Boston Public Schools offers a number of opportunities for those looking to build leadership skills.
This year-long principal fellowship program is a new partnership between the Boston Public Schools and Lynch Leadership Academy at Boston College. The program provides each Fellow with a full salary for one year, a school-based residency with a highly effective BPS principal/headmaster, professional development by national experts, and licensure as a school administrator. Candidates are current educators who demonstrate the mission, vision and skills to successfully close achievement gaps, have a track record of improving academic outcomes for students, are focus on data-driven results, and possess strong management skills and interpersonal skills.
By investing substantially in the preparation of very strong, talented future principals, the BPS expects that each Fellow – upon successful completion of the fellowship – will commit to serving as a principal in the Boston Public Schools for a minimum of three years.
Kris Taylor (firstname.lastname@example.org)
Kris Taylor (email@example.com) (617) 378-2642
School Administration Manager (SAM) is a professional development process using a unique set of tools to change a principal’s focus from school management tasks to instructional leadership—activities directly connected to improving teaching and learning.
The SAM process uses a unique data collection process called Time/Task Analysis™ to determine how much instructional, management and personal time a principal uses. The principal is “shadowed” for five days with data collected every five minutes. This creates a time use baseline. The principal then uses TimeTrack™ to begin increasing instructional time each day. The shadowing is repeated annually as an external check on progress.
The BPS piloted the SAMs process to improve school leaders’ time spent on instructional leadership in eight schools during the 2012-13 school year. In 2013-14 school year, BPS will expand the pilot to a total of 28 schools across the City of Boston. This process will support participating school leaders by ensuring that they receive the requisite coaching support to develop structures to allow them to leverage their instructional knowledge for whole-school improvement.
Independent and external research has determined that principals gain the equivalent of 27 extra days of instructional leadership time in their first year using the SAM process (Policy Studies Associates, 2011). By the third year, the gain of instructional leadership time exceeds 55 days. The process is designed to help the principal reflect on how to best work with teachers to improve teaching and learning, and act on goals to ensure equitable use of instructional leadership time.