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OPPORTUNITY CULTURE
An Initiative of Public Impact
MULTI-SCHOOL LEADERSHIP
AN OPPORTUNITY CULTURE MODEL
by public impact
pportunity Culture multi-school leaders (MSLs) are ecellent principals with a record of hih-rowth student learnin
who lead a small roup of two to eiht related or closely located schools for more pay funded within the budgets of
Otheir schools.
Multi-school leaders lead a team of their schools’ principals. n some cases, the team also includes an instructional assistant
principal or principal resident who leads a school with heavier, more direct instructional leadership by the ML.
he leadership
team reviews data for each school and for the group of schools overall to determine the best instructional, behavioral, and oper-
ational approaches to achieve student success.
he ML provides substantial guidance and support to each school’s top instruc-
tional leader.
he ML’s small group of schools may be called a multi-school team, one, cluster, pod, group, or another name the
district chooses.
ach school has at least one schoolwide instructional leader principal, instructional assistant principal, or principal resident see
below for details. Large schools may have two or more of these instructional leaders a principal, one or more instructional assistant
principals, and, in some cases, a principal resident.
he multi-school leader typically continues to directly lead at least one school—in
some cases two—acting as its senior instructional leader, with the help of an instructional assistant principal or principal resident.
The cornerstone of Multi-School Leadership is instructional lead- intensive leadership and coaching, and because their leadership
ership within each school by multi-classroom leaders (MCLs). team of principals is supported by multi-classroom leaders in each
MCLs are accountable teacher-leaders with a track record of high- school. MLs are focused on achieving strong student learning and
growth student learning who lead small grade or subject teams. teacher satisfaction, rather than on district administrative policies.
MCLs provide substantial guidance and support to their teams, MLs report to a principal supervisor, such as an area, assistant, or
while still teaching part of the time. MCLs work as a team to help one superintendent depending on the district sie and structure,
principals lead instruction, behavior policies, attendance policies, reducing the spans of these leaders, too—who may now be called
and other critical aspects affecting learning in each school. Re- eecutive multi-school leaders.
search indicates that Multi-Classroom Leadership produces sub- Multi-chool Leadership serves to
stantial learning gains by teachers whom MCLs lead. each more teachers and their students with ecellent
Because MCLs provide schoolwide leadership schools can re- ✱
duce the number of other school leadership positions to fund leadership
multi-school leader pay and stay within school budgets. chools ✱ Let outstandin principals advance with hiher pay while
may swap an assistant principal position for an operations continuing to lead instructional ecellence
manager some have no principal, just an or principal resident ✱ elp all principals and teachers continuously improve their
who reports directly to the multi-school leader. Large schools may leadership and instruction
keep additional assistant principals, or principal residents, to guide ✱ etain principals loner by helping them handle the job well
and coach a portion of MCLs or to lead other functions. and succeed with students
Multi-school leaders differ from typical district leaders—area, ✱ Build a stron pipeline of ecellent instructional leaders with
one, or assistant superintendents, and principal supervisors— a career path for development below
both because of the small number of schools they lead allowing
Multi-Classroom rincipal nstructional Multi-School
Leader esident ssistant rincipal rincipal Leader
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erms of se
multi-school leadership: teams of leaders across and within schools
Multi-school leaders (MSLs) lead teams of to principals, setting a teamwide vision and developing members’ instructional
and administrative leadership. Most schools have an operations manaer to run noninstructional functions. n ML may lead
one school directly with an assistant principal () or principal resident () large schools may have instructional s and a
principal resident, as well as an operations manager, working under a principal. ach principal, principal resident, and instruc-
tional leads a team of to multi-classroom leaders (MCLs). MCLs teach part of the time while leading a grade-
level or subject team of to teachers (T) and teacher residents (T). veryone collaborates to ensure that all students ecel.
Multi-School Leader
ssistant rincipal or rincipal rincipal rincipal
rincipal esident perations Manaer perations Manaer perations Manaer
MCL MCL MCL MCL MCL MCL MCL MCL MCL MCL
T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T MCL MCL MCL MCL MCL MCL MCL MCL MCL MCL MCL MCL MCL MCL
role changes in multi-school leadership ✱ n lare schools with multiple s one position may be re-
istricts, or ones within them, make the following changes from placed with an operations manaer while other s continue
standard school design, allowing ecellent principals to lead a to co-lead instruction with the principal. n some years, a princi-
group of two to si schools typically, and up to eight schools for pal resident may fill a vacant assistant principal position.
proven multi-school leaders
hese changes help top schoolwide leaders focus on a cohesive
✱ ne assistant principal () position per school is replaced with set of responsibilities, provide a leadership career path, and save
an operations manaer. n operations manager handles non- money to fund Multi-chool Leadership. n most cases, a seamless
instructional school operations and administration, and does transition to this model can come through natural attrition and
not reuire certification.
his is an advanced role for highly or- the shifting of staff into new roles in which each person can ecel.
ganied support staff and lateral-entry human services office
managers.
he operations manager position pays less than an opportunity culture principles:
role, consistent with other human services office managers. For Principals Extending Their Reach
✱ Some schools may instead
eep an instructional position or as Multi-School Leaders
principal resident without a principal the or resident then
reports directly to the multi-school leader who manages in- Teams of principals and district/network leaders must tailor roles,
struction more heavily and directly in that school.
he or budgets, and school operations to:
resident may manage a subset of the school’s MCLs or co-lead . each more schools with ecellent principals and their teams
the MCL team with the multi-school leader. n most cases, the . ay principals more for etendin their reach
ML must continue to lead one school directly in order to fund . und pay within reular budets
the base salary before supplements are added for additional . rovide protected in-school time and clarity about how to use it
schools led for the ML role. n operations manager from a for plannin collaboration and development —throuhout all
neighboring school in the ML’s group may provide some op- of the multi-school leader’s schools
erational and administrative support, using the same routines . Match authority and accountability to each person’s
and processes across schools, as needed. responsibilities
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erms of se
oles ithin Multi-School Leadership a multi-school leader rather than a principal, typically on a career
Multi-School Leaders are proven, ecellent principals who lead a path toward becoming principal this typically applies only to one
group of related schools, typically two to si schools, and up to or two schools in an ML’s group of schools.
eight. ew MLs lead up to four schools.
he group may be schools ven when one position is swapped for an operations man-
at the same level elementary, middle, high, closely located, or ager, larger schools may keep their eisting, additional s, to lead
with similar student needs. Multi-school leaders who previously a small preferably four to si sub-team of multi-classroom leaders
led a schoolwide multi-classroom leadership team to achieve high- covering part of the school, or to lead other aspects of operations.
growth student learning are best suited for this role. MLs provide s preferably have served as multi-classroom leaders who
heavy guidance and coaching to all their schools’ principals, assis- achieved high-growth student learning.
tant principals, and principal residents. rincipal esidents are training to become schoolwide instruc-
MLs tional leaders, ideally following years as multi-classroom leaders
✱ guide each school’s top instructional leader in critical elements who achieved high-growth learning. rincipal residents are typi-
of instructional and administrative leadership cally pursuing an advanced degree, and the residency counts as
✱ observe and give feedback credit toward their degree.
he residency is full-time, full-year, and
coach fully accountable for school-level results when reporting directly
✱ to the multi-school leader, or results for a portion of a large school
✱ lead data analysis and problem-solving for the multi-school team when reporting to a principal. Residents operate with heavy super-
✱ are accountable for student learning growth, teacher satisfac- vision and guidance by a multi-school leader or a principal led by
tion, and other critical measures in all schools led. an ML. ne school in a team may have a principal resident or
MLs lead principals as a team.
he team may include an instruc- who reports directly to the ML additional residents may report to
tional assistant principal or principal resident who reports directly principals in large schools with several positions.
to the ML.
his team of leaders meets weekly or every other week Residents are typically paid on the compensation schedule.
to share school and group performance data, identify problems, perations Manaers lead the operational, administrative, and
and generate solutions.
he team members’ main focus is on en- logistical functions in a school. ome may support two contiguous
surin stron instructional disciplinary and related practices by
leading their respective school’s multi-classroom leader team.
s well as meeting with the whole team, MLs meet weekly or Changing the Role o ssistant Principal
every other week with individual principals, and any assistant prin- ith multi-classroom leaders leading instruction school-
cipals andor residents who report directly to them.
hey rotate wide, the role of many assistant principals s changes.
working in person in the schools they lead, so they can connect ome s with substantial eperience leading instruction
personally with teachers, other staff, students, and families. and operations—ideally in a school with multi-classroom
rincipals are the top instructional and operational leaders within leaders—may become principals immediately when a
most of the individual schools.
hey play a traditional principal role, district shifts to multi-school leadership.
but they are guided by the multi-school leader and supported by ther s may return to the classroom as multi-classroom
an operations manager for operations and administration and a leaders, in many cases with similar pay, to strengthen their
team of multi-classroom leaders for instruction. rincipals prefer- instructional leadership before advancing further.
ably have served as a multi-classroom leader andor have super- small number of schools—one or two per ML
vised multi-classroom leaders as an assistant principal or principal team—may have no principal, just an assistant principal
resident, achieving high-growth learning in those capacities. who reports directly to a multi-school leader the ML then
ssistant rincipals are assisting while learning to lead instruc- provides heavier, more direct instructional leadership in
tion and operations within individual schools. these schools.
n each school that retains a principal, one position is inally, in larger schools with multiple positions, some
swapped for an operations manager.
he team of multi-classroom s will remain in more traditional roles—reporting
leaders leads instruction with the principal. to the principal and either leading instruction through a
owever, some s may become the top instructional leader of portion of the school’s multi-classroom leaders or perform-
a school in a multi-school group. hen an assistant principal is ing other management or administrative duties.
the school’s top instructional leader, the works directly under
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erms of se
or closely located schools in the same multi-school group. pera- impact on schools & students
tions managers within a multi-school leader’s group may collabo-
rate to improve operational efficiency and the level of support for nder Multi-chool Leadership, more schools provide ecellent
the group’s instructional vision, provided through operational and instruction to all students schoolwide, in core subjects and other
administrative functions. or eample, operations managers may content areas each school values most.
o do this, each school
oversee transportation, the cafeteria, the school building, euip- must have effective leadership of a schoolwide team of multi-
ment, technology, purchasing, schedule design and implementa- classroom leaders, who guide and support teachers in small grade
tion in coordination with the instructional leadership team, some and subject teams, for more pay, within each school’s budget.
aspects of discipline, and noninstructional compliance paperwork. Research indicates that Multi-Classroom Leadership produces
Multi-Classroom Leaders in each school lead small instruc- substantial learning gains, helping teams with a typical range of
tional teams, typically of three to si teachers, and up to eight teachers produce learning growth matching or approaching that
teachers, covering the four core subjects, at least, schoolwide. Re- of top-uartile teachers.
sponsible for achieving high growth for all students the teaching dditionally, with Multi-chool Leadership, operations and ad-
team serves, a multi-classroom leader determines how students ministrative functions more consistently support teachers’ efforts
spend time and tailors the team teachers’ roles according to their to provide ecellent instruction schoolwide.
strengths. multi-classroom leader models, co-teaches, co-plans, istrict-Level Chanes
and co-improves instruction throughout the team, while continu-
ing to teach students part of the time. ll of a school’s MCLs oper- istricts can etend this small-team leadership upward, adding
ate as a schoolwide instructional leadership team, led by the top executive multi-school leaders to manage small teams of multi-
instructional leader. MCLs may report to the principal, in a typical school leaders, rather than having the unmanageable spans com-
school, or an instructional assistant principal or principal resident. mon among principal supervisors in many districts.
hese changes
do not increase budget demands, as changes can be funded by
having non-certified staff members manage schools’ noninstruc-
TEACHER-LEADER tional operations and logistics.
MCL career path and compensation,
within budget
TEAM TEACHERS Career ath
T T
he instructional leadership career path progresses from Multi-
T Classroom Leadership to Multi-chool Leadership to ecutive Multi-
chool Leadership, adding roles that allow for small-team leadership
of instructional ecellence at all levels see igure , page .
ay increases with the level of responsibility and reach, but team
MULTI-CLASSROOM LEADERSHIP sies remain small within schools and across the multi-school group.
multi-classroom leadership multi-classroom leader or similar teacher-leader moving up
multi-classroom leader MCL is a teacher with leadership skills spends multiple years as, first, a principal resident while obtaining
and a record of high-growth student learning who both teaches an advanced degree and then an instructional assistant principal.
part of the time and leads a small, collaborative team of teachers s an instructional , the individual may report directly to the
for a group of classrooms in the same grade or subject. MCLs multi-school leader or, in a large school, to a principal on the ML’s
share and collaboratively improve instructional strategies and team.
hen the individual may move up to a principal position.
their most effective practices for classroom success.
eaching Compensation
teams collaborate and plan together through careful scheduling ducators earn more for their leadership without adding to school
and, in some cases, supervision of students by paraprofession- budgets and without cutting anyone else’s pay. Multi-school lead-
als “Reach ssociates” or teaching residents. ccountable for ers can earn supplements above principal pay— to percent of
achieving high growth for all classrooms in the group, the MCL average principal pay is well within most budgets—depending on
determines how students spend time and tailors team teachers’ the number of schools they lead and local costs of human services
roles according to their strengths. organiation office managers. ll pay supplements are funded
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erms of se
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