The document emphasizes the importance of instructional leadership in schools and the need for professional development that fosters collaboration and a culture of learning. It critiques traditional management theories, advocating for an approach that empowers teachers and focuses on their growth and professional expertise. Furthermore, it highlights the role of school culture in enhancing teaching effectiveness and student engagement.

1. Keith Pruitt, Ed. S. Words of Wisdom Educational Consulting www.woweducationalconsulting.com Join us on facebook

2. No stream rises higher than its source. Whatever man might build could never express or reflect more than who he was. --Frank Lloyd Wright From Staff Development: Practices that Promote Leadership in Learning Communities , Sally Zepeda (1999)

3. You’ll grow up and go to school…

4. Within a school, the leadership acts to build school instructional capacity Insure instructional quality Promote student engagement These are the primary roles served by the administration of a school. But who fills that void if the administration of a school is unfamiliar with curriculum and instruction?

5. Facility Supervisor Discipline Report writer Community Relations Human Resources Inspector Troubleshooter

6. Question for Consideration: How much impact does the supervisor’s management style and assumptions about people have on the overall success of the school? Please explain.

7. Theory X People Work as Little As Possible People lack ambition, dislike responsibility, prefer to be led People are self-centered and indifferent to the needs of organization People are naturally resistant to change People are gullible of fads and are easily misled Douglas McGregor, The Human Side of Enterprise, Leadership and Motivation, eds Warren G. Bennis and Edgar H. Schein, Cambridge: MIT Press, 1966. Theory Y A Leader is responsible to organize in the interest of educational ends People are not naturally passive about organizational needs but become so in floundering organizations. It is the responsibility of leadership to provide the avenues of growth desired by educators. The goal of leadership is to provide a professional learning environment conducive to their own growing.

8. Sergiovanni, T. J. and Starratt, R. J. (2002) Supervision: A Redefinition . Boston: McGraw Hill.

9. In-Service Professional Development Renewal

10. Assumes teaching is a job. Focuses on development of job-related skills or tasks. Through training and practice. Looked upon as the school’s responsibility Examples: new text adoption, computer software, data program

11. Now class I want you to just listen to me and I am going to tell you how to catch fish. You could train in this fashion, but it isn’t the most effective method.

12. Assumes Teaching is a profession Focuses on development of professional expertise. The child is the end result. Through problem solving and inquiry. Is done through a collaboration of leadership and the teacher.

13. Let me show you how I fish, then we will work on it together.

14. Assumes Teaching is a vocation Focuses on development of personal and professional self Instruction asks for reflection and reevaluation In renewal, the teacher is responsible for growth, the leadership just provides the means Done through collaboration

15. Turn and Talk: How does looking at teaching as a vocation change professional development to renewal? Francis S. Bolin (1987). Reassessment and Renewal in Teaching . Teacher Renewal Professional Issues, Personal Choices . Bolin and Falk, eds. New York: Teachers College Press, p.11

16. Offer meaningful intellectual, social and emotional engagement with ideas, materials and colleagues. Take account of the context and teacher experiences. Offer support for informed dissent to evaluate alternatives and to scrutinize underlying assumptions. Create a school culture that honors diversity of culture and ideas Build capacity in teachers Judith Warren Little, “Teacher Professional Development in a Climate of Educational Reform,” Educational Evaluation and Policy Analysis , vol. 15, no 2 (1993), p.129-159.

17. Dennis Sparks and Stephanie Hirch, “Strengthening Professional Development A National Study,” Education Week , May 24, 2000, p. 45.

19. Professional Learning Communities Moving from a Culture of teaching to a Culture of learning

20. What do we want each student to learn? How will we know when each student has learned it? How will we respond when a student experiences difficulty in learning? On Common Ground, DuFour, p. 33

21. School Culture Inventory ( Patterson, et al) Build a professional library in your school. Change Your expectations of: Yourself as an instructional leader Teachers as being more than just professionals Outcomes Focus training on method not material Connect with classrooms

22. School Culture Inventory: Identifying Guiding Beliefs ( always, most of the time, part of the time, never) School Purposes To what extent does the school: 1.Communicate a set of purposes that provide a sense of direction and a basis for evaluating? A M P N 2.Value the importance of teachers and students understand the purposes? A M P N 3.Want decisions to be made that reflect purposes? A M P N Empowerment To what extent does the school: 4.Value empowering teachers to make decisions that are sensible given circumstances they face? A M P N Patterson, Purkey and Parker, “Guiding Beliefs of Our School District,” Productive School Systems for a Nonrational World, Arlington: ASCD. 1986, p.50-51.

23. Taken from On Common Ground (2005). Masters of Motivation , Jonathon Saphier, p. 97.

24. School Culture Inventory ( Patterson, et al) Build a professional library in your school. Change Your expectations of: Yourself as an instructional leader Teachers as being more than just professionals Outcomes Focus training on method not material Connect with classrooms

25. Books by researchers like Isabel Beck, Bob Marzano, Linda Hoyt, Lucy Calkin, Janet Allen, Fountas and Pinnell, Howard Gardner, Sergiovanni, Donald Graves, and many others. Theoretical research by Vygotsky, Pearson, Gallagher, Moody, Maslow, Eichhorn, Piaget, Anderson, and others. Journals such as Reading Teacher, Reading Today, Journal of Adolescent and Adult Literacy, Reading Research Quarterly, Educational Leadership, Early Childhood News, Journal of Staff Development, etc. Local resources like internet connection, local newspapers, contacts in the community List of websites for virtual tours (WOW website) Information about interesting places The clippings file Reference books

26. School Culture Inventory ( Patterson, et al) Build a professional library in your school. Change Your expectations of: Yourself as an instructional leader Teachers as being more than just professionals Outcomes Focus training on method not material Connect with classrooms

27. Of Instructional Leaders To provide a culture of learning for students and teachers To provide opportunities for growth To evaluate the progress of all Of Teachers To give students 100% of themselves To use best practices To pursue professional growth Collaborate with others To Monitor progress Provide interventions

28. All Students to Do Their Best Students to be life-long learners All students learning together Mastery of skills

29. I believe that all of my students have the intellectual ability to do rigorous work and meet high standards. Unfortunately, not all of my students share this belief. It is my job to help them come to believe this, along with the conviction that it would be worth their while to do well in school. Therefore, in our minute-to-minute interactions, I communicate to students in every way I can the messages: 1. “This is important.” 2. “You can do it.” 3. “I won’t give up on you.” -- from On Common Ground, p.87, Jonathon Saphier

30. School Culture Inventory ( Patterson, et al) Build a professional library in your school. Change Your expectations of: Yourself as an instructional leader Teachers as being more than just professionals Outcomes Focus training on method not material Connect with classrooms

31. We teach children not programs. Best practices has little to do with the publisher of our books. Our best accomplishment comes when we teach children HOW to learn not when we teach children what WE have learned. “ What we have always done” will get us the same results “we have always gotten.” And my favorite one….

33. School Culture Inventory ( Patterson, et al) Build a professional library in your school. Change Your expectations of: Yourself as an instructional leader Teachers as being more than just professionals Outcomes Focus training on method not material Connect with classrooms

34. What is the most important thing I do each day? How often am I visible to students and teachers? Am I Darth Vader or Luke Skywalker? During the course of a year, how much time is spent in each classroom?

35. Teacher is engaging students in active learning Teacher uses best practices such as Modeling Turn and Talk Thinking Together Shared Reading and Writing Interactive Reading Small group strategic reading Making Connections (meaning) Classroom organization is student centered Teacher shows recognition of learning styles Teacher is providing professional learning community for students Teacher uses plethora of resources for instruction Teacher is building rapport with students as learners Teacher seems knowledgeable and well prepared Teacher helps students explore their questions to find answers Teacher expresses clear purpose to students for the lesson whether in whole group or small group When teacher is in small group, other students have clearly defined expectations

36. Create a mechanism for teacher input. Organize study groups Grade level teams Mentoring Pick one topic (faculty meetings) What else?

37. Create a mechanism for teacher input Organize study groups Grade level meetings Mentoring Pick one topic (faculty meetings) Learn to appreciate one another What else?

38. Discipline What Works in the Classroom Spec Ed Issues Struggling Readers To Understand by Ellen Keene These teachers can then share knowledge gained with each other and expand everyone’s understanding in all of these areas. Teachers can then take that knowledge into the classroom.

39. Create a mechanism for teacher input Organize study groups Grade level meetings Mentoring Pick one topic (faculty meetings) Learn to appreciate one another What else?

40. The Johari Window by Sergiovanni Supervisor knows about teacher Supervisor doesn’t know about teacher Teacher knows about self Teacher Doesn’t know about self Public or Open self Hidden or secret self Blind self Undiscovered or subconscious self

41. For our schools to succeed, we must have the instructional leadership and vision that will take us to the heights.

42. You Hold The Power to Change The World Thank You Keith Pruitt Words of Wisdom www.woweducationalconsulting.com Join us on facebook