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Wsu leadership is . . ..part 1 and 2

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    Wsu leadership is . . ..part 1 and 2 Wsu leadership is . . ..part 1 and 2 Presentation Transcript

    • Leadership Washington State University [email_address]
    • “ Leadership Matters!”
      • It matters a great deal in leading a learning culture where staff and students improve in practice and performance.
    • Adult behavior changes when . . .
      • If you want to change people’s behavior , “You need to create a community around them, where these new beliefs could be practiced, expressed and nurtured” (p. 173).
      • Fullan (2005)
    • COLLABORATION IS KEY!
    • Leadership
      • What is it?
    • “ It’s just one darn thing after another!”
      • “ The role of leader is to “mobilize people to tackle tough problems.”
      Heifetz (1994)
    • Every leader is telling a story about what he or she values.
    • What do you value?
    • We must adjust to changing times, but cling to unchanging principles
    • Unchanging Principles
      • With a partner, please identify some “unchanging principles” that “leaders” demonstrate in the performance of their practice?
      • What are some of the “big rocks” (leadership characteristics) you want to be sure you put into your jar (performance) each day?
    • Unchanging Principles
      • Integrity
      • Respect
      • Accountability
      • Service
      • Responsibility
      • Trust
      • Gratitude
      • Hope
      • A focus on results
      • Lifelong learner
      • Role model
      • Authentic listener
    • EDWARD R. MURROW - This I Believe . . .
    • Leadership Priorities
      • Please select one or two leadership phrases or comments that most align with your view of leadership and reflect the culture of where you work, or would like to work.
      • Share with a colleague or at your table why you selected the phrase of comment.
    • Leadership . . .
      • Good leaders change organizations.
      • Great leaders change people.
    • Leadership is . . .
      • Management view:
      • “ Doing things right.”
      • Leadership View:
      • “ Doing right things.”
    • Leadership is . . .
      • “ Doing right things right.”
      Kenneth Leithwood, 2004
      • As a leader, what are the
      • “ right things ?”
      • What evidence do you have that you are
      • “ doing the right things right?”
    • Leading with the “Right Work”
      • “ The right work at both the school level and the district level is to do something that impacts the classroom.”
      • Waters & Marzano (2006)
    • Leadership
      • What is the purpose of
      • educational leadership?
      • “ The purpose of leadership is the improvement of instructional practice, regardless of one’s role.”
      • Richard Elmore (2006)
    • Leadership
      • How do leaders influence the improvement of instructional practice and performance?
    • June 26, 2002 Seattle P.I. Germany ends South Korea’s dream Three-time champs will face Brazil or Turkey in final BY JERE LONGMAN The New York Times “ South Korea was playing out a fantasy, while Germany is one of the world’s powers. Victory is a relentless expectation, not a delirious wish . While South Korea had a nation’s support, it could not match Germany’s skill and conviction.”
    • Great Schools Consist of . . .
      • Great teachers doing
      • great teaching.
      • McKinsey & Company (2007)
    • Great teaching consists of . . .
      • Teachers’ knowledge and skill ,
      • Students’ engagement in their own learning, and
      • Challenging and meaningful content.
      • PELP Coherence Framework (2006)
      • A recent report (2007) from McKinsey & Company titled, How the World’s Best-performing School Systems Come Out on Top, concludes that :
      • 1) the quality of an education system cannot exceed the quality of its teachers, and
      • 2) the only way to improve outcomes is to improve instruction.
    • What does good instruction look like?
      • It looks like . . .
    • Good instruction All students tend to benefit from :
      • clear goals and learning objectives;
      • meaningful and challenging contexts;
      • a curriculum rich with content;
      • well designed and appropriately paced-curriculum;
      • active engagement and participation;
      • opportunities to practice, apply, and transfer new learning;
    • Good instruction All students tend to benefit from:
      • feedback on correct and incorrect responses;
      • periodic review and practice;
      • frequent assessments to gauge progress, with reteaching as needed, and
      • opportunities to interact with other students in motivating and appropriately structured contexts.
      • (Goldenberg, 2008)
    • Students achieve when:
      • there is a culture of high expectations,
      • teachers know how and when learning occurs, and
      • schools identify and support struggling students.
      • Urquhart, 2008
      • McREL, Changing Schools
    • McKinsey & Company’s 2007 Report Findings . . .
      • Get the right people to teach,
      • Support their growth of their knowledge and skills, and
      • Ensure that every student performs to his or her potential focused around common (agreed upon) learning beliefs.
    • The Role of Leadership in Highly Effective Schools
      • Hire well
      • Develop people
      • Intervene early and often
      • Create a “high reliability” system
          • (failure is not an option for any student)
          • McKinsey & Company ( 2007)