SAMS: Changing Principal Time Use and Relationships

January 20, 2011  • Education Innovation Forum and Expo

Student achievement rises. Relationships between principals and teachers improve and principals become closely connected to the work in classrooms. Accountability increases as instructional practices grow stronger.

SAMs is data driven and proven to work by an independent national study. It has been adopted by 305 schools in twelve states.

SAMs redirect the power of principals by changing how they spend time. The average US principal spends less than 24% of the day on teaching and learning. SAM principals spend the majority of their time improving teaching and learning.

Time/Task Analysis quantifies how principals spent time. Data collectors “shadow” principals for five days and record data every five minutes following a strict protocol. This provides a time-use a baseline that is used for comparative purposes as the process is repeated every 12 months.

Principals use this data to begin changing how they use time through daily process of scheduling using TimeTrack Web. This creates a “lesson plan” for the principal’s work to improve instructional practice, increase parent engagement and improve the rate of student achievement.

A daily meeting is held to review progress, mitigate management interruptions and consult with teachers and parents to increase the leader’s effectiveness. SAM schools use this process to “make real” the principal’s role in the professional learning community.

Initially funded by The Wallace Foundation, NSIP is housed by Jefferson County Public Schools in Louisville. NSIP has transitioned to a fee for service structure and contracts with interested states and districts for SAM implementation and support services.

To learn more, contact Mark Shellinger.