Part One: Getting Started

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Part One: Getting Started

  1. 1. Administrative Retreat: Part One: Getting Started<br />What should we be able to expect of each other?<br />
  2. 2. Changing Seasons<br /> Nature works in cycles- water cycle, seasonal cycle, lunar cycle.<br /> May look different from different perspectives but the “big idea” remains the same.<br />Leadership at Sweet Home may look different but the big ideas of our work together will remain.<br />
  3. 3. What are the “big ideas?”<br />Results: Commitment to learning and results- what kids produce matters; not the adults.<br />Learning as the Mission: The reason the organization exists and the adults have jobs is to help students learn. It’s not about grades, test scores, and rankings- those are indicators of the mission but not the mission itself.<br />Proficiency: I know it well and I can use it- independently- in new situations.<br />
  4. 4. What are the “big ideas?”<br />The Importance of the Teacher- The single most important element in the success of kids and schools is the teacher.<br />Adult Proficiency: The quantity and quality of what students learn in school is directly correlated adult proficiency- what they know and if they can use it independently.<br />
  5. 5. What are the “big ideas?”<br />Collaboration: The most effective form of learning for teachers is in collaboration with others.”<br />Learning Community Questions: <br />What exactly must kids be able to know and do and how well?<br />What evidence will we accept that they have learned?<br />What learning experiences are most likely to produce learning?<br />What will we do when kids have already learned before we teach it? <br />How will we respond when, despite our best efforts, some kids still have not learned?<br />
  6. 6. What are the “big ideas?”<br />The Role of Expectations: Most people- both kids and adults will rise to meet expectations if they know what they are and feel that they will the support needed to meet them.<br />Raising the expectations for the students by necessity means increased expectations for the adults.<br />Accountability: We are all accountable- all the time.<br />Student Results<br />Antecedents: Doing “What Works”<br />
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  9. 9. District Mission<br />Learning for All- every student proficient in each subject area.<br />Great teaching for every child every day in every classroom.<br />
  10. 10. People and Ideas<br />Marzano- what works, Art and Science, Balanced Leadership<br />Reeves- Writing, Data Teams, Accountability, Antecedents<br />Dufour- PLC, Intervention, Expectations, Results<br />Silver- Teaching Tools; Translating What Works<br />Wiggins/McTighe- UbD, Performance Assessment, Rubrics, Feedback<br />
  11. 11. Reflections<br />We have accomplished a great deal in some areas.<br />Our teachers have learned- some more than others.<br />We can’t work on one thing- its all too connected.<br />We’ve not focused our efforts on a piece small enough to “get done” and build understanding.<br />We’ve not spent enough time administratively before asking you to get out and lead it.<br />We’ve implemented but not reflected and adjusted.<br />
  12. 12. Reflections<br />We haven’t given enough feedback to teachers- either directly or in models of expected practice.<br />Our expectation for kids in daily experience is not high enough.<br /> There are pockets that differ but in general, kids don’t produce enough independently- they copy, select or fill-in.<br />
  13. 13. Reflections<br /> We work very hard administratively- trying to “get things done.”<br />We are what we talk about. We’ve gotten away from talking about what matters most- learning.<br />We’ve not focused our efforts on a piece small enough to “get done” and build understanding.<br />We’ve not spent enough time administratively before asking you to get out and lead it.<br />We’ve implemented but not reflected and adjusted.<br />
  14. 14. Expectations for Administrators <br />Leader of Learning<br />Building Manager<br />Personal Attributes<br />
  15. 15. Be Leaders of Learning<br /> Understand and communicate the mission and vision of our District and your school.<br />Be Involved in Curriculum, Instruction and assessment. Try it yourself, offer models; clarify expectations, learn with staff. when appropriate and needed.<br /> Intellectual Stimulation- facilitate staff conversation and action around C, I, A and your goal areas. We are what we do.<br />Focus- set achievable goals for student achievement and teacher performances.<br />
  16. 16. Be Leaders of Learning<br />Monitor and Evaluate your program and your progress by gathering evidence of learning<br />Informal Observations<br />Formal Observations<br />Student Tasks/ Work<br />CDEP teamwork<br />Results of Assessments<br />Celebrate accomplishments and reward those whose performance and hard work merit it.<br />Be the Optimizer- Be the driving force behind the effort; Be positive about the importance of what is being done and the ability of the staff to accomplish it. Believe in what you’re doing and inspire others to share that belief.<br />
  17. 17. Be Building Managers<br />Establish Order- clearly understood routines and procedures.<br />Communicatewell and often with students, staff and parents.<br />BeVisible- in classrooms and common areas. Plan for it.<br />BuildRelationships. Listen. Seek opportunities for inputbut not necessarily agree or promise.<br />
  18. 18. Be Building Managers<br />BeFlexiblewhen appropriate and situationally aware.<br />Manage Resources well. Advocate and ask for resources to make progress towards the vision.<br />Protect teachers’ instructional time; shelter staff from distraction; maximize focus on instruction.<br />
  19. 19. Personal Attributes<br /> Personal Growth: Learn and grow. Don’t settle. Build your own understanding. Be knowledgeable. Accept feedback at face value.<br />Commitment: Maintain the balance of personal and professional but be sure to provide enough time to get the job done.<br />Ideal/ Beliefs: Believe in what we’re trying to do. Make your actions congruent with your beliefs.<br />Personal Efficacy: Believe in your own efficacy; know and live that you make a difference.<br />Assertiveness- If you have a question, ask. If you have something say- say it. Don’t leave your concerns unspoken.<br />
  20. 20. Expectations of District<br />A focus on Learning and its antecedents.<br />Narrowing the focus to a tangible component.<br />Facilitate the creation and promotion of the District Vision.<br />Setting Goals with the Administrative team for Student Achievement and Classroom instruction.<br />Establish and reinforce a broad but consistent instructional framework.<br />
  21. 21. Expectations of District<br />Time to understand before leading. Time to reflect and engage in feedback before adapting or changing.<br />Defined autonomy- the power to lead locally within the boundaries defined by the District’s goals and vision.<br />Visibility and curiosity what is happening in your school or area of responsibility.<br />
  22. 22. Expectations of District<br />Realistic expectations and a willingness to hear feedback on those expectations.<br />Quality information, processes and discussion required for informed decision-making.<br />Information needed to be successful. Triaging information to assist in time management.<br />Resources needed to get the job done- within realistic parameters.<br />A questioning stance- probing to ensure good decision-making rather than micromanagement.<br />

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