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05.11.2015
OHRM provides policies and guidance with regard to staffing, recruitment, classification, pay and leave administration, performance management and recognition, work life and employee benefits. The good news is that many leading districts and charter management organizations (CMOs) are increasingly focused on creating new leadership development models. Much of the problem stems from the fact that both school leaders and system leaders typically have much broader “spans of control” than managers in other organizations (see Figure 8).
Nothing is more important to leadership development than a rich set of real-world management experiences. The KIPP (Knowledge Is Power Program) network of charter management organizations has been an early innovator in setting a high bar for its school leaders, including its teacher leader and AP roles. The objective of these pipeline-building efforts is to broaden the potential pool of interested talent progressing down leadership development pathways. Our work with school districts and charter management organizations (CMOs), along with 40 years of experience supporting leading organizations in other sectors, has demonstrated what’s possible.
Although he showed early leadership potential as a teacher, his large urban school district had no defined career track for developing management skills or building experience in school administration.
He had grown up in an impoverished inner-city neighborhood and experienced firsthand how a strong education can change people’s lives: Those from his high school who had managed to graduate and earn a college scholarship were mostly thriving. School systems need to recognize this and develop pathways that provide opportunities for growth and increased impact while remaining in a teaching role. Drawing on our long experience helping organizations in both the public and private sectors build effective leadership development capabilities, we identified five major roadblocks that too often prevent promising candidates from getting the training, guidance and encouragement they need.


Eliminating them will require an extensive makeover in the way most school systems structure and manage their stepping-stone roles, and it will require a much stronger commitment to inspire, develop and select truly transformational leaders. But creating clear pathways gives those who aspire to leadership a better idea of what to expect when they transition into the next role, while also giving principals a clearer picture of the skills they should be cultivating. This “first-level leadership and management opportunity” gives high-performing teachers the chance to coordinate and support other teachers at a given grade level. Increasingly, they are seeking to broaden their talent pools by both promoting the attractiveness of the principal’s role and improving their efforts to communicate opportunities and pathways.
But the more exposure he got to the problems plaguing the schools, the more he felt he could magnify his impact by becoming a school principal or member of the district management team. The school district offered no clear management track or even an informal process to discuss future options.
Strong and sustainable leadership stems from an understanding by senior management that leadership competencies take time to develop and that retaining top talent requires clear development pathways, ample training and a healthy dose of inspiration. The fire-drill nature of the hiring process is partly a result of insufficient investment in the systems needed to evaluate and cultivate the highest-profile candidates coming through the pipeline. Only 49% of principals say their system asks for and values their hiring recommendations when evaluating candidates. In Houston, principal supervisors are now called School Support Officers and are expected to be a key resource for the principals they manage. Similarly, the New York City Department of Education has developed a leadership pipeline designed to move strong teachers into leadership positions and proactively move them along a pathway to AP and principal.


Though it is often impossible to predict who will aspire to leadership, it is almost certain the number of candidates will be severely limited without formal systems to encourage talented individuals and create meaningful pathways for their development. Most school systems, however, lack guiding standards that define these roles and ensure that they include meaningful leadership responsibilities.
The competencies include vision, innovation, establishing a culture of high performance, data-driven decision making, building diverse relationships, resource allocation, conflict management and several more (see Figure 4). Developing candidates with the management talent to lead complex organizations requires giving them a broad range of leadership experiences along the way. To be effective, principals and principal supervisors need to have spans of control that are manageable. But by identifying and promoting clear career pathways, they encourage the broadest possible pool of employees to stay within the organization and rise as far as their talent and inclinations will take them. Only about half of the principals in our research believe the role provides a “purposeful pathway” to leadership in their schools.




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