Principal Selection Process

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Principal Selection Process

The Texas Turnaround Leadership Academy includes an innovative approach to the recruitment, selection, and development of principals uniquely competent to serve in the role of principal on a turnaround campus. The process is multi-phased and builds on the work of Public Impact and its research on consistent cross-sector findings of turnaround leader actions (2007). The study conducted by Public Impact identifies 10 turnaround leader competencies in four clusters that identify the talents, traits, and propensity for action most associated with successful turnaround leaders.

Competencies are key predictors of how someone will perform at work. Research suggests that competencies make the difference. People who have previously exhibited high levels of the competencies that determine leadership success in a turnaround situation are more likely to succeed as future turnaround leaders. Additionally, based on the years of work in school turnaround partnerships, the University of Virginia’s Partners In Leadership Excellence Program (Turnaround Specialist Program), highly recommends a rigorous selection process to ensure districts receive the best possible return on investment for their participation in this program.

The chart below lists the Turnaround Leader Competencies identified by Public Impact that serve as a foundation for the TX Turnaround Leadership Academy selection process. For more information about school turnaround leader competencies, please see “School Turnaround Leaders: Competencies for Success” (available at PublicImpact.org).

Turnaround Leader Competencies

Achievement

Initiative and Persistence Monitoring and

Directiveness Planning Ahead

Driving for

Results

Cluster

Team Leadership Developing Others

Influencing

for Results

Cluster

Problem

Solving

Cluster

Showing

Confidence

to Lead

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Principal Selection Process

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Process

The screening and selection process consists of three distinct phases: 1. Screening

2. Competency Assessment 3. Selection

Additionally, the process is differentiated for principals currently serving on campuses identified for participation in the Academy versus prospective principals.

1. Screening

Applicants submit a résumé and participate in both a telephone interview and an online process to assess their prior experience relative to school turnaround and their capacity to lead turnaround work based on the evidence of two critical turnaround leader

competencies (achievement and impact/influence).*

*Without a high level of

competence in these two areas, a candidate is very unlikely to be successful taking the actions of successful turnaround leaders.

Has the principal served on the campus for two or fewer years? Is significant progress

underway?

Does the principal exhibit the two critical screening level competencies?

Does the candidate have evidence of success in leading campus improvement in challenging situations? Does the candidate exhibit the two critical screening level competencies?

If the candidate does not have prior experience leading turnaround efforts, has he/she served in a significant support role for a turnaround effort?

2. Competency Assessment

Candidates successfully completing the screening phase will move to a Behavior Event Interview (BEI). The BEI process uncovers the presence or absence of the leadership actions that support each of the 10

competencies. These actions have been identified as consistent actions taken by leaders in successful turnarounds across all sectors.

Candidates participate in a face-to-face interview process that probes for the absence or presence of the competencies for turnaround success.

Candidates participate in a face-to-face interview process that probes for the absence or presence of the competencies for turnaround success.

3. Selection

Prospective candidates will be ranked into three levels. The results will be reviewed with the district superintendent and other staff as appropriate. All staffing decisions will be made in consultation with the superintendent and his/her designated staff.

Districts will be provided with a recommendation.

Districts will be provided with a list of potential candidates to include in their recruitment and selection process.

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Principal Selection Process

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Frequently asked questions regarding the recruitment and selection process:

How are candidates identified?

Districts will identify potential candidates for the screening and assessment process. Additionally, the TX Turnaround Leadership Academy staff will identify potential candidates for district consideration as a result of recruitment partnerships and other efforts to provide a rich pool of candidates for district consideration.

Why is there a question about campus tenure?

Many studies indicate that if a principal has not made significant progress in the first two years of their tenure, the dramatic and rapid improvement required in a turnaround situation is less likely to occur. Must a candidate have already led a turnaround effort?

Not necessarily. If a potential candidate scores very high on the Behavior Evidence Interview and demonstrates the presence of the competencies for leading a turnaround effort, a district may want to consider such a candidate for hire. Given the large amount of support that will be provided for the principal, districts may want to use this as an opportunity to “take a risk” on a less experienced candidate with great potential for leading a school turnaround.

What if a current sitting principal does not exhibit the competencies necessary for service?

If a current sitting principal on a campus identified for inclusion in the Academy does not demonstrate a minimum level of competence based on the Behavior Event Interview, then a consultation will occur between the appropriate program staff and the district superintendent. Each situation will be examined on a case-by-case basis.

Is the information used to help develop candidates?

Yes, principals will be supported by a specially trained turnaround specialist who will know how to use the results of the interview to coach and support the principal.

Will candidates know their results? How will information be shared?

Candidates participating in the program will have access to their results through a specially planned one-on-one coaching session. Results will be discussed through the lens of how the information can support the success of the principal and attention to any challenges the principal should know about

himself/herself as it relates to leading the campus turnaround effort. Additionally, District Shepherds will be trained on how to understand and use the results to support their principals.

How are recommendations made for screening?

Districts should submit nominations for consideration using the online form found at www.turnaroundleadershipacademy.net.

Must candidates currently possess a principal certification?

Yes, potential principals must hold a Texas Principal Certificate. Is the program identifying potential candidates for district consideration?

Yes, members of the Texas Turnaround Leadership Academy program staff are in conversation with potential national level partners such as Teach for America to expand the pool of principal candidates.

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References

Figure and actions from School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organization Improvement, Public Impact for the Center on Innovation and Improvement (2007) and Turnarounds with New Leaders and Staff, Public Impact for the Center for Comprehensive School Reform and Improvement (2006). Seven Competencies selected from Competence at Work: Models for Superior Performance, Spencer and Spencer (1993).

Leader actions from School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organization Improvement, Public Impact for the Center on Innovation and Improvement (2007) and Turnarounds with New Leaders and Staff, Public Impact for the Center for Comprehensive School Reform and Improvement (2006).

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Principal Selection Process

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Principal Screening and Selection Process

*In addition to district-nominated candidates, the Texas Turnaround Leadership Academy program will develop a pool of pre-screened/qualified candidates in partnership with organizations such as Teach for America and other sources for district consideration.

*Superintendent confers with TX Turnaround Leadership

Academy staff regarding nomination and screening/selection process for

campus principals

Superintendent nominates candidates for screening (May be currently employed on

the campus or under consideration for employment)

Candidates participate in telephone interview with

program staff

Candidates participate in online application screening process

(Assessment of two critical competencies) If candidate does not meet

critera for advancement to the Behavior Event interview , the process stops here and program

staff confers with superintendent or designee. Successful candidates

participate in the Behavior Event Interview

Candidate results shared with superintendent

Decision made for principal selection in collaboration with

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District Shepherd Description

Each district will designate a central office staff member to serve as the District Shepherd (cabinet level preferred). The District Shepherd’s responsibility will be to act as a liaison to ensure responsiveness of district departments to campus turnaround efforts, provide a direct line of communication to the superintendent, and monitor the principal's progress on 90-day plans. In addition, each District Shepherd will be required to attend all meetings listed on the statement of commitment as well as a limited number of meetings/professional development sessions throughout the two-year program.

Characteristics of an effective District Shepherd

Invested:

o Views role as an integral part of his/her responsibilities o Has ownership and feels responsible for campus turnaround o Has authority to influence central office departmental procedures Has direct line of communication to the superintendent

Has been a building principal Views self as change agent

Roles and responsibilities of District Shepherd

Regularly monitors progress of 90-day action plans

Provides feedback to principals when needed and or requested Responds promptly to principal requests for assistance

Holds scheduled meetings with turnaround principals Assists principals in problem solving