Summary of Landscape Assessment Efforts

on to explain, “There are some things that are in the landscape assessment that are really pie in the sky. And they just aren’t going to happen.”

Looking Ahead

In general, focus group participants seemed energized and optimistic about the future of the Superintendents’ Plan. Several noted that the plans for the upcoming year are promising. They appreciate a clear articulation of where the work is headed. Some shared specific plans to further promote the School as Hub program. One district will have its elementary school principals add early childhood as a standing agenda item at monthly all-staff meetings. They will also increase training for principals about early childhood.

Workgroup members articulated their vision for becoming a Birth Through Grade 3 school district. One district leader noted their goal is “universal access.” Using the elementary school that participates in School as Hub as an exemplar, they want to ensure “that every baby who was born into that community, that parent knows where the resources are and they know that school is a place that they can go to for learning and for security, and for resources and support.” Other members shared that their goal is to have early childhood be even more at the forefront of their work because “we know it’s important for future outcomes.” Another district will focus on integrating birth to Grade 3 so that transitions are “seamless” from home visiting to PreK to Kindergarten.

One district leader summarized the district’s vision in the following way:

“...we want our district to be the best place to be a learner starting with birth through third grade, so that all of our students get what they need to be wildly successful. And that...anyone who works with our students feels prepared to provide the best experience for our kids.”

SUMMARY OF LANDSCAPE ASSESSMENT EFFORTS

Through the landscape assessment, district leaders were able to investigate their district’s infrastructure and organizational needs for implementing effective early childhood programming and services. This process was an essential component of the transitional year so that each district could establish a solid foundation in their early childhood system to support effective capacity-building as part of the Superintendents’ Early Childhood Plan efforts beginning in the 2022-2023 school year. District leaders’ insights from their landscape assessments served as an essential element to guide decision-making and collective action moving forward. Data from focus groups indicated that leaders valued resources provided by the P-3 Center and looked forward to following the plans outlined by the Superintendents’ Plan.

Leadership Effectiveness

During the 2021–2022 school year, ongoing efforts continued to support the work of principals in the School as Hub schools, providing opportunities for them to deepen their learning around birth through Grade 3 leadership through coaching, consultation, and connection with each other. The principal plays an essential role in the success of the school. Creating and fostering an inclusive school mission, prioritizing instructional leadership, and promoting a positive learning climate and culture are critical to ensuring that students, families, staff, and the school community are successful in experiencing high-quality learning opportunities. This is especially critical for members of communities that are historically marginalized.

GOAL STATEMENT

Principals in the School as Hub schools will develop proficiency and skills for leading the Birth Through Grade 3 Approach. The Institute staff will guide principals to build capacity in the areas of: • Birth Through Grade 3 Learning • Continuous Improvement • Prioritizing Relationships • Clear Vision • Focus on Equity • Shared Leadership

TRANSITION YEAR 2021–2022 ACCOMPLISHMENTS

• The impact of the pandemic continues to be felt by principals. Their daily challenges include shortage of staff; social-emotional needs of students, staff, and families; and the demands (state and district) of meeting the educational (and social-emotional) needs of each student while achieving required benchmarks (state and district). To support the principals, Institute staff: ○ Covered for administrators and fulfilled school building management tasks, allowing principals and/or assistant principals to step away and participate in meetings, complete work, and/or engage in their own professional learning. ○ Served as educators and took the role of paraprofessionals in classrooms when schools were short of staff. • Despite increased stress and responsibilities, principals continued to actively participate in coaching sessions and monthly principal meetings, and they supported one another. Highlights included: ○ Ten principals met with the leadership program administrator an average of seven times each (from August 2021 to May 2022). ○ Four principals held monthly joint Buffett Early Childhood Institute and school team meetings to focus on the School as Hub program.