Courtney Huff outlines her educational leadership platform which focuses on ensuring all students learn to their fullest potential. She believes schools and families play vital roles in developing community thinkers and leaders. Her philosophy is influenced by authors who emphasize unfolding every child's creative potential, treating people with respect, and pursuing moral purpose and sustainability. As a leader, she will focus on student success, continuous learning, accountability, and developing teacher leaders to implement best practices. Her vision is for an engaging environment where technology is integrated to promote creativity, collaboration and critical thinking for all students.
The Systems Centre: Learning and Leadership in the Graduate School of Education and the Faculty of Engineering, brings together educational, corporate and community leaders with researchers, to engage in inter-disciplinary research and development, drawing on systems thinking and complexity theory as tools for understanding and re-designing learning systems and the leadership they need.
The Systems Centre: Learning and Leadership is hosting a series of expert-led open seminars on these themes. The seminars will also provide a foretaste of our new MSc programme in Systems Learning and Leadership, which opens in October 2011 (http://www.bristol.ac.uk/education/students/masters/sll )
We are delighted that Howard Green, Director of Research and Development at Oasis Academies, formerly Special Adviser on Leadership at the Department of Education, and Visiting Fellow at the Graduate School of Education, will lead our first session entitled:
‘Rethinking Educational Leadership’
“Has the current paradigm for school leadership, with its focus on professional standards and competencies, taken us as far as it can with our efforts to transform schools? How can systems thinking and processes help us to find answers to some of the complex problems that remain unresolved and often block further progress in schools? The seminar will stimulate thinking and discussion about these questions and propose a refocusing of our approaches to school leadership development.”
The seminar took place at 5.00pm on Thursday 5th May at the Graduate School of Education.
The Systems Centre: Learning and Leadership in the Graduate School of Education and the Faculty of Engineering, brings together educational, corporate and community leaders with researchers, to engage in inter-disciplinary research and development, drawing on systems thinking and complexity theory as tools for understanding and re-designing learning systems and the leadership they need.
The Systems Centre: Learning and Leadership is hosting a series of expert-led open seminars on these themes. The seminars will also provide a foretaste of our new MSc programme in Systems Learning and Leadership, which opens in October 2011 (http://www.bristol.ac.uk/education/students/masters/sll )
We are delighted that Howard Green, Director of Research and Development at Oasis Academies, formerly Special Adviser on Leadership at the Department of Education, and Visiting Fellow at the Graduate School of Education, will lead our first session entitled:
‘Rethinking Educational Leadership’
“Has the current paradigm for school leadership, with its focus on professional standards and competencies, taken us as far as it can with our efforts to transform schools? How can systems thinking and processes help us to find answers to some of the complex problems that remain unresolved and often block further progress in schools? The seminar will stimulate thinking and discussion about these questions and propose a refocusing of our approaches to school leadership development.”
The seminar took place at 5.00pm on Thursday 5th May at the Graduate School of Education.
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
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
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.
This powerpoint presentation talks about academic leadership with focus on how to improve instruction and how to empower teachers to be become excellent teachers.
Culture is a shared frame of reference for interacting with one another and for interpreting the world in which we live. This common frame of reference includes communication, values, beliefs, and interpretations of experiences. This seminar presented by Dr. Lourdes tells how culture impacts the learning of all students. Sponsored by www.drlourdes.net.
Elements Of A Culture Of Achievement For AllDrLourdes
Culture is a shared frame of reference for interacting with one another and for interpreting the world in which we live. This common frame of reference includes communication, values, beliefs, and interpretations of experiences. This seminar presented by Dr. Lourdes tells how culture impacts the learning of all students. Sponsored by www.drlourdes.net
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
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
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.
This powerpoint presentation talks about academic leadership with focus on how to improve instruction and how to empower teachers to be become excellent teachers.
Culture is a shared frame of reference for interacting with one another and for interpreting the world in which we live. This common frame of reference includes communication, values, beliefs, and interpretations of experiences. This seminar presented by Dr. Lourdes tells how culture impacts the learning of all students. Sponsored by www.drlourdes.net.
Elements Of A Culture Of Achievement For AllDrLourdes
Culture is a shared frame of reference for interacting with one another and for interpreting the world in which we live. This common frame of reference includes communication, values, beliefs, and interpretations of experiences. This seminar presented by Dr. Lourdes tells how culture impacts the learning of all students. Sponsored by www.drlourdes.net
Restorative Practices to Transform Educational SettingsVickie Sax
Article Review based on “SaferSanerSchools: Transforming School Cultures with Restorative Practices”, Mirsky, L., Reclaiming Children and Youth, vol. 16, number 2, summer 2007, pg 5-12.
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!
Teacher Leadership Vision StatementDear (Tina),In order t.docxmattinsonjanel
Teacher Leadership Vision Statement
Dear (Tina),
In order to further develop a community, much more a learning environment for children, one must be able to go beyond the ordinary. Teachers are made not only to teach but to lead as well. To make these teachers effective leaders, we ask the support of our colleagues, the school administration, our students and their parents, and most importantly, our stakeholders. On our end, we will do our best to maximize all our resources and services and capitalize on our strengths and assets in order to fulfill our roles as teachers, as well as to deliver to the school administration as well as to our dear stakeholders. You, as a stakeholder, have been identified as a credible partner of our organization in enriching children’s lives and furthering young skills and talents. As a stakeholder, we value your input in improving our services since the success of this process depends on your involvement at that of our other stakeholders’. As a partner working towards the betterment of our institution, together we must achieve the following:
· An enriching environment for learners to nurture their skills and further their development.
· A community of teachers and learners working towards one goal and reaching it through productive and plausible means.
· To lead with pride and purpose in order to encompass all forms of student development and improve student learning.
· A community where equality is valued; where one’s opportunities are not determined by his/her social status in life nor his/her physical condition.
· A community where one’s skills and talented can be nurtured and maximized to its full potential. I aim to discredit the notion that a student’s success is driven by his/her background, I want to be able to change that and support everyone regardless of his/her social background and status in life. One’s success should depend on the student’s willingness to learn and hone his/her skills, on the student’s determination to get the job done as excellently as possible, and on the student’s overall performance.
· A learning community where excellent ideas and strategies are exchanged between students and teachers, where problems are being solved collaboratively through consultations with expert colleagues.
· To inculcate values of optimism, collaboration, and innovation in our daily activities and work ethic to better inspire colleagues and students to work just the same.
· An education system where collaboration and freedom of professional inquiry are promoted; this will not all be of help to the students but to my colleagues as well.
· Lastly, I envision a life-giving learning community rooted in our core values of passion, equality, and determination guided by the mission to bring out each child’s potential.
All of these will be made possible if accompanied by unyielding support and active participation from the school administration, fellow teachers, students, as well as their parents. It is m ...
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
1. Educational Leadership Platform Courtney Huff Spring 2011 “Great administrators are like great chefs. They both spend an inordinate amount of time preparing, planning, and visioning, before they even begin to cook or implement. During this time, they keep their focus on the outcomes and the clients. They continuously re-adjust, refocus, and re-evaluate their plans and efforts.” - Neila A. Connors
2. Philosophy of Education In his book, Schools Cannot Do It Alone, Jamie Vollmer states: “For the first time in history, our security, our prosperity, and the health of our nation depend upon our ability to unfold the full creative potential of every child. Not just the easy ones, not just the top twenty five percent of the class” (4).
3. Purpose of Education I believe: One of the most important jobs in creating a successful, thriving society is to educate our students and families. Learning is lifelong and never-ending. Schools along with families play vital roles in creating community thinkers, leaders, and workers, without these we have a society dependent upon the welfare and criminal justice system.
4. Importance of Schools to Society I first watched this video at the Professional Learning Communities Institute in Atlanta, Georgia. From that point on, I have used it over and over again
5. Philosophy of Leadership In his book, Leadership and Sustainability, Michael Fullanstates: “In a nutshell, we need a critical mass of leaders at all levels of the system who are explicitly cognizant of and committed to pursuing in practice the implementation of the eight elements of sustainability” (29). The elements are: Public service with a moral purpose Commitment to changing context at all levels Lateral capacity building through networks Intelligent accountability and vertical relationships Deep learning Dual commitment to short-term and long-term results Cyclical energizing The long lever of leadership
6. Leading with a Moral Purpose As an educational leader, I will Ensure all students will learn and grow to their fullest potential – failure is no longer an option. Treat everyone with respect, care, and responsiveness. Create learning environments that are safe, healthy, and positive.
7. Commitment to Change Leading a school in the 21st century, I understand that: Change takes time and much effort – I will encourage and celebrate the small successes along the way. New beliefs can be easily implemented and supported when a community of learning is created.
9. Networking is a MUST! In order to be an effective leader, it is necessary for me to: Learn from others who are in a similar role as me through a variety of resources. Encourage and support teachers to observe and collaborate with each other in regards to student learning (Professional Learning Communities.) Research powerful networks in relation to the mission and vision of my school district.
10. Accountability: A Balanced Approach As a leader, this statement from Fullanprovides me with insight in terms of balancing accountability practices effectively: “Too much intrusion demotivates people; too little permits drift or worse” (20). Self reflections along with outside observations and evaluations need to be balanced and used to promote best practices.
11. Deep Learning Leaders continuously facilitate and participate in learning in order to improve as a school team, here are some critical points to keep in mind: The power of “failing intelligently” “You must learn to fail intelligently. Failing is one of the greatest arts in the world. One fails forward towards success.” – Thomas Edison Using data to constantly monitor student learning, asking key questions to analyze and respond to Creating a culture of inquiry amongst students, staff, and the community
12. Short Term and Long Term Results Leading a school involves: Having a vision and mission Creating SMART goals/objectives in relation to the school’s mission Using the school improvement plan to provide focused professional development that positively affects student achievement Setting short term goals to build trust and positive environment for staff
13. Cyclical Energizing From a leadership perspective, it is important to keep in mind the power of energy. I will: Facilitate practices that involve the staff in “working smarter, not harder” Sustain momentum when goals are met and promote continuous learning Model the power of positive energy versus negative energy
14. Levering Leadership Practices The eighth element of sustainability combines the first seven and in order to create sustainability leadership must be enhanced on all levels. I believe it is necessary to seek out and encourage leaders amongst: Teachers Parents Community Members Businesses
15. Vision of Learners “The only source of knowledge is experience.” – Albert Einstein Children learn through a variety of experiences and at different rates. They need to be in an environment that is positive, engaging, safe, and responsive. Children thrive in classrooms and communities that promote creativity, collaboration, and critical thinking. Technology is integrated into daily practices.
16. Leading and Learning By Example “We embrace explicitly the proposition that effective practice and popular practice are very likely two different things.” - Douglas Reeves In order to promote my beliefs of best practices for teaching students, I need to model those practices for my staff in a variety of ways. Staff Meetings Day-to-day conversations and interactions Communications via e-mail, newsletters, etc.
17. Why Learning for All? In his book, Schools Cannot Do It Alone, Jamie Vollmer states: “If we are serious about preparing all children to succeed in the 21st century, then our schools must change. We can’t keep doing the same thing we’ve always done and expect to get a different result. The time has come to replace the rigid selecting and sorting process with a flexible approach to teaching and learning that is designed to produce one result: student success” (155).
18. Vision for Teachers “Don’t tell me you believe “all kids can learn” … tell me what you’re doing about the kids who aren’t learning.” - Richard DuFourtaken from the book, Pyramid Response to Intervention by Buffum, Mattos, and Weber Teachers need to be given time to reflect on the following questions: What exactly do we expect students to learn? How will we know if they learned it? How will we respond when some students don’t learn? How will we respond when some students have already learned?
19. How do we impact culture? Begin by focusing on changing BEHAVIORS. Attitudes follow behavior. That means people accept new beliefs as a result of changing their behavior. (Fullan) Behaviors and emotions change before beliefs so we need to act in a new way before we get insights and feelings related to new beliefs.
20. Supporting the Work of Teachers Create sufficient time for teachers to collaborate: “…the failure of leaders to provide sufficient time is almost certainly fatal to reform efforts” (45). Provide effective feedback and monitoring for teachers: “Previous research on monitoring practices suggests that leaders must provide monitoring that focuses on adult actions (not merely on student test scores), that is frequent, and that is constructive” (45). (from Transforming Professional Development into Student Resutlsby Douglas Reeves)
21. Professional Learning with Staff In his book, Transforming Professional Development into Student Results, Douglas Reeves states: “Compelling evidence suggests that teachers, schools leaders, and students are much better served when professional learning is focused on the deep and consistent implementation of a few things” (53). Professional learningneeds to be : Focused, not frantic or scattered Transformed from a vision to implementation Practiced, over and over again…deliberately
22. Focus on Leadership “…leaders must be the architects of systems and schedules that lead to professional learning” (Reeves, 70). Effective leaders must ask themselves: Are the teaching practices, curriculum, and assessment strategies we are using working to improve student learning? Are the learning targets clear and common for the content, frequency, and review of formative assessments? How can I create more teacher leaders in my building?
23. Vision for a School This keynote speaker from Dallas, TX puts the purpose of school into perspective. Believe!
24. Leading a 21st Century School “Leadership – Making happen that in which you believe.” – Roland Barth Providing focus for staff and students on: Implementing teamwork, technology, and thinking in the daily practices of the core areas of reading, writing and mathematics Creating an environment that is positive, safe, and welcoming to the community Showcasing evidence of student achievement through a variety of measures – proving all students can learn
25. Moving Visions into Implementation Use the eight sustainability elements from Fullan’s model along with positive influences and experiences to put visions into actions. Just as chefs would follow the steps of a recipe - effective leaders remember to focus on the outcome and client - making adjustments along the way. Keep in mind that the process of improving teaching and learning is never-ending and leaders will always need visions and action plans.
26. Resources Reeves, Douglas B. Transforming Professional Development into Student Results. Alexandria: ASCD, 2010. Print. Connors, Neila A. If You Don't Feed the Teachers, They Eat the Students. Nashville: Incentive Publications, 2000. Print. Fullan, Michael. Leadership and Sustainability. Thousand Oaks: Corwin Press, 2005. Print. Vollmer, Jamie. Schools Cannot Do It Alone. Fairfield: Enlightenment Press, 2010. Print. Buffum, Austin, Mike Mattos, and Chris Weber. Pyramid Response to Intervention. Bloomington: Solution Tree, 2009. Print. Mattos, Mike, dir. Time Bomb Ticking. 2009. Web. 18 Aug. 2009. "Dallas Keynote Speaker." 5 Sept. 2008. Web. 18 Mar. 2011. <http://www.youtube.com/watch?v=NTY03nrkJo8>.