July 1 marked the beginning of the 2007-2008 term for NAESP’s newly elected board members. New president Mary Kay Sommers of Fort Collins, Colorado, will lead the team, which includes Nancy Davenport as president-elect, and newcomers Linda Chamberlin as Zone 3 director, J. Edward Pollard Jr. as Zone 4 director, Juli Mary Kwikkel as Zone 6 director, and Mark Terry as the Foundation director for middle-level schools. We’re excited to have these accomplished principals on the NAESP Board of Directors and look forward to what they have in store for the next three years.
NAESP members and staff continue to revisit the strategic issues introduced in the Vision 2021 process—including the need to prepare students to be global citizens. Rich Datz, general manager of Education World, a Web site that offers practical information for teachers and administrators, thinks that schools will soon follow the lead of corporations that routinely learn in global, project-based teams. Datz is following the expansion of project-based work among international companies and predicts that in six to 10 years it should also be common for principals, teachers, and students to use global virtual networks to collaborate in learning. For example, Datz finds that teachers already collaborate extensively in curriculum development.How schools prepare students to be global citizens is emerging as one of the top strategic issues in NAESP’s Vision 2021 project. Principals will be leading schools that prepare students to be global citizens for an interconnected and collaborative world. When today’s elementary school students join the global workforce, they will need to be experienced in working with teams that span geographic boundaries.
Datz recommends that principals start preparing students for global collaboration by creating projects with other schools within the district. The same skills and technologies, once developed, can be extended to schools anywhere. Datz is less certain about the urgency for American students to acquire a second language to succeed in a global workplace because English is the language of business for people everywhere. But he agrees with the Vision 2021 focus group participants that cultural competencies will be vital. Schools have a role to play in helping children unlearn stereotypes and in preparing to live and work in a culturally diverse society. This demographic change is happening faster, Datz says, than either businesses or schools recognize.
NAESP leaders recognize the need to help principals prepare to create a positive educational culture that draws on the strengths of diverse cultures and languages. Do you agree or disagree with Datz’s observations?
Just over a decade ago, more male principals could be found at the helm of public elementary schools. But today, according to the most recent stats from the National Center for Education Statistics (NCES), there are more female principals leading public elementary schools. Between 1993-1994 and 2003-2004, the percentage of female public school principals increased from 41 percent to 56 percent in elementary schools. There was also an increase in female secondary school principals—from 14 percent to 26 percent—although the majority of high school principals are still male. The majority of female principals in private elementary schools stayed the same at 68 percent (with about 34 percent leading private secondary schools).
During this same period, the number of K-12 principals in the U.S. increased from 104,600 to 115,000. You can read more NCES stats on principals at http://nces.ed.gov/programs/coe/2007/section4/indicator34.asp.
According to the numerous comments on the earlier post about activities that principals undertake in the name of student motivation, principals can get pretty creative when it comes to inspiring students to put forth their best efforts. But none of the comments included giving out cold, hard cash, as is the proposal for a special program in New York City schools. Participants of the program could earn up to $500 for doing well on standardized tests and showing up for class, The New York Times reports. The privately funded incentive program, which would start this fall, would also include cash payments for parents who provide stable environments for their school-aged children by, for example, keeping a full-time job and having health insurance. Opponents of the plan argue that students must develop an appreciation for learning for learning’s sake, and cash incentives do not instill this value.
We received some terrific comments on the Principals’ Office in response to the recent posting “Is NCLB Working?” One commenter said that Jack Jennings, the CEO of the Center on Education Policy (CEP), cautioned against jumping to any conclusions about the CEP report (Has Student Achievement Increased Since No Child Left Behind?) saying that “it is very difficult, if not impossible, to prove causality between state test score trends and NCLB.”
So the Principals’ Office went straight to the source. Jennings is quoted in the CEP press release as saying that: “The weight of evidence indicates that state test scores in reading and mathematics have increased overall since No Child Left Behind was enacted. However, there should be no rush to judgment as there may be many factors contributing to the increased achievement.”
The CEP report also says that student achievement in reading and mathematics have increased overall since the passage of NCLB, but leaves the door open about whether it’s all due to NCLB or NCLB and other factors such as increased learning, teaching to tests, more lenient tests, scoring or data analyses, and changes in the populations tested.
The bottom line, as we mentioned in last week’s post, is that only 13 states have enough data to compare rates of improvement before and after the law was passed. Tell us what you think. Is NCLB working in your school? With the reauthorization looming, we’d like to hear your thoughts on this most important education legislation.
To the delight of many students, principals nationwide are submitting to the silly, outlandish, and sometimes embarrassing activities that they promised if students reached a predetermined goal. Shaving or dyeing their hair, eating worms, spending time on the school’s roof, getting a pie (or two) in the face, and sitting in dunk tank are among some of the ideas that principals and their students have come up with.
The goals principals give their students vary from surpassing a fundraising goal to doing well on state exams. “It’s important to have fun at school as well as work really hard,” said principal Candy McCarthy, who recently spent five hours atop her school for her students. “It motivates [the students]. It’s just something silly and crazy,” she added
McCarthy certainly is not alone. What other ideas have you come up with over the years to motivate your students? What are the funniest you’ve heard or read about?
According to a new report from the Center on Education Policy, NCLB is working. The report says that students have made significant gains in math and reading since the passage of NCLB; and achievement gaps between white and minority students have closed somewhat since 2002. But while students have improved basic skills, the report concedes that only 13 states have enough data to compare rates of improvement before and after the law was passed.
While the CEP report shows student achievement gains since NCLB was implemented, it seems the law still lacks public support. Two out of three Americans want Congress to rewrite or abolish NCLB, according to a Scripps Howard News Service and Ohio University survey. Survey respondents who have children in public schools are more likely to want the law altered or abolished than are people who don't currently have children in school.
Hawaii just announced that beginning this fall it will offer free flu vaccinations to all elementary and intermediate school students, according to the Honolulu Advertiser. State superintendent Pat Hamamoto said she is recommending each of her principals to schedule a vaccination clinic. “Providing free and easy access to full vaccines for our students will mean fewer sick days and more quality time for classroom learning,” she said.
Nationally, 152 children in the United States died in the 2003-2004 flu season, many of whom were healthy and not in a high-risk group. At $2.5 million, such a program cannot be easily replicated in other school systems. However, there are still steps schools can take to prevent the spread of the illness once flu season begins. The Centers for Disease Control and Prevention provides a variety of sources for schools at http://www.cdc.gov/flu/school.
The shortage of principals is a subject often discussed. As more baby boomer principals plan for retirement and as the job of principals becomes more demanding and complex, the question that keeps being asked is who will replace outgoing principals. Superintendents and principals weigh in on this very important issue in an article in Edutopia magazine.
The article references past studies about the principal shortage, including one commissioned by NAESP and NASSP in 1998, and a more recent one by the Northeast Regional Elementary School Principals' Council, which found that more than 36 percent of principals in nine northeastern states plan to retire within the next five years.
The article also looks at how some school districts are getting creative in their effort to fill principal positions, including mentoring programs for aspiring principals. (Although not mentioned in the article, NAESP offers the PALS (Peer Assisted Leadership Services) program, which trains experienced school leaders to mentor new and aspiring principals.)
In the Edutopia article, California superintendent Paul Mercier says the bottom line is that principals must be trained, and feel supported and part of a team. “A superintendent must create a culture that is all about solving problems together,” says Mercier. “The single most important thing we can do to bring in and support new principals is make sure that they don't feel they’re out there all by themselves.”
NAESP, in partnership with the MetLife Foundation, offers Sharing the Dream grants, which help principals fund parent and community engagement efforts in their schools. Since 2004, grants have been allocated to principals and their schools throughout the nation to develop projects that improve their relationships with parents, create a welcoming school climate, and connect students and families with needed resources.
Last year, 30 principals were awarded with grants. This year’s deadline for applications is June 8. Use this opportunity to further engage your school with the community. Applications are available at http://www.naesp.org/client_files/SharingtheDreamApp2007.pdf.