A detailed presentation on leadership on many levels of the educational system, from the highest level of superintendent administration all the way down to classroom initiatives. A look into curriculum modification, creation of the optimal learning environment, as well as student-teacher and teacher-teacher interaction.
Distributive leadership focuses on collaboration, shared purpose, and leadership that is distributed across both formal and informal roles. It emphasizes collegial sharing of knowledge and practice through building trust and creating a learning culture. The teaching fellowship scheme utilizes distributive leadership to catalyze curriculum change by building the capacity of academic staff and redesigning subjects using blended learning. This approach extends the reach of professional development throughout the university by empowering fellows to implement changes with their colleagues.
Instructional Leadership: Creating the Conditions #leadership20Chris Wejr
Presentation given on October 30, 2012 as part of the #Leadership20 learning series MOOC. Inquires about and describes successful strategies and ideas to create instructional leadership in schools.
"Liderazgo pedagógico" por Christopher Day. Profesor emérito de la Facultad de Ciencias Sociales de la Universidad de Nottingham en el XI Congreso EC "El liderazgo educativo, motor del cambio".
Principal as Instructional Leader presentationNola Taylor
This document discusses the role of school principals as instructional leaders and the impact of effective leadership on student achievement. It reviews research showing that leadership is second only to classroom instruction in influencing learning and that effective principals can increase student achievement by 2-7 months in one year. The document also examines the challenges principals face, such as feeling their jobs are too complex and experiencing high stress levels. It then outlines the key activities of instructional leaders, such as coaching teachers, using data to inform instruction, and focusing on adult learning. Overall, the summary emphasizes that school principals indirectly improve teaching and learning most powerfully through their influence on staff motivation, commitment, and working conditions.
This document discusses distributive and empowering leadership. It provides an overview of the concepts and research supporting these approaches to leadership. Distributive leadership involves sharing leadership with others through collaboration and empowerment. Research shows that team-oriented, collaborative leadership is linked to improved teaching and learning. However, shared leadership only indirectly impacts student achievement by helping teachers engage in professional learning communities and collective responsibility. The document outlines ways to distribute power, such as finding and empowering teacher leaders, and creating professional learning communities. It addresses barriers to teacher leadership and provides tools to identify potential teacher leaders.
This document discusses several aspects of educational leadership. It defines leadership as activities and processes that move a group towards accomplishing goals. It describes different leadership styles including authoritative, participative, transformational, and transactional. Research indicates successful school leaders model professional behavior, promote their programs, are passionate, and have good public relations skills. Leadership emerges through individuals and groups working to transform or sustain practices, with agency afforded and constrained by various organizational and contextual factors. Successful school leadership has significant impact on student learning, taps diverse potential leaders, exhibits core practices, and responds productively to accountability and diversity.
An overview Instructional Leadership, Educator Effectiveness and the Teacher-Principal Partnership.
Discover best practices and staff development tools with this in-depth brief on SB-191 implementation
Highlights
• The importance of Instructional Leadership
• Understanding the rubric
• Making the shift
• The teacher-principal partnership
• Developing teacher leaders
• Fostering talent
• Peer practices
Distributive leadership focuses on collaboration, shared purpose, and leadership that is distributed across both formal and informal roles. It emphasizes collegial sharing of knowledge and practice through building trust and creating a learning culture. The teaching fellowship scheme utilizes distributive leadership to catalyze curriculum change by building the capacity of academic staff and redesigning subjects using blended learning. This approach extends the reach of professional development throughout the university by empowering fellows to implement changes with their colleagues.
Instructional Leadership: Creating the Conditions #leadership20Chris Wejr
Presentation given on October 30, 2012 as part of the #Leadership20 learning series MOOC. Inquires about and describes successful strategies and ideas to create instructional leadership in schools.
"Liderazgo pedagógico" por Christopher Day. Profesor emérito de la Facultad de Ciencias Sociales de la Universidad de Nottingham en el XI Congreso EC "El liderazgo educativo, motor del cambio".
Principal as Instructional Leader presentationNola Taylor
This document discusses the role of school principals as instructional leaders and the impact of effective leadership on student achievement. It reviews research showing that leadership is second only to classroom instruction in influencing learning and that effective principals can increase student achievement by 2-7 months in one year. The document also examines the challenges principals face, such as feeling their jobs are too complex and experiencing high stress levels. It then outlines the key activities of instructional leaders, such as coaching teachers, using data to inform instruction, and focusing on adult learning. Overall, the summary emphasizes that school principals indirectly improve teaching and learning most powerfully through their influence on staff motivation, commitment, and working conditions.
This document discusses distributive and empowering leadership. It provides an overview of the concepts and research supporting these approaches to leadership. Distributive leadership involves sharing leadership with others through collaboration and empowerment. Research shows that team-oriented, collaborative leadership is linked to improved teaching and learning. However, shared leadership only indirectly impacts student achievement by helping teachers engage in professional learning communities and collective responsibility. The document outlines ways to distribute power, such as finding and empowering teacher leaders, and creating professional learning communities. It addresses barriers to teacher leadership and provides tools to identify potential teacher leaders.
This document discusses several aspects of educational leadership. It defines leadership as activities and processes that move a group towards accomplishing goals. It describes different leadership styles including authoritative, participative, transformational, and transactional. Research indicates successful school leaders model professional behavior, promote their programs, are passionate, and have good public relations skills. Leadership emerges through individuals and groups working to transform or sustain practices, with agency afforded and constrained by various organizational and contextual factors. Successful school leadership has significant impact on student learning, taps diverse potential leaders, exhibits core practices, and responds productively to accountability and diversity.
An overview Instructional Leadership, Educator Effectiveness and the Teacher-Principal Partnership.
Discover best practices and staff development tools with this in-depth brief on SB-191 implementation
Highlights
• The importance of Instructional Leadership
• Understanding the rubric
• Making the shift
• The teacher-principal partnership
• Developing teacher leaders
• Fostering talent
• Peer practices
This document discusses teacher leadership. It defines teacher leadership as the process by which teachers influence colleagues, principals, and other school community members to improve teaching practices and increase student achievement and learning. Teacher leaders lead both within and beyond the classroom, identify with a community of teachers, influence others, and take responsibility for leadership outcomes. Developing teacher leadership can provide benefits like improved student outcomes, building teacher capacity and skills, and sustaining school improvement efforts. However, barriers like top-down school structures and lack of trust between staff can hinder developing teacher leadership.
Educational Leadership for Teachers and EducatorsTimothy Wooi
A glimpse of types of Educational Leadership for Teachers and Educators commonly practiced and situating appropriate Leadership styles aligned to 21st Century Teaching and Learning to apply in a School setting addressing current constant of school improvement- CHANGE!
The document discusses the roles and responsibilities of school heads as instructional leaders. It begins by defining leadership and then outlines 7 points related to school heads' expectations, core functions, developing leadership skills, roles in achieving instructional goals, personal leadership styles, and domains of responsibility. It further discusses instructional leadership, grouping teacher expectations, and indicators of active instructional leadership. School heads are responsible for strategic leadership, instructional leadership, managerial resources, human resources, cultural leadership, micropolitical leadership, and external development leadership. Their main responsibilities include school management, school communications, school community relations, and instructional supervision.
The document discusses teacher leadership, which focuses on improving teaching and learning through collaborative professional development rather than formal roles. It argues that teacher leadership is important for sustaining school improvement over time by building internal capacity. Research shows teacher leadership enhances teacher self-efficacy and morale, and that collaboration between teachers improves teaching quality. For teacher leadership to thrive, schools must empower teachers and provide time and training for leadership work. Teacher leadership benefits both schools and teachers by raising standards and engaging teachers in meaningful professional learning.
The document discusses implementing a teacher leadership program in a school. It outlines the objectives of understanding the importance of teacher leadership, examining effective mentor attributes, learning challenges, and responsibilities. Teacher leadership can occur in the classroom, as mentors, in subject or grade levels, and in districts. Effective mentors take ownership, are active, confident, identify needed changes, and communicate information clearly. Roadblocks include uneven leadership distribution and unrealistic expectations. Responsibilities include making student-centered decisions, mentoring, problem-solving, and supporting others. Programs are assessed based on school improvement and staff development benefits.
Analysis of Teacher Leadership As A Teacher Development Model: An Opportunity...guest3c8a16c
Analysis of Teacher Leadership As A Teacher Development Model: An Opportunity for Reform and Improved Practice by Dr. Lisa D. Hobson and Dr. Lynn Moss
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Editor-in-Chief, Dr. William Allan Kritsonis
This document provides information about an educational leadership seminar including the seminar description, goals, content, and assignments. The seminar examines theories of leadership, management, and organizational change and how they apply to educational settings. It is intended to help students explore the meaning of leadership in schools and a leader's role in change, as well as develop their own vision of leadership. Topics covered include leadership roles and influencing school improvement. Students complete assignments on theories of multiple intelligences, life styles inventory, teacher leadership self-assessment, and a personal leadership action plan.
The document outlines Tennessee's new Instructional Leadership Standards (TILS) which will be used to align selection, licensure, and evaluation of school principals. The standards focus on ensuring principals have the necessary skills to support teaching and learning, including creating a culture of high expectations, supporting professional development, using data to improve curriculum and instruction, and managing school resources effectively. The standards address areas like continuous improvement, instructional leadership, professional growth, management, ethics, and diversity. Principals will be evaluated based on how well they demonstrate the indicators within each standard.
Distributed leadership in secondary schoolsJaminur Rahman
Distributed leadership focuses on engaging all team members in leadership roles within a school, not just the head teacher. This paper discusses the possibilities and impediments of implementing distributed leadership in secondary schools in Bangladesh. The education system in Bangladesh is facing challenges that distributed leadership may help address, such as improving teaching quality. However, distributed leadership remains unclear in concept and its practice in developing countries is seldom discussed. For distributed leadership to work in Bangladesh, training programs for head teachers need to focus on long-term positive change.
The document discusses distributed leadership, including what it is, why it is important, and how it can be implemented in schools. Some key points:
1) Distributed leadership involves sharing and extending leadership across an organization, not just from the top leader. It encourages collaboration and developing a shared vision.
2) When leadership is distributed properly through teams and engaging others' expertise, it can positively impact student outcomes and teacher effectiveness.
3) Distributed leadership takes different forms in different schools depending on needs and context, but successful implementations develop leadership at all levels through structures, roles, and collaborative ways of working.
Teacher leadership in the minds of teachersdhanya97
This document discusses teacher leadership and strategies to encourage its adoption. It defines teacher leadership as "an ethical stance" that empowers teachers to shape education for the long-term benefit of students and communities. While teacher leadership signals changes, responses can be either embracing or resisting it. The document then examines theories of intrinsic and extrinsic motivation and how understanding teachers' needs and wants can inform strategies to motivate adopting teacher leadership roles. It also analyzes potential sources of resistance, such as traditional school structures, and proposes addressing these through training and clearly defining temporary leadership positions.
thereNow provides classroom cameras and software to enable remote teacher observation and coaching. Research shows conventional PD is often ineffective because it lacks individualization, context, and feedback. Effective PD includes modeling, observation, and coaching within the classroom context. thereNow aims to enable cognitive apprenticeships through remote, portable cameras; timely feedback; and reflection and coaching software. This allows mentors to observe unobtrusively and provide individualized feedback to support teacher growth.
This document discusses educational leadership and innovation leadership. It explores different leadership styles in education such as hierarchical, transformational, and facilitative. It also examines the roles and responsibilities of school leaders and teachers as leaders, including developing effective school leaders. Finally, it discusses innovation leadership and 21st century teaching and learning, including preparing teachers to teach 21st century skills.
instructional leadership and transformational leadershipRobertus Narung
This document discusses and compares instructional leadership and transformational leadership. It provides definitions and characteristics of each type of leadership. Instructional leadership focuses on school improvement, curriculum development, and teacher support. Transformational leadership aims to build vision, provide intellectual stimulation, support individuals, set high expectations, and create a productive culture. Both leadership styles can stimulate improvement but also have weaknesses like taking time or not guaranteeing success. The document concludes that both instructional and transformational leadership can be applied situationally in schools.
Instructional leadership encompasses actions that principals take to promote student learning growth. It includes defining the school's purpose, setting goals, providing resources for learning, supervising teachers, coordinating staff development, and creating collaborative relationships among teachers. Research shows that instructional leadership has significant positive effects on student achievement. Principals play a key role as instructional leaders by setting the school vision, acting as an instructional resource, and ensuring a supportive environment for teaching and learning.
The shift from ‘me’ to ‘we’: Schools with a coaching culture build individual...Christine Hoyos
Developing all staff to coach each other accelerates adult learning, which, in turn, accelerates student learning. A key factor in the process is job-embedded support.
There are over 140 definitions of motivation that generally refer to the internal and external forces that direct and sustain human behavior toward achieving certain goals. Motivation theories can be categorized as either content theories, which examine factors like needs and drives, or process theories, which describe how needs translate into behaviors. Some major motivation theories discussed include Maslow's hierarchy of needs, Herzberg's two-factor theory, ERG theory, McClelland's acquired needs theory, expectancy theory, and goal-setting theory. Motivation in organizations can be influenced by both intrinsic and extrinsic factors.
This document discusses instructional leadership and its importance in improving learner achievement. It defines instructional leadership as actions a principal takes to promote student learning, such as setting goals and supervising teachers. The roles of instructional leaders are to improve teaching and learning by setting vision, providing resources, and leading professional development. Research shows instructional leadership has significant effects on student outcomes and involves defining mission, understanding best practices, and ensuring supportive environments. Principals and teacher leaders provide most school leadership but others can also take on instructional roles.
This document discusses teacher leadership. It defines teacher leadership as the process by which teachers influence colleagues, principals, and other school community members to improve teaching practices and increase student achievement and learning. Teacher leaders lead both within and beyond the classroom, identify with a community of teachers, influence others, and take responsibility for leadership outcomes. Developing teacher leadership can provide benefits like improved student outcomes, building teacher capacity and skills, and sustaining school improvement efforts. However, barriers like top-down school structures and lack of trust between staff can hinder developing teacher leadership.
Educational Leadership for Teachers and EducatorsTimothy Wooi
A glimpse of types of Educational Leadership for Teachers and Educators commonly practiced and situating appropriate Leadership styles aligned to 21st Century Teaching and Learning to apply in a School setting addressing current constant of school improvement- CHANGE!
The document discusses the roles and responsibilities of school heads as instructional leaders. It begins by defining leadership and then outlines 7 points related to school heads' expectations, core functions, developing leadership skills, roles in achieving instructional goals, personal leadership styles, and domains of responsibility. It further discusses instructional leadership, grouping teacher expectations, and indicators of active instructional leadership. School heads are responsible for strategic leadership, instructional leadership, managerial resources, human resources, cultural leadership, micropolitical leadership, and external development leadership. Their main responsibilities include school management, school communications, school community relations, and instructional supervision.
The document discusses teacher leadership, which focuses on improving teaching and learning through collaborative professional development rather than formal roles. It argues that teacher leadership is important for sustaining school improvement over time by building internal capacity. Research shows teacher leadership enhances teacher self-efficacy and morale, and that collaboration between teachers improves teaching quality. For teacher leadership to thrive, schools must empower teachers and provide time and training for leadership work. Teacher leadership benefits both schools and teachers by raising standards and engaging teachers in meaningful professional learning.
The document discusses implementing a teacher leadership program in a school. It outlines the objectives of understanding the importance of teacher leadership, examining effective mentor attributes, learning challenges, and responsibilities. Teacher leadership can occur in the classroom, as mentors, in subject or grade levels, and in districts. Effective mentors take ownership, are active, confident, identify needed changes, and communicate information clearly. Roadblocks include uneven leadership distribution and unrealistic expectations. Responsibilities include making student-centered decisions, mentoring, problem-solving, and supporting others. Programs are assessed based on school improvement and staff development benefits.
Analysis of Teacher Leadership As A Teacher Development Model: An Opportunity...guest3c8a16c
Analysis of Teacher Leadership As A Teacher Development Model: An Opportunity for Reform and Improved Practice by Dr. Lisa D. Hobson and Dr. Lynn Moss
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Editor-in-Chief, Dr. William Allan Kritsonis
This document provides information about an educational leadership seminar including the seminar description, goals, content, and assignments. The seminar examines theories of leadership, management, and organizational change and how they apply to educational settings. It is intended to help students explore the meaning of leadership in schools and a leader's role in change, as well as develop their own vision of leadership. Topics covered include leadership roles and influencing school improvement. Students complete assignments on theories of multiple intelligences, life styles inventory, teacher leadership self-assessment, and a personal leadership action plan.
The document outlines Tennessee's new Instructional Leadership Standards (TILS) which will be used to align selection, licensure, and evaluation of school principals. The standards focus on ensuring principals have the necessary skills to support teaching and learning, including creating a culture of high expectations, supporting professional development, using data to improve curriculum and instruction, and managing school resources effectively. The standards address areas like continuous improvement, instructional leadership, professional growth, management, ethics, and diversity. Principals will be evaluated based on how well they demonstrate the indicators within each standard.
Distributed leadership in secondary schoolsJaminur Rahman
Distributed leadership focuses on engaging all team members in leadership roles within a school, not just the head teacher. This paper discusses the possibilities and impediments of implementing distributed leadership in secondary schools in Bangladesh. The education system in Bangladesh is facing challenges that distributed leadership may help address, such as improving teaching quality. However, distributed leadership remains unclear in concept and its practice in developing countries is seldom discussed. For distributed leadership to work in Bangladesh, training programs for head teachers need to focus on long-term positive change.
The document discusses distributed leadership, including what it is, why it is important, and how it can be implemented in schools. Some key points:
1) Distributed leadership involves sharing and extending leadership across an organization, not just from the top leader. It encourages collaboration and developing a shared vision.
2) When leadership is distributed properly through teams and engaging others' expertise, it can positively impact student outcomes and teacher effectiveness.
3) Distributed leadership takes different forms in different schools depending on needs and context, but successful implementations develop leadership at all levels through structures, roles, and collaborative ways of working.
Teacher leadership in the minds of teachersdhanya97
This document discusses teacher leadership and strategies to encourage its adoption. It defines teacher leadership as "an ethical stance" that empowers teachers to shape education for the long-term benefit of students and communities. While teacher leadership signals changes, responses can be either embracing or resisting it. The document then examines theories of intrinsic and extrinsic motivation and how understanding teachers' needs and wants can inform strategies to motivate adopting teacher leadership roles. It also analyzes potential sources of resistance, such as traditional school structures, and proposes addressing these through training and clearly defining temporary leadership positions.
thereNow provides classroom cameras and software to enable remote teacher observation and coaching. Research shows conventional PD is often ineffective because it lacks individualization, context, and feedback. Effective PD includes modeling, observation, and coaching within the classroom context. thereNow aims to enable cognitive apprenticeships through remote, portable cameras; timely feedback; and reflection and coaching software. This allows mentors to observe unobtrusively and provide individualized feedback to support teacher growth.
This document discusses educational leadership and innovation leadership. It explores different leadership styles in education such as hierarchical, transformational, and facilitative. It also examines the roles and responsibilities of school leaders and teachers as leaders, including developing effective school leaders. Finally, it discusses innovation leadership and 21st century teaching and learning, including preparing teachers to teach 21st century skills.
instructional leadership and transformational leadershipRobertus Narung
This document discusses and compares instructional leadership and transformational leadership. It provides definitions and characteristics of each type of leadership. Instructional leadership focuses on school improvement, curriculum development, and teacher support. Transformational leadership aims to build vision, provide intellectual stimulation, support individuals, set high expectations, and create a productive culture. Both leadership styles can stimulate improvement but also have weaknesses like taking time or not guaranteeing success. The document concludes that both instructional and transformational leadership can be applied situationally in schools.
Instructional leadership encompasses actions that principals take to promote student learning growth. It includes defining the school's purpose, setting goals, providing resources for learning, supervising teachers, coordinating staff development, and creating collaborative relationships among teachers. Research shows that instructional leadership has significant positive effects on student achievement. Principals play a key role as instructional leaders by setting the school vision, acting as an instructional resource, and ensuring a supportive environment for teaching and learning.
The shift from ‘me’ to ‘we’: Schools with a coaching culture build individual...Christine Hoyos
Developing all staff to coach each other accelerates adult learning, which, in turn, accelerates student learning. A key factor in the process is job-embedded support.
There are over 140 definitions of motivation that generally refer to the internal and external forces that direct and sustain human behavior toward achieving certain goals. Motivation theories can be categorized as either content theories, which examine factors like needs and drives, or process theories, which describe how needs translate into behaviors. Some major motivation theories discussed include Maslow's hierarchy of needs, Herzberg's two-factor theory, ERG theory, McClelland's acquired needs theory, expectancy theory, and goal-setting theory. Motivation in organizations can be influenced by both intrinsic and extrinsic factors.
This document discusses instructional leadership and its importance in improving learner achievement. It defines instructional leadership as actions a principal takes to promote student learning, such as setting goals and supervising teachers. The roles of instructional leaders are to improve teaching and learning by setting vision, providing resources, and leading professional development. Research shows instructional leadership has significant effects on student outcomes and involves defining mission, understanding best practices, and ensuring supportive environments. Principals and teacher leaders provide most school leadership but others can also take on instructional roles.
East Midlands FE Event - Measuring the impact of CPDIRIS_Connect
The document discusses the importance of continuous learning and development for educators through collaboration with colleagues. It notes that traditional professional development approaches like workshops and courses have little impact, and that true improvement comes from learning on the job every day. Two experts are cited saying that success depends on what happens between workshops, and that improvement relies on learning to do the right thing in one's own setting. The key is moving teacher observation from quality assurance to mentoring, coaching and collaboration where teachers observe each other and provide feedback. IRIS Connect is presented as a tool that can facilitate peer-led mentoring and coaching by allowing teachers to access and share videos of excellent teaching to reflect on practice.
The document discusses a school district's plan to implement change through professional learning communities and individual professional development plans in response to failing to make adequate yearly progress according to federal standards. The district will work with an outside consultant and use a framework involving shared vision, team learning, and personal mastery. Teachers will create individual plans aligned with school and district goals to document their learning and reflect on improvements to student outcomes. Barriers like lack of time and input are addressed through fostering collaboration and adapting the program based on feedback.
Breaking Ranks: A Comprehensive School Improvement Framework for K-12 LeadersNASSP
The document provides an overview of the Breaking Ranks framework for school improvement. It discusses that school culture determines why schools need to improve, what needs to change, how changes can be made, and who will make the changes. The framework includes cornerstones like leadership, equity, and culture, as well as core areas like curriculum and relationships. It provides recommendations in each area to guide school improvement efforts.
Professional development in teacher behavior leads to student achievement. Steve Barkley, international education consultant, provides insight into instructional coaching and how it relates to student achievement.
32 slides
Objective:
Identify the skills and characteristics of an instructional leader;
Apply the concepts and news about instructional leadership;
Analyse the roles and function of the principal as instructional leader;
Reflect on how the teacher can become an instructional leader; and Make a career plan
Credit to PhySci 3
This presentation outlines collaborative leadership frameworks to improve learning programs for students. It discusses three frameworks: professional learning communities (PLCs), communities of practice (CoPs), and critical friends groups (CFGs). PLCs focus on learning for all, teamwork, and results. CoPs involve mutual engagement, joint enterprises, and shared repertoires. CFGs provide small, supportive groups for teachers to focus on teaching, get feedback, and improve student achievement through an improvement cycle. The presentation aims to help educators foster skills and strategies to be effective collaborative leaders in a learning community.
Great principals are instructional leaders who drive second-order change through building trust and developing a collaborative vision. They establish a leadership team to motivate staff and connect changes to shared beliefs and goals. Data is used to monitor student growth over time on an individual level, rather than just competitive scores. Principals treat everyone with dignity, develop cultural norms like trust and collaboration, and focus on improving teaching to best support all students.
The document discusses effective teaching and learning. It states that the main focus of teaching is to facilitate learning, and that teaching activities need to be designed to produce changes in student behavior. It also discusses theories by educational theorists like Bernard, Gagne, Bloom, and Jackson on the relationship between teaching and learning. Key aspects discussed include adapting teaching methods to learning styles, setting educational objectives and evaluating learning outcomes, and creating appropriate learning experiences.
141107 leadership and organisational developmentDenise Lofts
This document discusses leadership pathways, systems leadership, developing leadership mindsets and capabilities, and organizational transformation. It provides key points on leadership excellence and innovation, building cultures of collective efficacy, and developing leadership agility from achieving to enabling orientations. Systems leadership involves developing and leading improvements, acting as a curriculum innovator, and building capabilities to lead transformative change. Developing leadership requires both mindsets like self-awareness and capabilities like skills and expertise. Organizational effectiveness is built through cultures of innovation and personal and collective efficacy.
The document provides information about Redhawks High School including:
- The district has 4,100 students from working middle class families across grades K-12.
- The school uses various models and systems to guide instruction including a total quality learning management model, integrated systems model of knowing, collaborative strategic plan, and performance pyramid.
- The school emphasizes accountability, communication, continuous improvement, integrity, respect, and maintaining a positive learning community.
Module 1 principal leadership for school improvement ppt march 2015pippaprincipal
This document outlines the key points from a professional development session on principal leadership for school improvement. The session is divided into three parts with learning outcomes listed at the beginning of each part. The first part focuses on the challenges of 21st century leadership and identifying leadership actions to support student achievement. The second part discusses Viviane Robinson's research on the impact of leadership on student outcomes and the five dimensions of student-centered leadership. The third part focuses on instructional leadership, the barriers and enablers to demonstrating instructional leadership, and tools leaders can use for instructional leadership.
This document summarizes a conference on curriculum and school transformation. It discusses key influences from McKinsey research on improving education systems. It introduces Nashville's school improvement program involving self-review, planning, and a school support network. An example is given of redesigning high schools into career academies like Glencliff High School. The approach aims to make learning more relevant and engaging through partnerships with businesses and a focus on college and career preparation.
The document discusses experiential, problem-based, and simulation approaches to instruction and their key principles and theorists, including how they differ from traditional approaches through authentic experiences, problem-solving, and interactive models, and the roles of adult facilitators in framing experiences and guiding reflection.
Functional leadership theory focuses on tasks rather than people, with the goal of maximizing organizational effectiveness. It argues leaders should ensure tasks are completed rather than focusing on employee feelings. John Adair expanded on this with his three-circle model emphasizing tasks, teams, and individual needs. His eight leadership functions provide a framework for functional leadership, including defining tasks, planning, briefing teams, and leading by example. Research found strong associations between school leaders' functional practices and teacher morale as well as student achievement and belongingness. Effective principals promote teacher learning and accountability through collaboration.
The Secret to Outstanding Student Growth/Teacher EffectivenessTripp Aldredge
Harris Road Middle School has led the district in student growth for the past three years with average growth index scores in the top ten middle schools in the state – three years in double digits! Harris Road Middle is also a top performer in student proficiency, proving (repeatedly) that it is possible to achieve high growth with high achieving students. The secrets to success lie in the processes used by the teachers (planning, PLCs, curriculum, etc.) that ensure high levels of teaching and learning happen in every classroom. This session will share the "secret sauce" that continues to prove successful for our school.
A presentation to UNCP Spring 2013 Student Interns on the relationship between the NC Educator Evaluation System for inservice teacher and the pre-service rubric and the Certification of Teaching Capacity form.
Translating Learning Research into the Design of Innovative Learning Environm...EduSkills OECD
The CERI OECD/National Science Foundation International Conference took place in Paris, at the OECD Headquarters on 23-24 January 2012. Here the presentation of Session 4, Brokering Reasearch Findings to Benefit Innovation in Education, Item 1.
An in depth chart analysis of many levels of teaching including: commitment to understanding, intellectual perseverance, courage and initiative, commitment to reflection, commitment to expertise, and collegiality.
What works for diverse and special needs studentsWhat Works for Diverse and S...CASDANY
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
High School Dropout Prevention: What Can Schools Do?CASDANY
The document outlines a reform agenda to improve New York's education system in three key areas:
1) Implementing Common Core standards and assessments to better prepare students for college and careers.
2) Building data systems to help teachers improve and turning around low-performing schools.
3) Developing highly effective school leaders and teachers through recruitment, training, and rewarding performance.
The goal is to graduate more students who are truly college and career ready.
The Role of ELA and Math in College and Career ReadinessCASDANY
A study including facts and figures into the major role of ELA and Math curriculum rigor in post-secondary education and work. Assessing the improvement of ELA and Math curriculum and learning, as well as preparation for college and career readines
The Changing Learning Environment: Teacher's Roles in Student's Challenges a...CASDANY
The document outlines an agenda for a staff development council focused on developing a school plan. It includes sessions to:
1) Build understanding of effective planning processes and skills like consensus building; 2) Develop a shared vision and identify priorities; and 3) Draft a plan with goals, strategies, and action steps. The plan establishes leadership teams and utilizes a multi-stage process over several months to engage the school community and create an implementation roadmap.
The school-principal-as-leader-guiding-schools-to-better-teaching-and-learningCASDANY
The document summarizes research on the role of the school principal as an instructional leader. It finds that effective principals perform five key functions: shaping a vision of academic success for all students, creating a climate conducive to learning, cultivating leadership in others, improving instruction, and managing people and data to foster school improvement. Research shows principals play a central role in developing teacher leadership and that schools with greater shared leadership have stronger student performance. Overall, the document argues that the principal's job is to guide a team effort to enhance teaching and learning.
An in depth chart analysis of many levels of teaching including: commitment to understanding, intellectual perseverance, courage and initiative, commitment to reflection, commitment to expertise, and collegiality.
At the Center of the Storm: Greater Demands, Less FundingCASDANY
At the Center of the Storm is a presentation by Dr. Jim Butterworth on the current financial situation facing many school districts. The presentation goes on to discuss these problems, the goals set, and feasible solutions to these problems.
At the Center of the Storm: Greater Demands, Less FundingCASDANY
At the Center of the Storm is a presentation by Dr. Jim Butterworth on the current financial situation facing many school districts. The presentation goes on to discuss these problems, the goals set, and feasible solutions to these problems.
The Regents Reform Agenda & Improvement of Teaching PracticesCASDANY
A review or the Regents Reform Agenda in NYS, and how teacher improvement can affect student performance. A look into the standards and assessment, data systems to support instruction, great teachers and leaders, and turning around struggling schools as part of the Regents Reform Agenda.
Districts and their Leaders: Fostering School Improvement and Student LearningCASDANY
This presentation goes into the importance of the improvement of school learning environments through family and community engagement. It also looks into former research, as well as more current findings, that will help school administrators understand better how to better create these positive environments.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
2. Leadership
Purposeful Community
Purposeful Community
FOCUS MAGNITUDE
School practices Create demand
Leadership
Leadership
Classroom practices Implement
Student Manage transitions
characteristics
Monitor and
evaluate
Leadership
MCREL’S BALANCED LEADERSHIP FRAMEWORK
Purposeful Community
3. LEADERSHIP IS SECOND ONLY TO
CLASSROOM INSTRUCTION AMONG ALL
SCHOOL RELATED FACTORS THAT
CONTRIBUTE TO LEARNING.
(APPROXIMATELY ONE-QUARTER OF TOTAL
SCHOOL EFFECTS)
LEADERSHIP EFFECTS ARE USUALLY
LARGER WHEN AND WHERE THEY ARE
NEEDED MOST.
(Leithwood, Lewis, Anderson, Wahlstrom, 2004)
4. The average correlation between principal
leadership behavior and school achievement is
0.25
A one standard deviation increase in teacher
perceptions of principal leadership is associated
with a 10 percentile gain in school achievement
5. Make a list of leadership
practices which principals use to
influence student achievement.
Share with a partner.
Review list of Responsibilities
and Practices
6. AFFIRMATION INVOLVEMENT IN CIA
CHANGE AGENT KNOWLEDGE OF CIA
COMMUNICATION MONITOR/EVALUATE
CONTINGENT REWARD OPTIMIZE
CULTURE ORDER
DISCIPLINE OUTREACH
FLEXIBILITY RELATIONSHIPS
FOCUS RESOURCES
IDEALS AND BELIEFS SITUATIONAL
INPUT AWARENESS
INTELLECTUAL VISIBILITY
STIMULATION
7. The average correlation between district
leadership behavior and achievement is
0.24
A one standard deviation increase in
district level leadership is associated with a
9.5 percentile point difference in mean
student achievement.
8. Make a list of the activities which
district leaders conduct which
lead to improved student
achievement.
Share with a partner.
Review list of District Practices
9. 1. COLLABORATIVE GOAL-SETTING PROCESS
2. NON-NEGOTIABLE GOALS FOR ACHIEVEMENT
AND INSTRUCTION
3. BOARD ALIGNMENT WITH AND SUPPORT OF
DISTRICT GOALS
4. USE OF RESOURCES TO SUPPORT THE GOALS
5. MONITORING GOALS
6. DEFINED AUTONOMY: DISTRICT/SCHOOL
RELATIONSHIP
10. Complete the “District GPS
Tool”, rating your district’s use
of research-based practices.
Share with a partner.
11. LEADERS PERCEIVED AS
STRONG DON’T ALWAYS HAVE A
POSITIVE EFFECT ON STUDENT
ACHIEVEMENT
What might explain this finding?
12. FAILURE TO CHOOSE THE RIGHT
FOCUS
FAILURETO GUIDE CHANGE
EFFECTIVELY
FAILURE
TO BUILD SENSE OF
COMMUNITY AND SHARED
ACCOUNTABILITY FOR RESULTS
13. Leadership
Purposeful Community
Purposeful Community
FOCUS
MAGNITUDE
School practices
Leadership
Leadership
Create demand
Classroom practices
Implement
Student
Manage transitions
characteristics
Monitor and evaluate
Leadership
MCREL’S BALANCED LEADERSHIP FRAMEWORK
Purposeful Community
14. “Improvement is more a function of
learning to do the right thing in the
setting where you work than it is of
what you know when you start to
work.” (Richard Elmore)
15. “Doing your best isn’t good enough if
you don’t know what you are doing.”
16. IN WHAT WAYS IS IN WHAT WAYS IS
YOUR SCHOOL YOUR SCHOOL
DISTRICT’S FOCUS DISTRICT’S FOCUS
ORGANIZED ORGANIZED
AROUND SPECIFIC AROUND OTHER
STUDENT IMPROVEMENT
OUTCOMES? INITIATIVES?
17. • Focus on improving school and classroom
practices that are already well developed and
implemented.
• Focus on school and classroom practices that are
implemented marginally.
• Focus on practices that lack evidence for
improving student achievement.
18. • CLASSROOM INSTRUCTIONAL CLASSROOM
PRACTICES
INSTRUCTION THAT
• CLASSROOM-LEVEL WORKS (2001)
PRACTICES, SCHOOL-LEVEL
PRACTICES AND STUDENT
CHARACTERISTICS WHAT WORKS IN
SCHOOLS (2003)
• SCHOOL-LEVEL LEADERSHIP
RESPONSIBILITIES AND
PRACTICES SCHOOL
LEADERSHIP THAT
WORKS (2005)
FINDINGS FROM META-
ANALYSIS
PUBLICATIONS
19. • GUARANTEED AND VIABLE • INSTRUCTIONAL
CURRICULUM STRATEGIES
• CHALLENGING GOALS AND • CLASSROOM
EFFECTIVE FEEDBACK
MANAGEMENT
• PARENT AND COMMUNITY • CLASSROOM
INVOLVEMENT
CURRICULUM DESIGN
• SAFE AND ORDERLY
ENVIRONMENT
• STUDENT LEVEL
• COLLLEGIALITY AND
• HOME ENVIRONMENT
PROFESSIONALISM • BACKGROUND
KNOWLEDGE
• MOTIVATION
SCHOOL LEVEL CLASSROOM LEVEL
20. 1. OPPORTUNITY TO LEARN
2. TIME
3. MONITORING
4. PRESSURE TO ACHIEVE
5. PARENTAL INVOLVEMENT
6. SCHOOL CLIMATE
7. COMMUNICATION AND DECISION-MAKING
8. COOPERATION
21. 1. IDENTIFY AND COMMUNICATE THE CONTENT
CONSIDERED ESSENTIAL FOR ALL STUDENTS
2. ENSURE THAT THIS CONTENT CAN BE ADDRESSED IN
THE TIME AVAILABLE
3. SEQUENCE AND ORGANIZE THIS CONTENT SO THAT
STUDENTS HAVE AMPLE OPPORTUNITY TO LEARN IT
4. ENSURE THAT TEACHERS ADDRESS THIS CONTENT
5. PROTECT THE INSTRUCTIONAL TIME AVAILABLE
22. WHAT OBSTACLES DO LEADERS FACE IN
IMPLEMENTING A GUARANTEED AND VIABLE
CURRICULUM?
WHAT LEADERSHIP KNOWLEDGE, SKILLS
AND DISPOSITIONS ARE REQUIRED TO BE
SUCCESSFUL IN THIS IMPLEMENTATION?
23. 1. IMPLEMENT AN ASSESSMENT SYSTEM THAT
PROVIDES TIMELY FEEDBACK ON STUDENT
ATTAINMENT OF KNOWLEDGE AND SKILLS
2. ESTABLISH SPECIFIC, CHALLENGING
ACHIEVEMENT GOALS FOR THE SCHOOL AS A
WHOLE
3. ESTABLISH SPECIFIC GOALS FOR INDIVIDUAL
STUDENTS
24. 1. YOUR SCHOOL-WIDE GOALS AND PERFORMANCE
TARGETS FOR THIS YEAR
2. THE PROCESS USED TO ESTABLISH THEM
3. THE DATA USED TO ESTABLISH GOALS AND
TARGETS
4. YOUR PROCEDURES FOR DATA MONITORING
AND REPORTING
25. 1. Communication between home and school is regular, two-
way and meaningful
2. Parenting skills are promoted and supported
3. Parents play an integral role in assisting student learning
4. Parents are welcome in the school, and their support and
assistance are sought
5. Parents are full partners in the decisions that affect children
and families
6. Community resources used to strengthen schools, families
and student learning.
27. SCHOOL CLIMATE----
THE EXTENT TO WHICH A SCHOOL CREATES
AN ATMOSPHERE THAT STUDENTS
PERCEIVE AS ORDERLY AND SUPPORTIVE
28. 1. STUDENT CENTERED LEARNING
2. PHYSICAL AND PSYCHOLOGICAL SAFETY
3. STUDENT CONNECTEDNESS TO
SCHOOL/ADULTS/PEERS
4. CONTINUUM OF STUDENT SUPPORT SERVICES
5. GENUINE STUDENT, SCHOOL, FAMILY AND
COMMUNITY PARTNERSHIPS
6. SHARED LEADERSHIP
29. TO WHAT EXTENT DOES YOUR DISTRICT
ADDRESS EACH OF THESE STANDARDS?
WHICH ARE AREAS OF RELATIVE STRENGTH
AND WEAKNESS?
30. • COMMUNICATION/DECISION-MAKING---
THE EXTENT TO WHICH THE SCHOOL LEADER IS
AN INFORMATION PROVIDER AND FACILITATES
GROUP DECISION-MAKING
• COOPERATION---
THE EXTENT TO WHICH STAFF MEMBERS
SUPPORT ONE ANOTHER BY SHARING
RESOURCES, IDEAS AND SOLUTIONS TO
COMMON PROBLEMS
31. “In the past, if you asked someone in a successful
enterprise what caused the success, the answer
was ‘it’s the people’. But that’s only partially true:
it is actually the relationships that make the
difference.” Michael
Fullan (2001)
33. HOW WOULD YOU HELP TEACHERS GAIN
EXPERTISE IN THESE AREAS?
HOW WOULD YOU MONITOR TEACHER
PERFORMANCE IN THESE AREAS?
34. HOME ENVIRONMENT
LEARNED INTELLIGENCE AND BACKGROUND
KNOWLEDGE
STUDENT MOTIVATION
35. “We transform dysfunctional relationships into
functional ones, not by continuing to do what
we already know how to do more intensively
and with greater enthusiasm…
36. …but by learning how to do new things
and, perhaps more importantly,
learning how to attach positive value to
the learning and the doing of new
things.”
37. Leadership
Purposeful Community
Purposeful Community
FOCUS MAGNITUDE
Leadership
Leadership
School practices Create demand
Classroom practices Implement
Student characteristics Manage transitions
Monitor and evaluate
Leadership
39. 1. In what ways have schools changed during your
professional career?
2. What has been the effect of these changes on
educators personally and on their relationships
with one another?
3. What effect have these changes had on
expectations for school leaders?
40.
41. What are your assumptions about the future and
its impact on schools?
In what ways must schools adapt to the changing
environment?
42. Inadequate literacy and numeracy skills among large
segments of our student and adult populations
An ongoing shift in the demographic profile of our
population, powered by the highest immigration rates in
nearly a century
The continued evolution of the economy and the nation’s
job structure, requiring higher levels of skills fro an
increasing proportion of workers
43. RECALL TWO CHANGES (ONE SELF-INITIATED
AND THE OTHER EXTERNALLY IMPOSED)
WHICH YOU HAVE GUIDED AS AN
EDUCATIONAL LEADER.
CONSIDER ACTIONS YOU TOOK AND
WHETHER YOU WERE SUCCESSFUL OR
UNSUCCESSFUL.
44. 1. What motivates people to change?
2. Why do some changes stick and others do not?
3. Why are some changes more difficult than
others?
45. “Change in education is easy
to propose, hard to
implement, and
extraordinarily difficult to
sustain.”
Hargreaves and Fink, 2006
46. “Individuals and organizations
have an amazing capacity to
maintain their beliefs and
practices in the face of
massive, well-intentioned
efforts to change them.”
Sparks, 2009
47. “Our ancient ancestors might
have enjoyed heated schools and
comfortable buses much earlier
had there not been such a
visceral opposition to the new
initiatives of fire and the wheel.”
(Reeves, 2009)
48. The magnitude of change is defined by the
implications it has for the people expected to
implement it and/or those who will be impacted by
it.
The same change can be perceived differently by
different stakeholders. (McRel, 2006)
49. INCREMENTAL FUNDEMENTAL
TECHNICAL ADAPTIVE
CONTINUOUS DISCONTINUOUS
FIRST ORDER SECOND ORDER
50. DO STAKEHOLDERS PERCEIVE THE CHANGE
AS…
An extension or a break with the past?
Consistent or inconsistent with prevailing
organizational norms?
Congruent or incongruent with personal values?
Easily learned or requiring new knowledge and
skills?
51. Recall a time in your life when you participated in
a change with second order implications.
Share the experience with others, relating how
you felt and assessing how it worked out.
53. 1. CREATE A SENSE OF URGENCY
Help others see the need for change and the
importance of acting immediately.
“The leader must make clear that the price
of stagnation entails pain that is greater
than that associated with the proposed
change.”
Reeves, 2002
54. 2. PULL TOGETHER THE GUIDING TEAM
Make sure there is a powerful group guiding the
change---one with leadership skills, credibility,
communications ability, authority, analytical skills,
and a sense of urgency.
“Superintendents, principals and other
administrative leaders are necessary but
insufficient elements of change
leadership.”
Reeves, 2009
55. DEVELOP THE CHANGE VISION AND
STRATEGY
Clarify how the future will be different from the past,
and how you can make that future a
reality.
“Without long-term goals, a school will
focus on the immediate, the expedient and
often the superficial.”
Glickman, 2003
56. SET THE DECIDE WHAT TO
STAGE? DO?
Create a Sense of Develop the Change
Urgency Vision and Strategy
Pull Together the
Guiding Team
57. 4. COMMUNICATE FOR UNDERSTANDING
AND BUY-IN—Make sure that as many others
as possible understand and accept the vision and
strategy
5. EMPOWER OTHERS TO ACT—Remove as
many barriers as possible
6. PRODUCE SHORT TERM WINS —Create
some visible, clear successes ASAP
7. DON’T LET UP—Press harder and faster
after first successes
58. 8. CREATE A NEW CULTURE
Hold on to the new ways of behaving, and make sure
they succeed, until they become strong enough to
replace old traditions
“In change efforts, culture comes last, not
first…A culture truly changes only when a
new way of operating has been shown to
succeed over some minimum period of time.”
(Kotter and Cohen, 2002)
59. CREATE DEMAND
IMPLEMENT WITH QUALITY, FIDELITY,
INTENSITY AND CONSISTENCY
MONITOR AND EVALUATE—ASSESS
IMPLEMENTATION OF RESEARCH BASED
PRACTICES; ATTEND TO LEADING
INDICATORS
MANAGE PERSONAL TRANSITIONS
60. Change is situational;
Transition is psychological
“When a change happens without people
going through a transition, it is just a
rearrangement of the chairs.”
Bridges, 2003
61. LEADERS MUST:
IDENTIFY WHO IS LOSING WHAT
RECOGNIZE THE SIGNS OF GRIEVING
ACKNOWLEDGE THEIR LOSS
FIND SOME WAY TO COMPENSATE FOR THE
LOSS
62. NOTHING SEEMS TO WORK; PRODUCTION
DIPS; BOTH CREATIVITY AND CHAOS ARE
POSSIBLE; SOME MEMBERS WANT TO RUSH
FORWARD WHILE OTHERS RETREAT
“The neutral zone is like the wilderness
through which Moses led his people…It is
the winter during which the spring’s new
growth is taking shape under the earth.”
(Bridges,2003)
63. LEADERS MUST:
EXPLAIN THE PURPOSE —help people
understand the purpose behind the change.
SHOW THE PICTURE—show what the
outcome will look and feel like.
LAY OUT THE PLAN—have a plan for how to
get from here to there.
ALLOCATE A PART FOR EVERYONE —
Give people a part in the plan and the outcomes.
64. What are ways you have managed these
phases in your leadership experience?
ENDING (DYING)
NEUTRAL ZONE (CHAOS)
NEW BEGINNING (RENEWAL)
65. “INSTRUCTIONAL IMPROVEMENT IS A
CONSTANT CYCLE OF DECISIONS,
DISCOVERY AND FUTURE DECISIONS, AS WE
EXPLORE THE UNKNOWN.”
Glickman, 2003
66. Leadership
Purposeful Community
Purposeful Community
FOCUS
MAGNITUDE
School practices
Leadership
Leadership
Create demand
Classroom practices
Implement
Student
Manage transitions
characteristics
Monitor and evaluate
Leadership
Purposeful Community
67. Composed of collaborative teams
Whose members work interdependently
To achieve common goals linked to
The purpose of learning for all
68. A FOCUS ON LEARNING
FOCUS ON COLLABORATIVE CULTURE
FOCUS ON RESULTS
PROVIDE TIMELY, RELEVANT FEEDBACK
DuFour, DuFour, Eaker
69. A purposeful community is one with:
The collective efficacy and capability
to develop and use assets
to accomplish purposes and produce outcomes that matter
to all
through agreed-upon processes
70. Moving from a community where we can
accomplish outcomes individually to one where
we can do so only because we are together
Use “holding environments”, safe spaces where
all staff members can talk with one another about
challenges and assumptions—Exs. Study groups,
focus groups, structured dialogues, protocols,
strategic questioning
71.
72. Have physical existence Are difficult to see or touch
Can be touched or seen
Are difficult to measure
Are the basis for making
Can leave the community
tangible assets more effective
Can be more or less useful as a Examples: leadership,
result of intangible assets planning process, attitudes
about the use of technology
Examples: leader. Strategic
plan, computers
Tangible Assets Intangible Assets
73. Leadership Technology
Strategy execution processes
Communication and Human capital
transparency Workplace
Brand and reputation organization and
Networks and culture
alliances Innovation
(Low and Kalafut, Intellectual capital
2002) Adaptability
74. PROCESSES THAT FOSTER:
Patterns of communication
Relationships among community members
A sense of well-being
Connections between the school and other
institutions
Shared leadership opportunities
A sense of order and discipline
(Waters and Cameron, 2006)
75. Guidelines for human conduct The ways in which we
that are proven to have operationalize principles to
enduring value create ground rules for the
common good.
Examples: Integrity,
inclusiveness, Excellence, Transparency requires
Service, Responsibility,
Quality, Honor, Openness,
of us that we….
Fairness, Honesty, Patience,
Courage, Transparency (Covey, 1989)
PRINCIPLES AGREEMENTS
76. A shared perception or belief held by a group
that the group can organize and execute a
course of action that makes a difference.
(Goddard, 2005)
In fact, the group must believe that the only way
to reach extraordinary heights is by working
together in a collective effort.
77. Efficacious schools are more likely to:
Accept challenging goals
Demonstrate stronger efforts
Persist in efforts to overcome difficulties and
succeed
78.
79. Set feasible goals
Interpret achievement data as evidence of success or
failure to meet goals
Identify exemplars of successful performance
Create opportunities for teachers to observe one
another
Persuade teachers of the ability to become an effective
organization through supervision and staff development
Reduce teacher stress from district mandates and
community expectations
80. Complete
the Professional Learning
Community Assessment Tool.
Share your results with a partner.