Michael T. Bregy - Professional Portfolio

The SAM Program

 SAMs Talking PointsThe School Administration Manager or SAM project is a strategy designed to change the role of the principal from the managerial leader to the instructional leader, resulting in an increase in time spent on improving teaching and learning. Educators acknowledge, and research confirms, that administrative duties greatly reduce the time and focus that principals can devote to instruction; however, principals have so far been unable to find a way to eliminate time as a barrier. The SAM initiative shows promise in penetrating this "time barrier." In 2002, with Wallace funding, three Louisville, KY schools received and pilot tested a SAM, whose job is to assume school operations functions (such as ordering textbooks, overseeing fire drills and filing reports on compliance with regulations) and thereby enable the principal to focus more time on improving instruction. Time-use studies during the pilot period showed that once principals were given guidance on how to shift their priorities away from more accustomed non-instructional routines, the new SAM position did, in fact, result in a dramatic shift in the amount of time principals spent on instruction. The promising early results of the initial study prompted The Wallace Foundation to support the development and diffusion of SAMs: work is underway to replicate SAM projects in 176 schools in eight states.

What is "SAMs"?
  • SAMs is a process to focus principal time on instructional leadership, teaching practice, student learning and school improvement.
  • SAMs is not primarily a person, but a function.
  • SAMs 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.
  • 3 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)

The SAM Program

 SAMs Talking PointsThe School Administration Manager or SAM project is a strategy designed to change the role of the principal from the managerial leader to the instructional leader, resulting in an increase in time spent on improving teaching and learning. Educators acknowledge, and research confirms, that administrative duties greatly reduce the time and focus that principals can devote to instruction; however, principals have so far been unable to find a way to eliminate time as a barrier. The SAM initiative shows promise in penetrating this "time barrier." In 2002, with Wallace funding, three Louisville, KY schools received and pilot tested a SAM, whose job is to assume school operations functions (such as ordering textbooks, overseeing fire drills and filing reports on compliance with regulations) and thereby enable the principal to focus more time on improving instruction. Time-use studies during the pilot period showed that once principals were given guidance on how to shift their priorities away from more accustomed non-instructional routines, the new SAM position did, in fact, result in a dramatic shift in the amount of time principals spent on instruction. The promising early results of the initial study prompted The Wallace Foundation to support the development and diffusion of SAMs: work is underway to replicate SAM projects in 176 schools in eight states.

What is "SAMs"?
  • SAMs is a process to focus principal time on instructional leadership, teaching practice, student learning and school improvement.
  • SAMs is not primarily a person, but a function.
  • SAMs 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.
  • 3 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)