for Excellent Education, which has for years championed the importance of literacy and now sponsors a breakfast forum series that introduces successful practitioners’ strategies to a broader audience. Visit their Web site for more information about their literacy framework and reports, at http://www.all4ed.org/.
Community:
Noel Epstein is a former editor of The Washington Post who also spent time here at IEL. Epstein edited the book “Who's in Charge Here?: The Tangled Web of School Governance and Policy” (published by Brookings in December 2003) and authored its chapter entitled, "The American Kibbutz.” His book describes the tremendous complexity involved in school governance and reform measures, and points out the discrepancy in accountability shared by those most responsible for school reform policies (business people, mayors, governors, and even a couple of Presidents)---versus those being held accountable for the results---teachers and students. In the Sunday, November 29 issue of The Washington Post Magazine Epstein boosts the work of IEL’s Coalition for Community Schools in a provocative commentary that is available at http://www.washingtonpost.com/wp-dyn/content/article/2005/11/25/AR2005112501555.html.
Responding to Katrina and other traumatic events (such as the recent tornadoes across the Midwest) can be very complex, particularly for students, parents, teachers, coaches, counselors, and administrators who are trying to cope in the aftermath of a natural disaster. Recuperating and rebuilding takes more than money and time; it also requires large doses of patience, understanding, and compassion, items you can’t find in a box on a shelf. But, you can find them in a variety of resources from local to national organizations and communities. As a way to be helpful to those working in communities affected by Hurricane Katrina, IEL has developed a page on its Web site to feature special resources focused on serving children and youth. We want to collect and post resources that will be useful to people working with the diverse agencies and organizations that are striving to meet the particular needs of displaced children and teens. We invite you to please send your ideas and recommendations to the attention of Denise Slaughter at slaughterd@iel.org or call her at 202-822-8405 ext. 117. Thanks in advance for your help in making this page, http://www.iel.org/hurricane.html, a useful resource for the wide range of people who are addressing this major catastrophe and trying to lessen its affect on children and youth. The following are but a couple of the resources we have linked to and will try to keep track of:
- Project Reassure (http://www.projectreassure.org/), a collaborative effort of the University of Pittsburgh's School of Education and The Watson Institute, is the work of an interdisciplinary team of volunteers---crisis responders, mental health specialists, special educators, teachers, students, etc.----working together to create resources for those caring for young victims displaced and distressed by Katrina, especially those with disabilities, whose needs often go unnoticed.
- The U.S. Department of Education (DOE) has assembled a wide range of information and resource links for those who need help or want to provide assistance to benefit schools and children at http://hurricanehelpforschools.gov/. In addition, they have prepared another resource page to help leaders plan for emergency situations, at http://www.ed.gov/admins/lead/safety/emergencyplan/index.html.
The journalism community shares its impressions and concerns about school reform, finding new ways to tell the story….
- Pulitzer Prize-winning correspondent Hedrick Smith and his production team turned their lens on the education success that some reform strategies are having for more than two million children, from inner cities to rural America. The resulting PBS special, Making Schools Work, shows there is no magic, single formula, but rather a common denominator of results in raising scores and closing achievement gaps. These successes, featuring four comprehensive school reform strategies--- from elementary to high school and three district-wide approaches to reform---have major implications for public schools nationwide. If you missed its original airing in October 2005, you can purchase a copy, as well as find other program material and related resources at www.pbs.org/makingschoolswork. Smith previewed the special at a briefing that included among his panelists a student from KIPP; a principal from a Chicago community school; the co-founder of Success-For-All; former superintendent Eric Smith; and Kati Haycock, director of Education Trust. The forum Webcast is archived at http://www.connectlive.com/events/makingschoolswork/.
- Podding along…(should we assume you’ve heard of Podcasts?). Peabody Award-winning education journalist John Merrow (and a former member of the IEL staff) is on the vanguard of the iPod-generation with the addition of the John Merrow “Podcasts” to his production credits. If you haven’t had an opportunity to download and replay one of his Podcasts at your desk or on your iPod (while commuting or sitting on the beach), you may be interested in the one he conducted November 3rd with Sajan George and Bill Roberti from the crisis management firm Alvarez & Marsal. Even before Hurricane Katrina hit New Orleans on August 29th, its schools were on the verge of bankruptcy; these independent outsiders, who had been hired to clean up the mess, started work six weeks before Katrina. Included in their audit’s mind-boggling revelations: One school employee had been on PAID administrative leave for 35 YEARS(!), while another full-time salaried employee had been collecting overtime pay, 50 hours every week of the year for FIVE consecutive years! Academically, New Orleans was one of the worst school systems in the country, and after Katrina, only 16 of the its 126 public schools emerged relatively unscathed. So has Katrina's massive destruction created a golden opportunity to create an exemplary urban school system, or will the old ways re-emerge? Listen to Merrow’s extended interview at http://www.pbs.org/merrow/podcast/index.html, and send him an e-mail to subscribe for future Podcast downloads at jmerrow@merrow.org. (As we wrote this, New Orleans was re-opening its first schools---still in the eye of a hurricane, this time the dizzying recommendations for its school reform and rebirth. We’ll keep watch over new developments as they come.)
- Blog-Ed arteries, anyone? The original meaning and application of individual “Web logs” have morphed into an explosion of both personal and organizational “blogs” now crammed on the Internet highway. (However, the bulk of them are written by teenage girls, not liberals, conservatives, libertarians, menacing hate organizers, or other better known examples of bloggers, as noted at a recent U.S. Newswire forum on the issue.) Your editors counted 39 ed-related blogs alone on the list you’ll find provided by Eduwonk (the blog written by Andy Rotherham, co-founder of the recently established Education Sector, at http://www.eduwonk.com/about.html). Whether an organization (such as the NSBA’s BoardBuzz at http://boardbuzz.nsba.org/), or groups of individuals (such as the well-known The Gadfly, featuring Checker Finn and Diane Ravitch at http://www.edexcellence.net/foundation/gadfly/), or the lone writer searching for clarity and community (such as Jenny D., apparently an education grad student/ex-journalist at http://drcookie.blogspot.com//, who shares yet another 50 ed-related blogs through hers), blogging is here to stay. In fact, IEL is also increasingly linked to the blogosphere. Pre-K Now!, for which IEL is the fiscal agent, recently earned a mention at Eduwonk: http://www.eduwonk.com/archives/2005_10_09_archive.html#112930248013884344. What’s more, one IEL project launched a blog this summer: e-Lead, a project of IEL and LSS, hosts LeaderShipShape, at http://www.e-Lead.org/. Your editors will talk more about blogging in a future issue. Meanwhile, see our survey question at the end of this IELC.
RESOURCES TO EXPLORE
Update: The Learning First Alliance's “Practical Guide to Promoting America's Public Schools” is a substantially updated and expanded revised edition of the original that was first released last year. It is a useful communications tool designed to help educators, policymakers, and others promote the value of public schools to their constituencies, parents, and the public. The Guide is based on an extensive analysis of new data on voters' values, their view of public schools' mission, and their vision of a good public school. Download a copy from http://www.learningfirst.org/publications/pubschools/.
NCLB beat:
- Sign up for a virtual seat at WestEd’s live Webcast or live Teleconference on December 14th, intended to explore ways to leverage the power of NCLB and the Individuals with Disabilities Education Act (IDEA) to improve outcomes for students most at risk of being left behind. This interactive presentation will cover such issues as: Who are the students included in this subgroup and what are their characteristics? Where are they and what do they need to improve their achievement? How should we analyze state and local data to target resources to improve student achievement results? What actually works to improve these students' achievement? Where and what are the resources that can help improve achievement for all students? Registration is free. You’ll find more information and can register at: www.SchoolsMovingUp.net/IDEA. (If you miss the live event, you’ll still be able to find the archived Webcast and accompanying resource materials.)
- Washington Partners, LLC, a government affairs and public relations firm based in DC (did you guess?) launched a new free publication, “NCLB Insights,” which will deliver monthly updates and insights into the No Child Left Behind Act as it moves to reauthorization. It appears to be a rather balanced presentation of information relative to NCLB---from Capital Hill to media coverage---presented in a refreshingly simple language and format. You can access the first issue of "Insights" at http://www.wpllc.net/publications/NCLBInsights.pdf or subscribe at http://www.wpllc.net/subscribeNCLBInsights.asp.
Data this way:
- Trying to divine the future? Let the DOE’s National Center for Education Statistics’ (NCES) help you out with their 33rd edition of “Projections of Education Statistics to 2014.” It includes key statistics, such as student enrollment/graduates, teachers, and expenditures in elementary and secondary schools and degree-granting institutions. For more information, please go to http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005074. (You will also find their “Web store” an easier way to obtain a hard copy of available new/recent reports, some of which can be rather long for download and printing. Visit http://www.edpubs.org/webstore/Content/search.asp.)
- The Annie E. Casey Foundation’s 2005 “Kids Count Data Book” continues to be a reliable source of information on key factors affecting a child’s well-being (such as health, income, parental employment, etc.). Starting with this edition, the Data Book is using statistics from the U.S. Census Bureau’s “American Community Survey” (ACS), which provides state-level measures that are more precise and timely. In addition, its availability through the Internet now makes it possible to provide even more information than has been previously possible in the printed edition---and for you to design your own data comparisons (if you’re into that). You still can order the good old-fashioned hard copy(s) as well. Visit the site’s shortcut page at http://www.aecf.org/kidscount/sld/shortcut.jsp to download/order a copy (or bulk) and to create your own intra- or inter-state data chart.
- Modeling what good governmental collaboration can look like is the data and analysis found in the 2005 edition of "America's Children: Key National Indicators of Well-Being." This resource is compiled by the Federal Interagency Forum on Child and Family Statistics and is called a “labor of love” by Katherine Wallman, the chief statistician at the U.S. Office of Management and Budget who helps direct this bi-annual undertaking. In the past 11 years, the forum partners have grown to 20 members from various federal agencies (e.g., Labor, Education, Justice, EPA, HHS, etc.) to private research organizations. In addition to the usual population and family characteristics, this year's report has special features on asthma, lead in the blood of children, and parental reports of behavioral and emotional difficulties, as well as a section on family structure and children's well-being. Rather than cite any of the summary findings (captured in the Indicator’s “Highlights” section), we encourage you to visit their report site to download a copy and to see the Forum’s challenge to the nation for additional data (such as on mental health) and more timely collection/availability, at http://childstats.gov/americaschildren/. (By the way, Ms. Wallman and colleagues discussed their findings at the September session of IEL’s and AERA’s (American Education Research Association’s) monthly education policy forums, held at the Library of Congress in DC. For locals who would like to receive a notice for future forums, please send an e-mail to slaughterd@iel.org.
THINGS TO WATCH IN THE FUTURE
Learn more about a major conference being planned for summer 2006, "China/US Education Leadership Conference" in Beijing, by the National Association of Secondary School Principals, National Association of Elementary School Principals, National Association of Middle Schools, the Council of Chief State School Officers, Wilkes University (PA), and the Beijing Institute of Education. The primary purposes of the conference are to share ideas and successful practices that pertain to all aspects of collaborative school leadership and to form meaningful and sustainable educational partnerships between the United States and the Chinese education communities. There are several ways to participate besides attending in-person. IEL is one of the cooperating partners and we encourage you to click here for more information: http://www.globalinteractions.org/Leadership06/Leadership_home.htm.
If IDEA is a primary issue for you, check out the IDEA Partnership’s recently launched Web site, reflecting the collaborative work of more than 55 national organizations (from the usual suspects to novel partners), plus many other federally-funded regional and technical centers. The Partnership is dedicated to improving outcomes for students and youth with disabilities by joining state agencies and stakeholders through shared work and learning. Both the Partnership and the site are a work in progress. Features include a legislation topics database and very useful dialogue guides to provide a common set of source materials and suggested procedures for involving various audiences in States and districts. The IDEA Partnership is funded by the US Department of Education, Office of Special Education Programs (OSEP) and located at the National Association of State Directors of Special Education (NASDSE). Link here to the site http://www.ideapartnership.org/ and here for a list of the partners http://www.ideapartnership.org/partners.cfm.
Update: The National High School Alliance (HS Alliance) has received new support from the Bill & Melinda Gates Foundation to begin convening a network comprised of its partners and other national organizations to advance high school improvement efforts in the states, particularly in those receiving awards through the National Governors Association Honor States Program (NGA HSP). This network will include key stakeholder groups at the state, district, school, and community levels. The HS Alliance's goals are to: (1) advance and sustain the momentum for systemic high school improvement in the states by engaging key constituent groups and stakeholders; (2) and to foster a broad national consensus on what it will take to transform high schools for all youth. The HS Alliance will produce National Status Reports documenting the network’s assessment of the NGA HSP, as well as recommendations and action steps to advance work at the state and national levels. These reports will be disseminated directly to constituents through the network and to state policymakers participating in the NGA HIS, and made available on the HS Alliance Web site (http://www.hsalliance.org/). For more information, please contact Naomi Housman, Director of the HS Alliance, at housmann@iel.org or Sara Goldware, Program Assistant, at goldwares@iel.org.
READER SURVEY
A blog is considered a personal journal that is shared online for response from and exchanges with your readers. So that we may understand if and how blogging may be affecting your work, please provide brief answers to the following questions: In your professional capacity, do you read one or more blogs on a regular basis (i.e., at least once a day or week)? If so, what are some of your favorites, and why? If not, what reasons do you have for not yet having plugged into this new communications channel? Any other comments or questions you have about blogs/blogging that you would like to share are also welcomed.
Send your response to survey@iel.org with "survey" in the subject line. You can be cryptic as long as we understand your point. Please remember that IELC surveys are informal exchanges and are not intended to be scientifically-based research. We will collect your responses and use them to inform future issues of IELC. We will not necessarily be able to provide a personal response to each submission.
Submission deadline for the next issue: December 16, 2005
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THANKS FOR THE WORDS AND THE MEMORIES….
IEL would like to formally thank previous co-editor Mary Podmostko, who helped launch and steer the IELC newsletter through the past three years. She provided an informed and very keen eye over the vast education research, policy, and practice plain---along with a fine sense of balance and humor. Mary remains affiliated with IEL, but has moved to another program area, and, in fact, to another part of the country (Florida, to be exact). As she finishes up her doctorate, we wish Mary and her family all the best, and look forward to her continuing contributions as an IELC source and reader.
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ABOUT IEL
For forty years, the Institute for Educational Leadership (IEL---a non-profit, nonpartisan organization based in Washington, DC---has worked to achieve better results for children and youth. At the heart of IEL's effectiveness is a unique ability to bring people together to identify and resolve issues across policy, program, and sector boundaries. As a natural outgrowth of IEL's work, diverse networks have been created and nurtured. Today, IEL is working to help individuals and institutions increase their capacity to work together to improve outcomes for children and young people. We provide services in three program areas: Developing and Supporting Leaders, Strengthening School-Family-Community Connections, and Connecting and Improving Policies and Systems that Serve Children and Youth. Our goals are to help build and support a cadre of diverse leaders; strengthen the capacity of education and related systems; and inform the development and implementation of policies. IEL supports a diverse national network of over 15,000, ranging from policymakers to practitioners to community people. Our efforts include publishing books and reports, facilitating meetings, producing seminars and conferences, and disseminating ideas that have an impact on policy at all governance levels. Please visit our Web site at www.iel.org to learn more about IEL.
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