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Module 1 principal leadership for school improvement ppt march 2015

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Module One

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Module 1 principal leadership for school improvement ppt march 2015

  1. 1. Principal Leadership for School Improvement Leading in the 21st Century
  2. 2. Session 1 Learning Outcomes Participants will:  Identify the challenges facing education leaders in the 21st century;  Increase and enrich their understanding of the role of the 21st century school and district leader; and  Identify and apply key leadership actions to support student achievement and school improvement.
  3. 3. Leading into the 21st Century “ Leadership is second only to effective teaching among all school –related factors that impact student learning” Wallace Foundation
  4. 4. The Best Educational Leaders Think about the skills of a highly effective leader in the 21st century. Complete the Extended Nametag template.
  5. 5. Organization for Economic Co-operation and Development - Preparing Teachers and Developing School Leaders for the 21st Century (OECD 2012)
  6. 6. ISL Image of School Leader
  7. 7. Conversation with Michael Fullan and Ken Leithwood Increased Accountability Whole System Responsibility Collaborative Culture Differentiated Professional Learning Management and Leadership Developing Other Leaders
  8. 8. Internal & External Accountability
  9. 9. Prescriptive and Autonomous Prescriptive Autonomous
  10. 10. Innovation “Innovation distinguishes between a leader and a follower.” Steve Jobs
  11. 11. Whole System Responsibility
  12. 12. Collaborative Competition
  13. 13. Professional Development
  14. 14. Developing Other Leaders
  15. 15. Management and Leadership “ The tasks typically associated with both concepts make potentially important contributions to the achievement of organizational goals. So one defining attribute of effective leaders is their ability to carry out even the most routine and seemingly trivial tasks in such a way as to nudge their organizations toward their purposes” Management and Leadership
  16. 16. Influence “Leadership is not about titles, positions or flowcharts. It is about one life influencing another.” John C. Maxwell
  17. 17. Session 2 Learning Outcomes Participants will:  Become familiar with Vivane Robinson’s research on the Impact of Leadership on Student Outcomes;;  Increase and enrich their understanding of the five leadership dimensions identified by Robinson;  Increase their understanding of the three leadership capabilities;  Identify and apply key leadership actions to support the five dimensions.
  18. 18. Leaders Impacting Students Introduction by Viviane Robinson
  19. 19. Student Centred Leadership Viviane Robinson defines Student Centred Leadership as Leadership that makes a difference to the equity and excellence of student outcomes and is measured by the impact on the students rather than the impact on the adults.
  20. 20. Five Dimensions
  21. 21. Five Dimensions of Student-Centred Leadership Derived from Quantitative Studies Linking Leadership with Student Outcomes 0.27 0.84 0.42 0.31 0.42 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 5. Ensuring an Orderly and Supportive Environment 4. Promoting and Participating in Teacher Learning and Development 3. Planning, Coordinating and Evaluating Teaching and the Curriculum 2. Resourcing Strategically 1. Establishing Goals and Expectations Effect Size Viviane Robinson 2008
  22. 22. I Wonder … Looking at the research data on the five dimensions, are there any surprises? Are there any dimensions that you thought would be there but are not included?
  23. 23. Dimension 1 – Establishing Goals and Expectations • Thinking about goal setting, what do you believe is the one most important consideration when setting goals.
  24. 24. Goals and Expectations SMART Communication Value & Vision Consensus Knowledge Skills
  25. 25. Dimension 2 – Strategic Resourcing “Strategic resourcing is not an ad hoc process, but rather, a process guided by clear goals and purposes.” Robinson, Hohepa and Lloyd (2009)
  26. 26. Resources What are some examples of resources available to school and district leaders?
  27. 27. Strategic Resourcing Goal Focused What is resourced and not resourced?
  28. 28. Dimension 3 – Ensure Quality Teaching “Teachers who know a lot about teaching and learning and who work in environments that allow them to know students well are the critical elements of successful learning. “ Linda Darling - Hammond
  29. 29. Dimension 3 – Ensure Quality Teaching
  30. 30. Culture of Inquiry Instructional Time Curriculum Alignment Instructional Coherence Collective Efficacy Leadership participation in collegial discussions Using Data Classroom Observations Specific Feedback
  31. 31. Dimension 4 – Teacher Learning & Development
  32. 32. Dimension 4 – Teacher Learning & Development
  33. 33. Leadership Actions Promoting – Learning as Leader Participating – Learning as Learner
  34. 34. Dimension 5 – Orderly & Supportive Environment
  35. 35. Learning Capabilities
  36. 36. Effective Problem Solvers Solution Focuses Link problem to school goals Clearly communicate own version with reasons Open to alternate perspectives Understands tensions and anticipates obstacles Stays positive Collaborativ e
  37. 37. Creating and Mobilizing Knowledge
  38. 38. Relational Trust “Effective educational leadership is not about getting the relationships right and then tackling the difficult work challenges. It is about doing both simultaneously so that the relationships are strengthened through doing the hard, collective work of improving teaching and learning.” Open to Learning Conversations will be explored further in the Instructional Leadership session.
  39. 39. The Leadership Team The scope of the work is too great, and the expertise required too broad, to reasonably expect a single leader to demonstrate high or even moderate levels of competence in all five dimensions” Viviane Robinson
  40. 40. Reflection Thinking about the five dimensions of student centred leadership, identify the dimension that is the strongest for your school . Identify the dimension that is the area of need for your school. As a leader what is one leader action that you can initiate in the next three months to strength this dimension ?
  41. 41. Session 3 Learning Outcomes Participants will:  Increase and enrich their understanding including the barriers and enablers of instructional leadership;  Increase the participants’ repertoire of leadership actions associated with instructional leadership; and  Become more familiar with strategies that will assist in making time for instructional leadership.
  42. 42. Focus The focus on results; the focus on student achievement; the focus on students’ learning at high levels, can only happen if teaching and learning become the central focus of the school and the central focus of the principal. Blankstein, Bulach, Lunenburg& Potter
  43. 43. Instructional Leadership Instructional Leadership is like a …. o piano o set of drums o violin o trombone . .
  44. 44. Instructional Leadership Today
  45. 45. Research says… • Goals • Strategic Resourcing • Quality Teaching • Teacher Learning • Safe and Supportive Climate • Vision • Climate • Cultivate Leaders • Improve Instruction • Manage People, Data and Processes • Set Direction • Build Relationships • Develop the Organization • Improve Instructional Program • Secure Accountability
  46. 46. The Instructional Leader is a ..
  47. 47. The Instructional Leader Leads Learning Is a System Player Is a Change Agent
  48. 48. Leading Learning
  49. 49. System Player
  50. 50. Change Agent Lyle Kirtman: Leadership and Teams: The Missing Piece of the Education Reform Puzzle ( 2013)
  51. 51. Barriers to Instructional Leadership In the chat box, record one of the barriers to demonstrating optimal instructional leadership in your current role as a leader?
  52. 52. Barriers
  53. 53. Tools for Instructional Leadership Tomorrow 1. Set Priorities 2. Urgent and Important 3. Delegate 4. Persistence x Passion x Practice x Patience 5. Courageous / Open to Learning Conversations
  54. 54. Instructional Leadership is Priority #1 “The key is not to prioritize what is on your schedule, but to schedule your priorities” Covey Big Rock- Instructional Leadership Clear expectations Plan Recordkeeping Routinize and establish protocols
  55. 55. Urgent and Important “What is important is seldom urgent and what is urgent is seldom important. “ Eisenhower “Most of us spend too much time on what is urgent and not enough time on what is important.” Steven R Covey
  56. 56. Urgent and Important Important activities have an outcome that leads to the achievement of your school improvement goals whereas urgent activities demand immediate attention (unforeseen or left to the last minute) and are often associated with the achievement of goals less aligned to the school improvement goals. High Importance Important Critical Low Importance Distractions Interruptions Low Urgency High Urgency
  57. 57. Delegating “ Delegation is an ethical responsibility leaders owe to themselves, their followers and their organization … delegating is about prompting others to get involved by capitalizing on a group’s broad talents and experiences.” Lovely 2006
  58. 58. Delegating
  59. 59. Passion x Persistence x Practice x Patience
  60. 60. Courageous- Open to Learning Conversations “”””” “Courageous conversations are about being true to oneself, doing what is right for students and shaping an environment that supports learning.” AbramsAbrams
  61. 61. Courageous Conversations
  62. 62. Alignment
  63. 63. Final Thoughts Instructional leadership is learning-focused, learning for both students and adults which is measured by improvement in instruction and in the quality of student learning. Instructional leadership must reside with a team of leaders of which the principal serves as the “leader of leaders.” A culture of public practice and reflective practice is essential for effective instructional leadership and the improvement of instructional practice. Centre for Educational Leadership, University of Washington, College of Education
  64. 64. Learning Outcomes Participants will:  Enrich their understanding of different types of leadership;  Enhance their understanding of the Ontario Leadership Framework as one example of research based leadership practices;  Develop their understanding of the personal leadership resources that enable effective leaders to enact the practices;  Apply the leadership domains to real life scenarios; and  Self assess, acknowledge leadership strengths, identify areas for growth and identify next steps in their leadership development.
  65. 65. Leadership is .. Leithwood describes leadership as the exercise of influence on organizational members and diverse stakeholders toward the identification and achievement of the organization’s vision and goals.
  66. 66. Ontario Leadership Framework
  67. 67. Leadership Practices Leadership practices are bundles of activities exercised by a person which reflect the circumstances in which he/ she finds themselves whereas competencies are underlying characteristics of an individual that are related to performance in a job.
  68. 68. Direct and Indirect Approaches to Leadership Practices Elementary and Secondary Schools Organizational Size Culture Middle Managers Curriculum Complexity
  69. 69. Contingent Leadership Contingent leadership is taking the practices and applying them to a leader’s specific situation- considering the setting and people .
  70. 70. Scenario 1 You have been asked to lead your team in developing a plan for implementing new curriculum. How would you apply the idea of “contingent leadership” to this task?
  71. 71. Shared Leadership
  72. 72. Domains of Practice
  73. 73. Enacting the Practices
  74. 74. A leader is one who knows the way, goes the way, and shows the way. —John Maxwell
  75. 75. Self Assessment Think about your current role as a teacher leader, school leader or district leader and using the leadership practices associated with Setting Direction- rank yourself using the following: My actions reflect the four practices: 4 Always 3 Most of the time 2 Sometimes 1 Seldom in my interactions with those I lead.
  76. 76. The key to successful leadership today is influence, not authority. Kenneth Blanchard
  77. 77. Self Assessment Think about your current role as a teacher leader, school leader or district leader and using the leadership practices associated with Building Relationships & Developing People - rank yourself using the following: My actions reflect all five practices: 4 Always 3 Most of the time 2 Sometimes 1 Seldom in my interactions with those I lead.
  78. 78. Leaders think and talk about the solutions. Followers think and talk about the problems. Brian Tracy
  79. 79. Self Assessment Think about your current role as a teacher leader, school leader or district leader and using the leadership practices associated with Developing the Organization- rank yourself using the following: My actions reflect all five practices: 4 Always 3 Most of the time 2 Sometimes 1 Seldom in my interactions with those I lead.
  80. 80. Effective leadership is putting first things first. S. Covey
  81. 81. Self Assessment Think about your current role as a teacher leader, school leader or district leader and using the leadership practices associated with Improving the Instructional Program- rank yourself using the following: My actions reflect all five practices: 4 Always 3 Most of the time 2 Sometimes 1 Seldom in my interactions with those I lead. in my interactions with those I lead.
  82. 82. Effective leadership is not about making speeches or being liked; leadership is defined by results not attributes. Peter Drucker
  83. 83. Self Assessment Think about your current role as a teacher leader, school leader or district leader and using the leadership practices associated with Securing Accountability- rank yourself using the following: My actions reflect all five practices: 4 Always 3 Most of the time 2 Sometimes 1 Seldom in my interactions with those I lead. in my interactions with those I lead.
  84. 84. Scenario 2 • As a school leader of a committee, you are aware that two of your team members do not agree on the next steps. • Look at the leadership practices in the Leadership Framework and pick out several that you think are the most critical to solving this problem effectively.
  85. 85. Domains of Practice
  86. 86. Personal Leadership Resources
  87. 87. Cognitive Resources
  88. 88. Social Resources Perceiving Emotions Managing Emotions Acting in Emotionally Appropriate Ways
  89. 89. Psychological Resources Challenging Times
  90. 90. District Level Resources Proactivity • Ability to stimulate and manage change on a large scale under complex circumstances • Show initiative and perseverance in bringing about change
  91. 91. Self Assessment Think about your current role as a teacher leader, school leader or district leader and using the dispositions associated with each (Cognitive, Social, Psychological) of the Personal Leadership Resources: My actions reflect all five practices: 4 Always 3 Most of the time 2 Sometimes 1 Seldom in my interactions with those I lead. in my interactions with those I lead.
  92. 92. Final Thoughts The leaders who work most effectively, it seems to me, never say “I.” And that’s not because they have trained themselves not to say “I.” They don’t think “I.” They think “we”; they think “team.” They understand their job to be to make the team function. They accept responsibility and don’t sidestep it, but “we” gets the credit…. This is what creates trust, what enables you to get the task done. Peter Drucker
  93. 93. Stoplight Reflection
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