Ken Williams

NAESP State Representative Report

In my November 2007 report, I spoke about the fact that the ESEA reauthorization may have a Highly Qualified Principal component that relies heavily on test scores. I thought that I would take this opportunity to share with you the positions of our National Association and the State Representatives that I work with. We all feel that principals need to define what is effective in their profession, honoring the traits of leadership and embracing appropriate assessment measures. There is no question that principals must be well qualified to work in our nation’s schools. We need to have knowledge of leadership based theories and professional research. A strong mentor program should be available to principals in their first year. It is apparent in our schools that highly effective leaders foster powerful learning communities in which students can learn and grow to their highest potential. Each day principals in elementary, middle and high schools engage in effective leadership practices that defy traditional measurement. They believe in human potential; they build consensus; they support families; and they foster a love of learning.

An effective leader develops systems with multi faceted tiers. They show how continual improvement is the pinnacle of effective practice, and how the leader/principal creates cultures in their schools where continual improvement is the norm. My colleagues and I find it hard to agree with the authors of ESEA that the attributes that I have just noted to you can be measured by test scores.

I recently was asked by Commissioner Tracy to consult with Marcia McCaffrey, the Arts Consultant for the State Department of Education, and Catherine O’Brien, the Arts Education Coordinator for the NH State Council on the Arts, on a survey that they would like to have completed by the principals of all of our schools in the state. The purpose of the survey is to collect data in regards to the levels of access to and participation in arts education in our schools.  A “Leadership Committee” has been developed that will give input on the specifics of the survey. The membership of this committee includes representatives from business, the arts and education. Once the survey results are analyzed, and a final report is prepared, the State Department of Education and the State Arts Council will collaborate to develop a State Plan for Arts Education. It is the purpose of this plan to:

• Provide schools and communities with tools and resources to strengthen student learning in the arts.
• Make suggestions regarding proven practices that support arts education.
• Develop statewide initiatives for professional development in the areas of most need, based on data.
• Establish a culture of support for schools regarding arts education.

I would encourage you to complete this survey when you receive it as the data can be used in so many ways that will benefit art education in our schools.

In January, I was elected to my second three-year term as the NAESP State Representative. I want to take a moment to thank everyone for their support as I act on your behalf on a national level.