0.6 Walker, j. (february 2009). superheroes or sams? a change in  (Page 4/7)

Baseline and annual data

Trained outside observers shadowed the principals using Time/Track Analysis © for an average of six hours a day for five days, documenting their time in five minute increments and coding for instructional and managerial behaviors. The baseline data are used by the SAM and principal throughout the year during daily conversations. With the use of TimeTrack©, the SAM periodically tracks and monitors the principal’s time and compares the data to the earlier baseline data. Frequent monitoring helps the principal develop more efficient time management behaviors. After a year in the program, trained observers will again collect and code the data to measure the principal’s use of time and to compare to the original data.

Daily meetings and review of instructional and non-instructional activities

Daily collaboration between the principal and the SAM is imperative for strengthening communication and improving the principal’s efficiency. Reflecting on their time/task information, principals work to increase the time they spend as instructional leaders. Daily meetings include: review of monthly goals, discussion of the previous day’s specific activities and incidents, tracking the principal’s use of time spent on instructional and on non-instructional issues, calendar items and future plans.

SAMs in each district operate somewhat differently due to the unique school situation and because of their backgrounds. While the building principal must be a fully licensed administrator, the educational background and previous training of the SAMs varies. The managerial tasks assigned to the SAMs are contingent on many factors including: their educational background; their personality and talents; their previous experiences and skills; and their leadership style. In addition, responsibilities are delegated according to the number of students in a building, the grade level of students, the types of programming available in the building, and special projects in the building such as construction or fund-raising.

Tasks generally classified as instructional and dealing with educational issues may involve student work and supervision, employee supervision, observation and walk throughs, feedback, parent conversations, decision making committee work, teaching/modeling, professional development, planning, curriculum and assessment, and celebration. Management tasks are those dealing with the non-instructional issues: student discipline and supervision, employee discipline and supervision, office work, building management, parents, district meetings, and celebration.

Monthly conversations

Meetings are held monthly with the SAM/principal team and the state’s SAM Time Change Coach to review data, discuss progress, needs and challenges that have surfaced, or plan for future activities. The Coach is responsible to keep in close contact with the SAMs and principals and to assist other districts beginning to implement the program.

Year one of implementation

A three-day training session in the fall of 2007 marked the beginning of the project for the 10 principals and their SAMs. After several months of implementation of the SAM project, an electronic survey was sent to participating principals in the early spring and initial impressions were gathered regarding the early impact of the SAMs project. The survey, consisting of six open-ended questions, requested input relative to the decision to become involved in the project and how the work life had changed since the SAM began in their buildings. Information was collected from the principals regarding major tasks assigned to the SAM, noticeable changes in the school’s operation and in the execution of their job, and potential gains for the future with continued participation in the SAM program. Seventy percent of the principals responded to the survey.