NCSA Programs

Nebraska Leadership Initiative

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Overview


The Nebraska Council of School Administrators (NCSA) is partnering with Nebraska Educational Service Units and the Nebraska Department of Education to offer this professional development opportunity for Nebraska school districts.  This initiative is intended for superintendents, principals and teacher/staff leaders and promotes professional development based upon best practice and research related to school district leadership, school improvement, and leading in an effective school.  The overall goal is to improve the skill sets of school administrators, allowing them to understand and perform the important work in leading an effective school, and most importantly, to improve opportunities for learning for students.

Our effective school research synthesis allows us to suggest the importance of leadership and change in all aspects of the successful operation of an effective school or district.  In addition, the successful leader must utilize leadership and change strategies appropriately while addressing the four research-based components of: Governance for Learning, Culture for Learning, Instructional Leadership for Learning, and Resources for Learning.  These four main resources that demonstrated consistency in research findings and used to determine the content for this initiative were derived from: Lezotte; McRel; National Study of School Evaluation, AdvancED; and Waters and Marzano.

Plans for implementation include statewide in-depth training to begin during the 2008-09 school year on the aforementioned four modules plus "Leadership and Change".  The training will be scheduled at sites throughout the state and facilitated by ESU trained personnel.  This professional development opportunity is designed to allow administrators and staff leaders to grow personally and professionally and improve leadership in schools.  Special thanks to Jan Hoegh -- Nebraska Department of Education, and Dr. Toby Boss -- Educational Service Unit 6 for their time, dedication and commitment to make this initiative successful.

Dr. Dan Ernst
NCSA Associate Executive Director
The Research Base


The components of the Nebraska Leadership Initiative (NLI) were derived from a review of current research and literature.  The four main resources used to drive the content were as follows with the appropriate citation:

Lezotte, L. (1991). Correlates of effective schools: The first and second
       generation.  Okemos, MI: Effective Schools Products. Retrieved
       December 31, 2007, from http://effectiveschools.com/freestuff.asp

Lezotte lists the following as the correlates:

  • Safe and orderly environment
  • Climate of high expectations for success
  • Instructional leadership
  • Clear and focused mission
  • Opportunity to learn and time on task
  • Frequent monitoring of student progress
  • Home-school relations

Waters and Marzano, (2006). School District Leadership that Works: The
       Effect of Superintendent Leadership on Student Achievement. (A
       Working Paper) McREL, Denver, CO.

The research by Waters and Marzano indicate a correlation between five district level responsibilities and student academic achievement.

The five components and the corresponding effect sizes are as follows:

The goal setting process .24
Non-negotiable goals for achievement and instruction .33
Board alignment with and support of district goals .29
Monitoring the goals for achievement/instruction .27
Use of resources to support the goals for achievement/instruction .26

National Study of School Evaluation (2007) Technical guide to school and
       district factors impacting student learning. AdvancED R & D Division,
       Schaumberg, IL

The National Study of School Evaluation (NSSE) conducted an analysis of the research to determine factors that contribute to and conditions that influence student achievement within the scope of the school and school system.  NSSE indentified three core tasks and five organizational conditions for improving school systems.  They are as follows:

Three Core Tasks:

  • Ensure Desired Results
  • Improve Teaching and Learning
  • Foster a Culture for Improvement

The Five Organizational Conditions:

  • Quality Teachers
  • Effective Leadership
  • Quality Information
  • Policies and Practices that Foster and Sustain Improvement
  • Resources and Support Systems to Sustain Improvement

Marzano, R.J. (2003) What works in schools: Translating research into
       action. Alexandria, VA.  Association for Supervision and Curriculum
       Development.

The researcher found five school level factors have an impact on student achievement.  The meta- analysis concluded that there are five school level factors that can improve student achievement:

  • Guaranteed and viable curriculum
  • Challenging goals and effective feedback
  • Parent and community involvement
  • Safe and orderly environment
  • Collegiality and professionalism

From the analysis of this research, the following components of leading an effective school were derived:

Governance for Learning:

  • Setting goals
  • Effective Planning
  • Effective Policies and Practices
  • Monitoring
  • Effective Leadership

Culture for Learning:

  • Mission/Vision
  • School Climate
  • Expectations
  • Relationships

Instructional Leadership for Learning

  • Use of data
  • Curriculum, instruction, and assessment

Resources for Learning

  • Allocation and support
  • Professional development

Supplemental literature was used to form the content of each component and is listed in a complete bibliography.
Bibliography


Bernhardt, V. (1998).  Data analysis for comprehensive schoolwide
      improvement. Larchmont, NY: Eye on Education, Inc.

Bennis, W. (1989).  On becoming a leader. Reading, MA: Addison-Wesley

Buckingham, M., & Coffman, C. (1999).  First, break all the rules: What the
      world's great managers do differently. New York: Simon and Schuster.

Dufour, R., Dufour, R., Eaker, R., & Karhanek, G. (2004)  Whatever it
      takes: How a professional learning community responds when kids
      don't learn. Bloomington, IN: Solution Tree.

Dufour, R., Dufour, R., Eaker, R., & Many, T. (2006)  Learning by doing: A
      handbook for professional learning communities at work. Bloomington,
      IN: Solution Tree.

Dufour, R., & Eaker, R. (1998).  Professional learning communities at work:
      Best practices for enhancing student achievement. Bloomington,
      IN: Solution Tree.

Fullan, , M. (1993).  Change forces: Probing the depths of educational
      reform. London: Falmer Press.

Guskey, T. R., (2000).  Evaluating Professional Development. Thousand
      Oaks, CA. Corwin Press.

Holcomb, E. (1999).  Getting excited about data: how to combine people,
      passion, and proof. Thousand Oaks, CA. Corwin Press.

Jenkins, L., (2005).  Permission to forget: and nine other root causes of
      America's frustration with education. Milwaukee, WI. ASQ Quality
      Press.

Kotter, J. (1996).  Leading change. Boston: Harvard Business School
      Press.

Lezotte, L. (1991).  Correlates of effective schools: The first and second
      generation.  Okemos, MI: Effective Schools Products. Retrieved
      December 31, 2007, from http://effectiveschools.com/freestuff.asp.

Marzano, R.J. (2003).  What works in schools: Translating research into
      action. Alexandria, VA.  Association for Supervision and Curriculum
      Development.

Marzano, R.J., Pickering, D., & Pollack, J. (2001).  Classroom instruction
      that works: Research based strategies for increasing student
      achievement. Alexandria, VA.  Association for Supervision and
      Curriculum Development.

Marzano, R.J., Waters, T, & McNulty, B.  (2004).  School leadership that
      works: From research to results. Alexandria, VA.  Association for
      Supervision and Curriculum Development.

McEwan, E.K. (2003).  Seven steps to effective instructional leadership.
      Thousand Oaks, CA: Corwin.

National Study of School Evaluation (2007) Technical guide to school
      and district factors impacting student learning. AdvancED R & D
      Division, Schaumberg, IL

Reeves, D.B. (2006).  The learning leader: How to focus school
      improvement for better results. Alexandria, VA.  Association
      for Supervision and Curriculum Development.

Waters and  Marzano, (2006).  School District Leadership that Works:
      The Effect of Superintendent Leadership on Student Achievement.
      (A Working Paper) McREL, Denver, CO.

Waters, T, Marzano, R.J., & McNulty, B. (2003).  Balanced leadership:
      what 30 years of research tells us about the effect of leadership on
      student achievement. Aurora, CO: McREL.

Wiggins, G., & McTighe, J. (1998).  Understanding by design. Alexandria,
      VA.  Association for Supervision and Curriculum Development.

Zmuda, A., Kuklis, R., & Kline, E. (2004).  Transforming schools: creating
      a culture of continuous improvement. Alexandria, VA.  Association for
      Supervision and Curriculum Development.
Kearney Evaluation


(Evaluations received from March 25, 2008 NLI -- Overview, Kearney NE)

The most valuable information I am taking from this workshop is:

  • All of the various components associated with effective leadership Initiative and how I can become a better leader was excellent information and practical.
  • The difference between management and leadership and the value of each.
  • The importance of 2nd order change and how that needs to be implemented.
  • Support of the superintendents at a leadership conference.
  • The importance of networking with other administrators
  • The RESEARCH, citing individuals and books that can be used in our own situations!
  • I have been looking for a way to connect all of the pieces as we begin to look at school improvement initiatives this coming fall. This is extremely good, and it dovetails with the McRel Balanced Leadership information.
  • I learned to look at the principal role through a new lens. I am able to determine if I am working as a manager or a leader.
  • Reminders about the type of discussions that boards, staff and administrators need to be having. I understand that it is very important but taking and making the time necessary for these sometimes gets put on the bottom of the list. It was good to make it become a number one priority and move us forward.
  • The four primary structures that will be the focus for future training.
  • The commitment from NCSA to provide support for continuing leadership activities! I am pleased with the connection to research, the tie in with school improvement and your plan to share that information. I like the overview of the program and am looking forward to further programs.
  • I am excited about coming back to my District and putting together a team to come back in the fall. I think all of our administrators need to attend.
  • This was a very informative event. Its content offered just-right information, stimulating my curiosity and sparked my interest in participating in the two-day training. Great job! Well worth my time and effort.
  • The continued need for districts to work as a team. Important that administrators use the expertise of teachers, parents and public to assist in the guidance of the district.

Missing pieces that I would have liked to have talked about:

  • I think next year's presentations about more specific methods of improving leadership will be enlightening. However, since it is virtually impossible to get all of our leadership team members to attend the workshop, I am wondering if you could hold the training sessions in June.
  • I know this was an overview, so I will be anxious to get involved with the "what" and "how" of improving my leadership in accordance to what NDE, NCSA, and the ESU's feel are best.
  • At some point, I would like to hear from practicing administrators how they deal with other ADMINSTRATORS that might not be "cooperative" or "on-board" with change and reform in their respective schools.
  • I believe any missing pieces will be filled in with the next sessions. I would like to see a bibliography of the research and other sources that will be included in these sessions.
  • Would have liked more discussion or examples about what others are doing at this time in terms of leadership
  • Would like suggestions on who you should bring with you to the training.
  • What can we do with administrators that lack or are unwilling to have these conversations? What is higher education doing to ensure that these types of people are becoming administrators and not just manager/coach types?
  • How do we get more superintendents involved? I had hoped more ESU administrators would have attended; hopefully they will step up to the plate when the regional sessions begin.
  • More detail about the length of the follow-up programs. I would like to see a list serve created for the individuals who are participating or between presenters and participants so ideas and thoughts could be shared.
  • I hope that the information in the fall will contain lots of nuts and bolts of information to take back and use/implement.

I thought the presenters could have/I would like to tell the presenters:

  • They were well prepared, dynamic and presented in a way that kept my attention throughout the day. It was also obvious that they enjoyed what they are doing. Great work.
  • Continue using examples of how to use leadership skills in the "real" life world of being a principal. Many schools have one building principal with many staff and students.
  • They covered an amazing amount of material in a short period of time. I especially enjoyed the responses from people who have been a part of the planning for this series of events.
  • I thought the presenters were well prepared; I appreciated the research and the practitioner pieces that were included. I would have liked to actually spend more time talking with my team about this process during the day. We will take the time, but it will be a few days between hearing the information and actually sitting down and doing this.

Additional information I would like to share with NCSA:

  • Thank you for helping me to develop as an administrator. I need these types of opportunities to see what is out there and to continue to be effective within our district.
  • I want to learn the importance of analyzing data and how that should be done effectively in schools.
  • I am grateful that this endeavor included TEACHER LEADERS. I would recommend that the NCSA share with their membership that my colleague and I, who may have been the only ‘non-administrators' in the audience, felt we benefited GREATLY from the conference and are looking forward to taking part in the 2-day training next fall!
  • I have spent the last six school years as an administrator in Colorado. NCSA is far; far ahead of any initiatives that were taking place there--and, at a much lower cost than any events taking place with CASE. Superb!!!
  • Please continue in your efforts of improving schools. Thanks!
  • It seems the principals we have out in the schools don't seem to understand the difference between a manager and a leader. It is apparent the need for this type of training is necessary so we can grow our own administrators and engage our teachers in the process.
  • Sustainability and support plan/process for this activity. The need is critical and has been discussed for years. Hope we can really keep it going beyond the rhetoric of the past.
  • Need to get more superintendents "really " involved beyond mere talk. Dan's leadership as a former superintendent is key.
  • I appreciate the partnership that has been formed with NCSA, NDE, and ESUs. These groups can do much to lead us in creating the leadership necessary to improve Nebraska schools.
  • I was part of NELI IV and originally disappointed the program was discontinued (I too believe the cost was getting out of hand). However, I feel you are making a concentrated effort to provide leadership opportunities to help superintendents, principals and curriculum directors be effective in the school improvement process. There never seemed (with NELI) to be enough time to really work with our team because of the ‘presentations' that oftentimes referred to the business world. Anything NCSA can offer to help us be effective leaders to improve what we do for students are always welcome. Thanks so much!
  • Worthwhile information! When holding the two-day workshop in the fall, stress the importance of bringing a team and the dates should definitely be consecutive.
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