WEBVTT

00:00:02.166 --> 00:00:04.806
[Music] Welcome to the overview 
on Signaling the Need for

00:00:04.806 --> 00:00:07.846
Dramatic Change with Strong 
Leadership.

00:00:09.646 --> 00:00:13.026
Mr. Rivera is the principal
of Jefferson High School,

00:00:13.026 --> 00:00:16.116
one of the lowest-performing 
schools in the state.

00:00:16.116 --> 00:00:18.876
He knows the school is in desperate 
need of a turnaround but

00:00:18.876 --> 00:00:21.306
hasn't been able to 
make it happen.

00:00:21.306 --> 00:00:24.836
He talks with the staff 
about the challenge they face.

00:00:24.836 --> 00:00:27.396
Everyone in the school, he says, 
will need to do things

00:00:27.396 --> 00:00:29.546
in dramatically different ways.

00:00:29.546 --> 00:00:32.746
His staff remains doubtful 
that change will happen.

00:00:32.746 --> 00:00:37.066
To overcome "business as usual," 
Mr. Rivera needs to do things

00:00:37.066 --> 00:00:40.156
in dramatically different 
ways as well.

00:00:40.156 --> 00:00:44.716
When addressing the topic of change,
principals need to be highly directive.

00:00:44.716 --> 00:00:48.706
It is not enough to simply say
that change needs to take place.

00:00:48.706 --> 00:00:51.716
Strong leadership involves knowing 
what needs to change and

00:00:51.716 --> 00:00:54.006
how the team is going
to approach it.

00:00:54.006 --> 00:00:58.026
A strong leader clearly communicates
expectations and strategies

00:00:58.026 --> 00:01:00.446
to his or her team.

00:01:00.446 --> 00:01:03.446
Principals leading turnarounds
in low-performing schools have

00:01:03.446 --> 00:01:05.135
three important roles.

00:01:05.135 --> 00:01:09.216
First, they set direction for the staff
and school by establishing points

00:01:09.216 --> 00:01:14.036
of focus and setting priorities for
school- and classroom-level practices.

00:01:14.036 --> 00:01:17.956
Second, principals provide inspiration 
and encouragement to staff,

00:01:17.956 --> 00:01:20.396
keeping them motivated throughout 
the challenging process

00:01:20.396 --> 00:01:22.046
of school improvement.

00:01:22.046 --> 00:01:25.616
While principals should communicate 
that change is not optional,

00:01:25.616 --> 00:01:29.256
it is important to work with staff
to calm their fears and provide the

00:01:29.256 --> 00:01:32.876
the tools and support needed 
to implement change.

00:01:32.876 --> 00:01:36.566
Lastly, principals can strengthen 
connections between the school,

00:01:36.566 --> 00:01:41.396
the district office, students' families,
and the local business community.

00:01:41.396 --> 00:01:45.146
These partnerships can help the school
acquire additional resources

00:01:45.146 --> 00:01:48.076
to facilitate the turnaround process.

00:01:48.076 --> 00:01:51.516
In addition, when parents
and community members are involved

00:01:51.516 --> 00:01:55.226
in discussions about what is happening
at the school, they are more likely

00:01:55.226 --> 00:01:59.306
to become supportive of the 
approach taken by the principal.

00:01:59.306 --> 00:02:03.026
In planning for change, principals 
should collect and study data

00:02:03.026 --> 00:02:07.486
on student achievement, discipline,
class size, staffing,

00:02:07.486 --> 00:02:09.925
and use of instructional time.

00:02:09.925 --> 00:02:12.726
Principals can gather valuable
information through classroom

00:02:12.726 --> 00:02:16.036
observations and talking to 
students and teachers.

00:02:16.036 --> 00:02:19.556
This data can help ensure that 
the planned changes are addressing

00:02:19.556 --> 00:02:22.526
the actual needs of the school.

00:02:22.526 --> 00:02:26.166
Each principal has unique 
challenges to overcome.

00:02:26.166 --> 00:02:28.836
New principals may need
to quickly become familiar

00:02:28.836 --> 00:02:32.016
with a variety of school data,
such as student achievement,

00:02:32.016 --> 00:02:34.986
attendance, and discipline history.

00:02:34.986 --> 00:02:38.456
They also need to establish 
relationships with staff.

00:02:38.456 --> 00:02:42.046
Continuing principals, on the 
other hand, may need to alter

00:02:42.046 --> 00:02:45.276
deeply entrenched leadership 
practices.

00:02:45.276 --> 00:02:49.126
They may have to become more visible
in the classrooms or more knowledgeable

00:02:49.126 --> 00:02:53.706
about the instructional strategies each
teacher is using in the classroom.

00:02:53.706 --> 00:02:57.066
These types of new practices 
clearly signal to the staff

00:02:57.066 --> 00:03:02.146
that change is not only required,
but already happening.

00:03:02.146 --> 00:03:04.916
We've seen some of what a 
strong leader does,

00:03:04.916 --> 00:03:09.216
but what characteristics does a 
strong leader need?

00:03:09.216 --> 00:03:14.296
Research on successful turnarounds
suggests that a strong principal is:

00:03:14.306 --> 00:03:21.116
a clear communicator, a role model,
a team builder, and an innovator.

00:03:21.116 --> 00:03:25.466
A strong leader clearly communicates 
the purpose of and direction

00:03:25.466 --> 00:03:30.476
for each school change, includes 
teachers in the decision-making process,

00:03:30.476 --> 00:03:36.406
and spells out the ways that staff input 
will be used to further school improvement.

00:03:36.406 --> 00:03:39.976
Strong leaders are knowledgeable 
and capable.

00:03:39.976 --> 00:03:43.906
They model good teaching practices 
and coach teachers.

00:03:43.906 --> 00:03:48.676
In one school, a principal taught an 
algebra course for struggling students,

00:03:48.676 --> 00:03:52.056
incorporating new practices
into the instruction.

00:03:52.056 --> 00:03:57.016
Once teachers saw that their principal 
had a solid grasp of their daily challenges,

00:03:57.016 --> 00:03:59.946
they were much more enthusiastic 
about trying the new practices

00:03:59.946 --> 00:04:03.356
in their own classrooms.

00:04:03.356 --> 00:04:07.736
A strong leader shares responsibilities,
identifying and working with

00:04:07.736 --> 00:04:10.606
the other staff to lead school reform.

00:04:10.606 --> 00:04:15.036
Given the opportunity, strong teachers 
can become instructional leaders

00:04:15.036 --> 00:04:18.086
that guide others and advocate 
for change.

00:04:18.086 --> 00:04:22.536
Teamwork is essential for improving 
instructional quality and for

00:04:22.536 --> 00:04:25.466
establishing a shared set
of beliefs that support the

00:04:25.466 --> 00:04:28.306
turnaround process.

00:04:28.306 --> 00:04:33.656
Strong leaders are willing to take 
risks and implement new practices.

00:04:33.656 --> 00:04:37.296
In one turnaround school, the 
principal had teachers tell their

00:04:37.296 --> 00:04:41.226
students not to raise their hands
in response to a question.

00:04:41.226 --> 00:04:45.736
Instead, teachers would randomly call
on students for answers.

00:04:45.736 --> 00:04:48.566
It took some time for both 
teachers and students to

00:04:48.566 --> 00:04:52.186
get used to this approach,
but eventually it became clear

00:04:52.186 --> 00:04:56.256
that student attentiveness had improved.

00:04:56.256 --> 00:05:00.856
Principals should monitor progress and 
provide feedback throughout the school year.

00:05:00.856 --> 00:05:05.326
This allows staff to make adjustments
to instructional practices.

00:05:05.326 --> 00:05:09.496
Continual monitoring and redirecting 
can help keep instruction--

00:05:09.496 --> 00:05:13.396
and the rest of the reform -- 
on a productive track.

00:05:13.396 --> 00:05:16.346
The principal should create 
opportunities for teachers

00:05:16.346 --> 00:05:20.106
to voice their ideas or concerns 
about a variety of issues,

00:05:20.106 --> 00:05:23.076
including discipline and instruction.

00:05:23.076 --> 00:05:26.516
In addition, principals should 
invite teachers and coaches

00:05:26.516 --> 00:05:30.526
to discuss how they measure student
progress on an ongoing basis

00:05:30.526 --> 00:05:35.436
and brainstorm together about ways
to improve on current practices.

00:05:35.436 --> 00:05:39.556
Similarly, to promote a sense
of shared responsibility,

00:05:39.556 --> 00:05:43.526
principals can encourage teachers
to propose instructional innovations

00:05:43.526 --> 00:05:44.806
in the school.

00:05:44.806 --> 00:05:48.826
This lets teachers know the principal 
is aware that they are often the ones

00:05:48.826 --> 00:05:52.436
who best understand the needs
of their students.

00:05:52.436 --> 00:05:57.896
In one successful turnaround school, teachers 
made some of the curricular decisions.

00:05:57.896 --> 00:06:02.746
For example, they helped in selecting 
textbooks and redesigning the teaming

00:06:02.746 --> 00:06:06.086
and block scheduling systems.

00:06:06.086 --> 00:06:11.076
Inviting parents and community leaders
to school performances or to volunteer

00:06:11.076 --> 00:06:14.546
in classrooms helps connect 
them to the school.

00:06:14.546 --> 00:06:18.286
Businesses may be able to provide 
materials for students,

00:06:18.286 --> 00:06:24.026
such as books, scratch paper, pencils,
or even copy services.

00:06:24.026 --> 00:06:27.996
Principals should work to create 
a warm environment and a sense of

00:06:27.996 --> 00:06:33.346
community in which all students feel
safe, welcomed, and supported.

00:06:33.346 --> 00:06:40.396
Courtesy, respect, and caring should be 
modeled by all school staff and students.

00:06:40.396 --> 00:06:45.026
By walking the halls, talking with 
students, and observing classrooms,

00:06:45.026 --> 00:06:47.806
principals can gain firsthand 
knowledge about the needs of

00:06:47.806 --> 00:06:50.566
individual teachers and students.

00:06:50.566 --> 00:06:54.016
During classroom walkthroughs, a 
principal could observe whether the

00:06:54.016 --> 00:06:57.896
students' know how to approach 
a task, break it into parts,

00:06:57.896 --> 00:07:00.306
and self-monitor their progress.

00:07:00.306 --> 00:07:03.666
He could also observe whether 
a task matched their level

00:07:03.666 --> 00:07:06.456
of knowledge and skills.

00:07:06.456 --> 00:07:11.246
Finally, whether it is academics,
student behavior, facilities,

00:07:11.246 --> 00:07:15.616
or any other aspect of the school,
a strong leader is an accessible

00:07:15.616 --> 00:07:19.536
leader who attends to every 
detail, large or small.

00:07:19.536 --> 00:07:23.976
An open-door policy that encourages 
teachers to stop by any time

00:07:23.976 --> 00:07:27.156
and discuss school-related
issues is also essential

00:07:27.156 --> 00:07:30.656
for maintaining good communications.

00:07:30.656 --> 00:07:37.096
In conclusion, strong leadership is 
essential for a successful school turnaround.

00:07:37.096 --> 00:07:41.226
The school turnaround leader is a 
role model and a good listener--

00:07:41.226 --> 00:07:46.556
someone who knows how to set direction,
consult with staff, recruit the support

00:07:46.556 --> 00:07:51.196
of the community, and guide the 
process through modeling, coaching,

00:07:51.196 --> 00:07:53.906
and attention to detail.

00:07:53.906 --> 00:07:57.086
Mr. Rivera took a hard look 
at his own practices

00:07:57.086 --> 00:08:02.236
and began communicating his expectations 
more clearly, encouraging greater

00:08:02.236 --> 00:08:05.366
leadership among his staff,
and spending more time in the

00:08:05.366 --> 00:08:07.616
hallways and classrooms.

00:08:07.616 --> 00:08:11.326
He became a leader who inspired 
all staff to pursue the challenge

00:08:11.326 --> 00:08:13.286
of school turnaround.

00:08:13.286 --> 00:08:16.576
Jefferson High School showed 
immediate increases in the percentage

00:08:16.576 --> 00:08:20.776
of students reaching proficiency
in reading, writing, and math

00:08:20.776 --> 00:08:23.556
after only one year of 
turnaround efforts.

00:08:23.556 --> 00:08:28.476
Today, the school is rated among 
the best in the state.

00:08:28.476 --> 00:08:31.946
To learn more about strong leadership
for school turnaround,

00:08:31.946 --> 00:08:36.956
please explore the additional resources
on the Doing What Works website.