Building a Culture of Building a Culture of Leadership at Leadership at

Belmont High SchoolBelmont High SchoolMichael M. Harvey, Ed.D.Michael M. Harvey, Ed.D.

Principal, Belmont High Principal, Belmont High SchoolSchool

IntroductionIntroduction

BackgroundBackground

The ChallengeThe Challenge

The ProcessThe Process

OutcomesOutcomes

Belmont High SchoolBelmont High School 1150 Students, Grades 9-121150 Students, Grades 9-12

– 25% minority25% minority Located in Suburban BostonLocated in Suburban Boston

– Total Town Population= Total Town Population= 23,00023,000

90 Teaching Faculty Members90 Teaching Faculty Members 60 Support Staff60 Support Staff Budget of approximately Budget of approximately

USD$12 million in 2009-2010.USD$12 million in 2009-2010.

BHS Academic ProfileBHS Academic Profile

93 % of Students Attend College93 % of Students Attend College Average SAT: 578 (cr), 609 (m), 587 Average SAT: 578 (cr), 609 (m), 587

(w).(w). 72% of students take Advanced 72% of students take Advanced

Placement. Placement. Named a “Top 100 US Public High Named a “Top 100 US Public High

School” by School” by US News and World US News and World Report Report for 2008.for 2008.

Graduation RequirementsGraduation Requirements

4 Years of English, 4 Years of English, Mathematics, Science, and Mathematics, Science, and Physical EducationPhysical Education

3 Years of Social Studies3 Years of Social Studies 2 Years of Foreign Language2 Years of Foreign Language 1 Year of Fine or Performing 1 Year of Fine or Performing

ArtsArts Community Service—40 Community Service—40

Hours in 4 yearsHours in 4 years

More Than Just AcademicsMore Than Just Academics

After-School ActivitiesAfter-School Activities– Interscholastic SportsInterscholastic Sports– Performing Arts GroupsPerforming Arts Groups– Clubs and ActivitiesClubs and Activities

BHS in 2006BHS in 2006

Retirement of long-term principal in Retirement of long-term principal in 2004.2004.– Replacement resigned in 2006.Replacement resigned in 2006.

Very Inexperienced FacultyVery Inexperienced Faculty– Most in first 5 years of careerMost in first 5 years of career

School lacked a clear focus on Teaching School lacked a clear focus on Teaching and Learningand Learning

Enter the New PrincipalEnter the New Principal

My TrainingMy Training– Classroom Teacher, Asst. Classroom Teacher, Asst.

Principal, Curriculum Director, Principal, Curriculum Director, PrincipalPrincipal

My Leadership PhilosophyMy Leadership Philosophy– The Purpose of the The Purpose of the

Principal/AdministratorPrincipal/Administrator– Setting PrioritiesSetting Priorities– Non-negotiables Non-negotiables – Entry StrategyEntry Strategy

What Was in Place at BHS?What Was in Place at BHS?

Leadership Structure within BHSLeadership Structure within BHS– PrincipalPrincipal– Asst. Principals (2)Asst. Principals (2)– Curriculum DirectorsCurriculum Directors

Strong Culture of Hiring and Retaining Strong Culture of Hiring and Retaining Excellent Staff Members.Excellent Staff Members.

Community that had high Community that had high expectations for student performance.expectations for student performance.

The ChallengeThe Challenge

How do you take an already highly How do you take an already highly performing school and make it better?performing school and make it better?

Began a course to focus the school on Began a course to focus the school on its core mission of teaching and its core mission of teaching and learning.learning.– Instructional LeadershipInstructional Leadership– Data-Based DecisionsData-Based Decisions– Collaborative LeadershipCollaborative Leadership

Step I: Instructional Step I: Instructional LeadershipLeadership

Step I: Establishing a Presence in the Step I: Establishing a Presence in the Classroom.Classroom.– BHS had an effective system for hiring BHS had an effective system for hiring

and evaluating new teachers.and evaluating new teachers.– The building administration (principal The building administration (principal

and assistants) did not have a strong and assistants) did not have a strong presence in the classroom.presence in the classroom.

Walk Through ProgramWalk Through Program

Informal Classroom VisitsInformal Classroom Visits– One time per month for each teacherOne time per month for each teacher

Follow up via emailFollow up via email– Comment on one thing you observed.Comment on one thing you observed.– Ask teacher a leading question about Ask teacher a leading question about

their practice.their practice. Important to build a culture based on Important to build a culture based on

teaching and learning.teaching and learning.

Step II: Deciding What to Step II: Deciding What to ChangeChange

Data Based Data Based LeadershipLeadership– Data drives Data drives

decisionsdecisions

From: Boudett, Kathryn, ed. (2005) Data Wise: A Step by Step Guide to Using Assessment Results to Improve Teaching and Learning. Cambridge: Harvard Press.

The Data-Based Approach The Data-Based Approach at BHSat BHS

Began with analysis of data by Began with analysis of data by faculty membersfaculty members

Many forms of dataMany forms of data– SAT ResultsSAT Results– State TestingState Testing– Classroom AssessmentsClassroom Assessments– SurveysSurveys– Lesson plansLesson plans

Major Findings of Data Major Findings of Data AnalysisAnalysis

BHS is doing well by 80% of students.BHS is doing well by 80% of students. The bottom 20% is not performing well.The bottom 20% is not performing well.

– Minority StudentsMinority Students– Special NeedsSpecial Needs

□Staff were eager for opportunity to assume positions of leadership

Step III: Implementing the Step III: Implementing the ChangesChanges

Examples:Examples:– Student Focus Student Focus

“BHS Scholars”“BHS Scholars”

– Staff Focus Staff Focus “Creating Teacher Leaders”“Creating Teacher Leaders”

– Programmatic ChangesProgrammatic Changes“Special Education Service Delivery”“Special Education Service Delivery”

BHS ScholarsBHS Scholars Why are African American students not achieving as high as white Why are African American students not achieving as high as white

students?students?– Examined SAT, state assessment, school grades and course enrollments.Examined SAT, state assessment, school grades and course enrollments.

– Created to address the disparity between white and African American students at Created to address the disparity between white and African American students at

BHS.BHS.

BHS Scholars ProgramBHS Scholars Program

Goal of the Program: To Improve the Goal of the Program: To Improve the Representation of African American Representation of African American Students in Advanced CoursesStudents in Advanced Courses– Students grouped in “cohorts” and Students grouped in “cohorts” and

placed in advanced-level classes.placed in advanced-level classes.– Students given greater supportStudents given greater support

Summer TutoringSummer Tutoring After School Help SessionsAfter School Help Sessions SAT Preparation CoursesSAT Preparation Courses

BHS Scholars Program BHS Scholars Program OutcomesOutcomes

40 Students took part in 2008-200940 Students took part in 2008-2009– Grouped in Honors English ClassesGrouped in Honors English Classes

61 Students in 2009-201061 Students in 2009-2010– English and Mathematics CoursesEnglish and Mathematics Courses

In first year of program:In first year of program:– Number of students in advanced Number of students in advanced

courses increasedcourses increased– GPAs of students in Scholars program GPAs of students in Scholars program

increased.increased.

Staff Focus: Creating Teacher Staff Focus: Creating Teacher LeadersLeaders

Data: State sponsored survey and Data: State sponsored survey and teacher interviews.teacher interviews.

Major InitiativesMajor Initiatives– Protocol teamsProtocol teams– Change in staff trainingChange in staff training– Mentoring of future administratorsMentoring of future administrators

Protocols and Lesson StudyProtocols and Lesson Study

Peer Review TeamsPeer Review Teams– Teams of teachers analyze each other’s Teams of teachers analyze each other’s

lesson plans and examples of student lesson plans and examples of student work as the data.work as the data.

– Teams critique their colleagues’ lessons Teams critique their colleagues’ lessons based on a strict set of protocols.based on a strict set of protocols.

– Selected members of the faculty were Selected members of the faculty were trained to run teams.trained to run teams.

Staff DevelopmentStaff Development Staff Study GroupsStaff Study Groups

– Small groups of staff Small groups of staff members study a topic members study a topic and present findings to and present findings to full faculty.full faculty.

– First topic “Student First topic “Student Motivation” presented to Motivation” presented to full faculty at full faculty at professional professional development workshop.development workshop.

– Second study group will Second study group will focus on the topic “21focus on the topic “21stst Century Skills for Century Skills for Success.” Success.”

Mentoring Future LeadersMentoring Future Leaders

Programs have created opportunities Programs have created opportunities for staff members to demonstrate for staff members to demonstrate leadership.leadership.

The need to identify future school The need to identify future school administrators.administrators.

Several members of the faculty have Several members of the faculty have also begun administrator preparation also begun administrator preparation programs.programs.

Program Focus: Special Program Focus: Special Education Focus GroupEducation Focus Group

Group of parents, faculty and Group of parents, faculty and administrators formed to discuss issues administrators formed to discuss issues in special education at BHS.in special education at BHS.

Data: District-wide survey of parents Data: District-wide survey of parents and student assessment data.and student assessment data.

Group met regularly over 2008-2009 Group met regularly over 2008-2009 school year and discussed methods that school year and discussed methods that administrators, teachers, parents and administrators, teachers, parents and students could improve the system.students could improve the system.

ConclusionsConclusions

Analyze your School!Analyze your School!

Empower your staff!Empower your staff!

Change is faster and stronger if your Change is faster and stronger if your faculty is driving it!faculty is driving it!

Your job it to point them in the right Your job it to point them in the right direction.direction.

QuestionsQuestions