Education Week - January 21, 2015 - Special Report - S6

S4 |
EDUCATION WEEK n
January 21, 2015
Shaping Strong School Leaders > www.edweek.org/go/principals
BUILDING A PRINCIPAL
FROM START TO FINISH
HOW DENVER DOES IT
REPORTING BY DENISA R. SUPERVILLE
The Denver public school system has made developing its own
school leaders a priority for more than a decade. About three years
ago, backed with grant funding from the Wallace Foundation, the
district intensified efforts to expand-and strengthen-the principal
pipeline by focusing on how it trains, selects, and supports school
leaders. The pipeline begins with teacher leadership. About 1 in 5
Denver teachers serve in leadership roles.
SCHOOL LEADER PREPARATION >>
Aspiring principals can earn their certification from three different university pathways. The
district also runs an alternate-route program that caters to individuals who may already be
assistant principals, or teacher-leaders, or have served in the private sector but have the skill
sets to take on the principal's job. Regardless of whether candidates complete a traditional
university preparation program or the district's program, they go through the following process:
FIRST-YEAR ASSISTANT PRINCIPALS >>
First-year assistant principals must participate in the New Leaders
Academy, where there is a continued focus on developing leadership skills.
Candidates
have access to:
coaching
mentoring
monthly meetings with other assistant principals in the program
ASSISTANT PRINCIPAL LEADERSHIP COHORT >>
Assistant principals must apply to be part of this group. They are placed in a school
and are assigned a yearlong management project that addresses the school's most
immediate needs. They meet monthly with their peers and have access to principal
coaches, most of whom are retired principals.
Assistant principals are
responsible for:
investigating a problem
developing a response plan
implementing the response plan
PRINCIPAL RESIDENCY PROGRAM (LEARN-TO-LEAD) >>
Assistant principals are placed as residents in schools and serve in a co-principal role.
During "lead" weeks, aspiring principals or "principal residents" work as the schools' main
administrators. The assistant principals are evaluated at the end of the year on their
competency and skills. Top performers are eligible to apply for principal positions.
Assessments include
feedback from:
mentors
instructional superintendents (principal supervisors)
supervising principals
PRINCIPAL SELECTION PROCESS >>
The selection process consists of:
phone screen
one-on-one interview with the hiring manager
group interview
performance-based assessments
problem-solving, coaching, and conflictresolution
role-playing scenarios
Aspiring principals who successfully complete this round are eligible to apply to individual
schools with vacant principal positions. Once a vacancy arises, a second round of interviews is
triggered. The school's leadership, staff, parents, and community members provide feedback to
the instructional superintendent, and a list of finalists is forwarded to the superintendent, who
conducts the final interview.
PRINCIPALS >>
First-year principals participate in the
New Leaders Academy and have access to:
a mentor, who works with about six principals
monthly meetings with other group members
an executive coach to help with challenges
SUCCESSION PLANNING >>
The district plans for vacancies by tracking principals likely to move on because of retirements,
performance, internal movement, or other professional opportunities. District officials review the
backgrounds, skills, interests, and training of candidates enrolled in the preparation programs, assistant
principals, and principals already on the job to determine the best fits for projected vacancies.
Second-year principals have access to:
a coach
leadership and management training
professional-development opportunities
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Education Week - January 21, 2015 - Special Report

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