Principal Comments:

I am participating in School Administrator Manager (SAM), a nation-wide initiative that focuses on more of the principal’s time directed toward instructional issues and less time on the management. The research indicates the more time the principal spends on instruction, the higher the students will achieve. My original data collection showed that I spent approximately 32% of my time on instructional issues. My recent data collection showed that I am spending approximately 78% of my time on instructional issues. My goal is to dedicate 80% of my day to instructional responsibilities consistently. I realize I have set my goal very high, and I continue to work daily to reach this goal. I expect no less of myself, than of our Fairmeadows staff and students. Please contact my SAM, Mrs. Neal, if you would like further information about the implementation of School Administrator Managers (SAM) at (515) 633-6500. Thank you.

Carol Seid

What is "SAM"?
• SAM is a process to focus principal time on instructional leadership, teaching practice, student learning and school improvement.
• SAM is not primarily a person, but a function.
• SAM is primarily a change process where the principal uses daily time/task data and reflection to influence his/her own practice.
• There are a variety of SAM models: creating a new position, converting an existing position or adding duties to an existing position.

What do SAMs Do?
• SAMs help principals use time/task data to reflect on their practice.
• SAMs help principals increase the time they spend as instructional leaders.
• SAMs help principals strengthen relationships with teachers, parents and students to improve teaching and learning.
• SAMs help principals distribute management responsibilities and work with classified, or support staff, to keep routine management administration work from pulling the principal away from instructional leadership work.

How do SAMs work?
• SAMs use time/task analysis data and school community survey results to establish baseline data for the principal. SAMs help principals set goals to increase time spent on instructional leadership.
• SAMs assist principals in daily TimeTrack meetings to assess how principals are using time, consider delegation of administration tasks and establish the next day’s calendar so instructional work is the priority.
• Monthly visits with a Time Change Coach help the principal and SAM reflect on progress and challenges, identify professional development needs and connect with other SAMs and principals.

What are we learning from SAMs?
• With SAMs, principals dramatically change their practice, resulting in a schoolwide culture dedicated to instructional improvement.
• Principals with SAMs dramatically increase time they spend on instructional leadership. (TimeTask Analysis, TimeTrack)
• Daily reflection and conversation with a SAM about time during the TimeTrack meeting are critical to increasing focus on instructional leadership. (SAM principal focus group data)
• The school community – teachers, parents, support staff and students – notice and appreciate the change of focus. (Annual survey results)
• Increasing principal time on instructional leadership requires understanding and acceptance by the school community. (Survey data)
• Successful SAMs come from all walks of life: business, education, military, government, etc. (SAM background report)
• Lessons learned from the project can be used by policymakers and providers of education leadership preparation and development programs to better prepare principals and principal aspirants. (Delaware, Iowa, Georgia, Kentucky)
• There is growing interest by districts and states to try SAM models. (SAM expansion records)
• Changing practice is hard. It is not simply a matter of changing the use of time – it requires professional development, regular coaching and reflection. (Focus groups, SAM expansion records)