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Turnaround Principal #1: School Leadership

Ensure that the principal has the ability to lead the turnaround effort. Under the definition of “turnaround principles” in the document titled ESEA flexibility, an LEA that has reviewed the performance of the current principal in a priority school and determined that it would like to retain that principal to lead the turnaround effort must “demonstrate to the SEA that the current principal has a track record in improving achievement and has the ability to lead the turnaround effort” The SEA has the responsibility of ensuring that an LEA has either made this demonstration or replaced the principal for each priority school that is implementing interventions aligned with the turnaround principles.
 
Strategies must be included for the following:
  • Principal must be provided with operational flexibility in the areas of scheduling, staff, curriculum, and budget
  • The principal uses data to establish a coherent vision that is understood and supported by the entire school community
  • The principal develops and promotes a coherent strategy and plan for implementing the school vision, which includes clear measurable goals, aligned strategies and a plan for monitoring progress and driving continuous improvement. (95-25-95)
  • The principal uses data to work collaboratively with staff to maintain a safe, orderly and equitable learning environment.
  • The principal communicates high expectations to staff, students and families, and supports students to achieve them. (Fresh Orientatin)
  • The principal ensures that a rigorous and coherent standards-based curriculum and aligned assessment system are implemented with fidelity.
  • The principal ensures that classroom level instruction is adjusted based on formative and summative results from aligned assessments.
  • The principal uses informal and formal observation data and on-going student learning outcome data to monitor and improve school-wide instructional practices and ensure the achievement of learning goals for all students (including SWD and ELLs).
  • The principal ensures that the schedule is intentionally aligned with the school improvement plan in order to meet the agreed upon school level learning goals.
  • The principal effectively employs staffing practices (recruitment and selection, assignment, shared leadership, job-embedded professional development, observations with meaningful instructional feedback, evaluation, tenure review) in order to continuously improve instructional and meet student learning goals.
 
The principal uses data and research-based best practices to work with staff to increase academically-focused family and community engagement.