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Leadership For School Improvement. Leadership. Big Ideas: Who leaders are in schools What leaders do in relation to four improvement plan components. Who are leaders?. Vision to see it Belief that we can get there Help to do it.

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Leadership for school improvement l.jpg

Leadership For School Improvement


Leadership l.jpg
Leadership

  • Big Ideas:

    • Who leaders are in schools

    • What leaders do in relation to four improvement plan components


Who are leaders l.jpg
Who are leaders?

  • Vision to see it

  • Belief that we can get there

  • Help to do it

Hord, S. M. (2000). Leadership for changing schools. Austin, TX: Southwest Educational Development Laboratory.


Who are leaders in our schools l.jpg

Who are leaders in our schools?

Formal leaders

(e.g., principals, assistant principals, central office staff assigned to support the school)


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Who are leaders in our schools?

Teacher leaders

(e.g., classroom teachers, department chairs, reading and math coaches)

Others

(e.g., counselors, librarians)


Katzenmeyer m moller g 2001 awakening the sleeping giant thousand oaks ca corwin l.jpg

“Teachers who are leaders lead within and beyond the classroom, identify with and contribute to a community of teacher learners and leaders, and influence others toward improved educational practice.”

Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant. Thousand Oaks, CA: Corwin


What do leaders do l.jpg
What do leaders do? classroom, identify with and contribute to a community of teacher learners and leaders, and influence others toward improved educational practice.”

  • Communicate clear expectations

  • Build capacity

  • Monitor and review

SEDL. (2005). Working systemically to increase student achievement in reading and mathematics. Austin, TX: Author. Retrieved July 27, 2006, from http://www.sedl.org/ws/.


What leaders do l.jpg
What Leaders Do classroom, identify with and contribute to a community of teacher learners and leaders, and influence others toward improved educational practice.”

Communicate clear expectations

Build capacity

Monitor and review


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“Great leaders have an internal compass and know which direction they want to take. They always have it in mind and use every activity and event as an opportunity to demonstrate the desired direction. These are leaders with a vision. Others get lost in complexity and behave more like weather vanes than compasses—switching direction depending on the prevailing winds.”

Prothroe, N., Shellard, E., & Turner, J. (2003). A practical guide to school improvement: Meeting the challenges of NCLB. Arlington, VA: Educational Research Service, p. 86.


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What Leaders Do: direction they want to take. They always have it in mind and use every activity and event as an opportunity to demonstrate the desired direction. These are leaders with a vision. Others get lost in complexity and behave more like weather vanes than compasses—switching direction depending on the prevailing winds.”

Communicate clear expectations

Say

Do


Expectations about what l.jpg
Expectations about what? direction they want to take. They always have it in mind and use every activity and event as an opportunity to demonstrate the desired direction. These are leaders with a vision. Others get lost in complexity and behave more like weather vanes than compasses—switching direction depending on the prevailing winds.”

  • Achievement of all students

  • Professional development

  • Teacher mentoring

  • Parent involvement

  • Use of data for decision making

  • Implementation of improvement plan


Reflect a moment to yourself l.jpg

Reflect a moment to yourself… direction they want to take. They always have it in mind and use every activity and event as an opportunity to demonstrate the desired direction. These are leaders with a vision. Others get lost in complexity and behave more like weather vanes than compasses—switching direction depending on the prevailing winds.”

On how you, as a leader, communicate clear expectations in what you SAY and DO about one or more of these areas.

Using the list on the previous slide, write an expectation you communicate clearly on a sticky note and put it next to the aligned arrows.


Reflect a moment to yourself15 l.jpg

Reflect a moment to yourself… direction they want to take. They always have it in mind and use every activity and event as an opportunity to demonstrate the desired direction. These are leaders with a vision. Others get lost in complexity and behave more like weather vanes than compasses—switching direction depending on the prevailing winds.”

On how you, as a leader, want to communicate your expectations more clearly about one or more of these areas

Write this expectation (from the list) on another sticky note and put it next to the unaligned arrow.


What leaders do16 l.jpg
What Leaders Do direction they want to take. They always have it in mind and use every activity and event as an opportunity to demonstrate the desired direction. These are leaders with a vision. Others get lost in complexity and behave more like weather vanes than compasses—switching direction depending on the prevailing winds.”

Communicate clear expectations

Build capacity

Monitor and review


Capacity a definition l.jpg
Capacity: A definition direction they want to take. They always have it in mind and use every activity and event as an opportunity to demonstrate the desired direction. These are leaders with a vision. Others get lost in complexity and behave more like weather vanes than compasses—switching direction depending on the prevailing winds.”

  • Competency/power/fitness/ability

  • Power to grasp and analyze ideas and cope with problems



Learning change l.jpg

Learning = Change build capacity?



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  • Self Concerns build capacity?

    • Want to know the personal impact of using research-based strategies

  • “I would like to know more about the strategy.”

  • “How is this going to affect me?”

  • “I’m concerned about whether I can do them.”


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  • Task Concerns build capacity?

    • Concerned about how use of new strategies will be managed in practice

  • “I seem to be spending all of my time getting materials ready.”

  • “Where will I find the time to plan my lessons or take care of the record keeping required to do the strategies well.”


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  • Impact Concerns build capacity?

    • Interested in the impact on students or the school

  • “How is the use of these strategies going to affect students?”

  • “I’m concerned about whether use of these strategies will help students learn better.”




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Strategies to Address Concerns build capacity?

  • Self

  • Task

  • Impact


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Ways to Build Capacity build capacity?

If not a workshop, then what?

Richardson, J. (December/January, 2001). Tools for schools. Oxford, OH: National Staff Development Council.



What leaders do29 l.jpg
What Leaders Do of changing himself.”

Communicate clear expectations

Build capacity

Monitor and review


Slide30 l.jpg

Bernhardt’s Model of Data Categories of changing himself.”

Demographic

School Processes

Perceptions

Student Learning

Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd ed.). Larchmont, NY: Eye on Education.


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Bernhardt’s Model of Data Categories of changing himself.”

Examples:

Enrollment

Attendance

Dropout rate

Ethnicity

Gender

Grade level

Language proficiency

Demographic

School Processes

Perceptions

Student Learning


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Bernhardt’s Model of Data Categories of changing himself.”

Demographic

Examples:

Perceptions of learning environment

Values and beliefs

Attitudes

Observations

School Processes

Perceptions

Student Learning


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Bernhardt’s Model of Data Categories of changing himself.”

Examples:

Criterion-referenced tests

Norm-referenced tests

Teacher observations

Authentic assessments

Demographic

SchoolProcesses

Perceptions

Student Learning


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Bernhardt’s Model of Data Categories of changing himself.”

Example:

Description of school programs and processes

Description of meetings

Descriptions of parent-teacher conferences

Demographic

School Processes

Perceptions

StudentLearning


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Data Trends of changing himself.”

Time adds a dimension that usually increases understanding of data trends


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Intersecting Categories of Data of changing himself.”Provide Deeper Understanding


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Bernhardt’s Model of Data Categories of changing himself.”

Demographic

Demographic/ Student Learning Data

Tell us: whether specific groups of students are learning at the same level or not

Student Learning


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Your Turn… of changing himself.”Find your colored circles


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What two categories of data would tell us… of changing himself.”

whether student perceptions about a school program are favorable

Adapted from: Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd ed.). Larchmont, NY: Eye on Education.


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Bernhardt’s Model of Data Categories of changing himself.”

School Processes

Perceptions

School Process/Perceptions Data

Tell us:

whether student perceptions about a school program are favorable

Adapted from: Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd ed.). Larchmont, NY: Eye on Education.


Slide41 l.jpg

What two categories of data would tell us… of changing himself.”

the impact of student perceptions of the learning environment on student learning

Adapted from: Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd ed.). Larchmont, NY: Eye on Education.


Slide42 l.jpg

Bernhardt’s Model of Data Categories of changing himself.”

Perceptions/Student Learning Data

Tell us: the impact of student perceptions of the learning environment on student learning

Perceptions

Student Learning

Adapted from: Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd ed.). Larchmont, NY: Eye on Education.


Slide43 l.jpg

What two categories of data would tell us… of changing himself.”

whether a program is making a difference in student learning results

Adapted from: Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd ed.). Larchmont, NY: Eye on Education.


Slide44 l.jpg

Bernhardt’s Model of Data Categories of changing himself.”

Student Learning/School Process Data

Tell us: whether a program is making a difference in student learning results

School Processes

Student Learning

Adapted from: Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd ed.). Larchmont, NY: Eye on Education.


Slide45 l.jpg

What two categories of data would tell us… of changing himself.”

about student participation in different programs and processes

Adapted from: Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd ed.). Larchmont, NY: Eye on Education.


Slide46 l.jpg

Bernhardt’s Model of Data Categories of changing himself.”

School Process/ Demographic Data

Tell us: about student participation in different programs and processes

Demographic

School Processes

Adapted from: Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd ed.). Larchmont, NY: Eye on Education.


Now try these l.jpg
Now try these… of changing himself.”


Example 1 is there a relationship between student attendance and state test results l.jpg

Checking Your Understanding of changing himself.”

of Data Categories

Example 1:

Is there a relationship between student attendance and state test results?


Slide49 l.jpg

Bernhardt’s Model of Data Categories of changing himself.”

Demographic

student attendance

Student Learning

math achievement


Example 2 is there a difference in student achievement results by program participation l.jpg

Checking Your Understanding of changing himself.”

of Data Categories

Example 2:

Is there a difference in student achievement results by program participation?


Slide51 l.jpg

Bernhardt’s Model of Data Categories of changing himself.”

School Processes

program participation

Student Learning

achievement


Slide52 l.jpg

Checking Your Understanding of changing himself.”

of Data Categories

Example 3:

Are students who are most satisfied with school being taught differently from students who are less satisfied with school, and who are they?


Slide53 l.jpg

Bernhardt’s Model of Data Categories of changing himself.”

Demographic

who students are

School Processes

satisfaction

Perceptions

how taught


Slide54 l.jpg

Checking Your Understanding of changing himself.”

of Data Categories

Example 4:

What are the differences in student learning results based on who the students are and how they are taught algebra?


Slide55 l.jpg

Bernhardt’s Model of Data Categories of changing himself.”

Demographic

who students are

School Processes

how taught

Student Learning

algebra achievement


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Typically, school data are analyzed to… of changing himself.”

  • Improve instruction

  • Provide students with feedback on their performance

  • Gain common understanding of what quality performance is and how close we are to achieving it

  • Measure program success and effectiveness


Typically school data are analyzed to57 l.jpg
Typically, school data are analyzed to… of changing himself.”

  • Understand whether what we are doing is making a difference

  • Make sure students do not “fall through the cracks”

  • Know which programs are getting the results we want

  • Get to the “root cause” of problems


Typically school data are analyzed to58 l.jpg
Typically, school data are analyzed to… of changing himself.”

  • Guide curriculum development and revision

  • Promote accountability

  • Meet state and federal requirements


How does our school use data l.jpg
How does our school use data? of changing himself.”


How does our school use data60 l.jpg
How does our school use data? of changing himself.”

Student Achievement


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How does our school use data? of changing himself.”

Parent Involvement


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But remember… of changing himself.”

  • Data collection just to be collecting data will serve no real purpose and will waste valuable time and energy.

  • Data collection needs to be thoughtful and intentional and connected to school goals and objectives.

  • Data must be analyzed to have meaning and be used.


Leadership63 l.jpg
Leadership of changing himself.”

  • Big Ideas:

    • Who leaders are in schools

    • What leaders do in relation to 4 improvement plan components


You are a leader l.jpg

Who leaders are… of changing himself.”

You Are A Leader!

Principals

Math Coaches

Grade/Department Chairs

Literacy Coaches

Teachers

Central Office Staff


What leaders do65 l.jpg
What Leaders Do of changing himself.”

Communicate Clear Expectations

  • Say

  • Do


What leaders do66 l.jpg
What Leaders Do of changing himself.”

Build Capacity

  • Learning = Change

  • Address concerns:

    • Self

    • Task

    • Impact


What leaders do67 l.jpg
What Leaders Do of changing himself.”

Monitor and Review

  • Include data collection & analysis in plan

  • Collect a variety of data


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