Marveling at the Results: Effective Leadership and Teacher Collaboration

1. Marveling at the Results: Effective Leadership and Teacher Collaboration Florida Gulf Coast University December 1, 2011 Kristin Davie Beth Gedde Monica Gregory Lynne Scott Shannon Schaal Jennese Morauski

2. Professional Learning Communities http://www.youtube.com/watch?v=dAlZRwCPO9w

3. Hickory Ridge High School • Demographics • Student Population • 1,800 students • 15% Special Education • 46% White • 40% African-American • 12% Hispanic • 2% Asian or other • Staff Population • 40% < 30 years of age • 40% >= 51 years of age and older • ¾ White, not of Hispanic origin • 60% earned Master’s Degrees

5. Need for Reform • Various reforms initiated unsuccessfully • Chosen to be model school • Become a technologically driven, innovative school system • Implement throughout Wingfield District

6. Need for Reform • Main issues • Transformation within the school culture • Effective leadership – both administration and teachers • Teacher collaboration and collegial coaching “Meaningful participation is a cornerstone of professional communities - a stone that we often leave unturned” - Lambert

7. Need for Cultural Change • Professional Learning Communities (PLCs) • Develop vision/mission statements • Collaborative process • Common interests, goals, aspirations

9. Effective Leadership • Management and Leadership • Expected to be a combination of both • Develop skills and knowledge • Successful leadership Practices • Leadership affects learning • Many sources (stakeholders) of leadership within a school • Create vision and culture that focuses on teaching and learning • Respond to policy demands and guide successful actions • Respond to diversity and build communities that expose cultural capital

10. Effective Leadership • Dynamic Leadership • Forecasting • Sustaining • Planning

12. Implementing School Reform • Reform effort led by strong leader • Change agent • Teacher leaders • Change Process • Stage 1: what needs to be changed • Stage 2: are people ready for change • Stage 3: Increase knowledge • Stage 4: Examine data and more needs of change • Implement Professional Learning Communities

14. Support and Empowerment • Culturally empowered department • Analysis of current department culture and governance • Compelling vision of empowered organization • Sharing information with department stakeholders • Sharing authority, tasks, and accountabilities • Commitment to ideas, not personalities • Autonomy within boundaries • Replacing the old hierarchy with self-directed teams

15. Support and Empowerment • Professional Development • Attend to needs of teachers • Built upon inquiries and concerns • Facilitate development of mutual relationships • Promote opportunities for advocacy • Types of Professional Development • Communities of practice • Active Support

17. Technology • Technological Implementation • Technology- based industry tours • Forums for pilot programs • Professional Learning Communities • Collaboration where participants feel welcome/comfortable to ask questions • Significant role in transformation and implementation • Dialogue and process of inquiry • Feeling of value

18. Conclusion • Successful Reform • Cultural transformation within the school • Effective leadership • Teacher collaboration and collegial coaching

19. Activity • Together We Are One

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