SAM Needs Assessment 2017
Executive Summary
The purpose of this study is to learn more about the specific professional development needs of the practicing school
administrators in Montana schools. Information obtained will be used to develop model strategies for the development
and delivery of professional development.
Methodology
The annual survey was distributed electronically through a Google form. The survey is available to members. Survey
questions are not consistent year to year so longitudinal comparisons are made only when the data aligned for
comparability. The 2017 Survey was sent to approximately 1012 members of SAM; 190 participated. The participation
rate was 19%.
Findings
The survey was completed primarily (top 5 respondent categories) by superintendents (35.3%), elementary principals
(21%), secondary school principals (10%), special education directors (5.3%) and county superintendents (4.7%).
Significant changes to this 2017 survey:
1. On Section 1 - Demographic Information, Question #4, the following change was made: How many years do
you have in education have you been an educator? On Questions #5 and #7, adjustments were made to signify other
positions of leadership other than just administrator: 5. How many years have you been a Montana
administrator/leader (including technology coordinator, special education director, county superintendent, etc.)? 7.
How many years do you plan to continue to work in Montana as an administrator/leader before retiring (including
technology coordinator, special education director, county superintendent, etc.)?
2. On Section 3 – Professional Learning Delivery Models, Question #14, the choice dynamic was changed from
choosing by checking off those models of most preference to rating each model from numbers 4 to 0: 4-Great Value; 3Some Value; 2-Little Value; 1-No Value; 0-N/A. The numbers scheme will give us more of a quick average of rating to
assess each model surveyed. Two more models were added to the list: SAM Leaders Professional Learning Program
and OPI Teacher Learning Hub.
3. As with Question #14, on Section 4 – Professional Learning Needs, Question #16, the column choices of Little
or no value to Great value were changed to a numerical rating scheme of 4 to 0. Each example of professional learning
need will be rated 4 through 0 instead of being labeled with the choice of value: 4-Great Value; 3-Some Value; 2-Little
Value; 1-No Value; 0-N/A. There are 23 more categories or possible needs added to the 12 presented last year with this
question; in no particular order: Personalized Learning, E-Rate Consultation, Social Emotional Learning, Student Mental
Health, Transforming Education, Broadband Internet Access, Personnel Management, Strategies for Recruitment of
quality educators, Strategies for Retention of quality educators, STEM/STEAM, Google Apps, Writing Instructional
Leadership, Math Instructional Leadership, Reading Instructional Leadership, Stress Management, Gifted and Talented
Education, Conflict Management, Strategic Planning & Goal Setting, Anti-Bullying-Cyberbullying, Mentoring and
Coaching, Professional Learning Communities (PLC), Time Management, Data Based Decision Making, Background
Information & Trends in State and Federal Education Policy, Early Childhood/Pre-K Implementation, Early Childhood/PreK Implementation, Shared Leadership & Team Building with Staff.
4. On Section 5 – SAM Member Services and Benefits, Question #19, the choice of value was again changed to a
numerical rating scale - 4-Great Value; 3-Some Value; 2-Little Value; 1-No Value; 0-N/A. Row 3 benefit was changed in
this way: Professional Learning – SAM Leaders Professional Learning Program. Three more benefits were added to the
1|Page
list for members to weigh in on: Professional Learning Opportunities; Network for Recruitment and Retention of Quality
Educators; Access to a vast network of Montana's Education leaders for options of peer input.
5. On Section 6 – SAM Administrators Institute, the following statement was changed in the section description:
We will be offering plan to offer our 7th 8th annual SAM Administrators Institute for both individual administrators and
teams of administrators educators from school districts on July 25-18, 2016 July 31-August 2, 2017.
6. On Section 7 – SAM Leaders Professional Learning Program, the description is changed to present more of
the LPLP 3.0 objectives with a shift from describing the 21 CLI and Mentor Program (two separate programs) to just one
program called “Leaders Professional Learning Program”. The program will be more characterized with access to more
coaching, advisory, program support, resources and tools. Here is the change: The SAM Leaders Professional Learning
Program (LPLP) provides a unique opportunity for those who register for the program(s) to receive one-on-one coaching/
mentoring and innovative, project-based, blended professional learning opportunities while working with experienced,
highly qualified Montana administrators (mentor/coaches called Providers) in each of the 9 MASS region areas of the
state.
The Mentor Program runs statewide and includes beginning leaders and those with experience but new to a
specific position. The 21st Century Leadership Institute (21 CLI) runs statewide and is a project based, innovative,
technology embedded professional learning for new and experienced education administrators. These programs are
different from most other education leadership programs in that they utilize trained mentors from your region of the
state to coach those in the programs. The programs also include resources from the higher education institutions in the
state of Montana, as well the Office of Public Instruction. This approach allows for a seamless transition to leadership
training at all levels. The SAM Leaders Professional Learning Program (LPLP) provides a unique opportunity for those who
register for the program(s) to receive one-on-one coaching and innovative, project-based, blended professional learning
opportunities while working with experienced, highly qualified Montana administrators (coaches called Providers) in each
of the 9 MASS region areas of the state. The LPLP would not only provide support, advisory and training to beginning
leaders but also those with experience.
As a school administrator, could you use support in such areas as E-Rate, state and federal grant programs,
recruitment/retention strategies, as well as a host of other needs within school leadership? The LPLP will not only
provide one to one support but also gives access to a wealth of resources and tools once registered for the program. The
LPLP will not have a condition of when you need to begin the program; it will be accessible for registration at any time
during the year. Whenever you register, a provider will immediately be assigned to you and your personal leadership
program begins where providers and resources are there for you whenever you need.
Questions 25-26 and 28-30 have been eliminated. Question #27 (now #26) has been adjusted: 26. If you would
be interested in participating in the 2016-17 Mentor Program 2017-18 SAM LPLP as described above, please provide your
email address so we can provide you with follow-up information. The following question was added: 27. What do you
think would be a reasonable price for an administrator to consider for participating in the Leaders Professional Learning
Program (LPLP) and accessing the resources provided (Currently, the separate programs are priced at $500 for the
Mentor Program and $1000 for the 21st Century Leadership Institute - both are year-long programs which the new LPLP
would also be in duration)?
7. On Section 8 – Advocacy, Question #31 (now #28), the numerical rating scale was changed from 3 through 1
(3 Highly Important, 2 Important, 1 Less Important) to 4 through 0: 4-Highly Important, 3-Important, 2- Somewhat
Important, 1-Not Important, 0-N/A. The first 3 priorities were changed slightly to add “Support of” to each one:
Support of Recruitment and Retention of Quality Educators; Support of Capital Facilities/Technology Infrastructure
Needs; Support of Special Education Funding Adequacy and Equity. The 4th priority was adjusted slightly: Continued
Opposition to School Privatization/Profitization Efforts. A Question #32 was added to this Section: 32. Would you be
interested in Advocacy Training to participate more effectively in the legislative session? On Question #29, examples of
listing other priorities that would be important were added in parentheses: 29. List other priorities not listed that are
important to you (e.g. Early Childhood Education Funding; Mental Health Support, etc.)
2|Page
Professional Learning Delivery Models
The Professional Learning Delivery Models results are in order from highest to lowest value (based on average
response score using the rating scheme 4-Great Value, 3-Some Value, 2-Little Value, 1-No Value, 0-N/A):
Professional Learning Delivery Models
3.21
3.03
2.78
2.71
2.55
2.55
2.47
2.42
2.37
1.97
1.96
1.62
Other Suggested Models or Input (Verbatim Responses from Survey):










Face to face is my preference
Principal conference not held in winter. Travel is difficult
Specific cohort with all levels of communication available
Winter Conference 4 - great value
I prefer to go to conference meeting face to face
On-site visits of other schools
Ed Camps
#MTedchat & #Samedchat
Mentor program
MTSBA workshops and seminars
3|Page
Professional Learning Needs
The Professional Learning Needs results are in order from highest to lowest value (based on average response
score using the rating scheme 4-Great Value, 3-Some Value, 2-Little Value, 1-No Value, 0-N/A):
Professional Learning Needs
E-Rate Consultation: 2.08
Broadband Internet Access: 2.17
Gifted & Talented Education: 2.40
Early Childhood/Pre-K Implementation: 2.41
Background Info & Trends in State and Fed Ed Policy: 2.57
School Facility Projects (Passing the Bond, etc): 2.64
Stress Management: 2.65
Conflict Management: 2.68
Anti-Bullying/Cyberbullying: 2.72
Google Apps: 2.75
STEM/STEAM: 2.77
Personalized Learning: 2.77
Writing Instructional Leadership: 2.78
Transforming Education: 2.78
Personnel Management: 2.79
Facility Needs: 2.85
Professional Learning Communities (PLC): 2.87
Strategic Planning & Goal Setting: 2.88
Social Emotional Learning: 2.88
Strategies for Recruitment of quality educators: 2.89
Mentoring & Coaching: 2.91
Strategies for Retention of quality educators: 2.93
Reading Instructional Leadership: 2.95
Math Instructional Leadership: 2.96
Shared Leadership & Team Building w/ Staff: 2.99
Finance & Budgeting: 3.00
Technology: 3.01
School Safety: 3.03
Student Mental Health: 3.11
Special Education: 3.12
School Management & Personnel: 3.12
Staff Supervision & Evaluation: 3.18
Curriculum & Assessment: 3.23
Leadership Skills & Practices: 3.24
School Law: 3.29
Instructional Strategies: 3.35
2.08
2.17
2.40
2.41
2.57
2.64
2.65
2.68
2.72
2.75
2.77
2.77
2.78
2.78
2.79
2.85
2.87
2.88
2.88
2.89
2.91
2.93
2.95
2.96
2.99
3.00
3.01
3.03
3.11
3.12
3.12
3.18
3.23
3.24
3.29
3.35
4|Page
Other Suggested Needs and Input (Verbatim Responses from Survey):
















Topics need to address rural schools with high rates of poverty
Marketing our Schools in a Global World
Loving Teachers: Wisdom, Beauty, and Blessings
Brain-based Learning
Critical Friends Coaching, MAP assessment implementation, Standards based grading, Revised Bloom's taxonomy
New and challenging student behaviors
MTSS Process, Universal Design for Learning
As transportation director, I would love some sort of info that shares policies and procedures. I have only the law and the
standards to go by, not how they have been implemented.
Section 504 Training
Data Driven Dialogue and Decisions
Interest Based Negotiations, Dysfunctions of Teams, Leading Change
Project Based Learning and Design Thinking; Administrative contract seminar
Trauma Informed Schools
Communicating with Tribal and State agencies;
How to support county tax base to fund school districts
Working with homeschooling families
Suggested Presenters:















Yong Zhao (2), University of Kansas
Debra Silk-MTSBA
Blanca Duarte from LogicWing on Technology for Today's Schools
DuFour, Mattos, Eaker
Fundamental Five
Dr. Gerry Nolan
Dr. Marcia Tate
Wayne Callender, CAST
I would prefer the presenter be from people who are in the trenches not some big time person out of state
Mel Riddle, Bill Daggett
PLC - Tier I presenters
Rick Wormeli
Alan November, Al Filardo, Diane Ravitch, Betsy DeVos
Buck Institute
Stacy York
5|Page
Value of SAM Member Benefits and Services
The Value of SAM Member Benefits and Services results are in order from highest to lowest value (based on
average response score using the rating scheme 4-Great Value, 3-Some Value, 2-Little Value, 1-No Value, 0N/A):
Value of SAM Member Benefits and Services
3.25 3.24 3.21
3.17
3.07 3.06 3.03 3.03
2.89 2.85 2.83
2.79
2.66
2.38 2.37
2.31
Other SAM Benefits/Services Mentioned as Significant (All Verbatim Comments from Survey):




I still wish that SAM would take leadership of a salary survey. I keep hearing from SAM leadership that it is "public
information" that we all have access to but I don't see that and how would I get access to everyone in the state's salary info.
I'm sorry but I believe that SAM is being lazy on this. Darrell and Julie always provided us this information that was
extremely helpful when it came time to negotiate locally
Helping Principals evaluate Teachers on the new Danielson Model
Legislative updates and contacts
I have not done a great job of utilizing many of the services and am not familiar with several of them. This survey has
brought several to my attention I may check out
6|Page


Mentorship
New to office so just learning.
Suggestions or ideas of other possible services (All Verbatim Comments from Survey):
 This may not be appropriate here, but maybe it will make it to the right place. The present tendency at least in some Coops
is for the Supt of each school to be the board member for the Coop. My experience is often these people know little about
sped but as superintendent, they think they should be leading the coop. The sped regs don't even suggest a supt as a board
member. Given the nature of a coop board, its membership should consist of advocates of special education. Think how
absurd it would be for a hospital board to consist of members who think good health is unnecessary; yet, I have heard coop
board members (supts) state special education has never benefited a single student. That attitude shows up in what they
are willing to pay or not pay for specialists, etc. If the state level service organizations were to provide some sort of
specialized training for coop board members, it would better serve education. They need to know that while they are
supts, none of their licensure or education is necessary to the position; they are there to oversee in general the well
running of the coop and not as superintendents overseeing a school district.
 Scholarships for Superintendent Endorsement Classes
 SAM led board trainings - I know this MTSBA territory, but SAM collaboration could bridge the gap between what
administration is trying to do, and what boards are being told is best. I feel that there are occasional gaps or different
priorities communicated that lead to less cohesive leadership in districts.
 Helping Female Native American School Administrators break the glass ceiling here in Montana, particularly in Off
Reservations Schools
Financial


185 or 97.4% of the 190 members who responded have affiliate membership dues paid by their district (92.4% in
2016).
35 members responded to the question on reasonable pricing for participating in the SAM Leaders Professional
Learning Program; here is a summary of the comments/suggestions:
o 13 members stated that the current pricing of the two programs was fair, reasonable, accurate and/or
appropriate.
o 11 members suggested pricing changes suggested a combined price from either $350 to $1500 for both
programs.
o 2 members thought that the prices should be raised from $500 and a $1000 to $750 and $1500; another
stated $600 and $1200
o 4 stated that the program might be over-priced or not in price range, especially 21 CLI; 1 of these 4 did
state that more should be charged for the Mentor Program
o 2 stated that the prices are a district issue but not necessarily their personal issue
o 2 responded with just a “no”
o 1 responded with just a “yes”
7|Page
Advocacy and Legislative Priorities
The Advocacy and Legislative Priorities results are in order of importance from highest ranked priority to lowest ranked
priority (based on average response score using the rating scheme 4-Highly Important, 3-Important, 2- Somewhat
Important, 1-Not Important, 0-N/A):
Advocacy and Legislative Priorities
3.47
3.41
3.38
Support of Special Education Support of Recruitment &
Funding Adequacy and
Retention of Quality
Equity: 3.47
Educators: 3.41
Opposition to School
Privatization/Profitization
Efforts: 3.38
3.36
Support of Capital
Facilities/Technology
Infrastructure Needs: 3.36
Comments – Other Last Thoughts (All Verbatim Comments from Survey):














I wish you the best luck in the upcoming session!
SAM does a good job of communicating information. Keep up the good work in communication with the
stakeholders. Particularly, some of the more isolated schools.
Keep up the great work. I have noticed many positive changes with SAM in the last 3 years under new
leadership. I feel SAM is committed to all of its goals and working to implement them efficiently and effectively.
Keep up the good work and make things more affordable!
As a superintendent/principal, many times I don't feel that SAM addresses or meets my needs. It is difficult for
me to attend trainings or offerings during the year. I have made a commitment to my board of trustees to try to
attend MASS regional meetings, as well as build my professional network within the state. However, I have
never felt that the topics covered have focused on the particular needs of my school. I feel I get more out of my
monthly coop board meetings, when I meet with other superintendents in the region. I have felt supported by
neighboring supts with more experience, and have appreciated the advice and expertise that they have.
Thanks for all you do to support the leadership of public schools in Montana.
Thank you for ALL of the many things that the SAM organization does towards making a positive and productive
difference within Montana Public School Education!
State workshops need to be held more centrally located, have sites closer to NE MT, or held at the beginning or
end of the week. Meetings held in Helena for myself living in Plentywood on a Tuesday - Thursday make no
sense for me to attend because of the distance it takes one day to travel to and one day to travel back to home.
I miss three days to attend a day meeting therefore. MCEL has very little offerings for a principal, let alone a K-8
principal. Efforts need to be made to make this more inviting to attend.
MCEL OPENING SPEAKER ON THURSDAY AND ENDING SPEAKERS ON FRIDAY WERE TOTALLY BORING, AND
VOICE LEVELS WERE TOO LOW.
More/new ideas for principals to help support teachers and students with mental health issues.
I believe we need to develop a state funding formula which is easier to understand.
Coming from out of state, I appreciate the level of support, networking and professional development SAM
offers. Idaho did not do any of this. This has truly helped me grow as an administrator.
You are already doing great as far as I can tell!
I find the association offers valuable assistance for its members. Most of the shortfall is just taking the time to
take advantage of the offers.
8|Page


















Great organization, great leadership.
Guidance on 504 writing is something a lot of small school administrators need assistance with.
Being a member of our state association is a great benefit I cannot imagine being without.
I am proud of our organization. I feel MTSBA has piggy backed on our organization. We should all be in this
together. Also, when we have our conference I would prefer it to be administrators. Our fall conference with
Special ED Directors did not make me feel comfortable and my director.
I think SAM does a great job from top to bottom. As a fairly new administrator (2nd year) it's easy to feel
overwhelmed. There are so many things that we can be working on. It's great to be involved at as many levels
as possible, but we obviously need to find a balance as well. I'm continuing to work on finding a balance
between work and family. I really enjoy the breakout sessions (Ed camps) at our conferences. Having to
opportunity to share information and bounce ideas off of the leaders in our field is invaluable. Thank you for the
opportunities and I hope to continue to learn and grow through my affiliation with SAM.
I just wish there was more direct contact with my peers. I do not have the answer for how to do this, but I
believe it would be beneficial.
The SAM Admin Institute in the summer has been awesome, keep up that good work. I'm very concerned about
MCEL as it has been lacking in the past few years, and will probably not send my board if it does not improve.
Either improving it or offering a better alternative would be preferred as that is an important training for our
board. Working with MTSBA on that would be great.
I know that our SAM leadership is very active and more than willing to help in any way possible. It is my
responsibility to take advantage of the many services they provide. I also appreciate the very personal approach
you receive if you ever need assistance. Thank you!
SAM personnel do a great job! Thank you!
I appreciate the communication and updates. As a young administrator (this is my third year, I am hoping to
become more involved with SAM - I believe it is important to support and be active in the professional
organizations that support our profession. As I become more experienced and confident, I feel I would be better
able to take on additional roles outside of the school.
More opportunities for stakeholder input and representation within our organizations
I don't think we should be fighting private schools, etc. Doing so makes us look self serving and private schools
do serve a limited need in the state. Put the time and resources that are expended for fighting private schools
into making our schools (public) better...we can deliver an education that is designed to meet the needs of all
students who wish to walk or be assisted into our schools. Anyone can take the "best" students or whatever
and have good results...we can take any and all students and have just as good of results. The state service
organizations do a good job for public education...leave the others alone...lets continue to strive to set the
standards by which any other form of education in Montana is judged! Thanks for all you do!
Getting connected with more admin...making a "school bus tour" to some of our schools...surprise visits and
bring gifts to admin to celebrate them...even bringing coffee and donuts to some random schools...these 10
minute celebrations would let admin know we care about them...I would even take a day off of school to do
this...:-)
Grassroots Efforts for Advocacy; Telling the Story of Public Education Better
Thank you for all that you do as an organization to support our efforts.
My dilemma is time ~ I wish to be more involved, but find time a huge obstacle.
Looking forward to learning about the group
I simply want to thank SAM for everything you already do for our organizations.
9|Page
Conclusions and Recommendations
Conclusions





SAM members expressed the following as the top 5 in Professional Learning Delivery Models (in order from high
to low): 1. Regional Meetings 2. Workshops 3. Affiliate Conferences 4. MCEL Conference 5. Continuing Education
Through State Universities & Colleges
SAM members expressed the following as the top 5 in Professional Learning Needs (in order from high to low):
1. Instructional Strategies 2. School Law 3. Leadership Skills and Practice 4. Curriculum & Assessment 5. Staff
Supervision and Evaluation
SAM members indicated SAM’s legislative priorities seem to be in line with the current Delegate Assembly
generated priorities as approved by the SAM membership. Special Education Funding was found to be most
important; Capital Facilities/Infrastructure Needs was least important of the four. However, rating scores are
very close between all four priorities.
78 members indicated that they would be interested in advocacy training to participate more effectively in the
legislative session.
SAM members expressed interest by providing email addresses:
a. 80 have indicated interest in attending the 2017 SAM Administrative Institute.
o Of the 191 respondents, 56 said they attended last year’s SAM AI
o Of the 191 respondents, 141 said they would attend year’s SAM AI given the topic of
Transforming Education (Challenge from Dr. Daggett to Montana Educators).
 Furthermore, 106 stated that they would send teacher teams to this SAM AI.
b. 7 have indicated that they would be interested in participating in the 17-18 SAM LPLP
c. 32 have indicated interest in involvement within the SAM Legislative Network.
Recommendations





Review of previous professional learning offered (including conference topics) to ensure we are including what
the attendees would like to learn and explore more options for enhancement. This will have impact on the
delivery models/sources/methods and what determines the model of choice among members.
Apply careful analysis of each SAM member benefit and service suggestions for possible consideration.
Assess effectiveness of some services and apply any adjustments to make more meaningful, valuable and/or
efficient membership experience.
This statement was included last year - Within this survey, possibly include an inventory of what can increase
interest and attendance in the SAM Administrative Institute and define obstacles in attending. SAM collects this
information by way of the professional learning needs portion of the survey plus other suggested professional
learning and suggested presenters. Again, SAM will need to analyze these carefully. Through Dr. Daggett’s
challenge to MT leaders, this has become a possible dynamic that very well could increase attendance
significantly for the 2017 SAM Administrators Institute. One more factor that may impact an individual’s decision
to attend is a possible reduction of number of days, for the conference to be held, from 4 days to 3 days. This
can be accomplished by combining the New Leaders Summit and the 21 CLI Summit into one day.
Review the SAM Leaders Professional Learning Program and see if implementing a SAM LPLP 3.0 program would
be possible – one implementation is to not have two separate programs but combine into just one and call it the
SAM LPLP. Assessment of participant’s needs would detail the type of assistance given by an LPLP Provider –
Coaching/Advising. The Mentor and Mentee reference would not be utilized any longer. Pricing changes can be
looked at and possible funding sources are currently being approached.
10 | P a g e