“Paul Bambrick-Santoyo has his boots on the ground. This gifted teacher, school leader, and leader of leaders does the work every day in his highly successful Uncommon Schools. Leverage Leadership 2.0 affirms his rare ability see what works in school leadership—and to share those best practices with others. This book is as crucial for superintendents as it is for principals, teacher leaders, and policymakers. A must-read!”

—Kim Marshall, consultant, principal coach, and author of Rethinking Teacher Supervision and Evaluation and the Marshall Memo

“In the fight to eradicate the achievement gap, Leverage Leadership 2.0 is the complete arsenal. Culled from thousands of hours of observing extraordinary leaders obtaining exceptional results, this book identifies the seven key levers of school and student success. But it doesn't stop there. The real gems here are the detailed systems and strategies that any leader can apply to transform his or her schools and replicate the staggering success of the Uncommon Schools. Don't just read Leverage Leadership 2.0, implement it—now! The state of our schools demands it.”

—Elizabeth Topoluk, director, Friends of Education

“Leverage Leadership 2.0 is a stand-out among the million books principals have cluttering their shelves on leadership and student achievement. This one won't collect dust! Bambrick-Santoyo provides an unequivocal blueprint on implementing effective change that will bolster student achievement in an actionable way.”

—Nakia Haskins, principal, Brooklyn Brownstone School

“As a school leadership coach, I often see leaders struggle with making meaning of complex systems, harnessing the power of data in all its forms, and navigating lead team dynamics. In Leverage Leadership 2.0, Paul distills the essentials of school leadership, beginning with what leaders are doing well in schools right now, naming what and how they do it, and empowering readers to make change in their own schools or districts tomorrow. It can't get any simpler than that!”

—Denise M. de la Rosa, senior director of leader development, IDEA Public Schools

“Leverage Leadership 2.0 is the ‘how’ behind my ‘why’: excellent education for all. Bambrick-Santoyo distills leadership moves until they are replicable and repeatable—read this book and learn from one of the best!”

—Tera Carr, principal, Hamilton Elementary School, Tulsa Public Schools

“This is it! Leverage Leadership 2.0 is a masterful example of what key actions—or ‘levers’—leaders can take to bring about change in schools and improve student achievement. Working in an urban school, I needed to understand what great leaders do in order to bring about significant change. Leverage Leadership 2.0 provides that answer: a detailed plan on what matters most—the quality of your instructional leadership!”

—Ginger Conroy, principal, Denver Center for International Studies at Ford Denver Public Schools

“Most books on school leadership tell you what to do. Bambrick-Santoyo goes further: he not only tells you what to do, but more important he shows you how to do it. Leverage Leadership 2.0 provides school leaders comprehensive steps and clear models to create positive school change for all students—every school, every classroom, every day.”

—Mary Ann Stinson, principal, Truesdell Education Campus, District of Columbia Schools

“Leverage Leadership 2.0 provides a clear blueprint to navigating the complex waters of school leadership to create dramatic gains in student achievement.”

—Erica Jordan-Thomas, principal, Ranson Middle School, Charlotte-Mecklenburg Schools

“Leverage Leadership 2.0 is the playbook that prioritizes the work for every school leader who strives to maximize outcomes for all kids. If you want to move from 1.0 to 2.0 in your capacity to lead, Leverage Leadership is your guide.”

—Eneida Padro, principal, Roberts Elementary School, Dallas Independent School District

Here is an overview of the video clips for your quick reference. The videos can be accessed at http://booksupport.wiley.com. Search for 9781119496595 in the ISBN field.

To access the videos online, please visit www.wiley.com/go/leverageleadership2.

Here is quick overview of additional materials available on the DVD. The additional material can be accessed at http://booksupport.wiley.com. Search for 9781119496595 in the ISBN field.

When Leverage Leadership was first published six years ago, the Urban Institute had recently set out to answer a question that had immense ramifications for education and educators. The question had nothing to do with curriculum or governance or instructional methods. It wasn't about the strategic use of data, a topic about which the author of this book, Paul Bambrick-Santoyo, has written the quintessential volume and which, he shows, can cause a sea change in the effectiveness of day-to-day instruction. The study had nothing to do with accountability or human capital management. In short, the study was silent on the issues we most commonly believe—with some justification—drive excellence in schools.

Still, the study yielded critical insight about the things that stand in the way of excellence for a typical school and its leadership team, even if the study's focus seemed a bit pedestrian. The question it set out to answer was how principals spend their time. To do so, it followed sixty-five principals in Miami's public schools as they worked, keeping track of what they did and for how long. The study found that on average, principals spent more than 27 percent of their time on administrative tasks—managing schedules, discipline issues, and compliance. They spent 20 percent of their time on organizational tasks such as hiring, responding to teacher concerns, or checking to see if there was money in the budget for projector bulbs or travel to workshops. These two types of tasks, administrative and organizational, were the largest sources of time allocation.

On the other end of the spectrum, principals spent, on average, less than 6 percent of their time on what the study called “day-to-day instruction”: observing classrooms, coaching teachers to make them better, leading or planning professional training for teachers, using data to drive instruction, and evaluating teachers. It turned out that day-to-day instruction—what teachers did in the classroom with their students and how—wasn't really the focus of most school's leadership. The most important work in the building—the most important work in our society, you could argue—went unmanaged 94 percent of the time in the face of a thousand other tasks and distractions.

These numbers are dispiriting for a variety of reasons, not least of which is that the tasks described in the “day-to-day instruction” category include, as Paul Bambrick-Santoyo explains in this book, the tasks that essentially determine student achievement levels. The 6 percent of leadership spent on the five tasks amounts to just thirty-six minutes in a ten-hour day spent on all of them combined, or just over seven minutes per day on each of the tasks. That's about seven minutes a day observing classrooms. Seven minutes a day coaching teachers to make them better. Seven minutes a day developing and leading training for teachers. Seven minutes a day using data to drive instruction. Seven minutes a day evaluating teachers.

You almost don't have to read the rest of the study to know what comes of those kinds of numbers: lower student achievement and the death spiral of a rising number of distractions that only increase as achievement declines. The precious minutes spent on key tasks are even fewer and farther between. You can hear the echo of those principals, their shoes striding down the hallway from one low-value task to another. (You can download the complete report from https://www.urban.org/research/publication/principal-time-use-and-school-effectiveness.)

Sadly, for the most part, this remains just as true today as it was when this study was first released. I suspect the principals probably know the truth—that they are not spending their time doing and getting better at the tasks that would bring about excellence. In many cases, they may even choose not to do them because, in the end, they do not have time to do them well or perhaps because they have not seen a model of excellent implementation. And this is especially disappointing, because the people who run schools are almost all driven, hard working, committed, and passionate. Given the right tools and protected from distractions, they are capable of running outstanding schools.

An organization or a society ought to be able to remove incentives (or requirements) to spend time on secondary tasks, provide a clear sense of how to do the most important tasks well, and provide tools to ensure their ease and efficiency. That's what organizations should do for their people, but in fact they are too often looking in the wrong direction—looking for the next new idea rather than studying how to do the core tasks, fighting a philosophical battle when it's the tasks that pop up from below and the systems that manage them that make the champions of school leadership successful.

But what happens when that changes? For answers, look at what has happened in the six years since the book in your hands was originally published. In the cities of Newark, Camden, Boston, New York City, Rochester, and Troy, Paul Bambrick-Santoyo and the school leaders who work alongside him have continued the success of Uncommon Schools: a growing network of elementary, middle, and high schools attended by students almost entirely of poverty and facing every difficulty you might imagine, yet that consistently put students on the path to college—reliable, even predictable excellence in the face of the sort of everyday adversity that keeps so many potentially strong leaders from performing their best. The schools have quietly gone about this work for more than twenty years now, changing lives and providing the proof that making schools great can be systematically accomplished.

Yet the impact doesn't stop there. In a variety of cities you'll see represented in these pages—from Denver to Dallas to Memphis and beyond—more and more leaders are achieving similar results in equally challenging circumstances. We are witnessing the growth of a new generation of principals who are proving that unprecedented levels of success are not only possible but replicable. These successes, Leverage Leadership 2.0 reveals, are the result of two things above all. The first is a relentlessness about spending time on the most important things and on as little else as humanly possible. The second, far harder, is bringing an engineer's obsession to finding the way to do those things as well as humanly possible. These are simple tools—focus on the right things, intentionally study how to do them well—but their simplicity should not suggest that they are easy. Insights are hard won and implementation is harder. The steps from “I get it” to “I can do it” to “I know people in the organization will reliably do it” are gigantic. Paul has spent years refining both the keys to success and the systems that help people use them. Over time he has chosen to focus on making each idea a little bit better every day, turning his insights into a management system that—like the flywheel in Jim Collins's legendary book Good to Great—keeps an organization (and a leader) getting better and better as a matter of habit.

Now, in this second edition of Leverage Leadership, Paul makes the workings of that system and each of its pieces available to all—honed and sharpened by the work in thousands of schools across the country and the globe. It is of course not as sexy as a brand-new pedagogy or shiny technological machine, but in the end it is far more powerful. If you are one of those educators who understands the power of doing the most important things not only well but better over time, of holding fast to what works instead of chasing temporary “revolutions,” then this book will serve as a touchstone, a guide to which you will return over and over again for guidance, insight, and strategy that can help you and the educators with whom you work to achieve the greatest possible success—to build outstanding educational organizations and to make the greatest possible difference in the lives of your students.

Doug Lemov

Doug Lemov is a managing director of Uncommon Schools and the author of Teach Like a Champion, Teach Like a Champion 2.0, the Teach Like a Champion Field Guide, Practice Perfect, and Reading Reconsidered.

When Leverage Leadership was first published in 2012, most of my work was born on-site in working directly with school leaders in my own schools. Fast-forward to today, and we've now had the chance to work with more than twenty thousand school leaders worldwide. And through the Leverage Leadership Institute, I've gotten to work closely with some of the highest-achieving principals and principal managers from across the country. Mary Ann Stinson, Wade Bell, Ashley Anderson, Kelly Dowling, Laura Garza, Adriana Gonzalez, Antonio Burt, Eric Diamon, and many more cited in this text—they are the real heroes of this book, as they do the work every day. Thank you to each and every one of you: you inspire me and many others, and you give us a pathway to success for children for generations to come.

Just like running a school, writing a book is not possible without a tremendous support team. First and foremost, Alyssa Ross is my writing soul mate. She has assisted me once again as a writer extraordinaire—gathering ideas, shaping the drafts, and putting a touch of imagination into each round of edits. For seven years she has made my writing projects come alive. Without her, this project could never have been completed, and the writing would not have been nearly as effective.

The original laboratory for this book was my work with leaders across the Uncommon Schools network. I am indebted to Brett Peiser, mentor and colleague and expert on organizational culture. I have worked alongside Julie Jackson for over fifteen years, and she continues to be the most inspirational and talented leader I have ever met—and a dear friend. Everyone else at Uncommon has played a role: Mike Mann, Jesse Corburn, Tildi Sharp, Serena Savarirayan, Juliana Worrell, Maya Roth, J. T. Leiard, Kelly Dowling, Doug Lemov, and so many more.

Paul Bambrick-Santoyo is the chief schools officer for Uncommon Schools and the founder and dean of the Leverage Leadership Institute, creating proof points of excellence in urban schools nationwide. Author of Driven by Data; Leverage Leadership; Great Habits, Great Readers; and Get Better Faster, Bambrick-Santoyo has trained more than twenty thousand school leaders worldwide in instructional leadership, including multiple schools that have gone on to become the highest-gaining or highest-achieving schools in their districts, states, and/or countries. Prior to these roles, Bambrick-Santoyo cofounded the Relay National Principals Academy Fellowship and spent thirteen years leading North Star Academies in Newark, New Jersey. During his tenure at North Star, the schools grew from serving fewer than three hundred students to over three thousand while at the same time making dramatic gains in student achievement. North Star's results make them among the highest-achieving urban schools in the nation and winners of multiple recognitions, including the US Department of Education's National Blue Ribbon Award. Prior to his work at North Star, Bambrick-Santoyo worked for six years in a bilingual school in Mexico City, where he founded the International Baccalaureate program. He earned a BA in social justice from Duke University and his MEd in school administration through New Leaders from the City University of New York—Baruch College.