LEADING BY EXAMPLE:
Principal Leadership Institutes
as a Driver for Change
in Metro Nashville
Public Schools
“How can we evolve and be better at what we’re already doing?
There’s a better version of me that I’d like to grow into.”
— MNPS high school principal
ii Leading By Example: Principal Leadership Institutes as a Driver for Change in Metro Nashville Public Schools
ACKNOWLEDGMENTS
P
This qualitative review has been a partnership between the Annenberg Institute for School Reform at Brown
University (AISR) and Metropolitan Nashville Public Schools (MNPS). This work was made possible by a
contract from MNPS.
The support and valuable contributions of several individuals and organizations were integral to this study.
We would like to thank Jesse Register, director of Metro Nashville Public Schools, and consultant Gloria
Frazier for supporting the study and providing advice and valuable feedback on the findings. We would also
like to thank Susan Thompson, chief human capital officer; Melissa Bryant, executive assistant to the direc-
tor; and Mary Woodcock, administrative assistant, who were instrumental in providing us with access to
information and logistical support needed to make this research possible. We especially wish to thank the
fifty MNPS central office staff, principals, and teachers who took time out of their busy schedules to provide
us with important insights during focus groups and individual interviews, and the countless principals and
staff who welcomed us into their discussions at Principal Leadership Institute (PLI) sessions over the years.
At AISR, we would like to thank Warren Simmons, executive director, for his guidance; Mary Arkins Decasse
for her invaluable administrative support; Margaret Balch-Gonzalez and Sheryl Kaskowitz for editing; and
Haewon Kim for design of the publication.
ABOUT THE ANNENBERG INSTITUTE
The Annenberg Institute for School Reform at Brown University (AISR) is a national policy research and
reform support organization that collaborates with school districts and communities to improve the con-
ditions and outcomes of schooling in America. Through three program circles of work – District & Systems
Transformation, Community Organizing & Engagement, and Research & Policy – AISR helps these stake-
holders to join forces and establish sustainable systems that ensure excellence, equity, and social justice
for all students, especially in urban, high-poverty communities. This work is grounded in the vision of a
“smart education system,” that is, a high-functioning school district that collaborates with community part-
ners to provide a comprehensive web of opportunities and supports for students, inside and outside of
school.
Over the past six years, AISR played a central role in observing and evaluating “MNPS Achieves,” the trans-
formational change initiative of the Metropolitan Nashville Public Schools. This work included the devel-
opment of a National Advisory Panel of education scholars who advised Jesse Register and district
leadership as they implemented their reform initiatives. Also included in this work was the observation and
evaluation of the biannual PLIs that are the focus of this study.
iii Leading By Example: Principal Leadership Institutes as a Driver for Change in Metro Nashville Public Schools
LEADING BY EXAMPLE:
PLI
Principal Leadership Institutes
as a Driver for Change
in Metro Nashville
Public Schools
Alethea Frazier Raynor
Tracie Potochnik
Joanne Thompson
Kathleen Dowcett
Annenberg Institute for School Reform at Brown University
June 2015
At the Annenberg Institute, Alethea Frazier Raynor is a co-director, Tracie Potochnik is a senior research asso-
ciate, and Joanne Thompson is a research associate in the area of District & Systems Transformation. Kathleen
Dowcett is an independent consultant and a current school committee member in Waltham, Massachusetts.
Suggested citation: Raynor, A. F., T. Potochnik, J. Thompson, and K. Dowcett. 2015. Leading by Example:
Principal Leadership Institutes as a Driver for Change in Metro Nashville Public Schools. Providence, RI: Brown
University, Annenberg Institute for School Reform.
© 2015 Brown University, Annenberg Institute for School Reform
A PDF of this report is available at http://annenberginstitute.org/publications/Nashville-PLI-Report
Table of Contents
1 Background and Context
5 Literature Review
7 Methods
9 Findings
21 Transformational Leadership: The Next Frontier in Metro Nashville Public Schools
22 Recommendations for Districts and the Field
23 Leading by Example: A Cornerstone of District Improvement Efforts
24 Bibliography
26 Appendix A: Characteristics of MNPS Principals, 2009–2015
28 Appendix B: Summary of PLI Agenda Content
33 Appendix C: Education 2018: Theory of System Change
35 Appendix D: Demographics of Interview Participants by Role, Race, and Gender
36 Appendix E: MNPS Belief Statements, “Leadership for Transformational Change”
Background and Context
I n 2009, when Jesse Register became the director of
schools, Metropolitan Nashville Public Schools
(MNPS) was on the brink of state takeover, with low
through a focus on nine critical areas. More informa-
tion on the implementation of MNPS Achieves can be
found in the series of evaluation reports1 conducted by
academic performance, significant achievement gaps, the Annenberg Institute for School Reform at Brown
and a number of schools failing to meet performance University (AISR).
targets under No Child Left Behind. Additionally, over
The second lever for transformational change was
the past decade, significant demographic shifts in
focused on building the leadership capacity of princi-
Nashville have resulted in MNPS becoming much
pals in the district. The development of current princi-
more ethnically and culturally diverse, with students
pals was key, but that effort was matched with a
now representing over 120 different countries, and the
strategy to recruit principals from outside the district,
district has also seen a significant increase in the per-
reassign central office staff to lead schools, as well as
centage of economically disadvantaged students.
promote promising assistant principals (see Appendix
The lack of depth of instructional leadership capacity, A). The vision for transformational leadership was not
both at the principal and central office levels, was of “a model, but a set of effective practices or systems”
concern to Register when he entered the district. The that Register and Frazier knew were necessary to
district was characterized by some as having a leader- achieve high performance from students and adults.
ship void; principals were seen as competent managers,
but instructional leadership was not an area in which Developing the
they were expected to excel. Principal Leadership Institutes
A core strategy for building leadership capacity was the
In addition, staff at multiple levels of the district
implementation of the biannual Principal Leadership
described the overall culture at the time as “top-down,
Institutes (PLIs). Starting in the summer of 2009 and
and characterized by fear and a lack of perceived
occurring twice annually over two to three days, the
authority to carry out major responsibilities and deci-
PLIs were not designed as “one-off ” experiences, but
sion-making,” with collaboration as neither the norm
as consistent, thoughtful professional development
nor the expectation (Annenberg Institute 2010). Reg-
that: 1) was responsive to the MNPS context and
ister noted the “big chasm between central office and
needs; 2) drove toward an overarching vision for long-
schools,” and his chief design consultant Gloria Frazier
term systemic transformation; and 3) laid the founda-
noted that “overall, as a school district, there was no
tion for a district culture of adult learning. This was a
collaborative learning culture that was anywhere near a
marked change from the previous types of professional
tipping point.”
learning experiences in the district.
Major levers for change
The transformation of MNPS began with a two-
pronged approach. The first part of the strategy was to 1
See http://annenberginstitute.org/?q=publication/Nashville.
create MNPS Achieves, an initiative that brought dis-
trict and community leaders together in teams that
were called Transformational Leadership Groups
(TLGs). The TLGs were charged with researching and
designing strategies to improve student achievement
Annenberg Institute for School Reform at Brown University 1
Register was clear from the outset that the PLIs were group sessions on creating successful learning environ-
to focus on instructional leadership, rather than ments for students and adults were led by a combina-
administrative or operational skills, and had to be tion of principals, central office staff, and external
driven by student performance. In constructing the consultants.
PLIs, Register and Frazier designed and used the sig-
The data collected from the evaluation of these Insti-
nificant block of time with all 140 principals to begin
tutes revealed that while some principals gave low
shaping the culture that Register wanted to infuse
marks for a session or facilitator, overall the PLIs
throughout the district, and they were deliberate in
were recognized as a positive shift in how MNPS was
embedding and modeling effective practices for teach-
addressing leadership development. Principals were
ing and learning.
pleased to have the time to spend together and seemed
Given this goal, PLI learning opportunities were surprised that the sessions were really about leadership.
designed to be results-based, experiential, and collabo- (A complete listing of PLI content over the years can
rative, and had practical application to the school con- be found in Appendix B.)
text. Additionally, efforts were made to scaffold
learning experiences between the winter and summer Leadership Performance Strands and Skills
PLIs, and to connect them to ongoing meetings for Drawing from research as well as their collective years
principals and administrators. of experience in leadership development, Register and
Frazier developed a set of key leadership competencies
The first PLIs to guide both the content and design for the initial
The first PLI took place in July 2009, followed by the PLIs. These competencies were aligned with the goals
second PLI in January 2010. From the outset, the and values for transformational leadership in MNPS
expectation was made clear that all principals would and were informed by student performance and the
attend. To facilitate relationship building, these Insti- existing district culture.
tutes were held at out-of-town retreat centers where
In 2011, a design team formalized these competencies
participants lodged overnight. At the PLIs, Register
into the MNPS Leadership Performance Strands and
explicitly expressed the urgency around improving stu-
Skills (LPSS), described in Figure 1. With the focus on
dent performance, and his consistent, engaged pres-
a collective vision as well as collective action, the LPSS
ence sent a message about his beliefs, values, and
have been the centerpiece for transformational leader-
vision for the district. He participated fully with prin-
ship development in MNPS and are applicable to all
cipals during sessions, and modeled as a leader who
leaders – from the director of schools to central office
was also a learner. Principals took note of his words
staff to principals and teachers. The LPSS were also
and actions, and his constant presence was viewed as a
foundational to the later development of a Teacher
welcome departure from the norm. From the evalua-
Leadership Institute.
tion survey of the first PLI, one principal said the
biggest takeaway was that “our superintendent was an
The evolution of the PLIs and a common
active participant.” vision
The July 2009 PLI featured two major themes: “Lead- By the end of a full cycle of summer and winter PLIs,
ership and Cultural Competency” and “Leadership for principals understood that Register had a plan and a
Adult and Student Performance.” A mix of external road map for MNPS, and that his intent was to get
consultants led the large group sessions, while small them focused and moving in the same direction. In
their evaluations of these events, principals com-
mented that they were relieved to know there was a
2 Leading By Example: Principal Leadership Institutes as a Driver for Change in Metro Nashville Public Schools
“big picture” for the district and that perhaps the most also supported the rollout of major state accountability
important part of the PLI experience was hearing his initiatives, including Common Core State Standards
vision, goals, and expectations. The continuity and and Tennessee’s TEAM teacher evaluation model. In
regularity of the Institutes also helped principals see the TEAM model, student performance results play a
the theory of change in action. sizeable role in providing more frequent feedback to
educators, which promotes the practices of the most
An integral part of the vision for PLIs was to build the
effective teachers and increases accountability for
internal capacity within MNPS to plan, implement,
teachers who are ineffective.
and facilitate the sessions. In January 2010, the vast
majority of PLI sessions were led by MNPS principals, The PLIs also shifted in location. Initially, the retreat
who were recruited and selected by central office staff format supported efforts to build community, but
to demonstrate and explain the successful practices since summer 2010 the PLIs have been held at the
they used as school leaders. Although “outside” presen- district’s Martin Professional Development Center, a
ters have remained a part of PLIs throughout the years, site that contributes to increased sustainability of the
this shift in presenters from the first PLI to the second PLIs over time. Opened in 2008 with support from a
demonstrated the commitment to identify and high- public/private partnership, this facility is dedicated to
light internal expertise, and to have principals learning improving the quality of teaching and learning, and it
from each other. proved to be more convenient for principals and cost-
effective for the district to hold PLIs at the Martin
Principals and central office staff also became increas-
Center.
ingly engaged in designing the PLIs, and since 2012,
leaders within the district have been fully responsible The purpose of this study is to explore the transforma-
for PLI planning and implementation. The agenda tion of MNPS through the lens of the Principal Lead-
emerges from an internal planning process based on ership Institutes as a driver for change. Our report
the needs and areas of concern for the district, and is captures major findings and the emerging signs of
tied to the vision and the strategic plan. progress and challenge for MNPS during the first six
years of PLIs, and it provides recommendations for
Later PLIs were used to build understanding and own-
future development of principals and staff as transfor-
ership of the district’s strategic plan, “Education 2018:
mational leaders.
Excellence for Every Student” (see Appendix C), and
“So much gets done outside of just the sessions. When principals are able to collaborate
and talk and share ideas, [the work] becomes a lot more transparent. It propels us away
from being a building manager, to being an instructional leader. And it gives you a lot
more tools.”
— MNPS middle school principal
Annenberg Institute for School Reform at Brown University 3
FIGURE 1.
MNPS Leadership Performance Strands and Skills, August 2011
PERFORMANCE PERFORMANCE PERFORMANCE PERFORMANCE PERFORMANCE
STRAND 1 STRAND 2 STRAND 3 STRAND 4 STRAND 5
Transforming Managing
Setting Clear and Shaping Culture Leading and
Teaching and Accountability
Compelling Direction for Learning Managing Change
Learning Systems
1.1 2.1 3.1 4.1 5.1
Develop shared pur- Establish desired cul- Distribute leadership Expect instructional Implement and use
pose and coherent ture through norms, and sustain high competency in the student performance-
effort through mis- rituals, traditions, performing leader- craft of teaching based accountability
sion, vision, and common language, ship teams systems for decision-
4.2
beliefs and cultural compe- making
3.2 Recognize themes
tencies
1.2 Use individual, and patterns of effec- 5.2
Communicate effec- 2.2 group, and organiza- tive instruction Implement and use
tively strategic action Promote a positive tional change adult performance-
4.3
plan – goals, strate- and supportive research, processes, based accountability
Observe instruc-
gies, initiatives, and climate and tools systems for decision-
tional performance
responsibilities making
2.3 3.3 and provide action-
1.3 Build community Use reflection, able feedback and 5.3
Establish a sense of and shared account- inquiry, and assess- coaching Allocate and distribute
urgency that leads to ability through col- ment practices resources equitably
4.4
action laborative structures (time, people, funds,
3.4 Gather evidence that
and intentional rela- resources, and tech-
Maximize time for learners are engaged
tionships with all nology)
instructional leader- in rigorous and rele-
stakeholders
ship vant learning experi-
2.4 ences
3.5
Infuse diversity of
Engage as a commu- 4.5
perspectives, people,
nity leader Become literate as a
ideas, and experi-
leader of digital
ences into the work 3.6
learning environ-
Reach scale with
2.5 ments
change efforts
Develop skills of
4.6
influence, persua-
Ensure alignment of
sion, and advocacy
standards, curricu-
2.6 lum, instruction,
Make ethical and professional devel-
moral decisions opment, and assess-
ments
4 Leading By Example: Principal Leadership Institutes as a Driver for Change in Metro Nashville Public Schools
Literature Review
I n conducting a review of the literature, we sought to
ground our understanding of the evolution of prin-
cipals as transformational leaders reflected in: 1) their
repertoires of practices and the capacity to choose from
that repertoire as needed, not leaders trained in the
delivery of one ‘ideal’ set of practices” (p. 10). In
collective understanding and practice of transforma- accomplishing this goal, whole systems must step up
tional leadership; 2) the ways in which they engage in to the plate and meet the demand for more nuanced
furthering their own development as transformational forms of district leadership.
leaders; 3) the dynamics of collaboration among prin-
The study conducted by Wagner et al. (2006) con-
cipals; and 4) the empowerment that principals articu-
cluded that organizations that engage in ongoing dia-
late in leading their schools.
logue around goals, priorities, and professional
Importance of principal leadership standards for individual and group performance inten-
tionally foster the skills and norms that require every-
The importance of school leadership in improving stu-
one in the system to work more collaboratively and to
dent learning has been documented in both quantita-
be more accountable to one another (p. 16). Such
tive and qualitative research. In fact, several studies
studies reinforce that principals’ instructional leader-
have confirmed that leadership is second only to class-
ship is not a content or skill area that principals are
room instruction among all school-related factors that
likely to learn solely from traditional pre-service or
contribute to student learning (Louis et al. 2010; Wal-
workshop formats. Rather, instructional leadership
lace Foundation 2013b; Schmidt-Davis and Bottoms
represents a set of work practices that principals must
2011; Leithwood & Jantzi 2008; Marzano, Waters &
come to integrate into their ongoing work through
McNulty 2005). There has also been clear consensus
sustained support for such integration over time (Gal-
from the research that principals need to do much
lucci & Swanson 2008). In the study noted above by
more than what is required in a traditional managerial
Leithwood et al. (2004), the varied types of leadership
role, and primary among their responsibilities is
in schools were emphasized, noting that while instruc-
“ensuring the spread of effective instructional practices
tional leadership focuses primarily on classroom prac-
to every classroom” (Wallace Foundation 2013a, p. 7).
tice, transformational leadership requires a more
Wagner et al. (2006) note that in taking on tasks that
expanded role that “draws attention to a broader array
require more than just management, the challenge for
of school and classroom conditions that may need to
principals and districts alike is shifting from a focus on
be changed if learning is to improve” (p. 6). A central
individual practice to fostering collective “communi-
aim of transformational leadership, then, is to generate
ties of practice” that will have far greater impact on
a collective vision as well as collective action, while
both school and district-wide change (p. 16). Shifting
enhancing individuals’ practice (Leithwood 1992).
to leadership among many rather than a few, principals
McIver et al. (2009) further argue:
are increasingly expected to lead their schools within a
framework of collaboration and shared decision mak- Effective school leaders know how to focus the
ing with teachers and other staff (NASSP and NAESP work of the school on the essential. They have a
2013), which requires them to develop a very different clear mission or purpose for the school and iden-
set of skills and practices. As Leithwood et al. (2004) tify goals that align with that mission. They com-
state, “We need to be developing leaders with large municate the purpose and goals in a meaningful
way such that all stakeholders understand what
they need to do.” (p. 12)
Annenberg Institute for School Reform at Brown University 5
The role of the district in is to move from oversight to providing capacity-
principal leadership development building support (Bottoms & Fry 2009), and a num-
The nuance and complexity of enacting these and ber of districts are moving in this direction.
other forms of leadership point to the important role
In a large-scale study of urban districts focused on
that districts play in identifying and developing a
leadership support, Knapp et al. (2010) suggest that
range of leadership skills for principals. A recent study
in these districts:
from The Wallace Foundation (2013b) identifies five
The improvement of teaching and learning
key functions of effective principal leadership: shaping
became the business of the school and district,
a vision of academic success for all students; creating a
and those exercising leadership in central office
climate hospitable to education; cultivating leadership
positions or within the school were relentless in
in others; improving instruction; and managing peo-
communicating this message. Second, to make
ple. The Wallace Foundation report suggests that all
this message more than a rhetorical exercise, they
five tasks need to interact for any part to succeed;
purposefully invested resources – all kinds of
when all five tasks are well carried out, leadership is at
resources – not just money (and often not much
work (p. 7). Louis et al. (2010) suggest that principals
money) but also time, materials, expertise, and
are most effective when they see themselves as working
even autonomy in this pursuit, with a special
collaboratively toward clear, common goals with dis-
emphasis on instructional leadership as a primary
trict personnel, other principals, and teachers. In order
target of investment. (pp. 7–8)
for school leaders to develop this type of leadership,
they need support from the school district (Knapp et They reached a significant conclusion that “explicit
al. 2010; Louis et al. 2010; Honig 2012). An Ameri- and focused support for leadership work was intrinsic
can Institutes for Research report (2010) concludes: to learning-focused leadership” (p. 18). Therefore, in
School-level leadership is most productive when what areas can central office provide the best supports
couched within a supportive and consistent dis- to principals? Knapp et al. suggest that those areas
trict-level leadership that sets the vision and include: providing resources for leaders as well as
expectations but is willing to step back and take teachers; engaging leaders in professional learning; fos-
the risk of allowing the principal of the school to tering relationships with peers; attending to adminis-
lead with some autonomy. (p. 5) trative needs in responsive, differentiated ways; and
sponsoring and legitimizing leaders’ work (p. 18).
Numerous studies have suggested that central offices
Moreover, Louis et al. (2010) believe that “leaders in
need to transform, to develop a customer service
higher-performing districts communicated explicit
orientation, and to focus on the needs of schools and
expectations for principal leadership and provided
principals as a top priority (Echelson 2013; Wallace
learning experiences in line with these expectations;
Foundation 2013b). According to Louis et al. (2010),
they also monitored principal follow-through and
“Higher-performing districts tend to be led by district
intervened with further support where needed” (sum-
staff who communicate a strong belief in the capacity
marized in Wahlstrom et al. 2010, p. 21).
of teachers and principals to improve the quality of
teaching and learning, and in the district’s capacity to
develop the organizational conditions needed for that
to happen” (p. 197). The district leadership challenge
6 Leading By Example: Principal Leadership Institutes as a Driver for Change in Metro Nashville Public Schools
Another departure from typical principal professional Methods
learning experiences is the concept of principals work-
ing together in networks. Honig et al. (2010) suggest,
“Modeling or demonstrating particular ways of think-
ing and acting are essential strategies for helping peo-
M etro Nashville Public Schools commissioned
AISR to conduct a qualitative review to capture
the story of the PLIs as a key transformational change
ple such as school principals change their work strategy for building leadership capacity. We anchored
practices” (p. 33). They further contend that one way our data collection and analysis around the five Lead-
to do this is to create high-quality opportunities for ership Performance Strands and Skills (LPSS) cate-
principals to serve as resources for one another (p. 47). gories: Setting Clear and Compelling Direction;
Access to peer networks or cohorts is an important way Shaping Culture for Learning; Leading and Managing
of allowing principals at every level of experience to Change; Transforming Teaching and Learning; and
have a chance to bounce ideas off colleagues (School Managing Accountability Systems (see Figure 1) to
Leaders Network 2014; Fullan 2006). According to determine:
Wagner et al. (2006), “Leadership practice communi- • In which areas of transformational leadership were
ties are a strategy both for developing individual lead- principals most impacted by their participation in
ers’ capacities and for generating consistently higher the PLIs?
performance throughout the system” (p. 77). • What areas of leadership development are foreshad-
Several studies (Portin et al. 2009; Plecki et al. 2009) owed for MNPS in the future?
suggest that central office staff in some urban districts Our qualitative study of the PLIs included two phases.
recognize that both novice and veteran principals need In the first phase, our team of four researchers met bi-
individual support as well as networked groupings weekly to discuss and develop a shared understanding
where peer principals can support each other. Hitt, of the PLIs and to gather archival documents about its
Tucker & Young (2012) contend that the foundation evolution. We conducted a review of the literature to
for continuing development for principals should be ground our thinking in principal leadership develop-
ensuring that time is available for “reflection, growth, ment and transformational leadership. We also con-
and renewal” (p. 11). Many of the concepts discussed ducted a scan and analysis of existing documents
in the literature have influenced the design and devel- related to the PLIs, including agendas and content
opment of Nashville’s PLIs and the degree to which from past PLI binders, field notes from AISR’s docu-
they provide consistent opportunities for learning over mentation, and the PLI evaluation summary data from
time. Our findings offer further insight to the field principals and central office participants.
about the ongoing needs and challenges of school and
district leadership. In the second phase, we conducted interviews and
focus groups using protocols that we developed with a
focus on the strands and skills outlined in the LPSS
framework. A total of fifty-one participants were inter-
viewed – forty-seven were interviewed in Nashville
and four were interviewed by telephone. Among the
fifty-one participants, twenty-two were principals
(representing about one-sixth of all principals in
Nashville), fourteen were teachers, twelve were central
office staff, and three were key architects of the PLI
Annenberg Institute for School Reform at Brown University 7
design (including the director of schools). All intervie- ments about the PLIs and leadership development.
wees were guaranteed anonymity with the exception We have also taken into account our own observations
of the director of schools, as he is the only person in of principals over the course of our five years of atten-
that role. dance at the PLIs, and in Appendix B have provided
a chart detailing the content of the PLIs from their
Eight of the twenty-two school-based principals we
inception to the present.
interviewed were Network Lead Principals – sitting
principals who are also responsible for leading a net- To answer our second research question, we asked
work of principals that come together for collaborative every participant to respond to the following question
support. These Network Lead Principals spanned all in all of our protocols: “What do you think should be
three levels (or tiers) and were interviewed in a sepa- the ‘next frontier’ for principal leadership development
rate focus group. The remaining fourteen principals in Metro Nashville Public Schools?” The major themes
were separated into three focus groups by level into from their responses are summarized in the section of
an elementary, middle, and high school focus group. this report entitled “The Next Frontier.”
(See Appendix D for the demographics and grouping
We acknowledge that given the short time frame from
of our participants and Appendix A for the overall
January through June 2015, there was a limitation in
demographics of principals in MNPS.)
the amount of data that we could collect and analyze.
The fourteen teachers we interviewed were matched to However, a strength that we bring to this research is
three principals who we also interviewed – one at the our ability to draw on the previous five years of PLI
elementary, one at the middle, and one at the high data that we have collected, which captures the story
school level – so that we could gain some perspective of its evolution in a unique way.
about how principals enacted transformational leader-
Although we have organized our findings according to
ship in the school environment. Prior to the data col-
the five major leadership performance strands, it must
lection, the research team developed its coding schema
be noted that there is a high degree of overlap and
using Dedoose software to conduct an analysis of the
interconnectedness between the strands. Given that
data and to organize our findings based on the LPSS
transformational leadership was identified as the driver
framework. Forty-seven of the fifty-one participants
for transformational change, the skill sets under each
were interviewed in small groups, and the findings that
strand are interdependent in achieving the larger goal.
emerged within those specific groups became major
While a particular strand may be the entry point based
themes, which were identified by the frequency of par-
on the context and the leader, the approach to trans-
ticipant responses in the focus group and interview
formational change overall is not meant to follow a
transcripts. We collapsed the principal tier groups
linear pattern that the visual of the LPSS framework
because their responses across levels were so similar
might suggest. In fact, our study reflects the interplay
that we could represent their collective voice related to
between strands and across skill sets that principals
a particular strand or skill. We differentiated them
experience during the PLIs and in their work.
only by quotes that could categorize them as an ele-
mentary, middle, or high school principal without
compromising their anonymity. Whenever possible,
without sharing uniquely identifiable information, we
also identified their years of experience as a principal
to give a more nuanced perspective on principals’ com-
8 Leading By Example: Principal Leadership Institutes as a Driver for Change in Metro Nashville Public Schools
Findings
PERFORMANCE STRAND 1 sations by stating, “For us to get that message to do
Setting Clear and Compelling Direction what you need to do – as long as these are the non-
Setting a clear and compelling direction for MNPS negotiables, this is our overall goal. But you’re going to
was a first order of business when Jesse Register have to take into consideration what your context is to
became the director of schools. Prior to his arrival, make it work.” As director of schools, Register used
central office staff was not engaged in long-term or the PLIs as his bullhorn to establish his belief that
short-term planning, and principals often produced everyone had the potential for success at every level of
school improvement plans that were never imple- the system. Although his messages during PLI were
mented. A sense of urgency and a call to action had to heard primarily by principals and central office staff,
be conveyed to “rally the troops” immediately because the same messages were expected to frame conversa-
state takeover of the district was looming, but as one tions at every level – whether between principals and
principal recalled, “With what was going on with teachers, teachers and students, staff and parents, or
MNPS, academically and culturally with the schools, the district and community.
ÁStrategic planning and direction
something had to change.” When principals were
asked to reflect about which strand had the most
impact on their leadership, one principal commented, The rollout of the district’s five-year strategic plan
“Setting clear and compelling direction (Strand 1), for (Education 2018) during the 2013 summer PLI was
me, was about transforming teaching and learning an important marker for many principals because it
(Strand 4). That set the stage.” This interplay between increased their focus on instruction and gave more
strands and across skills was evident in principals’ direction to their work. Principals acknowledged that
comments throughout the study. while the range of strategies that were introduced at
ÁFraming a collective vision and purpose
previous PLIs were invaluable tools for transforming
their schools, Education 2018 grounded their under-
A collective purpose was framed in part by the urgency standing of how to use those strategies in alignment
of the district’s problems, but there was still reluctance with the school’s needs. In 2009, the district began the
to change despite its abysmal outcomes. To marshal transformational change process with MNPS Achieves
staff into action, Register had to establish a clear vision and the PLIs. As the leadership continued to monitor
and mission that was compelling enough to engender progress from that effort, it became evident that the
trust in his leadership and a willingness among staff to process was no longer moving them forward in ways
work together to move the district forward. As princi- they had hoped. The new knowledge gleaned about
pals began to not simply “buy in” but “own” his over- what it would take to transform the district was incor-
arching direction and accept that he had faith in their
potential to lead, they felt empowered to try new ideas
and do things differently without fear of reprisal. If 2
Mindset (growth vs. fixed) is a term originally coined by Carol
principals were willing to get on board and adopt a Dweck (see http://mindsetonline.com) that has been widely
growth mindset,2 they were promised the supports adopted in the field.
they would need to help them succeed. One principal
commented on the significance of those early conver-
Annenberg Institute for School Reform at Brown University 9
porated into Education 2018, introduced during the ÁBalancing tensions between urgency and time
summer PLI in 2012 as the core of the district’s strat- Time was viewed as a luxury of which principals never
egy for achieving excellence for every student. The dis- have enough, with the ever-present sense of urgency
trict’s theory of systems change, catalyzed by the words for some principals to turn around low-performing
“grow, achieve, empower,” became the blueprint many schools and for others to maintain their status as high-
principals were looking for to align with the instruc- flyer schools. While the threat of state takeover may no
tional strategies they had learned about during previ- longer be imminent, the urgency to improve academic
ous PLIs. One principal commented about previous test scores as a primary indicator of achievement was
PLIs in this way: “I think some PLIs have been felt by participants at every level. Not surprisingly, the
designed in a way that have too much going on. Then teachers we interviewed seemed to experience this
some have been really streamlined. . . . When you pressure the most and were weary from all of the
have Institutes with so much working that you don’t required testing and assessments. However, principals
know . . . it’s like a potpourri, you’ve got to try and fig- were also aware of the burden they pass along to teach-
ure out what to take back.” She later explained that ers as a result of the urgency to implement multiple
the strategic plan gave her the direction she needed to initiatives within a short span of time. One principal
lead her school. discussed how she uses the PLIs to handle some of the
Framing the goals for MNPS over the next five years tension in this way:
gave what some principals described as “a new pur- The number of initiatives would be the greatest
pose” and set in motion a more “inclusive” process for challenge. And finding time to plan for those roll-
school improvement planning that increased the par- outs. . . . I’m collaborative, . . . I need someone to
ticipation of stakeholders inside the school and in the bounce ideas. So, definitely the number of roll-
community. As one principal noted, “School improve- outs is a barrier, because sometimes you have to
ment planning is now a process, not just a plan,” and decide what you’re going to rollout that won’t
this shift in thinking “forced discussions about goals overwhelm your teachers who are already over-
and their alignment to strategy and practice.” whelmed with this, that, and the other thing.
Timing is everything – just having time during
One principal recalled how the advent of Education those sessions to collaborate with teams, with
2018 was a turning point for the entire school, because schools, on how we’re going to roll this thing out.
it pushed staff to realize that in order to reach their
goals, they would all have to develop their talents to Principals acknowledged that many factors create the
implement a core set of instructional strategies such urgency for instructional improvement in MNPS
as project-based learning. While support from the including the rapid growth of charter schools, and that
principal and instructional coaches was promised and they had in some cases exercised “selective abandon-
provided, these were the goals for the school and all ment” to create more time to focus on teaching and
teachers had to make a commitment to achieving them. learning (Lovely & Smith 2004). Yet as one principal
stated, “Time is one of those issues that I don’t think
any of us can balance in the way we’d like to.”
10 Leading By Example: Principal Leadership Institutes as a Driver for Change in Metro Nashville Public Schools
PERFORMANCE STRAND 2
Shaping Culture for Learning
“Shaping Culture for Learning” is a complex aspect . . . We were guilty of focusing so much on test
of transformational leadership. As one principal said, scores and the end results, that we were ignoring a
“If you don’t have the climate and culture in place, critical piece. . . . We’ve got to equip our children
you can’t do the other [leadership strands]. You can’t to be able to perform in society.
lead change, transform teaching and learning, manage
The district did place significant and early attention
accountability systems. Shaping culture for learning
on inclusive practices for students with disabilities.
is integral. It’s the foundation that everything else
However, in retrospect Register regretted not placing
builds on.”
more focus on social and emotional learning and the
This strand has emerged as a critical priority area given broader issues of diversity earlier in his tenure, noting
the wide range of diversity within MNPS. Jesse Regis- that although accountability for the academic achieve-
ter noted that in some sense, MNPS is still playing ment of all students must be the top priority, “you
“catch-up” because as he explained, “One of the big can’t do that and neglect the social and emotional
cultural changes in [MNPS] is learning and knowing development of children. You can’t do it and not be
and appreciating the diversity in the school system. attentive to diversity in a school system like this.”
And the reason this district was in trouble was because
Social and emotional learning and developing cultural
it neglected that. . . . By that I mean the community
competencies were the central focus of the winter
changed and the district didn’t.”
2015 PLI, reinforcing the message, “This is what our
ÁEducating the whole child district believes in.” These themes seem to resonate
Increasingly emphasized as core to MNPS’ mission, with principals, and the PLIs have introduced new
vision, and beliefs, educating the “whole child” – knowledge, resources, and support. However, it is
attending to the social and emotional needs of stu- widely acknowledged that there is still much work to
dents and developing cultural competencies – has do to equip principals and their staffs to meet the
become a focus, and also a challenge, for principals diverse needs of their students, particularly those who
and their staffs. With the ongoing pressure of state and are living in poverty. Teachers, in particular, noted the
federal accountability systems and the urgent need to tension between attending to student’s social and emo-
improve students’ academic performance, a focus on tional needs and academic test scores. As one teacher
transforming teaching and learning took early prece- stated, “It’s difficult to teach real world skills and still
dence in Register’s tenure. However, PLI participants have time for the testing.”
ÁShaping district culture
expressed a growing desire and effort to move “beyond
test scores.” One principal said:
The PLIs have operated as a mechanism to shape and
I think the social and emotional learning piece,
model a culture for learning throughout the district
the responsive classroom has been a really impor-
and have had content addressing several aspects of cul-
tant initiative. Any district or school can become
ture and climate (see Appendix B). In a notable depar-
guilty of focusing just on test scores. That’s what
ture from past professional learning experiences, the
we’re measured by, that’s what our director’s in
PLIs positioned principals as the district’s “lead learn-
the paper for, that’s what our names are in the
ers,” as one principal noted, “and having that lived out
paper for in terms of is this a good school or not.
through PLI is important.” The PLIs quickly estab-
But that’s not the only measure of a good school.
lished significance as a district tradition and have had
Annenberg Institute for School Reform at Brown University 11
consistent timing, structure, focus on collaboration, such as Open Space Technology,3 which was an
and rituals, such as opening remarks from the director optional component during the summer 2013 PLI.
of schools that fostered a climate of high expectations
The opportunity to plan with peers who have similar
and high support. Taken together, one participant
demographics or are grappling with specific issues at
noted that these elements of PLIs delivered a message
their school such as homelessness or racism was sug-
to principals to “clear your calendars, and we’ll come
gested by one principal as a potentially useful way to
together and discuss what matters.”
address major concerns within the district:
ÁPrincipal collaboration What if you were collected around [major issue
Opportunities for peer collaboration and relationship being faced], and you developed what the next
building are the elements of PLIs most valued by prin- steps were? You didn’t just get information, but
cipals. The design of the PLIs has consistently incorpo- actually left with a plan, not only for you but for
rated small group work and discussion, and principals a collection of [principals] that were working
have been grouped in various configurations including together on a common challenge?
by tier, in clusters, and randomly assigned. One central
Transferring the skills of collaboration to the school
office participant noted that these sessions were often
level, most principals are actively engaged in the ongo-
“where the learning was happening.” PLI designers
ing work to establish a collaborative culture for learn-
have tried to avoid the type of “sit and git” professional
ing with teachers, students, and other staff. Teachers at
learning experiences scorned by principals and were
one school noted the principal’s concerted effort to
successful in most cases, but the opportunity for peer
build a positive culture for learning by fostering a col-
collaboration has become one of the standard criteria
laborative faculty environment:
in how they judge the PLI experience. The PLIs were
purposefully constructed to increase principals’ capac- “In faculty meetings, [my principal] starts with an
ity to collaborate and learn from one another, but one opener to get all of us together. The first day, we
principal shared initial skepticism at even the concept met off site. Especially in [my] first year, I liked
of collaboration: that, getting to feel comfortable with who I’m
working with. There are really good relationships
When Dr. Register came in, he used the word
between teachers on different grade levels. I
“collaboration” a lot. Some of us who were used
noticed as a first year [teacher] a very collabora-
to a top-down style thought the word collabora-
tive faculty.”
tion felt weak. We worried that nobody was going
to take a stand. But then he really built that However, only in some cases have principals put struc-
power and capacity for us to understand how to tures in place to engage community members, and
collaborate effectively. the engagement of parents was named as a common
challenge in which both principals and teachers need
In both the evaluations from PLI and our interviews,
support.
peer-to-peer collaboration is now consistently named
as something for which principals would like even
more time during PLI. We heard numerous examples
3
of best practices that principals learned from their Open Space Technology is a meeting facilitation process devel-
oped by Harrison Owen. See http://openspaceworld.org/.
peers, and adapted and implemented within their own
school context. And several principals called for more
informal opportunities to talk and network with their
peers about topics of interest, potentially in a format
12 Leading By Example: Principal Leadership Institutes as a Driver for Change in Metro Nashville Public Schools
PERFORMANCE STRAND 3
Leading and Managing Change
“Leading and Managing Change” emerged as a key during PLIs was always centered on developing trans-
component of the MNPS overall transformation strat- formational leaders rather than on the “traditional,
egy and a central focus of the PLIs. This strand was operational leadership training” that focuses on man-
built into the design of every PLI, and principals agement skills. A Network Lead Principal described to
reported that along with Strand 4 (“Transforming us how he sees the difference in the approach that
Teaching and Learning”), this was the strand where MNPS has taken to principal leadership as compared
they spent the most time and attention and had made to other districts:
the most progress. I’ve gone back and looked at the things I did on a
ÁBuilding leadership capacity
daily basis twenty years ago as a principal. It was
managerial, very little instructional stuff, maybe
As previously discussed, participants noted that low observing teachers. And you look at how much
capacity among district leadership had been an issue the role of principal has changed even in the last
when Jesse Register arrived, and therefore his primary eight years. What has set MNPS apart is the role
objective through the PLIs was to build that capacity of principal has changed, but . . . in Metro the
among principals at the school level, and within the training has [also] changed. I think we’ve really
central office as well. The theory of change expressed evolved with our training of principals and kept
most often by principals and central office staff is that up with the changes more so than a lot of school
by building principal capacity, MNPS will be able to systems that have just said, “Yeah, it’s changing,
build the capacity of teachers, have a positive impact but we don’t know how to train you.”
on teaching and learning, and in so doing boost stu-
dent achievement. However, principals also noted that ÁDistributing leadership
they were improving themselves for the sake of their MNPS placed a high priority on distributing leader-
own development, and not simply to improve others. ship more broadly, both within the PLIs and in
ÁFocusing on instructional leadership
schools. Principals praised the PLI sessions that
involved their fellow principals presenting issues,
The skill set “maximizing time for instructional leader- strategies, and best practices. We heard several
ship” is found in the “Leading and Managing Change” instances where specific strategies that were shared by
performance strand, but building the capacity of prin- principals during PLIs were later implemented by their
cipals and central office staff to be effective as instruc- peers in schools, and principals received one-on-one
tional leaders is clearly the main focus of the next guidance and support from their peers about imple-
strand (“Transforming Teaching and Learning”) as mentation. Though limited at first, as time went on
well. The overall goal of the PLI was to develop princi- principals took a more active role in contributing to
pals as transformational leaders, and as one principal the design and planning of PLIs, and have increasingly
stated, “I think shoring up the instructional leadership become facilitators of small groups or breakout ses-
component of being a leader within our urban district sions that highlight a particular skill or strategy where
is important.” Additional comments from principals they have developed competence.
and central office staff confirmed the importance of
placing the emphasis on instructional leadership, but Although varying MNPS staff at the central office
as they pointed out, the focus of capacity building and school levels have been involved in planning and
designing the PLIs, some participants expressed con-
cerns that the planning process has not consistently
Annenberg Institute for School Reform at Brown University 13
been done collaboratively, and that there have been the leadership and professional learning opportunities
some missed opportunities to identify and address the in her school:
“whole picture” of developmental needs within Myself and two other teachers have organized a
MNPS. way for teachers to be in different groups, observe
one person in their group, and then be observed
A number of principals referenced Open Space Tech-
themselves by the end of the year. He [the princi-
nology (see page 12), which has been used during sev-
pal] has put in place different protocols. Even on
eral PLIs. Principals said that using this process gave
days when we have planning days or professional
them a sense of ownership and autonomy for their
days, he will ask teachers to come up, say a quick
own learning experience. They also suggested that in
intro to something they have done lately that
addition to principals’ meetings, Open Space could be
works for them, and then we get in groups based
used with instructional leadership teams, faculty meet-
on who we want to hear.
ings, and grade-level meetings, as the format “allow[s]
teachers to be expert in best practices that are imple- As one principal commented, “It’s been tremendous,
mented in their classroom.” the opportunities that we have to learn and develop
ourselves. . . . Then you pass it along to your [assistant
Almost every principal also mentioned the first panel
principals], your academy principals, your teacher
of principals during PLI that marked for them a transi-
leaders. It is great.”
tion from using only external expertise to using the
expertise that existed in the district. One principal A specific concern among some of the principals we
recalled her experience as a PLI presenter in this way: interviewed is providing leadership opportunities for
I presented at an Institute, but I felt honored with younger teachers that are new to the profession. Teach-
presenting. And to be honest, I got a lot of posi- ers from the “millennial” generation are entering the
tive feedback on the spot after the presentation. workforce with their own ideas about a teaching career
Those were presentations where you could choose that may not be the same as their predecessors.
[breakouts]. So it wasn’t something that was pre- Longevity in a particular role is not always as impor-
programmed, and you were there and didn’t have tant to them as having options to grow and expand
a choice. The people who came were people who into multiple arenas within the workplace, and they
chose to come. . . . I remember that year, being are fairly confident in asking for leadership opportuni-
able to choose, and I liked that. Also I remember ties even when they have been on the job for a short
presenting – it wasn’t something that I took back, time. One middle school principal explained it this way,
but sharing best practices. As I’m bringing in these new young millennial
teachers, now [I’m] having to make sure I create
In addition, in separate interviews, both principals and
leadership opportunities for them. . . . I really
their teachers talked about similar practices within
started thinking about, these guys are asking for
schools, where teachers have taken a more active role
leadership, and that’s what I’ve been wanting. So
in designing and presenting professional learning expe-
I’ve got to find ways to reward them. I’ve got to
riences for their peers. One of the teachers we inter-
find ways to involve them. . . . It made me
viewed talked about how the principal has increased
rethink how I hire and retain teachers by being
more intentional about what they’re able to learn
and do in this school.
14 Leading By Example: Principal Leadership Institutes as a Driver for Change in Metro Nashville Public Schools
PERFORMANCE STRAND 4
Transforming Teaching and Learning
The overarching theme in this strand is that instruc- content, and secondly, the accessible, practical appli-
tion is the primary lever for change; as the director of cation in the everyday lives of principals. Several
schools often reinforced, students will achieve at high principals discussed how they use some aspect of this
levels when there is high-quality instruction in every training every day; it has provided them with “a com-
classroom, in every school, every day. Therefore mon language” that facilitates their discussions about
instructional leadership is quite naturally at the core of practice among peers and conversations with teachers
“Transforming Teaching and Learning.” However, to about improving instructional practice.
be effective as instructional leaders, principals must • Alignment with district’s core values and beliefs
learn how to maximize their time, which is a critical Another critical element of the training was that it
skill set in the third strand, “Leading and Managing was closely aligned with the overarching values and
Change.” In the district’s relentless pursuit of teacher belief system that the director of schools reinforced
quality, principals are well aware that effectively deal- in his messages to principals during the PLIs. The
ing with inadequate performers is another skill set training increased principals’ capacity to observe,
(found in the fifth strand, “Managing Accountability coach, and give feedback to teachers, but equally
Systems”), which they must develop as instructional important, it focused on how principals could do this
leaders. The intersections and overlap of these strands by building on teachers’ assets as opposed to dwelling
is another example of how necessary it is for principals on their deficits – a strength-based approach consis-
to become learners and leaders across a broad spectrum tent with the belief system embedded in the goals
of skills that are necessary to transform schools. One and design of the PLIs. In reflecting on the impact
principal noted that it was the approach to becoming the training had on his personal growth, one princi-
an effective instructional leader that was now different: pal commented, “I felt like [this professional learn-
In the past, . . . our superintendent would always ing] was about me improving my skill, but not from
say, “I want you to deal with your ineffective a remediation standpoint; sometimes PD comes at
teachers and build those teachers up, and try to you like, ‘You’re not doing this and this, so here’s
retain those teachers that are doing a great job for what you need.’ This was about making you better
you,” . . . but we didn’t have any formalized train- wherever you are on the spectrum.”
ing to do either of those things.
• Sustained investment in development over time
ÁEmbedding and sustaining core skills and practices A key point that participants also shared about this
over time development experience is that it was supported by a
sustained investment from the district over time.
By far, the experience that had the most impact on
One principal said that this was “probably the best
principals and their capacity to transform teaching and
example of how we’ve taken a program that maybe
learning was “Developing the Artisan Teacher” and the
typically, Mike Rutherford would have come in,
“Skillful Observation and Coaching Laboratory,”
delivered, and left, and you would have gotten a one-
developed by the Rutherford Learning Group and pre-
shot deal.” Because MNPS chose to systematically
sented by Mike Rutherford. There are several factors
move principals through the training in stages of
contributing to the success of this professional learning
change focused on their awareness, skill develop-
experience that are discussed as follows:
ment, and then the transfer of training, the district
• Theory-based content with practical application was able to strategically build both individual and
Elements that made these sessions so valuable were, collective capacity of principals as instructional
first and foremost, the thoughtful and theory-based leaders.
Annenberg Institute for School Reform at Brown University 15
• Training of trainers for long-term sustainability they received about leadership in a multi-generational
Initially, all principals were trained over multiple days work environment. Principals described this training
alongside the central office staff who support them. as having a breakthrough effect on the ability to
Follow-up training for principals and central office understand the needs of their teachers in more
staff was provided during a PLI focused on managing nuanced ways than they had previously considered.
change as instructional leaders. Simultaneously, a The training actually expanded their concept of what
cadre of principals was selected to participate in a diversity means within the context of the workplace,
train-the-trainers series. Teams of principals, assistant and it gave them tools they could readily put to use to
principals, coaches, and teachers were trained and have more productive conversations with teachers and
rotated visits to host schools to practice their observa- other staff. One principal also commented about the
tion and coaching skills. This process has helped to sessions in this way: “The generational piece, . . . there
ensure that sufficient resident capacity exists to train was some time in there, exercises that allowed us to
other MNPS staff in the future, which increases the practice then and there. So I had my critical conversa-
potential for sustainability. This has meant that the tion completed when I left that session. That was
primary consultant, key architects of the PLI, and extremely helpful.” However, they responded differ-
even the director of schools could leave the district ently about other aspects of the training format and
and as one principal stated, “We have a cadre of peo- process, noting that at times the sessions involved too
ple who can continue that work.” The effort to place much presentation, and they were unengaged, passive
the Rutherford training at the forefront of leadership learners.
development for principals and provide subsequent
It should also be noted that principals expressed con-
opportunities to embed the work deeply as core prac-
cern about how cultural diversity issues are addressed
tices in schools has helped the district to gain traction
during training, noting that some sessions may have
needed for systemic transformation.
reinforced rather than dispelled myths and stereotypes
ÁDeveloping a perspective about content and and did not contribute to the transparency they hoped
process to achieve as a group. This example points to the com-
Over the past five years, principals and central office bination of culturally relevant content, skillful facilita-
staff have been exposed to a wide range of knowledge tion, and an environment conducive to thoughtful
and information during the PLIs, and one central dialogue as critically important, especially in areas
office participant explained how thoughtful, flexible where principals and their staffs are facing sensitive
session design facilitated deeper learning: diversity issues.
For me it’s been, what issue are we going to dive When PLI sessions meet their needs related to content
deeper into, what new knowledge can we bring and process, principals have responded favorably,
into it, and what is the best format for learning which indicates an increasing discernment of how the
and taking away? So it’s not hard and fast that it’s design, content, and processes of professional learning
going to look like this. What’s hard and fast is must adequately reflect their needs.
that we’re going to engage in a way that we can
take away from. At least that’s the goal. ÁCentral office supports for principals and schools
Central office leaders at various levels and across
Over time, principals have also become increasingly
departments play a significant role in supporting the
aware of the processes as well as the content of their
development of principals as transformational leaders,
professional learning. A good example is the training
and from its inception, many central office leaders
have been involved in PLI design and implementation.
16 Leading By Example: Principal Leadership Institutes as a Driver for Change in Metro Nashville Public Schools
However, there was a lack of clarity expressed at differ- the farthest and the fastest, and there is some degree of
ent levels of central office leadership about their roles catch-up necessary for the middle and elementary tier
in supporting principals and how those roles interface levels. One central office participant explained the
or intersect with other central office staff. In some support that is needed for the other tiers in this way:
instances, clarity of roles appeared to be the primary So we’re teaching principals how to impact teach-
issue, and in other cases a lack of communication ing and learning in their building not just by
across roles seemed to be the reason that principals what they say and by giving coaching advice, but
detected fault lines in the messaging and support they going in and modeling. . . . Because they are the
receive from the central office. There was also lack of ones that are going to impact what goes on in
clarity and focus in discussions with central office that building. Not just by saying, “This is what
leaders about what “back-end” support might be you need to do,” . . . and not just assume that by
needed for principals after PLIs and about the range saying it that teachers will know what to do.
of supports that central office staff could provide.
A few participants commented that the “front-end” Central office participants also shared that variation
communication and understanding of what will be in the depth of principals’ knowledge of instructional
needed to deepen the learning that has begun at the strategies can make it difficult to gauge teachers’ effec-
PLIs could be increased. As one central office partici- tiveness with implementation of a particular strategy
pant said, “Get us all in the room before PLI [and say,] and may result in their misreading the degree to which
‘Here’s what we’re going for, how can you support it?’” scale has been reached within or across schools. As one
There was no mechanism identified by participants central office leader cautioned, pockets of excellence
to coordinate the activity of all central office support can exist in a school, yet school-wide implementation
to principals, and it was implied, but not an explicit is “not a way of life.” Developing a deeper understand-
expectation, that departments would collaborate on ing of instructional strategies such as blended or proj-
the supports they offer schools, based on the needs ect-based learning were viewed as continual steps the
and requests of principals. district must take to embed good instructional prac-
tice. The PLIs were identified as the platform and the
ÁVariation and gaps across principal levels place to ensure such clarity across the district, recog-
One important finding that emerged is the issue of nizing that to have a sustained impact the district
variation and gaps across tier levels (elementary, mid- would need to, as one participant said, “stay with it,
dle, and high school) in principals’ specific, as opposed stay on it!”
to general, knowledge about instructional strategies
Gaps in knowledge not withstanding, several princi-
and practices. Without a doubt, principals at every
pals wanted to spend more time at PLIs focused on
level acknowledged that the focus of their work is on
K–12 alignment, so that a seamless transition takes
instructional leadership. However, there was concern
place for students from elementary to middle to high
among some central office participants that gaps in
school. As one elementary principal stated, “To be
learning exist when principals have to articulate a
really effective, we need to start working more on tier
deeper knowledge of instruction and some still seem to
to tier. I don’t think we have that opportunity as much
focus too heavily on management. Developmentally,
as we probably should in making those tier connec-
the entire district has moved forward in the transfor-
tions.” It was noted by one central office participant
mation of teaching and learning. However, high
that many of these issues will be addressed at an
schools began the transformation sooner than middle
upcoming PLI.
and elementary schools and received external support
for the academies model. Therefore, they have moved
Annenberg Institute for School Reform at Brown University 17
PERFORMANCE STRAND 5
Managing Accountability Systems
“Managing Accountability Systems” has emerged as a powerful for teachers and students and the whole
more prominent component of recent PLIs. Partici- community. I think that transformation is
pants noted that looking at data has played a central remarkable. . . . But having all these resources at
role in PLIs since its inception, but the focus on data PLI, and people showing you different ways to
has only gotten stronger as the district has moved use data, . . . you’re able to come back and share
toward providing more school-based autonomy in with the teachers – it creates another level that
areas such as budgeting. Several principals mentioned they can go to when it comes to seeing where stu-
that the “use of data” and “utilizing data to make dents are and need to be.
instructional decisions” were key messages that stood
A number of principals also identified the “continuous
out to them in Register’s opening remarks at several
improvement (CI) model,”4 introduced at the PLI in
PLIs.
2011, as an essential part of establishing a data-
ÁCulture of data use informed culture that helps their staff chart how stu-
MNPS and the PLIs have placed significant emphasis dents are doing throughout the year. An elementary
on establishing a culture of data use in the district, principal said that she had seen a dramatic increase in
which has been a goal for the PLI designers from the the level of teacher engagement in her own data since
start. When the PLIs began, principals and central the implementation of the CI model and that it seemed
office staff were not regularly engaged in discussions to be a factor in increasing student achievement:
about using data and there was no infrastructure for Before we implemented CI, all of our meetings
principals to access summary level data for their used to be about logistics — kids who weren’t
schools. The district made huge investments in behaving, hallway problems and in the cafeteria.
resources and supports that included a data warehouse Now our team meetings are focused on the data
and data coaches, which were bolstered by PLI sessions and what strategies we can use to improve our
on understanding and using student and adult per- data. Also, talk about specific children who are
formance data. In particular, principals said that the not meeting benchmarks, once we do our com-
data warehouse was becoming a part of the district’s mon assessments from the CI model. I can’t say
culture. Principals talked about the positive impact with 100 percent certainty that our TVAAS [Ten-
that an increased focus on data has had on them, their nessee Value-Added Assessment System score]
teachers, and students. They explained how they now increased . . . last year because we used a CI
use data in evaluation post-conferencing and have model, but it’s a contributing factor.
“data talks” with teachers and students about progress.
One principal noted signs of progress in this way:
4
Now when we take a benchmark assessment, This model originated in the business sector, part of the total
quality management movement inspired by the work of W.
teachers can’t wait to see how the kids do. There’s
Edwards Deming. See, for example, http://asq.org/learn-about-
not that fear anymore. It’s, “Where do I go from quality/continuous-improvement/overview/overview.html.
here? Is it cause to celebrate? Is it cause to reevalu-
ate the way I taught those standards?” When you
have that kind of info at your fingertips, it’s very
18 Leading By Example: Principal Leadership Institutes as a Driver for Change in Metro Nashville Public Schools
Instructional coaches were also cited as having played As previously mentioned, principals credited Educa-
an important role in teachers’ understanding and use tion 2018 (the district’s strategic plan) and Common
of data to improve instruction and student perform- Core as providing the anchors they needed to align
ance. Principals talked about building their own ability their goals and instructional practices. As they have
to use data and then transferring that knowledge and increased achievement results and gained responsibility
skill to instructional coaches. One principal explained for decision- making, some principals are taking full
how the transfer has continued “from coaches to advantage of the flexibility, but others have not.
teachers, . . . and now from teachers to student owner-
Increasingly, MNPS is also providing principals with a
ship of their data, . . . making it visual, owning it, no
great deal of autonomy around budgeting and the flex-
longer hiding what you’re doing.” This principal went
ible use of resources in their schools. Principals noted
on to say, “Our data is changing, the sources are
that recent PLIs have increased the focus on school-
changing. Therefore, we have to be really flexible in
based budgeting, and they are looking forward to
how we’re looking at it, and how we’re using it.”
opportunities in the next school year to share their
ÁAutonomy and flexibility budgets with other principals and get feedback and
From the first PLI, principals were given a great deal of suggestions on how to use their funds to more effec-
flexibility in deciding which instructional strategies tively meet the needs of their students. Principals and
they would implement in their schools. Many princi- central office staff suggested that not all principals who
pals said they have more autonomy and latitude to have this autonomy now are taking advantage of it.
ÁPrincipal mentorship versus evaluation
make decisions now than at any other point in their
careers, which allows them to tailor resources to meet
The Network Lead Principal (NLP) structure was seen
their school’s specific needs. One example that princi-
as a powerful concept to help develop school-based
pals gave was their ability to hire coaches based on
leadership capacity. As Jesse Register noted, “Some of
their own data, needs, and demographics. However,
your best leaders are in schools, and we don’t want
the breadth of strategies introduced during the early
them to have to come to the district office.” By group-
PLIs, coupled with a nascent ability to choose the best
ing a cluster of schools that could meet and collaborate
fit for their school from among the options presented,
under the direction of one sitting principal with an
made the autonomy and flexibility somewhat over-
established track record of school success, principals
whelming for some principals. One central office par-
could learn from and be a resource to each other about
ticipant shared that sometimes principals are not fully
effective strategies and problems of practice. Almost
aware of how much autonomy they actually have in
universally, participants said that the NLPs had built
deciding how and what to implement in their schools:
school-based leadership capacity and helped to
That’s what we’ve not done with our principals.
empower school-based leaders. Both principals and
They think they have to do everything they hear.
NLPs said that they appreciated the opportunities to
The reality is that they don’t. . . . Principals hear
network with other principals to discuss common
[this initiative], then they see over here [this ini-
experiences, and there was consensus overall about
tiative], then over here [another initiative]. . . . All
how effective a mentoring relationship could be.
of these are tools, . . . but you don’t have to do
everything under this and everything under this.
You have to integrate various aspects.
Annenberg Institute for School Reform at Brown University 19
However, after two years, there is tension within the rapport and trust with principals and then turn around
role. Most principals – including those who were and report on their performance, and one reflected
NLPs and those who were not – expressed discomfort that despite the title, “Still, we’re peers.” NLPs also
with evaluating or being evaluated by their peers and lamented that it was a challenge to find quality time to
concerns about how effective the NLPs can be when assess and evaluate another principal’s performance
evaluation is a part of their role. Principals said that it while at the same time continuing to lead their school.
was hard to have an honest mentor/mentee relation- As one NLP stated, “We’re worried about our school’s
ship with someone who is also your direct supervisor; test scores the same way they’re worried about theirs.
in fact, some principals who were not NLPs stated We’re worried about developing our teachers just like
they would have been interested in pursuing that role theirs.” Most principals thought if given the choice,
were it not for the evaluative component. Likewise, the role should be focused on mentoring and support
NLPs also talked about how difficult it was to build rather than on evaluation.
“Now I wonder about MNPS – are the things that we’ve done . . . are we going to have
the sustainability to keep it moving in that direction, or are we going to make a ninety
degree right hand turn and all of a sudden we don’t know where we are again?”
— Network Lead Principal
20 Leading By Example: Principal Leadership Institutes as a Driver for Change in Metro Nashville Public Schools
Transformational Leadership:
The Next Frontier in Metro Nashville Public Schools
I n reflecting on their work to date and looking ahead
to transitioning to a new director of schools, each
participant was asked to identify what they felt the
Educating the whole child
Participants expressed a strong desire to strengthen
their ability to meet the needs of a diverse and chang-
“next frontier” should be in the development of ing MNPS student body, and to develop the skills and
MNPS principals as transformational leaders. The fol- resources necessary to support students in all areas, not
lowing themes emerged from their collective voices. just academically. Suggestions include an increased
emphasis at PLI on social and emotional learning and
Sustaining current efforts
cultural competency.
Many principals commented on the strong founda-
tional work that has been done throughout the dis- Embedding technology into teaching,
trict, but cautioned that that work has not yet reached learning, and leadership development
scale. Participants expressed needing time to practice Several participants expressed the desire to expand
and refine what they have learned. Principals want to practices such as blended and flipped classrooms and
move beyond awareness in many areas and are seeking virtual schools. Others stressed the need to embed
tools and further support. They also suggested a sus- technology into leadership development practices. In
tained focus on current efforts, such as project-based all cases, the emphasis was on using technology in
learning. “appropriate, relevant, and meaningful ways,” rather
than “technology for technology’s sake.”
Developing and distributing leadership
throughout the district Attracting and retaining students and staff
Participants expressed a desire to expand the practices Participants recognized the increasingly competitive
of collaborative and distributed leadership. They nature of schooling, noting that staff can choose
remarked that by sharing leadership, the district could whether or not to work for MNPS and that students
more effectively bring people together to work toward are being recruited by charter schools. In response,
a common cause. They suggested creating “profes- they suggest continuing to build a positive and collab-
sional learning communities” among principals, offer- orative climate among staff in order to make MNPS
ing multiple leadership trajectories for teachers and an attractive place to work. Additionally, they recom-
principals, articulating the specific competencies mend an increased focus on developing skills in com-
required for various leadership roles, and providing an munity engagement to establish a positive reputation
academy-like structure where staff can develop compe- among families in the district.
tence.
Balancing autonomy with accountability
While many participants appreciated the increased
autonomy around school-based budgeting and deci-
sion-making, they expressed the need to couple this
autonomy with accountability. They desire clarity
on where they have autonomy versus where they
are expected to adhere to district-wide norms and
expectations.
Annenberg Institute for School Reform at Brown University 21
Recommendations for Districts and the Field
T he recommendations provided in this section
reflect issues that emerged during our study, as
well as five years of observation of the PLIs and
Allow time for reflection and encourage peer
learning.
Dedicate time at regular principals’ meetings for dia-
numerous conversations with principals. While the logue and reflection following each leadership develop-
recommendations originate from our experiences in ment experience and create opportunities for
Nashville, they are also relevant for other districts principals to lead sessions or groups to expand the
engaged in leadership development and for the field. impact of collective learning and build a culture of col-
laborative leadership.
Provide differentiated professional learning.
Ensure that opportunities for development are differ- Support risk-taking and self-empowerment.
entiated so that principals can engage in learning that Encourage and empower principals to take risks and
is meaningful and relevant to their particular leader- accept increasing authority for the leadership of their
ship development needs, school context, and learning schools by fostering environments that scaffold their
style. Professional learning opportunities should also growth and development with supportive and trusting
include a focus on self-care and work/life balance, relationships.
reflecting the complex role that principals play in lead-
ing and transforming schools. Increase skills in culturally responsive
community engagement.
Create career paths to leadership Increase the leadership skills of principals and central
for teachers. office staff to engage with the community in ways that
Establish on-ramps to leadership for teachers that go are responsive to the cultural, racial, ethnic, and lin-
beyond traditional roles and do not necessarily require guistic diversity of students and their families and that
them to leave the classroom or the school. This is espe- reflect the specific needs of their community.
cially necessary for teachers who are part of the millen-
nial generation, who are often looking for
opportunities for leadership much sooner in their
work careers than previous generations.
Coordinate central office support to schools.
Develop a structure or mechanism, based on input
from principals and their staffs, that coordinates a
responsive continuum of central office supports to
schools, from within and across departments and
throughout tiers of authority in the district. Train cen-
tral office staff in the specific skills areas they will need
to effectively provide support.
22 Leading By Example: Principal Leadership Institutes as a Driver for Change in Metro Nashville Public Schools
Leading by Example: A Cornerstone of District Improvement Efforts
I n conclusion, our findings suggest that the Principal
Leadership Institutes in Nashville have had a signifi-
cant impact over time on the development of princi-
ideas. And in doing so, their ability to learn and to
lead has grown tremendously.
As we look at our work with districts across the nation,
pals as transformational leaders, and they have been a
we have seen that one of the greatest challenges for
cornerstone in the district’s effort to improve teaching
leaders is to focus on sustainability, yet remain open
and learning. The Leadership Performance Strands and
enough to critically and continuously examine the
Skills provide a sound framework for principals to
beliefs, structures, policies, and practices that ulti-
understand and reflect on their development, both
mately determine how effective they can be in an ever-
individually and collectively, and to explore the con-
changing context. We believe that Metro Nashville
nections across strands that are vital to their work in
Public Schools is positioned to advance leadership that
transforming schools.
is not only transformational, but also transformative
We have come to understand the evolution of princi- (Shields 2010). Drawing on Carolyn Shields’ research,
pals as transformational leaders as reflected in: their transformational leadership in MNPS has been
collective understanding and practice of transforma- focused on the organization – understanding the cul-
tional leadership; the ways in which they engage in ture, setting direction, developing people, and manag-
furthering their own development as transformational ing instruction. However, transformative leadership
leaders; the dynamics of collaboration among princi- moves beyond the organization to put issues of equity,
pals; and the empowerment that principals articulate justice, power, and privilege at the center of the cri-
in leading their schools. Over the years, principals have tique, the challenge, and the change that must happen
sharpened their skill sets through ongoing leadership to positively impact all students in a diverse district
experiences, but equally important, they have devel- like Metro Nashville. It is our hope that MNPS will
oped their mindset. From the first PLI, principals who continue to empower principals to “lead by example”
were willing to change their beliefs about what was and deepen the work that has contributed to their
possible for themselves and MNPS created enough development and to the growth of their students and
space in the room to allow a new vision for the district staff, and that the commitment to a transformative
to flourish. In turn, as new leaders came on board, a vision will continue to guide the work ahead for the
collective sense of empowerment beckoned them for- district and the Nashville community.
ward to be bold enough to take risks and try new
“Leadership is a force that enables us to choose a destiny and move intentionally
towards it. We choose to transform MNPS, not just to oversee it for a time and then
pass the responsibility to others.”
— MNPS Belief Statements, “Leadership for Transformational Change”5
5
See Appendix E.
Annenberg Institute for School Reform at Brown University 23
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Annenberg Institute for School Reform at Brown University 25
Appendix A: Characteristics of MNPS Principals, 2009–2015
Hiring Information for Incoming Principals, 2010–2015
MNPS Newly Incoming Principals
% of newly % of total
2010- 2011- 2012- 2013- 2014- incoming district
2011 2012 2013 2014 2015 TOTAL principals principals
New hire 5 6 4 2 2 19 24.7% 2.9%
Promoted from AP or
other school-based 6 11 9 10 9 45 58.4% 6.8%
position
Moved from CO 2 1 1 1 1 6 7.8% 0.9%
Returned from
1 0 0 0 1 2 2.6% 0.3%
retirement
Rehire 0 0 0 1 3 4 5.2% 0.6%
Unknown 0 0 1 0 0 1 1.3% 0.2%
Total newly 14 18 15 14 16 77
incoming principals
Total # of schools/
principal positions 133 132 134 131 130
available
% newly incoming 10.5% 13.6% 11.2% 10.7% 12.3% 11.7%
principals
MNPS Transferred Principals
2010- 2011- 2012- 2013- 2014-
2011 2012 2013 2014 2015 TOTAL
Principal Transfers 4 14 11 5 8 42
Total # of schools/
principal positions 133 132 134 131 130
available
% transferred 3.0% 10.6% 8.2% 3.8% 6.2% 6.4%
principal positions
26 Leading By Example: Principal Leadership Institutes as a Driver for Change in Metro Nashville Public Schools
Demographics of MNPS Principals, 2009–2014
MNPS Principals: Race
2009-2010 2010-2011 2011-2012 2012-2013 2013-2014
ASIAN/PI <1% (1) <1% (1) 0 0 0
BLACK 41% 37% 37% 39% 38%
HISPANIC 0 <1% (1) 2% 2% 2%
WHITE 59% 61% 61% 59% 60%
MNPS Principals: Gender
2009-2010 2010-2011 2011-2012 2012-2013 2013-2014
FEMALE 73% 71% 63% 61% 59%
MALE 27% 29% 37% 39% 41%
MNPS Principals: Race and Gender
2009-2010 2010-2011 2011-2012 2012-2013 2013-2014
ASIAN/PI <1% (1) <1% 0 0 0
FEMALE
BLACK 33% 29% 26% 27% 24%
HISPANIC 0 <1% (1) <1% (1) <1% (1) <1% (1)
WHITE 40% 41% 36% 34% 34%
ASIAN/PI 0 0 0 0 0
8% 8% 11% 13% 14%
MALE
BLACK
HISPANIC 0 0 2% (2) 2% (2) 2% (2)
WHITE 19% 21% 25% 24% 26%
Annenberg Institute for School Reform at Brown University 27
Appendix B: Summary of PLI Agenda Content
The following information was compiled from the PLI agendas. It includes a list of PLI session titles and
indicates, where known, whether session facilitators were MNPS staff (*), MNPS principals (#), or external
presenters (+). In addition to work sessions, almost every PLI included opening and closing remarks from
the director of schools.
Successful Leadership: A Logic Model for Instructional Leadership+
SUMMER 2009
Leadership and Instructional Leadership+
Leadership and Cultural Competency+
Leadership and Systems Change*
Leadership, Accountability and Culture: SUCCEED Training+
Successful Learning Environments for All Students: Acceptance, Recognition and Sense of Belonging+#
Successful Learning Environments for All Students: Inclusive Practices*#
Successful Learning Environments for School Leadership Teams: Who, What, When, Why#*
Successful Continuous Learning by All Adults: Quality Instruction and Leadership+#
Instructional Leadership*
WINTER 2010
Instructional Decision Making: Use of Data*#
Quality Teaching and Learning: Refining the 3Rs*#
Instructional Leadership Teams: High Yield Strategies to Improve Teaching and Learning*#
Networking: Professional Learning Communities*#
Instructional Leadership: Synthesis, Reflection, Next Steps*
Leadership for Results: Student and Adult Performance*
SUMMER 2010
Leadership Development: Capacity Building*
Leadership for Results: System Change Leadership*#
Leadership for Results: Collaborative Leadership+
Developing the Artisan Teacher: Talent and Effect Size+
Developing the Artisan Teacher: 23 Themes of Teacher Talent+
Developing the Artisan Teacher: 7 Tools for Developing Teachers and Teaching+
28 Leading By Example: Principal Leadership Institutes as a Driver for Change in Metro Nashville Public Schools
WINTER 2011 Leadership for Results*
Instructional Strategies: Differentiated Instruction, Inclusion, Instructional Rounds*#
Collaborative Leadership and Learning Structures*#
Continuous Improvement Process*+#
Use of Data for Leadership Decisions*#
Managing Accountability Systems: Development/Coaching and Assessment/Evaluation+
SUMMER 2011
Managing Accountability, Teacher Evaluation System: Overview*#; Questions+; Principal Panel*+#;
Central Office Support to Principals*
Managing Accountability Systems: Development/Coaching & Teacher Evaluation+
Leading and Managing Change: Management of Time for Instructional Leaders+
Transforming Teaching and Learning*
Transforming Teaching and Learning: Making the Transition to the Common Core Standards+
Transforming Teaching and Learning: Unpacking an ELA Standard in Parallel*+
Transforming Teaching and Learning: Applying the Common Core ELA Standards to Other Subjects+
Transforming Teaching and Learning: Reflecting on the Instructional Strategies, Scaffolding the Strate-
gies, and Aligning the Strategies both Horizontally and Vertically+
Tennessee Teacher Evaluation TEAM Data Reports*
WINTER 2012
Cognitive Coaching in the Post-Observation Conference*#
Roundtable Options#: Motivating Students Questioning Academic Feedback Grouping Students
Thinking Problem Solving
Digital Learning: Standards, Taxonomy, Applications*
Digital Learning: Setting the Context: ISTE and Bloom’s Digital Taxonomy*
Digital Learning, Solving the Mystery (Applications)*#: Interactive White Board, Netbooks, iPads, Social
Media/Edmodo, Google/Powerpoint, Podcasts/Student Projects
Digital Learning: Student Experience in MNPS Virtual School*
Optimize to Maximize: How School Leaders Build Capacity, Maximize Impact, and Sustain
Improvement+
Optimize to Maximize Showcase Sessions+: Grim, Good Great – Where Are You on the Continuum?
Way Beyond Expectations – Ordinary People Doing Extraordinary Things; Key Strategies that Have
Helped Turnaround Schools; Introducing the ISP Online Tool Navigator#; Exploring an Innovative
Approach to Embedding Use of Data at the School Level; Challenging More Able Students in Elemen-
tary and Middle Schools; Developing Student/Learner Voice in Elementary and Middle Schools
Optimize to Maximize: Sharing the Learning from the Morning Plenary, The Leader as Detractor+,
Implications for MNPS*
Literacy: Diversity, Opportunity Gaps, and Teaching Practices: Setting the Context for K-12 Literacy*;
Start Where You Are But Don’t Stay There – Understanding Diversity, Opportunity Gaps, and Teaching
in Today’s Classrooms+; Sharing K-12 Literacy Strategies and Best Practices#; Deepening Effectiveness
of K-12 Literacy Teaching Practices#
Annenberg Institute for School Reform at Brown University 29
SUMMER Leadership for Transformation Change*
2012 Transform Teaching and Learning*
Transform Teaching and Learning: Social Emotional Learning*
Transform Teaching and Learning: Learner-Centered*#
Transforming Teaching and Learning Through Common Core State Standards
WINTER 2013
Expectations of Project Based Learning Implementation PBL Cycle of Inquiry
8 Essential Elements Deconstructing CCSS Project Design
Critical Friends Protocol
Looking at Student Work with Rubric
Breakout Sessions: Look at PARCC Assessment
My Journey to Standards Based Education*
Standards Based Education: What? (Philosophy)*# Why?; (Student Panel)*; How? (Ambassador
Panel)#
Transforming Teaching and Learning Through Teacher Evaluation*/Principal Panel#
Project Based Learning and Teacher Evaluation#
Evaluation with Fidelity
Inter-Rater Reliability+*
Special Services and Alternate Group Evaluation: How to Measure*
Roundtable Discussions (Elementary: Thinking Indicator, Problem Solving Indicator, Academic Feed-
back Indicator, Questioning Indicator, Creating Extended Planning Time for Teachers; General: Post
Observation Conferences, Evaluating Assistant Principals)
Communicating CCSS to School Communities*
Tools and Timing for District-Wide Communications*
30 Leading By Example: Principal Leadership Institutes as a Driver for Change in Metro Nashville Public Schools
SUMMER 2013 Open Space Technology
Strategic Action Plan
Using Data to Develop Teacher Talent
Big Picture - End in Mind*#
Formative Assessment+
GradeSpeed Overview - Tech 1 and 2
High School Plans*#
Report Card (Elementary)*#
Round Table (Middle School)*#
Tying it All Together+
SEL Going Forward - What's Next?+*
The “Nested Leadership” Approach: How Successful School Leaders Blend Instructional and Transfor-
mational Leadership; MNPS Logic Model, Artisan Logic Model, Discussion and Action Planning+
Leadership Skill Development: Transformation Change Agent; Reading and Shaping School Culture;
Time and Life Management for Instructional Leaders+
Creating Rubrics for the MNPS Theory of System Change*#
WINTER 2014
Formulating a Rubric Collectively*#
Critical Friends*#
Needs Assessment and Reflection*#
Crosswalk of Rubrics and School Improvement Planning*
Breakout Sessions#: Standards-Based Grading for Exceptional Students; Standards-Based Grading:
What It Means, What it Looks Like and How It Can Benefit Teachers and Students; Our Chapter of Liter-
acy: RTII; Promoting Quality Teaching Utilizing PBL and SEL; Excellence is the Norm; Teacher Peer
Excellence Groups; Literacy is for Everybody; Paideia Seminar Strategies to Increase Student Literacy;
Maximize Resources & Opportunities for Learning; PBL with a Personalized Touch; We Got You
Pegged!; Grading for Learning; Empowering Individual Learning; How to Empower Student Learning
RTI2 Overview and Work Sessions*
Annenberg Institute for School Reform at Brown University 31
SUMMER 2014 Being Generationally Savvy: Working Effectively with All Generations+
Having Hard Conversations+
TELL Survey Results+
Change Management+
Open Space Technology with Exemplars#
Dos and Don't of Data Usage+
Diversity and Cultural Competence Leadership+
WINTER 2015
Poverty Simulation*
SEL*#
PASSAGE*+#
Restorative Practices*+
Putting the Pieces Together+
Strategic Planning with Clusters*#
32 Leading By Example: Principal Leadership Institutes as a Driver for Change in Metro Nashville Public Schools
Appendix C: Education 2018: Theory of System Change
Our mission is predicated on the success of every MNPS student. Because every student is unique, success will look
different for every graduate. This presents a compelling challenge. How do we provide excellent educational experi-
ences for every student, given the diversity in our student population with respect to culture, language, race, socioe-
conomic status, learning style, interests, abilities, and needs? We know diversity is an asset, but we also recognize
the high expectations it sets for educators. We are preparing our students for life beyond graduation, but given the
rapid pace of change in our economy, and our world, how do we prepare students for careers that have not yet been
invented, or college experiences that require broad application of knowledge to increasingly complex fields of
study? We believe the answers to these essential questions are found by personalizing learning experiences for all
students. We define personalized learning as the creation and development of learning experiences that:
1. Value the contributions of every learner;
2. Raise the rigor in academic content, and set high expectations for all learners;
3. Support progression based on mastery of individual goals;
4. Customize content and instruction to meet the diverse strengths, needs, and interests of every learner; and
5. Strengthen relationships that lie at the center of teaching and learning.
We believe when we personalize learning, our students will grow, achieve, and be empowered, leading to
student success in college, career, and life.
—From Education 2018: Excellence for Every Student, Executive Summary, available at http://www.mnps.org/pages/
mnps/About_Us/District_Strategic_Plan/More_about_the_Education_2018.
Annenberg Institute for School Reform at Brown University 33
Theory of System Change
STRATEGY 1 STRATEGY 2 STRATEGY 3
Quality Teaching Equity & Excellence Transformational
Leadership
Objectives
GROW Objective GROW Objective GROW Objective
GROW G1.1 G2.1 G3.1
Are all students Transform teaching Direct resources and Increase principal
growing and learning using supports to the specific and teacher autonomy
academically, personalized needs of learners. and accountability
LEVER OF CHANGE socially, and approaches that meet for leading and
Personalized emotionally, the unique strengths, managing academic
Learning every year? needs, and interests and cultural change.
of every learner.
Learning
experiences ACHIEVE Objective ACHIEVE Objective ACHIEVE Objective
that strengthen ACHIEVE A1.2 A2.2 A3.2
relationships,
value every Are all students Continuously increase Expand all students’ Create a culture of
learner, raise achieving the rigor and relevance access to relevant learn- continuous improve-
expectations for high academic of learning content ing content, resources, ment focused on
learning and standards? and experiences, for and opportunities, in high expectations for
customize content every learner. and out of school time. every learner.
and instruction
to meet learners' EMPOWER Objective EMPOWER Objective EMPOWER Objective
EMPOWER
diverse needs, E1.3 E2.3 E3.3
interests, and Are all students
empowered by Empower learners Maximize and leverage Expand opportunities
strengths. with knowledge parent and community for students, parents,
having voice,
choice, and and support to create partnerships to ensure and teachers to use
ownership in learning goals shared accountability their talents, skills,
their learning and frequently for student outcomes. and experiences to
experiences? monitor progress. accelerate school
improvement.
Knowledge Base School Performance
Support for Schools Accountability for Results
Systems & Operations System Performance
Educational Support System
“We believe when we personalize learning, our students will grow, achieve, and be empowered,
leading to student success in college, career, and life.”
34 Leading By Example: Principal Leadership Institutes as a Driver for Change in Metro Nashville Public Schools
Appendix D:
Demographics of Interview Participants by Role, Race, and Gender
Black Black White White Latina Total Total Total
ROLE Females Males Females Males Female Black White Latino TOTALS
Network Lead Principals
1 1 3 3 2 6 8
(across levels)
High School Principals 0 2 2 1 2 3 5
Middle School Principals 3 1 0 2 4 2 6
Elementary School
0 1 1 1 1 2 3
Principals
TOTAL PRINCIPALS 4 5 6 7 9 13 22
High School Teachers 1 2 0 2 3 2 5
Middle School Teachers 0 0 4 0 0 4 4
Elementary School
2 0 2 0 1 2 2 1 5
Teachers
Central Office*
– – – – – – – – 8
Leadership & Learning
Central Office*
– – – – – – – – 4
Executive Staff
PLI Designers 1 2 3
TOTAL INTERVIEWEES 51
* note: When participants were uniquely identifiable, disaggregated data are not provided.
Annenberg Institute for School Reform at Brown University 35
Appendix E:
MNPS Belief Statements, “Leadership for Transformational Change”
36 Leading By Example: Principal Leadership Institutes as a Driver for Change in Metro Nashville Public Schools
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i Leading By Example: Principal Leadership Institutes as a Driver for Change in Metro Nashville Public Schools