Joint Study Committee on the Establishment of a Leadership Academy November 29 2017 Final Recommendations to Governor Nathan Deal 1 Table of Contents Letter from Committee Chairman .................................................................................... 2 School Leadership in Georgia ......................................................................................... 3 Joint Study Committee Members .................................................................................... 5 Support Staff ................................................................................................................ 6 Charge to the Committee ................................................................................................ 7 The Impact of School Leadership.................................................................................... 7 Recommendations ........................................................................................................ 12 Recommendation 1 .................................................................................................... 14 Proposed Model ................................................................................................. 14 Recommendation 2 .................................................................................................... 15 Recommendation 3 .................................................................................................... 16 Recommendation 4 .................................................................................................... 17 Recommendation 5 .................................................................................................... 18 Recommendation 6 .................................................................................................... 19 Actionable Steps ........................................................................................................... 20 References .................................................................................................................... 31 Appendices ................................................................................................................... 32 Georgia s Public School Principals and Assistant Principals...................................... 33 Survey of Georgia Public School District Superintendents......................................... 53 Representative Sample of Current Programs ............................................................ 63 RESA Leadership Initiatives....................................................................................... 74 Georgia and National Leader Standards.................................................................... 87 2 Letter from Committee Chairman November 29 2017 The Honorable Nathan Deal Governor of Georgia State Capitol Atlanta Georgia 30334 Dear Governor Deal The Joint Study Committee on the Establishment of a Leadership Academy that you appointed in August 2017 has completed its work and proudly submits to you its Final Report. It has been an honor for the members of the Committee to serve you and the people of Georgia in this capacity. We believe this report responds to your charge that the Committee comprehensively review the need to establish a statewide school leadership academy for Georgia and provide meaningful recommendations based on research and best practices for how we might better prepare develop train and support school leaders for service to the students of the 21st Century. We look forward to hearing your response regarding our recommendations and to seeing the vision of a leadership academy for Georgia brought to reality. Sincerely J. Alvin Wilbanks Chairman Joint Study Committee on the Establishment of a Leadership Academy 3 School Leadership in Georgia Governor Nathan Deal s Education Reform Commission stated in December 2015 "...Georgia stands at a critical crossroads in education." Two years have passed since the Commission issued its recommendations and there are some positive signs that progress has been made in moving the State from that crossroads to a new and better day for the children of Georgia. However as the Commission advised continued progress calls for a new way of thinking. As we considered that new way of thinking one that focuses on those elements of school improvement backed by pervasive research-based evidence we concluded that school leadership is a lever we must employ as effectively as possible to ensure a better day for the children of Georgia. The State must employ school leaders who hold high expectations for all children support curriculum and instruction that is rigorous foster school climates that are hospitable and caring and engage our parents and communities at the highest levels possible. Toward that end the Joint Study Committee on the Establishment of a Leadership Academy (the Committee) set out to learn more about the current state of school leadership in Georgia and to assess the adequacy of training and support for school leaders throughout our State. This work included extensive reviews of the research on school leadership...what matters and what works best and where. The Committee invited those organizations currently engaged in school leader training and support to share information about their programs and the evidence of the programs impact. This review and analysis informed the Committee about gaps in training opportunities that exist in certain parts of Georgia. The Committee sought to learn more about the future need for school leaders looking at actual employment data and retirement eligibility across the State and considered the immediate and long-range outlook. Data on these needs are included in this report. Representatives from other states with nationally recognized leadership development programs were invited to share information with the Committee focusing especially on those practices that work and those that do not. Additionally input was gained from school superintendents through a survey that sought to learn more about their needs and thoughts on how a statewide school leadership academy could benefit their districts. A summary of the survey results is included in this report. The work of the Committee has led to a more informed understanding of what is in place and what is not across our State. The Committee s recommendations outlined in this report are essential to developing and retaining the most effective school leaders for the current and future success of Georgia s children. The following pages include a summary of the Committee s recommendations and documentation describing the 4 current state of school leadership. The report also includes a recommended leadership academy model for Georgia and actionable steps to implement this model. Throughout their work the Committee members remained highly engaged consistently demonstrating a strong belief that behind successful schools you find effective and successful school leaders especially principals. 5 Joint Study Committee Members J. Alvin Wilbanks Chairman Dr. Glen Cannon President Gwinnett Technical College Kyla Cromer Chairman Cherokee County Board of Education Barbara Hampton Sixth Congressional District Member State Board of Education Scott Justus Principal West Hall High School Hall County Schools Dr. Jeff Mathews Principal Peachtree Ridge High School Gwinnett County Public Schools Dr. Garry McGiboney Deputy Superintendent Georgia Department of Education Penney McRoy Director Georgia Professional Standards Commission Will Schofield Superintendent Hall County Schools Ed Setzler Representative Georgia General Assembly Freddie Powell-Sims Senator Georgia General Assembly Valencia Stovall Representative Georgia General Assembly Lindsey Tippins Senator Chairman Senate Education and Youth Committee Georgia General Assembly Martha Ann Todd Executive Director Governor s Office of Student Achievement J. Alvin Wilbanks CEO/Superintendent Gwinnett County Public Schools Dr. Steve Wrigley Chancellor University System of Georgia Dr. Wrigley was represented by Dr. Robert Michael Associate Vice Chancellor University System of Georgia 6 Special Thanks To Support Staff Megan Andrews Senior Policy Analyst Senate Research Office Dr. Frances Davis Associate Superintendent Gwinnett County Public Schools Cortney George Budget and Policy Analyst Georgia House of Representatives Berney Kirkland Chief of Staff Gwinnett County Public Schools Jennifer Lopez Administrative Assistant Gwinnett County Public Schools David McCleskey Legislative Liaison Gwinnett County Public Schools Christine Murdock Deputy Director House Budget and Research Office Alexis Oberg Education Policy Advisor Office of Governor Nathan Deal Dr. Glenn Pethel Assistant Superintendent for Leadership Development Gwinnett County Public Schools Amy Pratt Executive Administrative Assistant Gwinnett County Public Schools 7 Charge to the Committee House Bill 338 signed into law (OCGA 20-14-49.4.) by Governor Nathan Deal states "The Joint Study Committee on the Establishment of a Leadership Academy is hereby created. The committee shall study the possibility of establishing a leadership academy to provide opportunities for principals and other school leaders to update and expand their leadership knowledge and skills. The committee shall study and recommend the scope of a potential leadership academy including but not limited to conducting seminars and workshops providing onsite technical assistance focusing on leadership in schools that have unacceptable ratings criteria for participants and faculty and any other matters deemed appropriate by the committee. The committee shall identify a process for establishing such leadership academy which may be known as the Georgia Academic Leadership Academy with a proposed beginning date of July 1 2018." The formation of the Committee was completed in late August 2017 and J. Alvin Wilbanks CEO/Superintendent of Gwinnett County Public Schools was appointed Chairman through Executive Order by Governor Deal. The Impact of School Leadership New Opportunities for a Focus on School Leadership School leadership has changed and the change has brought new opportunities to have lasting and significant positive impact on children. No longer do school principals and assistant principals simply keep schools open clean and safe. They must focus on and be accountable for their students academic performance in addition to taking care of the traditional administrative and managerial tasks. School leaders are faced with increasing demands to improve the quality of instruction provided to children close the achievement gap across populations of sub-groups and serve all children at high levels. Instructional strategies have improved and the demand for greater accountability at all levels of schooling is constant. Boards of education superintendents parents and the community at large want and expect more from school leaders today than at any other time in our history. The need to focus on community engagement is especially important for principals of low-performing schools. The Wallace Foundation a philanthropy based in New York City states in a 2012 publication " Experience and new research suggest that heeding the following five lessons could help propel many more districts toward the goal of having strong leadership in every school 8 A more selective probing process for choosing candidates for training is the essential first step in creating a more capable and diverse corps of future principals. Aspiring principals need pre-service training that prepares them to lead improved instruction and school change not just manage buildings. Districts should do more to exercise their power to raise the quality of principal training so that graduates better meet their needs. States could make better use of their power to influence the quality of leadership training through standard-setting program accreditation principal certification and financial support for highly qualified candidates. Especially in their first years on the job principals need high-quality mentoring and professional development tailored to individual and district needs." The Committee embraces these lessons and strongly believes that with the right vision skillful execution and fidelity to improving education for all children Georgia can make significant progress in the development training and support of effective school leaders. School Leader Impact on Teachers Much has been written about the importance of having the most effective teachers in the classrooms serving the needs of all children. The research is clear...the teacher is the single most important factor in ensuring the success of children. That is why Georgia and states across the nation continue to investigate implement and assess promising strategies for the recruitment preparation evaluation development and retention of great teachers. Many fine educators are stymied in their efforts to raise achievement however because the school lacks effective leadership from its principal. In fact when looking at factors within a school principals are second only to teachers in their impact on student achievement (Seashore-Louis et al. 2010). How do principals have an impact on teachers and ultimately on the students they serve Effective principals not only recruit and retain effective teachers but also improve the instructional capabilities of the teachers in their schools (Seashore-Louis et al. 2010). They do this through providing constructive feedback on how to improve instruction and by ensuring teachers have the resources and support needed to maximize their students academic performance. 9 The principal s impact on teacher turnover also is significant. Nationally every year one out of six teachers leaves his/her school (Garza 2017) among low-performing schools the turnover rate is even higher. Normal attrition through retirements relocation or ineffective performance is expected and normal. However turnover too often is the result of ineffective principal performance and there are obvious ill effects. Poor teacher morale fueled by negative school working conditions caused by a lack of quality leadership and staff cohesion has an adverse impact on student outcomes. The Gallup Organization reported in a 2016 publication that schools with greater employee engagement are more likely to have... Higher student achievement Lower absence risk Lower behavior risk Higher rates of course completion More requests to transfer into the school Fewer requests to transfer out of the school Talented teachers who are more likely to be engaged year after year. Additionally engaged teachers and leaders are more likely to be rated "Exemplary" across all standards on their performance. Principals have an impact on teacher and staff engagement. The impact can be either positive or negative depending on the effectiveness of the principal. The Gallup research also illustrates the connection between higher levels of student achievement and teacher engagement. For example in one study the results show schools with higher employee engagement are two times more likely to be rated as "above the mean" in student performance when compared with schools lower in engagement. As was stated earlier a high level of teacher turnover negatively impacts students. Gallup found that schools with higher levels of teacher engagement have 1.6 times more transfer requests into the school and 2.1 times fewer transfer requests out of the school. Teachers who are less effective tend to leave a school that is led by an effective principal more effective teachers tend to leave a school if it is led by a lessthan-effective principal. 10 Gallup illustrates the connection between effective or great principals this way Used with permission of Gallup Organization School Leader Impact on Student Achievement The Wallace Foundation has examined principal effectiveness for 15 years and declares that principals are second only to teachers as the most influential in-school factor in student achievement (Leithwood et al. 2004 Seashore-Louis et al. 2010). The research estimates that teachers account for more than a third of the variation in a school s achievement. However the same research shows that principals represent nearly 25% of the variation in a school s achievement. This is because while individual teachers have a tremendous impact on their students achievement it takes multiple inschool factors coming together to significantly improve student achievement on a large scale. Principals who are effective are in the unique position to bring all of those inschool factors together. 11 School Leader Impact in Chronically Low-Performing Schools Principals have a greater positive impact on student achievement in the most challenging schools i.e. those that are high-poverty high-minority and low-performing schools. As the Wallace Foundation-supported research stated "There are virtually no documented instances of troubled schools turned around without intervention by a powerful leader" (Leithwood et al. 2004). The tendency therefore is to look for a "superhero" principal and expect him or her to single-handedly turn around a lowperforming school. When that principal leaves however despite short-term gains regression is seen in student performance. Sustained stable leadership is essential for true school turnaround and this is what the academy would seek to foster. The impact of an effective principal in chronically low-performing schools can be viewed in this perspective as reported by the Center for Public Education in 2017 Students in schools led by a highly effective principal perform 5 to 10 percentage points higher than those in a school led by an average principal. Student and teacher absences decline under the leadership of a highly effective principal. Teachers stay at a school longer when supported by a highly effective principal. Highly effective principals typically replace low-performing teachers with teachers who are more effective. Highly effective principals are more likely to stay longer in the job. Highly effective principals have the most impact in elementary schools and in high-poverty high-minority schools. The last finding is especially relevant to the work in Georgia when considering the number of elementary schools on the list of "turnaround eligible" schools compiled by the Governor s Office of Student Achievement. 12 Current State of Leadership Development in Georgia The Committee heard from several organizations and programs that are currently providing leadership development training and support across the state. These included selected Regional Educational Service Agencies (RESAs) the Georgia Association of Educational Leaders (GAEL) the Principals Center at Georgia State University and the Georgia Leadership Institute for School Improvement (GLISI). Information on these programs is included in the Appendices section of this report. Additionally the Georgia Department of Education compiled information from the 16 RESAs on leadership development training and support initiatives currently in place or planned for in the near future. This information is included in the Appendices. Information supplied to the Council of Chief State School Officers (CCSSO) by the Georgia Department of Education as well as other states was shared with the Joint Study Committee. The information for those programs in place or planned for the near future is included in the Appendices. Each of the organizations currently providing some form of school leadership development training and support in Georgia is commended for its efforts. Unfortunately these efforts do not address all of the needs in Georgia. The evidence points to geographical limitations inadequate human capital and financial capacity or variability in delivery of programs as factors contributing to this gap. The Committee concludes that much more can and should be done to address the needs of the low-performing schools and ensure a strategy is developed for addressing the need for future leaders for the State s public schools. Recommendations During its deliberations the Committee considered the current state of school leadership development training and support in Georgia. The Committee s work also included listening to district superintendents learning through panel discussions with leaders of programs that currently are providing services in selected areas of the state reviewing results of a survey with superintendents and considering what other model state programs include in their leader development approaches. Governor Deal charged the Committee with thinking beyond the current state of school leader development training and support however in proposing an academy structure that not only will meet the State s immediate needs but also enable Georgia to sustain its commitment to developing high-capacity leaders for schools regardless of location. 13 The Committee considered what The Wallace Foundation work determined to be the core functions of a more instruction-focused collaborative concept of school leadership. The recommendations were formulated with these five pivotal practices at the center of the academy s curriculum 1. Shaping a vision of academic success for all students 2. Creating a climate hospitable to education 3. Cultivating leadership in others 4. Improving instruction 5. Managing people data and processes to foster school improvement. Furthermore the academy s proposed curriculum is aligned with the current state Leader Assessment of Performance Standards (LAPS) and is cross-referenced with the newer national standards for school leaders identified as the Professional Standards for Educational Leaders (PSEL). See page 22 and the Appendices. Throughout its work the committee demonstrated deep understanding of the research and effective practices studied and it recommends a new and different approach to school leadership in Georgia. These recommendations encompass forward-thinking innovative strategies aimed at meeting the needs of the broad range of school districts across the State so that all Georgia students may attend schools that are instructionally strong and well managed. The Committee is cognizant of the demands on current school principals to include those serving in low-performing schools. The recommendations reflect a compression of training to fit the demands on leader schedules and provide high-quality job-embedded training. As the Governor s Education Reform Commission asserted in 2015 every child deserves a high-quality education regardless of zip code or family income. That is the end-goal of establishing a leadership academy for Georgia and the foundation of the Committee s recommendations. 14 Recommendation 1 Phase 1 Design and institute a school leadership academy for Georgia that is based on the following proposed model. The Committee recommends a proposed structure for the leadership academy that would address the State s needs in two phases and four major areas. As mandated in HB 338 Phase 1 focuses on the leaders of low-performing schools and ensuring a pipeline of effective leaders for the future. Phase 2 addresses other non-mandated but essential components of an effective school leader development program for Georgia. 15 Recommendation 2 Phase 1 Focus the initial phase of the statewide school leadership academy on training developing and supporting the leaders in the chronically lowest-performing schools in Georgia. The Committee recommends that the first priority of the leadership academy be a yearlong program on the development training and support of the principals in the State s lowest-performing schools. The support would begin in 2018 with an intensive four-day summer training session that focuses on culture and climate teacher effectiveness analysis of student performance data and communication. This training is recommended to be delivered in a cohort format with two concurrent cohorts of 52 principals each addressing the 104 schools currently identified as the lowest-performing. A suggested calendar for the fourday summer training (beginning mid-day on Monday and ending mid-day on Friday) is shown in the Actionable Steps section of this report. The next component of the training development and support for these principals would be delivered closer to home by a team of regional leadership specialists mentors and coaches. This support would begin immediately upon completion of the four-day summer training and continue throughout the year-long program. These support staff would be selected by regions and trained in effective coaching through the academy. The final component of the training development and support for the lowest-performing schools principals would be delivered through monthly one-day sessions on potentially one Friday each month. 16 Recommendation 3 Phase 1 Establish a component of the academy dedicated to the preparation and development of aspiring principals and assistant principals. The panel of leadership development experts from Missouri Delaware Kentucky and Tennessee recommended a phased-in approach to the development of the statewide leadership academy. To that end a second phase of Georgia s leadership academy is envisioned that would address the need for training developing and supporting future school leaders for districts across Georgia. A September 2017 report from the Governor s Office of Student Achievement (included in the Appendices) clearly reveals the significant need to create and support a pipeline of future school leaders. This need was reinforced in the responses from superintendents on the statewide survey administered by the Committee (included in the Appendices). This phase of implementation will be more clearly identified after the launch of the academy and is expected to include the curriculum and support structure needed to meet the future needs of school districts across the state. The Committee recommends close alignment of the content offered in the academy and the content required by the Georgia Professional Standards Commission (GaPSC) for certification purposes. Connecting participation in the academy to career advancement would benefit individuals and school districts. This alignment thoughtfully designed and executed with fidelity would justify the awarding of credit for academy courses toward certification by the GaPSC. Ongoing professional development and support for aspiring assistant principals and aspiring principals would most likely be delivered through a five-day intensive summer workshop and monthly one-day sessions one Friday each month. Another possible schedule would call for two-day meetings on Friday and Saturday for six months. 17 Recommendation 4 Phase 2 Strengthen the district-level support provided to local schools by offering training development and support programs for district leaders including superintendents and senior district-level leaders. The research on effective school leadership shows that a supportive productive relationship between the district office and the local school is an essential factor in improving school and student performance. Fundamental to that type of relationship is a cohesive student-focused governance team i.e. the school board and the superintendent. The success of the academy s development and training programs within a local district will be dependent on the school board and superintendent endorsing the academy s efforts to improve and strengthen the capacity of leaders at both the district and school levels. Academy staff would develop the curriculum delivery strategies and support structures necessary for this component of the academy model based on further assessment of the needs of school districts in the State. It is anticipated that a standardized program would be developed for delivery on both a central and a regional basis. (Although not mandated by HB 338 this component of the academy model is essential to continuously improve and sustain higher levels of performance among school and district-level leaders.) 18 Recommendation 5 Phase 2 Develop a strategy for providing ongoing professional learning opportunities for school leaders of all experience levels. These development programs would focus on strengthening both the instructional leadership and operational management capacities of school leaders. Ongoing professional learning is essential for the expected improvement in school and district-level leadership. While improvement in instructional leadership is critically important the development and skillful execution of processes to effectively manage people resources and data is essential as well. It is expected that academy staff would create the curriculum content and structures for effective delivery so as to provide relevant and timely professional learning opportunities for all school leaders. The curriculum content and teaching strategies would be standardized for implementation across the state ensuring a cohesive and coherent approach to leader development in Georgia. (Although not mandated by HB 338 this component of the academy model is essential to continuously improve and sustain higher levels of performance among school and district-level leaders.) 19 Recommendation 6 Phase 1 Name the academy the "Governor s School Leadership Academy" (GSLA). The name given to the statewide school leadership academy will have implications for how it is perceived and embraced throughout the State. Therefore care was taken by the Committee to recommend an appropriate name for the academy an initiative that has great potential for positively impacting all of our State. From the research done by the Committee it is clear that having an effective leader specifically the principal in every school is imperative if the school is to perform at the level needed to serve all students well. To that end the leadership academy will be a critical element in effecting the improvement needed in schools across Georgia and most urgently in the lowest-performing schools referenced in HB 338 signed into law as OCGA 20-14-49.4. The need to improve Georgia s public schools also is a crucial factor in the State s economic development efforts and has been a priority for more than one Governor over the last few years. Although initiated by current Governor Nathan Deal the academy proposed will need to be supported and sustained by his successors if it is to have its intended benefits. It is important then that a name be given to the academy that will accomplish the following - Communicate the essential purpose of the academy in promoting effective school leadership - Intentionally reference the statewide focus and impact - Provide a context for branding the significance of the academy to the future of public education in Georgia - Encourage future Governors to continue the work in this critically important area. Toward this end the committee recommends that the statewide leadership academy outlined in this report be given the name the "Governor s School Leadership Academy" (GSLA). 20 Actionable Steps 1. Staffing An executive director supported by a lead instructor and two additional instructors would direct the activities and programs of the leadership academy. Office support is shown as two full-time administrative assistants. Nine part-time positions are included to support the academy work on a regional basis. 2. Program Content Delivery Strategies The first phase of implementation would focus on the training development and support of leaders in the lowest 5% among Georgia s lowest-performing schools. The regional locations of these schools are shown on the most recent map of turnaround eligible (TE) schools developed by the Governor s Office of Student Achievement (on page 25). The first phase of implementation includes content delivery through an intensive training workshop delivered over a four-day period in the summer of 2018 across two cohorts of principals. The initial training would be followed with regional support of these principals led by specialists mentors and coaches. The formal training would continue throughout the 2018-2019 school year with a monthly training session again delivered across two cohorts focusing on a specific area or strategy related to school improvement. The academy would call on national and regional experts to deliver content that is relevant and timely for school improvement and includes specific training and support aimed at developing and sustaining effective school leaders. 21 On the following three pages are tables showing the Curriculum and Standards Alignment for the State Leadership Academy a proposed 2018-2019 Schedule for the Development of Principals of Low-Performing Schools and a proposed 2018-2019 Schedule for Principal Pipeline Preparation/Aspiring Principal Program. 22 23 24 25 26 3. Budget On the following three pages are preliminary projected budgets for the State Leadership Academy overall the initial two cohorts and an Aspiring Principal Program. Work continues on the budget for the final report. 27 28 29 30 31 References Branch G.F. Hanushek E.A. & Rivkin S. G. (2013). School leaders matter Measuring the impact of effective principals. Education Next 13 1. Bryk A. S. Sebring P. B. Allensworth E. Luppescu S. & Easton J. Q. (2010). Organizing schools for improvement Lessons from Chicago. Chicago IL The University of Chicago Press. Darling-Hammond L. LaPointe M. Meyerson D. Orr M. T. & Cohen C. (2007). Preparing school leaders for a changing world Lessons from exemplary leadership development programs. Stanford CA Stanford University Stanford Educational Leadership Institute. Garza R. (2017). The School Principal s Role in Reducing Teacher Turnover. New America. Haller A. Hunt E. Pacha J. & Fazekas A. (2016). Lessons for states The Every Student Succeeds Act (ESSA) increases focus on and investment in supporting principal preparation and development. Normal IL Illinois State University Center for the Study of Education Policy. Leithwood K. Louis K.S. Anderson S. & Wahlstrom K. (2004). How leadership influences student learning. New York NY The Wallace Foundation. Louis K.S. Leithwood K. Wahlstrom K.L. Anderson S.E. Michlin M. Mascall B. et al. (2010). Learning from leadership Investigating the links to improved student learning. St. Paul MN University of Minnestota Center for Applied Research and Educational Improvement and Toronto ON University of Toronto Ontario Institute for Studies in Education. Manna P. (2015). Developing excellent school principals to advance teaching and learning Considerations for state policy. New York NY The Wallace Foundation. Mendels P. (2012 February). The Effective principal. JSD 33 1. Oxford OH Learning Forward. Mitgang L. (2012). The Making of the Principal Five Lessons in Leadership Training. New York NY The Wallace Foundation. National Policy Board for Educational Administration. (2015). Professional standards for educational leaders 2015. Reston VA Author. School Leaders Network (2014). Churn The high cost of principal turnover. The Wallace Foundation (2013). The school principal as leader Guiding schools to better teaching and learning. The Wallace Foundation (2012). The making of the principal Five lessons in leadership training. Turnbull B. J. Riley D. L. & MacFarlane J. R. (2014). Cultivating talent through a principal pipeline building a stronger principalship Volume 2. Washington DC Policy Studies Associates Inc. 32 Appendices Georgia s Public School Principals and Assistant Principals A summary of leadership experience age and retirement status Survey of Georgia Public School District Superintendents Representative Sample of Current Programs Summary of Programs Across Regional Educational Service Agencies Georgia and National Leader Standards Georgia s Public School Principals and Assistant Principals A summary of 33 leadership experience age and retirement status 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 Survey of Georgia Public School District Superintendents 53 54 55 56 57 58 59 60 61 62 Representative Sample of Current Programs 63 64 GAEL Aspiring Principals Program 65 66 67 68 69 NEGA RESA Lead Academy 70 71 72 73 Summary of Programs Across Regional Educational Service Agencies 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 Respectfully Submitted FINAL REPORT OF THE JOINT STUDY COMMITTEE ON THE ESTABLISHMENT OF A LEADERSHIP ACADEMY J. Alvin Wilbanks Chairman 90 Page left blank intentionally Joint Study Committee of the Establishment of a Leadership Academy Joint Study Committee on the Establishment of a Leadership Academy 91 Joint Study Committee on the Establishment of a Leadership Academy