NATIONAL PANEL OF NEW PRINCIPALS FEBRUARY 2014 SURVEY HIGHLIGHTS
Rise&Shine Insights from new principals Welcome to the the “Rise & Shine” brief. The National Panel is growing every day. This month’s results reflect responses from new principals in 41 different states! TOPIC OF THE MONTH
spotlight on your teachers!
This month we shined a Here’s what we found out.
You manage a lot of teachers! u The majority of new principals (62%) are leading schools with staffs of 20-40 teachers u 15% of you have more than 50 teachers! You are new – but your staff is not! u The majority of the teachers in your schools have between 6-15 years experience; it is rare to find a school where more than half the staff are in their first five years of teaching. u And 15% of you are the ONLY first year staff member in your school! AVERAGE DAYS OF TEACHER PROFESSIONAL DEVELOPMENT
Your teachers tend to possess solid skills. u 40% of you report that at least half your teachers are highly skilled superstars; most of the rest you consider to be “skilled.”
43%
Virtually all your teachers receive professional development during the year. u Most PD is delivered on site at your school by you or your staff u Other popular formats are district level trainings and workshops by outside educational experts. u Nearly 2/3 of your teachers average more than 6 days of PD a year
83%
Your stress level was a bit more than last month
74% high
16%
6%
1% LESS THAN 1 DAY
1-3 DAYS
4-5 DAYS
6-10 DAYS
11-20 DAYS
20+ DAYS
Learning walks in colleagues’ classrooms
Teachers watch a colleague teach a lesson, then debrief together about what they observed both teacher and students saying and doing, providing constructive feedback. Our literacy coaches have also recorded themselves teaching a lesson and then had the teachers watch and discuss the strategies used and instructional decisions made by the coach during the lesson.
20%
medium
2%
15%
12%
Featured idea for teacher PD:
IN FEBRUARY
Job satisfaction was still high, though down slightly from January
24%
6%
Thank you, Janice Croasmun, Principal Rashkis Elementary, Chapel Hill, NC
low
And you worked a whole lot of hours! 88% put in at least 50 hours a week – even more than last month and that includes 9% who put in over 70 hours a week! NEW PRINCIPALS AS INSTRUCTIONAL LEADERS
You spend a fair amount of time on instructional leadership-related activities. u 42% report spending between 25-50% of their time on instructional leadership activities. u 27% spend more than half of their time in this area. u That time includes an average of 7 hours a week observing teachers in their classroom. You feel most effective in: u Providing constructive feedback to your teachers u Allocating adequate resources to instruction u Being aware of the latest educational theories, and being able to identify best models and curriculum for your school You feel least effective in: u Setting clear goals for instruction u Understanding and applying principles of student assessment u Ensuring that teachers regularly discuss and reflect on their work u Recognizing and rewarding success
Age of Panel Members: u 12% are over 50 u 84% are in your 30s and 40s; u 4% are 29 or younger!
RESOURCES YOU LIKED THIS MONTH
Books: Formative Assessments by Dylan Williams and Mindset by Carol Dweck Magazine article: “I Start the Year with Nothing” by Nancy Barno Reynolds, Teaching Tolerance Spring 2014 (free subscription at tolerance.org) Blog: Connectedprincipals.com
Twitter is popping up more and more often in your comments as a great platform for receiving resources!
Thanks for your participation on the panel. Watch for the March survey at the end of the month! And remember to invite other new principals you know to join the panel by emailing ahenley@naesp.org.
NATIONAL PANEL OF NEW PRINCIPALS MARCH 2014 SURVEY HIGHLIGHTS
Rise&Shine Insights from new principals
Last month’s special focus area was parents, and these survey results reflect responses from hundreds of new principals, in 46 different states! TOPIC OF THE MONTH
About your parents
There’s clearly a new definition of ‘parent’. The adults taking on primary responsibility for raising your students are definitely not as homogenous as they used to be… On average, you estimate that only about half of your students live in “traditional” two-parent households
u
u
Fully half live with a single mother or father, grandparent or other relative
You are also aware that there are children in your schools who are homeless, live in foster homes or with a combination of stepparent and biological parents, and same-sex couples.
ve Most schools ha goals for clearly defined ent: parent involvem plicit goals for 4 63% have exem ent in your parent involv school plan vel plans 4 38% have distralicstfoler parent that include go engagement a plan 4 15% are working on 4 only 10% doaln’stfohar ve parent articulated go involvement
4.6 hours
In general, you see your parents as fairly engaged with your school. 59% of panelists think that majority of their parents are very or fairly engaged; 41% think the majority are only somewhat, or not at all engaged.
Average time panelists spend per week on parent-related activities
Parent groups have clout! Most of your schools (87%) have either a PTA or PTO. About half of schools have a School Site Council that involve parents in school governance.
MOST EFFECTIVE COMMUNICATION METHODS
The concerns you hear most often from parents:
When it comes to communicating with parents, face to face and personal is clearly the key. 92% 91% 88%
Personal appts/conferences Personal telephone calls Informal conversations on campus Emails Recorded message calls Planned social events for parents Information sent home with child Attend/speak at parent org mtgs Printed newsletter Website posts E-newsletter Campus signs or banners Facebook Twitter messages Blogs
64% 62% 50% 45% 43% 42% 40% 38% 38% 29% 13% 8%
School safety
Teacherrelated Special needs of their child
Bullying
Testing
Other social or behavioral issues
Interestingly, you only rarely get complaints about instructional quality or curriculum, the amount of homework, the school’s physical facility, or college preparation!
CHALLENGES WITH PARENTS
What you are dealing with u Emotions rule: Parents tend to become upset or angry about anything involving their children, making it difficult to solve problems in rational ways u Discipline is hard to take: Parents may be in denial about their child’s behavior, or disagree with the form of discipline. u Bullying is misunderstood: There are widespread GREAT TIPS FROM PRINCIPALS misperceptions about what it is and is not, what the laws and responsibilities of schools are. “I listen intently and u Conflicts between parents and teachers are complicated: often ask the question Getting both parties to see the real issues and work as partners ‘What would you like to see takes true communications and diplomatic skills (and it’s harder happen?’ which often unveils when you believe the parent’s complaint is justified.) an underlying concern that u Parents can make unreasonable demands: especially when it wasn’t originally clear.” comes to meeting what they define as special needs of their child PATTI SCHLAEGEL, GRANBY ELEMENTARY, u Parents don’t always know the rules: They may not be fully COLUMBUS, OH aware of the importance of on-time arrival, attendance, or other expectations of the school “We have the child call their parent from my office. This virtually eliminates issues with parents whose children come home with a different story than what actually happened.”
What works
According to your collective wisdom: u Most important of all: LISTEN with empathy and respect, let them vent, validate their concern, and the situation will often be diffused. u Be honest, up front and transparent u Be proactive – Build positive relationships before problems arise; when they do, get the facts and then reach out. u Meet with parents face to face, if at all possible; if not, try to contact them by phone u Always reinforce that you are in partnership, YOUR JOB IN MARCH working toward the same goal How satisfying was of their students’ success.
What helps get parents to come to school?
u Include student performances or other ways to showcase their abilities u Work closely with your school’s PTA or PTO (help start one if needed!) u Provide food! (‘Donuts for Dads’ and ‘Muffins for Moms’ are popular!) u Reach out to fathers with special programs (like WATCH D.O.G that also boosts school safety.)
your job? (a little bit up from last month)
79%
TRESSA DECKER, HORIZON ELEMENTARY, GRANGER, IN
How stressed were you? (a little bit less than last month)
78% high
19%
18%
medium
3%
4% low
How much did you work? 4 out of 5 of you clocked in at least 50 hours a week; including 11% who put in over 70 hours a week!
Thanks for your participation on the panel. Watch for the last survey of the year, around the end of May. And remember to invite other new principals you know to join the panel by emailing ahenley@naesp.org.
Rise&Shine Insights from new principals
Welcome to the “Rise&Shine” brief! Last month’s special focus areas were integrating technology in the classroom, including online testing, and capturing your year-end thoughts about your profession. These survey results reflect responses from hundreds of new principals, in 48 different states.
TOPIC OF THE MONTH
Integrating technology into your classroom What are your tech priorities? #1 #2 #3 #4 #5
Invest in personal devices for each student Hire additional tech support personnel Invest in classroom technology Upgrade the school’s infrastructure/connectivity Provide teacher training in integrating technology
What kind of tech support can you call on? Not enough! Only 23% have full-time onsite support,
60% have part-time tech support, 21% have no tech support at all.
How ready are your teachers to integrate technology into their classrooms? You report that teachers are comfortably using some types of technology, but are not yet close to full integration.
How able are your teachers to use technology? Use computer projectors Find effective materials on the internet Use interactive smart boards Use digital cameras Use digital video cameras Fully integrate technology into their classroom Teach when every student has their own device Teach when all material is delivered via an electronic device
79% 55% 55% 52% 39% 19% 17% 12%
What’s holding up effective use of technology in your classrooms?
The #1 issue is lack of teacher training, cited by 61% of panelists; followed by lack of teacher comfort (43%) and lack of tech support (30%).
Rise&Shine Insights from new principals
TECHNOLOGY & TESTING
THE REPORT FROM THE ONLINE TESTING PIONEERS! For most, the process was surprisingly smooth. Over 8 out of 10 reported it was easy or fairly easy – not just for administrators, but also for teachers and students.
Almost everyone encountered some technical glitches, but most of the time, devices functioned properly. A lucky 8% reported that all devices functioned perfectly, all the time. Overall, more than three-fourths of schools experienced issues with fewer than 1 in 5 devices. 85% your of teachers and students were comfortable with the devices. 2/3 of panelists report that students had used their devices several times a week or more, prior to taking the tests.
Based on your experience implementing online testing this year, here’s how you voted:
Desktop 55%
So, the news from those who have done it: Testing is something to Plus a few prepare your write-in votes for Chromebook, teachers and students for, but and pencil and not to be feared! paper!
Tablet (iPad, etc.) 9%
WHAT’S THE BEST DEVICE FOR TESTING?
Laptop 30%
THE VIEW FROM THE PRINCIPAL’S OFFICE
Looking back If you could go back and give yourself advice on the first day of school, what would you say? Here are the big themes from your hard-won experience, listed in order of how often they were mentioned:
When you do leave the elementary principal role, where will you head? The majority of you plan to move on to a district level position; and virtually everyone is planning to stay in the education field – including those who want to remain a principal until retirement!
Take another job at the school district . 56% Retire . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29% At this point in time, how long do you expect to stay? College/university professor . . . . . . . . . . 9% Switch professions . . . . . . . . . . . . . . . . . . 9% 1-2 more years . . . . . . . . . . . 8% Note: not one of you Middle school principal. . . . . . . . . . . . . . . 9% 3-5 more years . . . . . . . . . . 30% says you won’t be High school principal. . . . . . . . . . . . . . . . . 6% 6-10 more years. . . . . . . . . 30% continuing next year! Education Consultant . . . . . . . . . . . . . . . . 4% 11-15 more years . . . . . . . 13% Superintendent! . . . . . . . . . . . . . . . . . . . . 3% 15+ more years . . . . . . . . . 18%
Rise&Shine Insights from new principals
THE VIEW FROM THE PRINCIPAL’S OFFICE continued
Delegate more.
Relax. Stay calm, strive for balance, exercise, spend quality time with your family and with yourself, and allow yourself to enjoy all the good things!
Make time to spend in the classroom/work with your teachers. Observe what’s happening, provide support and instructional leadership. Remember that your school’s ultimate goal is student success!
And one last tip from Randy Williams, principal at Walt Disney Elementary School in Mishawaka, IN: It really helps to pack your lunch the night before school!
Get to know and trust your staff, build a positive culture, communicate with them clearly and consistently and let them share the load.
Follow your instincts. Don’t be afraid to tackle the tough challenges, have difficult conversations, or to change things – it’s why you were hired!
Yes, it’s stressful, but the rewards are high! Looking back on the year, how satisfying was your job?
86%
Looking back on the year, how stressed were you?
87% high
12%
11%
medium
2%
4% low
Thanks for your participation on the panel. Watch for the first survey of the year in September. And remember to invite other new principals you know to join the panel by emailing ahenley@naesp.org.
NATIONAL PANEL OF NEW PRINCIPALS NOVEMBER 2014 SURVEY HIGHLIGHTS
Rise&Shine
PAGE 1
Insights from new principals
These survey results reflect responses from nearly 600 new principals, from all 50 states. TOPIC OF THE MONTH
Early childhood learning Preschools are becoming much more common on elementary school campuses. Who has preschools? 53% of you now have a preschool on your school site. The majority are part of your state education system, but there’s also a mix of Head Start, Early Head Start and other early learning programs co-located on your grounds. Who’s in charge of your preschools? Two-thirds of the time, it’s you who are ultimately responsible: either directly, or as the supervisor of the director. n 50% You/principal n 15% Preschool Director who reports to you n 24% Preschool Director who does not report to you Kindergarten has nearly completed its evolution into a full-day program. It’s now the norm at 8 out of 10 schools. T-K has appeared on the radar and could be an emerging trend: Transitional Kindergarten (enrolling children whose 5th birthdays fall beyond typical cut-off dates) is now offered in 6% of your schools. Class sizes in the early grades are being kept fairly manageable. n 40% of preschools enjoy student-teacher ratios of 10:1 or less and virtually all are capped at 20 students. n Just a little over half of Kindergarten classes have student-teacher ratios of 20:1 or less.
Early learning is largely uncharted territory for you and your staff. Only 1 in 5 panelists feels well-trained in instructional methods and developmentally appropriate perspectives for early education. Teacher PD is a top priority, and is currently lacking in many schools. n Building the professional capacity of teachers in Pre-K and Kindergarten is the priority most often cited by panelists in the area of early learning.
Only 58% of panelists report that your teachers have solid, specialized training in how young people learn. n
Just slightly over half of schools currently provide regular opportunities for teachers to share data and plan across early grade levels. n
Districts are the most frequent providers of teacher PD. 8 in 10 schools plan to offer early learning training for teachers through their district this year; about 2/3 are planning onsite training by either a principal or staff specialist. n
Half of schools are planning cross grade-level PD in early education. n
47% are planning to engage an outside early education specialist. n
NATIONAL PANEL OF NEW PRINCIPALS DECEMBER 2014 SURVEY HIGHLIGHTS
Rise&Shine
PAGE 2
Insights from new principals
Ready or not, here they come! How prepared are your entering students? The good news: The majority of your students arrive physically ready to start school. That’s the case in 72% of your preschools, and 82% of your kindergarten classes. However, you have serious concerns about their behavioral and cognitive readiness. Over 50% of you report that the majority of your Kindergarten students arrive either “somewhat ready” or “not at all ready” for school in very key areas – and it’s even more worrisome for your preschoolers. SCHOOLS IN WHICH THE MAJORITY OF EARLY LEARNERS ARE NOT SCHOOL READY
66%
64% 60%
Cognition and general knowledge
And how school-ready are your new parents? Here’s what you’re seeing: Virtually all (96%) say the majority of your new parents feel welcome at school. And 2/3 of you believe that the majority of parents think of themselves as equalpartners with the school in their child’s education. 62% of you think the majority of your parents expect their child to go to college. But only 42% believe that more than half of your parents read to their children at home.
% of your schools where the majority of preschool students are not ready
K I N D E R G A RT E N
PRESCHOOL
PRESCHOOL
K I N D E R G A RT E N
PRESCHOOL
Communication and language skills
52%
K I N D E R G A RT E N
52%
51%
% of your schools where the majority of kindergarten students are not ready
Social and emotional development
YOUR JOB IN NOVEMBER This past month, how satisfying was your job?
72% 22% 3%
This past month, how stressed were you?
includes 9% who have found your dream job and give it a ten on a 10-point scale!
74% high
22%
medium
4% low
About how many hours did you work per week this month? Less than 40
0%
40-50
14%
50-60
46%
60-70
29%
70+
12%
NATIONAL PANEL OF NEW PRINCIPALS NOVEMBER 2014 SURVEY HIGHLIGHTS
Rise&Shine
Insights from new principals
PAGE 3
Our panelists share their most effective PD tips
You’ve found some great resources for Early Learning PD Sources you cited as the most effective for your teachers and you include: Blueprint for Early Literacy Curriculum developed by Children’s Literacy Initiative cli.org Brain-Based Learning Programs developed by Marcia Tate developingmindsinc.com CGI-Cognitively Guided Instruction Program available through multiple sources Conscious Discipline Training consciousdiscipline.com Daily 5 and CAFÉ Programs and online resources developed by Gail Boushey & Joan Moser the2sisters.com Explicit Instruction: Effective and Efficient Teaching Program developed by Anita Archer explicit instruction.org Kagan Strategies Materials and PD developed by Dr. Spencer Kagan kaganonline.com/workshops LETRS Training – Language Essentials for Teachers of Reading and Spelling program developed by Dr. Louisa Moats (available through multiple sources) Leveled Literacy Intervention and Guided Reading (LLI) Program and books developed by Irene Fountas and Gay Su Pinnell fountasandpinnellleveledbooks.com Reading Recovery Training Program readingrecovery.org NOTE: College courses and hands-on practice in early childhood education can really help! Panelists frequently mentioned their best early childhood training came from college classes, advanced degrees or credentials – or previous positions as literacy or early learning coaches.
“Visiting other schools is so powerful! It is tremendously helpful to get to observe other programs and spend time with other principals.” Rhonda Kelsey, Ebinport Elementary, Rock Hill, SC
“Professional Learning that provides educators the opportunity to work across age ranges to understand the learning trajectory that we ask students to take is very effective. Looking at student work samples across this trajectory has also proven to be a powerful way to understand the strengths children have and how to build on those strengths.” Kimberly Hempton , Davisburg Elementary, Davisburg, Michigan
“We’ve found that teachers really need to meet as grade levels the majority of the time, specifically addressing child development and instructional strategies, looking at standards and breaking them down. Then they meet vertically to make the connections for the progression from pre-school to kinder.” Beth Buettner, Eaton Elementary, Fresno, California
“Our best PD is cross-campus ‘residencies’ in which teachers get together and spend several days studying a particular topic and observing and discussing what they see in classrooms.” Jennifer Jordan, Memorial Drive Elementary, Houston, Texas
HAVE A GREAT HOLIDAY BREAK! Thanks again for all you do for all our children. We wish you a wonderful holiday and here’s to a great 2015! Please invite your new principal colleagues to join the panel at newprincipal.org