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DISTRICT LEADERSHIP THAT WORKS. STRIKING THE RIGHT BALANCE SHEREE BRYANT LEADER SPECIAL INTEREST GROUP CHICAGO, IL APRIL 27, 2010. ROBERT MARZANO AND TIM WATERS. CONDUCTED A META-ANALYSIS STUDY TO ANSWER TWO QUESTIONS:

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district leadership that works

DISTRICT LEADERSHIP THAT WORKS

STRIKING THE RIGHT BALANCE

SHEREE BRYANT

LEADER SPECIAL INTEREST GROUP

CHICAGO, IL

APRIL 27, 2010

robert marzano and tim waters
ROBERT MARZANO AND TIM WATERS

CONDUCTED A META-ANALYSIS STUDY TO ANSWER TWO QUESTIONS:

WHAT IS THE STRENGTH OF RELATIONSHIP BETWEEN DISTRICT-LEVEL ADMINISTRATION ACTIONS AND AVERAGE STUDENT ACHIEVEMENT ?

WHAT ARE THE SPECIFIC DISTRICT LEADERSHIP BEHAVIORS THAT ARE ASSOCIATED WITH STUDENT ACHIEVEMENT?

reviewed studies between 1970 2005 criteria for studies
REVIEWED STUDIES BETWEEN 1970 – 2005CRITERIA FOR STUDIES
  • SHOWED A CORRELATION BETWEEN DISTRICT LEADERSHIP AND STUDENT ACADEMIC ACHIEVEMENT
  • USED A STANDARDIZED MEASURE OF STUDENT ACHIEVEMENT OR AN INDEX BASE ON A STANDARDIZED MEASURE OF STUDENT ACHIEVEMENT
twenty seven reports
TWENTY-SEVEN REPORTS
  • 2,714 DISTRICTS INVOLVED
  • 4,500 RATINGS OF SUPERINTENDENTS LEADERSHIP
  • 3.4 MILLION REPORTS OF STUDENT ACHIEVMENT
fourteen reports of the twenty seven reports involving 1 210 districts
FOURTEEN REPORTS OF THE TWENTY-SEVEN REPORTS INVOLVING 1,210 DISTRICTS
  • SHOWED A CORRELATION BETWEEN DISTRICT LEADERSHIP AND STUDENT ACHIEVEMENT OF .24
  • FINDINGS ARE STATISTICALLY SIGNIFICANT AT THE .05 LEVEL
slide6
STUDY FOUND FIVE DISTRICT-LEVEL LEADERSHIP RESPONSIBILITIES WITH A STATISTICALLY SIGNIFICANT CORRELATION
slide7

1. ENSURING COLLABORATIVE GOAL SETTING2. ESTABLISHING NONGEGOTIABLE GOALS FOR ACHIEVEMENT AND INSTRUCTION3. CREATING BOARD ALIGNMENT WITH AND SUPPORT OF DISTRICT GOALS4. MONITORING ACHIEVMENT AND INSTRUCTIONAL GOALS5. ALLOCATING RESOURCES TO SUPPORT THE GOALS FOR ACHIEVEMENT AND INSTRUCTION

barriers to district leadership
BARRIERS TO DISTRICT LEADERSHIP
  • SCHOOL SYSTEMS ARE LOOSELY COUPLED ORGANIZATIONS
  • NO SYSTEM FOR CONSENSUS ON GOALS
  • NO SELF-CORRECTING SYSTEM
  • NO WAY TO PREDICT OR SYSTEMATICALLY ADDRESS PROBLEMS
  • 1990-1995 MOVE TO SITE-BASED MANAGEMENT
  • CARNEGIE FORUM ON EDUCATION AND THE ECONOMY AND THE HOLMES GROUP REPORT SUPPORTED SCHOOL LEVEL LEADERSHIP
  • SCHOOLS OPERATE AS INDEPENDENT ENTITIES
  • TEACHERS OPERATE AN INDEPENDENT CONTRACTORS
site based management
SITE-BASED MANAGEMENT
  • LITTLE EMPIRICAL EVIDENCE SUPPORTING THE EFFECT OF SITE-BASED MANAGEMENT ON STUDENT ACHIEVEMENT – JENKINS, RONK, SCHRAG, RUDE, AND STOWITSCHEK (1994)
  • LITTLE EVIDENCE THAT SCHOOL-BASED MANAGEMENT PRODUCES SUBSTANTIAL IMPROVEMENTS IN ATTITUDES OF ADMINISTRATORS AND TEACHERS OR THE INSTRUCTIONAL COMPONENTS OR STUDENT ACHIEVEMENT – MALEN, OGAWA, AND KRANZ (1990)
three things that matter most in student achievement

THREE THINGS THAT MATTER MOST IN STUDENT ACHIEVEMENT

GETTING THE RIGHT PEOPLE TO BECOME TEACHERS

DEVELOPING THEM INTO EFFECTIVE INSTRUCTORS

ENSURING THAT THE SYSTEM IS ABLE TO DELIVER THE BEST POSSIBLE INSTRUCTION FOR EVERY CHILD

the mckinsey and company study found the only way to improve outcomes is to improve instruction
The MCKINSEY AND COMPANY STUDY FOUND THE ONLY WAY TO IMPROVE OUTCOMES IS TO IMPROVE INSTRUCTION

COACHING CLASSROOM PRACTICE

MOVING TEACHER TRAINING TO THE CLASSROOM

DEVELOPING STRONGER SCHOOL LEADERS

ENABLING TEACHERS TO LEARN FROM EACH OTHER

the district s role

THE DISTRICT’S ROLE

SET NONNEGOTIABLE INSTRUCTIONAL GOALS – SUPPORTED BY THE DISTRICT LEADERSHIP

DEDICATE RESOURCES FOR PROFESSIONAL DEVELOPMENT

PROVIDE STRONG AND KNOWLEDEGABLE INSTRUCTIONAL LEADERSHIP AT BOTH THE DISTRICT AND SCHOOL LEVEL

ONGOING MONITORING OF INSTRUCTIONAL QUALITY

measuring student achievement
MEASURING STUDENT ACHIEVEMENT
  • SUMMATIVE ASSESSMENT
  • USED FOR ACCOUNTABILITY
  • MONITOR AND RECORD STUDENT ACHIEVEMENT
  • PROVIDES LITTLE INFORMATION FOR ENHANCING STUDENT LEARNING
  • FORMATIVELY BASED VALUE-ADDED/GROWTH SYSTEM
  • RESEARCH SHOWS THAT FORMATIVE ASSESSMENTS IMPROVE STUDENT LEARNING
  • PROVIDES MORE FREQUENT ASSESSMENTS FOR MONITORING PROGRESS
highly effective qualified teachers
HIGHLY EFFECTIVE/QUALIFIED TEACHERS
  • TEACHER LICENSING
  • TEACHER EDUCATION PROGRAM ACCREDITATION
  • ADVANCED PROFESSIONAL CERTIFICATION
  • WHAT MATTERS MOST: TEACHING FOR American’s Future (National Commission on Teaching and America’s Future, 1998)
nine instructional strategies supported by research
Nine Instructional Strategies Supported by Research

IDENTIFYING SIMILARIES AND DIFFERENCES

SUMMARIZING AND NOTE TAKING

REINFORCING EFFORT AND PROVIDING RECOGNITION

HOMEWORK AND PRACTICE

NONLINGUISTIC REPRESENTATIONS

COOPERATIVE LEARING

SETTING OBJECTIVES AND PROVIDING FEEDBACK

GENERATING AND TESTING HYPOTHESES

QUESTIONS, CUES, AND ADVANCE ORGANIZERS

classroom management strategies
CLASSROOM MANAGEMENT STRATEGIES

RULES AND PROCEDURES

DISCIPLINARY INTERVENTIONS

TEACHER-STUDENT RELATIONSHIPS

TEACHER MENTAL SET

collabrative goal setting
COLLABRATIVE GOAL SETTING

SCHOOL BOARD MEMBERS

SUPERINTENDENT

DISTRICT OFFICE STAFF

PRINCIPALS

TEACHERS

STUDENTS

MEMBERS OF THE COMMUNITY

(TEACHER UNIONS IF APPLICABLE)

allocation of resources

ALLOCATION OF RESOURCES

RESEARCH SHOWS THAT IT IS NOT HOW MUCH MONEY IS SPENT, BUT HOW IT IS SPENT THAT AFFECTS STUDENT ACHIEVEMENT

professional learning communities
PROFESSIONAL LEARNING COMMUNITIES

INCREASED TIME FOR TEACHERS TO STUDY THEIR CRAFT

TEACHERS PLANNING TOGETHER

DEVELOPING AND SCORING ASSESSMENTS TOGETHER

READING AND DISCUSSING PROFESSIONAL LITERATURE TOGETHER

OBSERVING EACH OTHER USING INSTRUCTIONAL STRATEGIES

summary of findings
SUMMARY OF FINDINGS
  • DISTRICT LEADERSHIP
  • THERE IS A .24 CORRELATION BETWEEN DISTRICT LEADERSHIP AND STUDENT ACHIEVEMENT
  • THIS IS .05 STATISTICALLY SIGNIFICANT
  • SCHOOL LEADERSHIP
  • THERE IS A .25 CORRELATION BETWEEN SCHOOL LEVEL LEADERSHIP AND STUDENT ACHIEVEMENT
  • THIS IS ALSO ABOUT A .05 STATSTICAL SIGNIFICANCE
advice for district leaders
Advice for District Leaders

KNOW THE IMPLICATIONS OF YOUR INITIATIVES

MAINTAIN A UNIFIED FRONT

KEEP THE BIG IDEAS IN THE FOREFRONT

USE WHAT IS KNOW ABOUT ACCEPTANCE OF NEW IDEAS

COMMUNICATE WITH “STICKY MESSAGES”

MANAGE PERSONAL TRANSITIONS