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Singh forseth acsa summit 2013

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  • 1. Welcome District Leadership Practices that Contribute to Principal Effectiveness ACSA Leadership Summit ~ November 2013 Presented by Eric Forseth and Candace Singh Fallbrook Union Elementary School District
  • 2. Today’s Objectives By the end of today’s session, participants will: recognize the importance of clarity and alignment in district beliefs, expectations, and practices. learn and apply proven research-based practices to direct, support, and develop site principals.
  • 3. About FUESD...
  • 4. FUESD: Avocado Capital of the World ★5,300 ★600 ★8 Students Employees Schools ★ 4 ~ K-6th Grade Schools ★ 1 ~ 7-8th Grade Jr. High School ★ 2 ~ K-8th Grade Schools ★ 1 ~ Home School Program
  • 5. Demographics 57% Hispanic/Latino - 35% White - 8% other 30% English Language Learner - 63% Free/Reduced Lunch
  • 6. Academic Growth Site District Fallbrook Street William H. Frazier Iowa Street La Paloma Live Oak Mary Fay Pendleton Potter Jr. High San Onofre 2013 API 2 Year Growth 835 801 803 897 873 796 887 812 888 +33 +76 +19 +43 +67 +13 +14 +27 +26
  • 7. Suspension-Expulsion Rate Year to Date Reduction of 80% 2012/13: (70) 2013/14: (14)
  • 8. Our Amazing Team Teamwork Makes the Dream Work
  • 9. Research on District Leadership that Supports Principal Effectiveness
  • 10. Three Key Findings Effective District Leaders... Provide direction. Provide support. Provide development and opportunities for learning.
  • 11. Providing Direction FUESD Blueprint for Student Success Principal Expectations and Goal Setting
  • 12. Providing Direction “Clarity in direction and focus supports me as a principal. When the direction and the goals of the District are clear to me, and I have the autonomy and the trust to do my job, I can be successful. I know that when I have difficult conversations with teachers and parents, I have my Superintendent’s support because I am in line with the District's direction and focus on achievement.” Leonard Rodriguez 2013 MIddle Grades Principal of the Year San Diego County
  • 13. Fallbrook Union Elementary School District Blueprint for Student Success Culture of Achievement for All •  Core Beliefs Among All Staff o  All students will learn. o  Success breeds success. o  We control the conditions of success. •  Two Focused Achievement Goals o  Students will increase a minimum of one performance band a year until advanced o  English Learners will increase a minimum of one proficiency level a year until reclassified Systematic Implementation of: •  Standards Based Curriculum o  o  o  o  Guaranteed and Viable Program Congruency Instructional Timelines English Language Development •  Common Instructional Framework o  o  Direct Interactive Instruction (DII) Accelerating the Achievement of English Language Learners •  Assessment and Data Analysis o  o  On-Going, Formative and Summative District, School, Grade, Teacher, and Student •  High Expectations for Staff and Students •  Collaboration •  Leadership Development for Students and Adults •  Intervention •  Professional Learning Community •  Safe and Orderly Environment •  Parent Involvement o  o  o  o  o  o  o  Purposeful, Data-driven Common Planning Time Grade Level Planning Days Defined Placement Criteria Strategic and Intensive Levels Consistent Small Group Instruction Extended Learning Time •  Professional Development o  Focused on Student Achievement Goals
  • 14. FUESD Guiding Principles All students will learn. Success breeds success. We control the conditions of success. Our beliefs guide our work.
  • 15. What conditions do we control? FOCUS • ALIGNMENT EXPECTATION • OPPORTUNITY
  • 16. We control the conditions of success. Focus: Student achievement goals Alignment: Programs, practices, procedures, and policies Expectations: “What we expect is what we get.” Opportunity: Creating the conditions for people to be their best
  • 17. Focus: Student Achievement Students will increase a minimum of one performance band every year until advanced. English learners will increase a minimum of one language proficiency level per year until reclassified.
  • 18. Providing Direction Through High Expectations for Staff and Students
  • 19. “In the last two years, we have made dramatic changes to our work and our focus on student learning. The message always is, ‘We want you to be better than you are now,’ and that expectation is followed up with support and training. This is very clear to our principal group. We all know we are expected to lead our schools in a way that brings success to students that has brought focus to our work.” Lilly Perez Principal ~ 6 Years
  • 20. Explicit Communication of High Expectations Teaching Effectiveness School and Classroom Environments Professional Behavior
  • 21. Providing Direction Principal Expectations and Goal Setting
  • 22. Principal Expectations and Goal Setting “Principals are expected to lead the effort in creating the culture and systems outlined in the FUESD Blueprint for Student Success, resulting in increased achievement for all students.”
  • 23. Principal Goals Goal 1~Systematic Implementation of: Standards-Based Curriculum and Assessment Common Instructional Framework
  • 24. Principal Goals Goal 2 ~ Culture of Achievement for All High Expectations for Staff and Students School and Classroom Environment College Going Culture Strategies Leader in Me - Leadership Development
  • 25. Principal Goals Goal 3 ~ Developing Leadership Capacity Encourage, inspire, and support self and others to higher levels of performance, commitment, and motivation
  • 26. Your Reflections on Leadership Providing Direction
  • 27. Effective District Leadership Providing SUPPORT to Principals
  • 28. Providing Support Communication Phone calls, texts, email and visits Newsletters Resources Team Development Recognition
  • 29. A Leader’s Legacy By Kouzes & Posner “Our research and practically everyone else’s on the subject, clearly shows that people perform significantly more effectively when their leaders treat them with dignity and respect, listen to them, support them, recognize them, make them feel important, build their skills, and show confidence in them.”
  • 30. Providing Support Through Communication Phone Calls, Texts, Email, and Visits
  • 31. “Communication more than anything has been my biggest support. Being able to have those personal conversations and having a relationship with my District Leaders supports me as a principal and helps me to be effective in my job.” Leonard Rodriguez, Principal Potter Jr. High School
  • 32. E-Newsletter
  • 33. Providing Support Through Resources Personnel, facilities, equipment, money, etc.
  • 34. On-Site Instructional Coaches Instructional leadership is a TEAM effort.
  • 35. Providing Support Through Team Development
  • 36. Team Development: Leadership Retreats
  • 37. Team Development Building Personal Relationships Between Site and District Leaders
  • 38. Team Development Gratitude BBQ
  • 39. Support Through Recognition Awards, Board Meetings,Twitter, Outside Visitors
  • 40. Outside Visitors
  • 41. Your Reflections on Leadership Providing Support
  • 42. Effective District Leadership: Providing DEVELOPMENT for Principals
  • 43. “Only now have I had the experience of intentional development of me as a leader and doing it collectively as an organization. In my past experiences in other districts, we did a lot of ‘one shot’ training with no follow through. When training is not aligned to the goals or when it is not followed through, it sends a message to the organization that it is not important. My current District Leaders know that leadership development is an investment in the system and everything is aligned to the District's goals to raise achievement.” Jeff King, Principal Fallbrook Street School Experience: 20+ Years
  • 44. Developing Principals Professional Development Book Study Meeting Structures Classroom WalkThrough Teams
  • 45. Leadership Development for Principals (and Assistant Principals) Inside: Consultants and District Leaders Outside: Conferences and Academies District Initiatives: All Staff and Leaders
  • 46. Leadership Development Initiatives Instructional Framework: Direct Interactive Instruction Accelerating the Academic Achievement of English Learners Data Analysis Process and Protocols Professional Learning Communities Instructional Observation and Conferencing Positive Behavior Intervention and Support (PBIS) Technology: Apple, Google CA Common Core State Standards
  • 47. Instructional Leadership Bringing congruency to instructional conferences
  • 48. Book Study
  • 49. Meeting Structures Principals Council
  • 50. Our Vision for Student Learning Teamwork Instruction Assessment Learning Environment Intervention and Extension
  • 51. FUESD “Teachable Point of View” Teamwork “Successful teams share a common belief in the academic and social potential of every student. Effective teamwork is purposeful, goal oriented, and built on open and honest communication between people who believe in the work they are doing. Team members are accountable to one another, reflective about their work, and committed to each other’s success in improving student learning.”
  • 52. Classroom Walk-Through Teams “You can’t coach from the locker room.” ~Malachi Pancoast, The Breakthrough Coach
  • 53. Walk-Through Teams Site and District Level Leaders
  • 54. Your Reflections on Leadership Providing Development
  • 55. Inspiring Greatness Our job is to create the conditions in which our site leaders can be fulfilled, effective, and successful in their work.
  • 56. All Systems Go Collective Capacity at the School and District Level “As successful strategies and extraordinary efforts become routine, improved performance gathers momentum. Success breeds success among collaborating schools with shared alliance. At some point it reaches a critical level where so may schools are moving this way, and supporting each other, that it becomes almost self-sustaining.” Michael Fullan (2010)
  • 57. Contact Information: Eric Forseth, Associate Superintendent eforseth@fuesd.org Candy Singh, Superintendent csingh@fuesd.org Twitter: @supsingh

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