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Leadership: Applying Differentiated Support to Your Own School Context

Leadership: Applying Differentiated Support to Your Own School Context. Blackboard Collaborate Communication Tools. 3. Collaborate Tools. Sliders adjust mic and speaker volume Press to Talk and activate Video. Participant Tools: Emoticons Step Away Raise Hand Polling. Chat Tool. 4.

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Leadership: Applying Differentiated Support to Your Own School Context

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  1. Leadership: Applying Differentiated Support to Your Own School Context

  2. Blackboard Collaborate Communication Tools 3

  3. Collaborate Tools Sliders adjust mic and speaker volume Press to Talk and activate Video Participant Tools: Emoticons Step Away Raise Hand Polling Chat Tool 4

  4. Participant FeaturesAudio Setup Wizard Audio Setup Wizard Audio & Video Settings 5

  5. Testing the Audio Setup Wizard 6

  6. Participant FeaturesAudio & Video Keep the Talk and Video off when not speaking. Volume Controls Video Preview Video On and Off Talk On and Off 7

  7. Questions? • Please raise your hand. • Wait to be called on. • Turn on Talk (and Video!) button. • Ask your question. • When done, please turn off Talk button. 8

  8. 9

  9. Connections to Survey Results 10

  10. Objectives • Examine and reflect on your own leadership style preference • Reflect on your leadership approach to a situation at your school • Deepen understanding of how to adapt leadership style to meet learner need • Applynew learning in your school context • Generate an action plan to implement a desired school initiative 11

  11. Forum Norms Use chat freely Provide feedback often • Raise hand to speak • State name before speaking Turn off microphone • Refrain from multi-tasking 12

  12. Some Initial Context 13

  13. A Leadership Style Framework 14

  14. S1:Directing 19 15

  15. S2:Coaching 21 16

  16. S3:Supporting 23 17

  17. S4:Delegating 25 18

  18. What is Your Leadership Preference? Which style do you tend to gravitate towards as a leader? • Directing • Coaching • Supporting • Delegating 19

  19. Supervising is Situational!!! • Your leadership preference has nothing to do with what leadership style may be needed to best support a teacher • The choice is made by considering a number of factors • Teacher experience, readiness, competence • Teachable moment • Motivation • Trust 20

  20. Reflecting On YourSchool’s Context 21

  21. Levels of DevelopmentD1Low Competence, High Commitment “Enthusiastic Beginner” 22

  22. Apply 23

  23. Levels of DevelopmentD2Some Competence, Low Commitment “Disillusioned Learner” 24

  24. Apply 25

  25. Levels of DevelopmentD3Moderate to High Competence, Variable Commitment “Reluctant Contributor” 26

  26. Apply 27

  27. Levels of DevelopmentD4High Competence, High Commitment “Peak Performer” 28

  28. Apply 29

  29. THE FOUR LEADERSHIP STYLES (High) High Directive and S U P P O R T I V E B E H A V I O R High Supportive and High Supportive Low Directive Behavior Behavior S3 S2 S4 S1 High Directive and Low Supportive and Low Supportive Low Directive Behavior Behavior (High) (Low) DIRECTIVE BEHAVIOR DEVELOPMENT LEVEL OF FOLLOWER(S) 26 30

  30. When optimal leadership is applied… • Teachers feel supported in new tasks and empowered in tasks they are familiar with • The potential for trust and mutual respect to take root increases • Improved trust enables teachers to ask more questions and raise issues • Educators save time 31

  31. Planning 32

  32. Trajectories of Supervision and Teaching Practice D1 D2 D3 D4 Teacher Stage of Development Developing Proficient Accomplished Distinguished Unsatisfactory Purpose of Process Quality Assurance Professional Learning Professional Learning Quality Assurance Locus of Control Supervisor Support Provider Teacher Supervision Style Directive Collaborative Facilitative S1:Directing S2:Coaching S3:Supporting S4:Delegating Supervision Models Traditional Supervision Consultation Collegial Problem Solving Mentoring Cognitive Coaching Peer Alternative Models 33

  33. Considerations • How can you empower higher skilled staff to acknowledge their abilities and support the development of others within the school? • In what ways can district supports be leveraged to enhance your initiative? 34

  34. Considerations • In what ways do already established systems and processes enhance or hinder your efforts (planning time, collaborative groupings, faculty meetings, etc)? • In what ways can you gather evidence of impact that can further refine your plan along the way? 35

  35. Need to add K church’s thing on evaluation for the session 36

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