North Carolina School Executive. Educator Evaluation System (NCEES) Sandhills Leadership Academy October 12, 2011. Today’s Meet http://todaysmeet.com/sla2 . The Principal’s Story. http://www.wallacefoundation.org/principal-story/Pages/default.aspx
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North CarolinaSchool Executive
Educator Evaluation System (NCEES)
Sandhills Leadership Academy October 12, 2011
The Principal’s Story
Public education’s changed mission dictates the need
for a new type of school leader -- an executive instead
of an administrator. No longer are school leaders just
maintaining the status quo by managing complex
operations but just like their colleagues in business,
they must be able to create schools as organizations that
can learn and change quickly if they are to improve
Summary: School executives will create conditions
that result in strategically re-imaging the school’s
vision, mission, and goals in the 21st century.
Understanding that schools ideally prepare students
for an unseen but not altogether unpredictable future,
the leader creates a climate of inquiry that challenges
the school community to continually re-purpose itself
by building on its core values and beliefs about its
preferred future and then developing a pathway to
Mr. Ball is a great strategic leader. He has a very successful School Improvement Team (SIT). Every year, he creates a team that is focused on making certain the district, state and school goals are aligned with the mission. The SIT generates SMART goals and organizes themselves every year to get things done. In fact, Mr. Ball has received the district recognition for his work on the SIT and has been asked by the superintendent to coach his colleagues on the processes he uses. How would you rate Mr. Ball?
Summary: School executives will set high standards
for the professional practice of 21st century instruction
and assessment that result in a no nonsense accountable
environment. The school executive must be
knowledgeable of best instructional and school
practices and must use this knowledge to cause the
creation of collaborative structures within the school for
the design of highly engaging schoolwork for students,
the on-going peer review of this work and the sharing
of this work throughout the professional community.
Mrs. Suitt has been an administrator for ten years. She is described by her staff as a person who gets things done. If she does not believe the innovation is best for students, she will not implement it in her school. Everybody knows that Mrs. Suitt runs her school. She just does not like status quo and leads by example. When people heard that she was investing 45% of the state school budget for the purchase of IPADS for a one-to-one initiative for 5th grade students. It became a big issue in the district. This issue is getting more conflicting. How would you rate her instructional leadership style?
Summary: School executives will understand and
act on the understanding of the important role a
school’s culture contributes to the exemplary
performance of the school. School executives
must support and value the traditions, artifacts,
symbols and positive values and norms of the
school and community that result in a sense of
identity and pride upon which to build a positive
future. A school executive must be able to
“reculture” the school if needed to align with
school’s goals of improving student and adult
learning and to infuse the work of the adults and
students with passion, meaning and purpose.
Cultural leadership implies understanding the
school as the people in it each day, how they came
to their current state, and how to connect with their
traditions in order to move them forward to
support the school’s efforts to achieve individual
and collective goals.
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