Making The Case For Principal Mentoring - Brown University

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Making the Case forPrincipalMentoringT H E E D U C AT I O N A L L I A N C E AT B R O W N U N I V E R S I T YN AT I O N A L A S S O C I AT I O N O F E L E M E N TA R Y S C H O O L P R I N C I PA L S

Making the Case forPrincipalMentoringT H E E D U C AT I O N A L L I A N C E AT B R O W N U N I V E R S I T YN AT I O N A L A S S O C I AT I O N O F E L E M E N TA R Y S C H O O L P R I N C I PA L S

Northeast and Islands Regional Educational LaboratoryA program of The Education Alliance at Brown UniversityThe LAB, a program of The Education Alliance at Brown University, is one often educational laboratories funded by the U.S. Department of Education’s Institute of Education Sciences (IES). Our goals are to improve teaching and learning, advance school improvement,build capacity for reform, and develop strategic alliances with key members of the region’s education and policymakingcommunity.The LAB develops educational products and services for school administrators, policymakers, teachers, and parents in New England, New York, Puerto Rico, and the Virgin Islands. Central to our efforts is a commitment toequity and excellence.Information about LAB programs and services is available by contacting:LAB at Brown UniversityThe Education Alliance222 Richmond Street, Suite 300Providence, RI 02903-4226Phone: (800) 521-9550E-mail: info@alliance.brown.eduWeb: www.alliance.brown.eduFax: (401) 421-7650National Association of Elementary School PrincipalsServing all elementary and middle level school principalsThe 28,500 members of the National Association of Elementary School Principals provide administrative andinstructional leadership for public and private elementary and middle schools throughout the United States,Canada, and overseas. Founded in 1921, NAESP is today a vigorously independent professional association withits own headquarters in Alexandria, Virginia, just across the Potomac River from the nation’s capital. From thisspecial vantage point, NAESP conveys the unique perspective of the elementary and middle school principal tothe highest policy councils of our national government. Through national and regional meetings, awardwinning publications, and joint efforts with its 50 state affiliates, NAESP is a strong advocate both for itsmembers and for the 33 million American children enrolled in preschool, kindergarten, and grades 1 through 8.National Association ofElementary School Principals1615 Duke StreetAlexandria, VA 22314-3483Phone: (703) 684-3345E-mail: naesp@naesp.orgWeb: www.naesp.orgFax: (703) 549-5568Collaborative Communications Group is a strategic communications consulting firm built around the belief that public engagement is essential to the improvement of communities and, particularly, schools. Collaborative Communications Groupworks in three portfolio areas: defining and analyzing the nature and impact of civicengagement in the context of organization, education and community change; developing tools to increase and improve the practice of engagement; and improving the management and communications capacity of organizations that serve as primary initiators or supporters of engagement activities.Collaborative Communications Group1801 Connecticut Avenue, N.W.Third FloorWashington, DC 20009Phone: 202-986-4959Fax: 202-986-4958Email: info@publicengagement.comWeb site: www.publicengagement.comCopyright 2003 Brown University. All rights reserved.Making the Case for Principal Mentoring was created by the National Association of Elementary Schools Principals inpartnership with Collaborative Communications Group. The research and development of this publication was made possible by the LAB at Brown University, Principals Leadership Network. This publication is based on work supported by theInstitute of Education Sciences (IES), United States Department of Education, under Contract Number ED-01-CO-0010. Anyopinions, conclusions or recommendations expressed in this material do not necessarily reflect the views of IES, the U.S. Department of Education or any other agency of the U.S. Government.

CONTENTSFOREWORD . 5ABOUT THIS GUIDE . 6SWIMMING WITHOUT A LIFEJACKET . 7BETTER TRAINING, BETTER SUPPORT, BETTER PRINCIPALS . 9GROWING FUTURE LEADERS . 11COMPLEX RELATIONSHIPS, AUTHENTIC EXPERIENCES . 12EVIDENCE OF SUCCESS . 13LEADERSHIP PROGRAMS THAT EMPLOY MENTORING . 14ELEMENTS OF EFFECTIVE MENTORING . 16LOOKING AHEAD . 17RESOURCES . 19IN PRACTICE . 20Learning by Doing Principal Residency Network, Providence, RI . 20Training for the Future Aspiring Principals Academy,Region 8 Education Service Center of Northeast Indiana . 22A Joint Effort California School Leadership Academy and theNew Administrators Institute, University of California at Santa Cruz . 24

Linking Theory and Practice Danforth EducationalLeadership Program at the University of Washington . 26Critical Friends Emeritus Corps Advanced LeadershipProgram for Principals, New York, NY . 28Focusing on Leadership First-Year Campus Administrators Program,Texas Elementary Principals and Supervisors Association . 30Learning From the Experts Principal Mentoring Program,New Visions for Public Schools, New York, NY . 32Growing Their Own Educational Leadership Development Academy,San Diego City Schools, CA . 34

FOREWORDWe are pleased that the National Association of Elementary SchoolPrincipals (NAESP) and the Northeast and Islands Regional Educational Laboratory at Brown University (LAB)—a program of TheEducation Alliance—have partnered to create the Principals’ LeadershipNetwork (PLN). The PLN, an emerging organization for principals, of principals, and by principals, conducts action research in the field to develop solutions to the problems faced by today’sK–12 principals. One of the key issues is mentoring new and existing principals.Mentoring programs connect principals with people who can help them test ideas, reflect on their own practices, model effective practices, navigate tough situations, and affirm their approaches.Much is known about the value of principal leadership as it relates to the success of teachers and students and how effective leaders create school communities where both studentsand adults are learning. There is an unquestionable connection between the principal’s ability to lead learning and the support they themselves receive in their everyday work. Mentoringsupplies the necessary support as effective job-embedded professional development.We believe that mentoring is an effective way to support principals. NAESP is in theearly stages of creating a national initiative to train and support principal mentors. TheLAB is working with NAESP to develop promising practices and supporting research forthis initiative.What we are learning from current literature, studies, and the practices of NAESP affiliates and the LAB—much of which is captured in this guide—will significantly informthe development of this initiative and our ongoing work to support an advocate for mentoringprograms across the country.Vincent L. Ferrandino, Ed.D., Executive DirectorNational Association of Elementary School PrincipalsMary-Beth Fafard, Ed.D., Executive DirectorNortheast and Islands Regional EducationalLaboratory at Brown University5

ABOUT THIS GUIDEThis guide is designed for school districts and other educational groupsthat are designing and refining their own mentoring programs. Theinformation here can help make the case for a new mentoring program or provide guidance in fine-tuning a current program.The Northeast and Islands Regional Laboratory at Brown University (LAB)—a program of The Education Alliance—is collaborating with NAESP through aregional network of K–12 principals who are working to fine-tune the leadershipskills necessary to their profession. The group, know as the Principals’ LeadershipNetwork (PLN), is exploring a number of topics, including mentoring, throughaction research designed specifically to strengthen the principalship.Principals and aspiring leaders who are considering participating in mentoringprograms can also use this guide to understand the national landscape of principalmentoring and what effective programs look like.The “In Practice” examples and the “Resources” section provide sources forfurther reading on the subject.Hopefully, this guide will serve as a starting place for a broader understandingof and deeper commitment to quality principal mentoring programs.Cheryl G. Riggins-Newby, Ed.D.Associate Executive Director, Urban AlliancesNational Association of Elementary School PrincipalPhil Zarlengo, Ph.D.Director of LAB Special ProjectsThe Education Alliance at Brown University6

.More than ever, there is a need forstrong, effective principals who canlead their schools to excellence.There’s an oft-heard saying: “Behind every great school is a great principal.” Surely that has always been the case, but today, in the era of standards-based education and high-stakes accountability for the performance of students and adults in our schools, the job of principal hasnever been more complex or more critical.More than ever, there is a need for strong, effective principals who can lead theirschools to excellence. And yet, as large numbers of principals approach retirement,fewer teachers seem inclined to pursue leadership positions; the demands are greatand often the compensation per day worked is less. Many of the teachers who do goon to become principals are ill-prepared for the job and too few stay in the job.SWIMMING WITHOUT A LIFEJACKET“The job of principal,” says Gary Bloom, associate director of the New TeacherCenter at the University of California at Santa Cruz, “has become more difficult,and the expectations of the job have become more ambitious. And that’s coupledwith the shortage of qualified candidates. So what we’re seeing are people cominginto the principalship who have all of the innate skills to succeed, but what theydon’t have very often is the kind of experience that in the past prepared people tostep into the job. Ten or 20 years ago, you might have been an assistant principal forfive, six, or seven years before becoming a principal. Now, it might be six months.”In Louisiana, a survey of 215 teachers who were certified as administratorsfound that only half of them were interested in becoming principals. Among theirreasons: the increased complexity and responsibility of the job, stressful work conditions, and a lack of resources and support.7

The fact is, principals have traditionally been thrown into their jobs without alifejacket, and they are expected to sink or swim. “Isolated and without guidance,” notes researcher and former principal Mark Anderson, “newcomers oftenmake mistakes that may have long-term consequences.”Adds John Daresh, professor of educational leadership at the University ofTexas at El Paso, “Educators know that the world of the superintendent or principal, although exciting, challenging, andoften personally rewarding, is also a worldThe fact is, principals havefilled with considerable anxiety, frustration,traditionally been thrownself-doubt, and loneliness. But there is alsointo their jobs without aa corresponding part of the world of schooladministrators in many school systems thatlifejacket, and they areproclaims, ‘You’re the boss. Fix your ownexpected to sink or swim.problems and don’t ask for help from anyone. If you can’t do the job on your own,you’re a failure.’ Indeed, the image of the leader as the Lone Ranger is very muchalive in the world of school administration.”According to a 2001 Public Agenda survey of superintendents and principals,published as Trying to Stay Ahead: Superintendents and Principals Talk about SchoolLeadership, 92% of the respondents agreed that the time and responsibilities demanded by the job discourage many people from pursuing the principalship as acareer. “The principal’s job is almost overwhelming,” wrote one respondent. “Mydesk is never clear of obligations. Constant interruptions from parents, teachers,and others add to the stress of the day.”Against this background, a growing number of educators have discovered aneffective—and perhaps essential—tool for preparing and developing effectiveschool leaders: mentoring.Increasingly, states and school districts are using the practice to help attractand train their aspiring and novice principals. In the process, they hope to cometo grips with the shortage of qualified administrators and, at the same time, combat the image—and reality—of the principalship as a lonely, thankless, and overwhelming job.Educators are beginning to recognize that, given the increasing complexity andimportance of the principalship, school districts can no longer afford to leave noviceprincipals alone, isolated from helpful colleagues, when solving complex problems.“As a new principal,” observes Nadya Aswad Higgins, executive director of theMassachusetts Elementary School Principals Association (MESPA), which offersa mentoring program for first- and second-year principals, “you’re learning the8

job, you’re learning about the community, and you’re trying to figure out what thegoals of your school are going to be. There isn’t necessarily someone you can talkto about your problems. That’s why mentoring is so important. It’s imperative thatyou have somebody who is neutral and somebody who understands the challengesof the job to be able to help you walk that path.”Since 1991, MESPA has tailored mentoring programs that support new principals facing a changing landscape of education reform in Massachusetts. MESPA hasalways used retired principals as mentors, taking advantage of their desire to stayconnected and their ability to step back and be reflective about the profession. Asthe funding for mentoring programs has waxed and waned, and as the demands onprincipals’ time have increased, MESPA has adopted an approach in which it offersa “menu” of opportunities to participants in its programs. Recently the associationbegan a program that offers six free, after-school seminars in a semester. The program brings together new principals to discuss readings on leadership (by RonaldHeifitz, Richard Elmore, and others) and network with one another.BETTER TRAINING, BETTER SUPPORT, BETTER PRINCIPALSMentoring is nothing new. The very word “mentor” comes from Homer’s Odyssey.Before departing for Troy, Ulysses entrusts his son, Telemachus, to his wise friendMentor, who serves as teacher, guardian, and guide to the prince during Ulysses’20-year absence.Corporations have long used mentoring—either informally or formally—as acareer-development strategy in which experienced executives offer developmentalassistance to their less experienced protégés.According to several studies, more than one[In my first year on the job,]third of the nation’s top companies have esmy feet hit the floor and Itablished mentoring programs.learned by doing.Novice teachers, too, have benefitedfrom mentoring-based training programs.— A principal’s response in an ERS studyMore than 30 states have implemented someform of mentoring for new teachers at theelementary and secondary levels, and some states even require teachers in training to intern with a mentor teacher prior to obtaining their teaching licenses.Yet relatively few principals have participated in formal mentoring programs aspart of their leadership training. Fewer than half of the superintendents interviewedfor a 1998 Educational Research Service (ERS) survey indicated that their districtshad a formal induction or mentoring program for new principals. In addition, only9

about one fourth of the superintendents reported the existence of an aspiring principals program to recruit and prepare candidates for leadership positions.When you talk to those principals who have been mentored, the response isusually positive. In 2000, NAESP and National Association of Secondary SchoolPrincipals (NASSP) published a report titled The Principal, Keystone of a HighAchieving School: Attracting and Keeping the Leaders WeNeed, based on an ERS survey of current and pastHaving a first-rateprincipals. When asked about the strengths and weakschool without anesses of their own preparation for the principalship,first-rate principal isrespondents identified “good on-the-job training under a fine mentoring principal” as a “strong plus.” (Byimpossible.contrast, they characterized academic training that— NAESP, in Leadingwas “too theoretical” as a “minus.”) Those who tookLearning Communitiespart in successful internships praised mentoring forproviding aspiring principals with a realistic view ofthe position and for better preparing them to do the job well.But such support has not always been provided. One principal who participated in the survey described his first years on the job this way: “The support Ireceived was minimal. My feet hit the floor and I learned by doing.”The 2001 Public Agenda survey of superintendents and principals revealedsignificant dissatisfaction with the way school leaders are trained. Nearly 70% ofthe principals surveyed agreed that typical graduate-school leadership programs“are out of touch with the realities of what it takes to run today’s school district.”One respondent observed that “practical vs. theory is still a problem in training.”Another wrote that “administrators come out of many of these programs and don’tunderstand how intense that position is going to be.”NAESP’s Leading Learning Communities: Standards for What Principals ShouldKnow and Be Able To Do specifically identifies mentoring as a useful strategy inthe ongoing professional development of both novice and veteran principals.“A successful principal,” the guidebook notes, “no matter how new or senior inthe field, also appreciates the value of and need for mentoring within the principal profession. The principal learns valuable lessons from other leaders. Just as aprincipal should institute a mentoring program for teachers within the school,today’s principal should also view principal mentoring as a valuable tool resultingin improved leadership skills and, ultimately, a stronger learning environment.”Mentoring expert John Daresh cautions that people should not view the practiceas a panacea that will solve all of the problems facing school leaders. “[M]entoringfor school leaders,” he writes, “is meant to be at least one weapon in an arsenal of10

activities that could assist people who take on the challenges of trying to make adifference in schools. Effective mentoring must be understood as a process that ismuch more sophisticated than simply sharing craft knowledge when called upon byorganizational newcomers. It must be seen as a proactive instructional process inwhich a learning contract

Principals (NAESP) and the Northeast and Islands Regional Edu-cational Laboratory at Brown University (LAB)—a program of The . his guide is designed for school districts and other educational groups . effective—and perhaps essential—tool for preparing and developing effective school leaders: mentoring.

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