Principal led change in a web 2

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Principal led change in a web 2

  1. 1. Principal Led Change in a Web 2.0 World<br />Catherine Huber<br />West Seneca Central School District<br />June 3, 2010<br />Catherine Huber 2010<br />
  2. 2. Our thinking is shaped by…<br />Robert Marzano<br />Carol Tomlinson<br />Grant Wiggins<br />Jay McTighe<br />Doug Reeves<br />Rick DuFour<br />Michael Fullan<br />Thomas Sergiovanni<br />Malcolm Gladwell<br />Thomas Friedman<br />Daniel Pink<br />Nancie Atwell<br />Lucy Calkins<br />Jim Collins<br />Heidi Hayes Jacobs<br />Catherine Huber 2010<br />
  3. 3. Essential Questions…<br />What role does a principal play in shaping the culture of a learning organization?<br />How can we build capacity in a learning organization?<br />How do we determine the right tool at the right time?<br />What are the cultural conditions necessary to support on going collaboration and sustained professional learning?<br />Catherine Huber 2010<br />
  4. 4. “The nature of the relationships among the adults within a school has a greater influence on the character and quality of that school and on student accomplishment than anything else.” <br /> -Roland Barth<br />Catherine Huber 2010<br />
  5. 5. We Believe…<br />…that leadership matters and makes a difference<br />…that a learning organization can be shaped into a guaranteed, viable culture around teaching and learning<br />…that when the adults in the organization are taken care of then the students in the organization can have their needs met in the best ways possible<br />…that every member of the learning organization – adult and child alike – is a learner and needs to be treated as such <br />…leaders can learn quite a bit from the classroom<br />Catherine Huber 2010<br />
  6. 6. A Low Tech Look At The Evolution of Our Learning Organization<br />Catherine Huber 2010<br />
  7. 7. Toward a Guaranteed, Viable Culture<br />Guaranteed, Viable Curriculum<br />Learning Environment<br />Learning Structures<br />Learner Dispositions<br />Catherine Huber 2010<br />
  8. 8. Cultural norms for committee work include the use of a common minutes<br />template and common rights and responsibilities.<br />Catherine Huber 2010<br />
  9. 9. Consistent, differentiated feedback is a cultural norm at Northwood<br />Catherine Huber 2010<br />
  10. 10. New teachers receive support through monthly plan book submissions, new<br />teacher meetings and formal observations. The Northwood lesson plan is <br />used by new and veteran teachers alike. The form is electronic and <br />clearly articulates the norms for instructional design at Northwood.<br />Catherine Huber 2010<br />
  11. 11. Where We Started…<br />Guaranteed, Viable Curriculum<br />Learning Environment<br />LearningStructures<br />Learner Dispositions<br />Catherine Huber 2010<br />
  12. 12. Guaranteed, Viable Curriculum<br />Curriculum Mapping<br />Standards in the hands of teachers<br />Conversations about what was important - prioritization<br />Learning the language of communicating professionally around teaching and learning<br />Curriculum as an entry point for conversation and consistency<br />Catherine Huber 2010<br />
  13. 13. Guaranteed, Viable Curriculum<br />Years 1 & 2<br />Differentiated<br />Instruction<br />RTI<br />PI/Data Driven<br />Instruction<br />Catherine Huber 2010<br />
  14. 14. Our Essential Questions<br />What do good readers look like and do?<br />What are the habits of good, independent readers?<br />What are the habits of good, independent writers?<br />How do learners work with words in meaningful ways?<br />Catherine Huber 2010<br />
  15. 15. Evidence Gathering and Professional Conversation<br />Catherine Huber 2010<br />
  16. 16. What?<br />Year 3<br />Guaranteed, Viable Curriculum<br />Writing <br />Workshop<br />Learning Structures<br /><ul><li>Support and Expectations
  17. 17. Experimentation Year
  18. 18. Summer Writing Camp
  19. 19. Full implementation</li></ul>How?<br />Catherine Huber 2010<br />
  20. 20. Collaborative opportunities such as our Writing Camp in August 2008<br />provide teachers with time and resources to design instruction to meet<br />diverse needs, to analyze and utilize data, and to build collegial <br />relationships and networks that support the work of teaching and learning.<br />Catherine Huber 2010<br />
  21. 21. Year 4<br />Guaranteed, Viable Curriculum<br />Reading<br />Workshop<br />Learning Structures<br /><ul><li>Support and Expectations
  22. 22. Experimentation Year
  23. 23. Summer Reading Camp
  24. 24. Full implementation</li></ul>Catherine Huber 2010<br />
  25. 25. Year 4<br />Guaranteed, Viable Curriculum<br />7 Keys to <br />Comprehension<br />Focus Walls <br />(supporting reading series)<br />Learning Structures<br /><ul><li>Support and Expectations
  26. 26. Faculty Book Study
  27. 27. Faculty Meetings
  28. 28. Home/School Connections</li></ul>Catherine Huber 2010<br />
  29. 29. The Planning Process for Professional Learning…<br />Catherine Huber 2010<br />
  30. 30. From the initial planning and <br />discussions, the formal PDP <br />evolves.<br />Catherine Huber 2010<br />
  31. 31. This year, the work of each of the inquiry strand groups is displayed<br />in our front foyer. Celebrating the work of all learners is a cultural norm<br />at Northwood.<br />Catherine Huber 2010<br />
  32. 32. Learning On Display<br />Catherine Huber 2010<br />
  33. 33. Our Professional Study Plans on display at our School Fair. Teachers proudly displayed their “science fair” projects reflecting their professional learning.<br />Catherine Huber 2010<br />
  34. 34. Year 5<br />Foundations of Northwood <br />Instructional Practice<br />Everyday<br />Mathematics<br />Differentiated<br />Instruction<br />RTI<br />PI/Data Driven<br />Instruction<br />7 Keys to <br />Comprehension<br />Focus Walls<br />Reading<br />Workshop<br />Writing <br />Workshop<br />Catherine Huber 2010<br />
  35. 35. What are the cultural conditions necessary to support on going collaboration and sustained professional learning?<br />Consistent model of inquiry and learning at all levels<br />Support for intuitive and data based decision making<br />Positive presupposition supports thinking and flexibility<br />Constant modeling of how professionals should interact, speak, collaborate<br />Honoring what each person brings to the thinking<br />Expectation of positive interactions – expectation that all members of the community have something to add<br />Catherine Huber 2010<br />
  36. 36. The Northwood Moodle<br />On-going, sustained, targeted professional learning<br />Collaborative<br />Creation of content around targeted curriculum, structures, environment, and dispositions<br />Embedded, genuine opportunities to explore web 2.0 tools such as forums, wikis, blogs, twitter, glossaries, etc…<br />Catherine Huber 2010<br />

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