MI-LIFE School Improvement Conference Preso

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This presentation will be delivered at the MDE Advanc-Ed School Improvement Conference in Lansing, MI, on April 14, 2011.

This presentation will be delivered at the MDE Advanc-Ed School Improvement Conference in Lansing, MI, on April 14, 2011.

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  • What is MI-LIFE? Goal in developing the curriculum was to create a program that was relevant to practicing administrators not a sit-n-git incorporated the use of technology tools/applications that could be used in their everyday work concept of “skate to where the puck is going; not to where it is” provocative to cause them to question current assumptions about being a school leader
  • Funded by a grant from Microsoft Partners in Learning to the Michigan Department of Education
  • Partnered with the 5 administrator associations – MASA/MAISA, MASSP, MEMSPA, MANS, MAPSA – Ask for hands to show who is a member of each. MIEM is the fiscal agent
  • The MI-LIFE Mission Statement To acquire the knowledge, skills and attitudes to become 21st century leaders who have an impact on improving student achievement.
  • Need for 21st Century Leadership Ask What does this mean to you? How would you define 21st century leadership? How ready do you think you are? Give some examples of what you are doing differently now to prepare your students.
  • In developing the curriculum for MI-LIFE we asked these 4 big questions Reference them – do not read the slide~!
  • Stress that while the program focuses on the Leadership Strand, the learning covers all the strands with he Data Strand as a major focus in all the courses.
  • One of our goals is to provide support as you meet the accountability requirements for which you are held. This includes making AYP, NCLB requirements, MI SAS, the Michigan School Accreditation System (formerly EdYES), AdvancED (formerly North Central Accreditation), or the MANS accreditation for non public schools.
  • Why do we need to challenge our assumptions about administering, teaching and learning? Our world has changed…
  • And, certainly, our students have changed
  • And, more importantly, their future has changed Reference Jukes quote   Ask for examples     INTRODUCE VIDEO BEFORE CLICKING INTO NEXT SLIDE: As you view the video in the next slide, note the changes that should impact the education of students. It is our responsibility to prepare them for this changed future
  • 21 st Century Skills is NOT about technology Rather, it is about …….Review the 4 circled areas referencing some of the skills
  • Includes 3 courses (2 face-to-face and 1 online)   Building 21 st Century Leadership provides the leadership foundation for the MI-LIFE Curriculum. Leaders focus on self-awareness as they journey through interactive, introspective reflection on their leadership skills, behaviors and responsibilities. Intersecting Data focuses on identifying the work for continuous improvement in districts/schools and classrooms and centers not only on what the data say but how the work may change when multiple sources of data are intersected and analyzed to create a more accurate district/school profile for greater accountability. Aligning Systems (online) examines the interconnectedness among the elements that comprise the whole system to determine how a change in one area of the system may impact other areas of the system and how that influences the work to be done.
  • Includes 2 courses Building a Culture of Shared Leadership and Capacity for Continuous Improvement views leadership as a collective, shared potential among many stakeholders and explores the health or toxicity of the environment in a district/school to create the right culture for a purposeful and robust professional learning community that ultimately impacts student learning. Supervising the Instructional Process ensures that a process is in place for connecting the curriculum with high-quality classroom instruction and student assessment and includes methods for monitoring and supervising instruction to make certain that effective instruction is actually and consistently occurring in classrooms.
  • They attend the first session (face-to-face) and then are assigned intersession work The second face-to-face session is spaced so that the intersession work can be accomplished in a reasonable amount of time.
  • Total of 18 SBCEUs for entire program   Successful completion of EACH unit earns SBCEUs Must complete the entire unit to earn the credits   THE SCHEDULE IS STRUCTURED SO THAT IF YOU MISS A SESSION AT YOUR LOCATION, YOU CAN ATTEND AT ANOTHER ONE. Schedule was handed out and is on website
  • We have been conducting an ongoing evaluation of the program which has provided us with feedback for assessing our work and, equally important, to make revisions to the program/courses.   You will be completing anonymous, online evaluations at the end of each course and a final evaluation at the end of the program.
  • Partnered with various universities to provide those who want to earn university credits.   If you are interested in Credits – Raise your hands   Information is on our website on the ABOUT page CAN’T earn both SBCEUs and university credits
  • Endorsement We have applied for Endorsement for this version of the MI-LIFE Program and are waiting for approval.   MUST be a certificated administrator to receive an endorsement.
  • Briefly share that this model of delivery is intended to reach administrators in as many different locations in the state because we recognized that it is difficult for administrators to always “come to Lansing” for professional learning. (We attempted to have more sessions in the northern part of the state but couldn’t get enough participants) Red = Cohort 1, Blue=Cohort 2 , Green Cohort 3 WILL INSERT COHORT 3
  • Briefly share that this model of delivery is intended to reach administrators in as many different locations in the state because we recognized that it is difficult for administrators to always “come to Lansing” for professional learning. (We attempted to have more sessions in the northern part of the state but couldn’t get enough participants) Red = Cohort 1, Blue=Cohort 2 , Green Cohort 3 WILL INSERT COHORT 3
  • Includes 3 courses (2 face-to-face and 1 online)   Building 21 st Century Leadership provides the leadership foundation for the MI-LIFE Curriculum. Leaders focus on self-awareness as they journey through interactive, introspective reflection on their leadership skills, behaviors and responsibilities. Intersecting Data focuses on identifying the work for continuous improvement in districts/schools and classrooms and centers not only on what the data say but how the work may change when multiple sources of data are intersected and analyzed to create a more accurate district/school profile for greater accountability. Aligning Systems (online) examines the interconnectedness among the elements that comprise the whole system to determine how a change in one area of the system may impact other areas of the system and how that influences the work to be done.
  • Includes 3 courses (2 face-to-face and 1 online)   Building 21 st Century Leadership provides the leadership foundation for the MI-LIFE Curriculum. Leaders focus on self-awareness as they journey through interactive, introspective reflection on their leadership skills, behaviors and responsibilities. Intersecting Data focuses on identifying the work for continuous improvement in districts/schools and classrooms and centers not only on what the data say but how the work may change when multiple sources of data are intersected and analyzed to create a more accurate district/school profile for greater accountability. Aligning Systems (online) examines the interconnectedness among the elements that comprise the whole system to determine how a change in one area of the system may impact other areas of the system and how that influences the work to be done.
  • These are the learnings for this first session of Intersecting Data
  • Type of data refers to the classification or category of the data. We are using the 4 most recognized data types from the work of Victoria Bernhardt. Source refers to the basis or origin of the data. Differentiate between Type and Source Don’t go into depth on each until the individual slides that follow. Words in parentheses are the terms used by the Michigan Department of Education
  • Intersection of 4 types of data from 4 sources Example: Demographics/Perceptions/School Processes/Student Learning - Are there differences in achievement scores for eighth grade girls and boys who report that they like school, by the type of program and grade level in which they are enrolled. Victoria L. Bernhardt Journal of Staff Development, Winter 2000 (Vol. 21, No. 1)
  • Check list of what we’ve done to prepare for their assignment
  • Distribute Handout 10 – Scoring Guide and go over the way the performance assessments will be scored.
  • These are the things we will be doing in this second session of Intersecting Data
  • GOAL AND ABSTRACT – PPT 2 Review the Goal and Abstract of the Course
  • CLIMATE AND CULTURE – PPT 7 These two terms are often used interchangeably to refer to the distinctive workplace of a school. However, they are very distinct aspects of a school that we will explore as we go through this first part of the session to see how they are related and interactive dimensions of school life.
  • CLIMATE DRIVEN BY CULTURE – PPT 10 School culture can positively or adversely affect school climate as we will see… A school can have a healthy culture or a toxic one.
  • HOW CULTURE IS DEVELOPED – PPT 12 Some schools are populated by teachers and administrators who are reformers, others by educators who are gifted and talented at subverting reform. And many school cultures are indifferent to reform. If the school leader isn’t mindful about the culture and doesn’t consciously work to manage the culture, it will take on a life of its own and be created by the staff . Ask for reaction or examples from experience to this statement
  • MAJOR INDICATORS OF A HEALTHY SCHOOL CULURE – PPT 57 According to the Center for Improving School Culture , there are 3 major indicators of a healthy school culture. This Center has done significant research, collected data, and published their findings to support the relationship between these three indicators and levels of student achievement.
  • INTERSESSION OVERALL ASSIGNMENT – PPT 80   Review the overall assignment that is to be completed during the Intersession
  • LEADERSHIP CAPACITY – LAMBERT PPT 65 Distribute Handout 6 Once you have distributed the handout, and ask them to follow along with the interview in which the quadrants will be explained more thoroughly.
  • BUCKETS PPT 69 Review the concepts depicted on this slide. Draw information from Instructor Resource” “What Does Leadership Capacity Really Mean?” Ask : Privately determine which bucket would best describe your school. Give time to reflect.
  • CRITICAL FACTORS FOR LEADERSHIP CAPACITY PPT 72 Ask: Reviewing these factors, think about how you became skillful in your own practice. How did you acquire your skills? How do you continue to learn about your work? What are the implications of your experience for professional development? How is professional development defined in your school? How might you refine the definition of professional development in your school?
  • RESISTERS AND SABOTEURS PPT 70 Distribute Handout 7 – this is also a part of the DuFour interview which we are not listening to. Rather they will individually read the descriptors for each “mistake.” Discuss and ask for examples. Ask how we can avoid making these mistakes.