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A School Leader: 21Responsibilities. R= correlation between responsibility and student academic achievement From Marzano, Waters, McNulty, School Leadership that Works. 1. Affirmation- r=.19. Recognizes accomplishments of students Celebrates accomplishments

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a school leader 21responsibilities

A School Leader: 21Responsibilities

R= correlation between responsibility and student academic achievement

From Marzano, Waters, McNulty, School Leadership that Works

1 affirmation r 19
1. Affirmation- r=.19
  • Recognizes accomplishments of students
  • Celebrates accomplishments
  • Recognizes accomplishments of teachers
  • Recognizes failures and shortcomings of the school as a whole
2 change r 25
2. Change r=.25
  • Challenges the status quo
  • Willing to lead change initiatives with uncertain outcomes
  • Systematically considers new and better ways of doing things
  • Attempts to work at the edge rather than the center of the school’s competence
  • *******Not the nature of schools
3 contingent rewards r 24
3. Contingent rewards r=.24
  • Uses hard work as the basis of rewards and recognition
  • Uses performance not seniority as a primary criterion for recognition
turn to hoy chapter 5 motivation
Turn to Hoy chapter 5- motivation
  • Look at p. 147- in your group discuss the six questions
  • What is motivation?
  • Mini debate: Does making learning fun make for good learning?
4 communications r 23
4. Communications r=.23
  • Develops means for teachers to communicate with each other
  • Easily accessible to teachers
  • Maintains open lines with staff
5 culture r 25
5. Culture r=.25
  • Promotes cohesion among staff
  • Promotes a sense of well-being among staff
  • Develops a sense of purpose among staff
  • Develops a shared vision of what a school should be
6 discipline r 27
6. Discipline r=.27
  • Protects instructional time from interruptions
  • Protects teachers from internal and external distractions
7 flexibility r 28
7. Flexibility r=.28
  • Adapts leadership style to the needs of specific situations
  • Is directive or nondirective as the situation warrants
  • Encourages people to express diverse and contrary opinions
  • Is comfortable in making major changes in how things are done
8 focus r 24
8. Focus r=.24
  • Establishes specific goals for curriculum, instruction, and assessment
  • Establishes concrete goals for the general functioning of the school
  • Establishes high expectations for all students
  • Keeps attention on established goals
9 ideals beliefs r 22
9. Ideals/beliefs r=.22
  • Possesses well-defined beliefs about schools, teaching, and learning
  • Shares beliefs about school, teaching, and learning with the staff
  • Demonstrates behaviors that are consistent with beliefs
10 input r 25
10. Input r=.25
  • Provides opportunities for staff to be involved in developing school policies
  • Provides input for staff input on all important decisions
  • Uses leadership teams in decision making
11 intellectual stimulation r 24
11. Intellectual stimulation r=.24
  • Exposes staff to cutting-edge research and theory on effective schools
  • Keeps infomred about current research and theory on effective schools
  • Fosters systematic discussion regarding current research and theory on effective schools
12 involvement in curriculum instruction and assessment r 20
12. Involvement in curriculum, instruction, and assessment r=.20
  • Is directly involved in in helping teachers design curricular activities
  • Is involved in helping teachers address assessment issues
  • Is involved in helping teachers address instructional issues
13 knowledge of curriculum instruction and assessment r 25
13. Knowledge of curriculum, instruction, and assessment r=.25
  • Possesses extensive knowledge about effective instructional practices
  • Possess knowledge about curricular practices
  • Possesses knowledge about assessment practices
  • Provides guidance regarding effective classroom practices
14 monitoring evaluation r 27
14. monitoring/evaluation r=.27
  • Monitors effectiveness of curriculum, instruction, assessment
  • Is continually aware of impact of school practices on student achievement
15 optimizer r 20
15. Optimizer r=.20
  • Inspires teachers to accomplish things that are beyond their grasp
  • Is a driving force behind major initiatives
  • Portrays a positive attitude about the ability of staff to accomplish things
16 order r 25
16. Order r=.25
  • Establishes routines for smooth running of the school that staff understand and follow
  • Provides and reinforces clear structures, rules, and procedures for staff
  • Provides and reinforces clear structures, rules, and procedures for students
hoy chapter 7
Hoy, chapter 7
  • How important are the first days of school?
  • How do you maintain a good learning environment?
  • Mini- debate: Does assertive discipline work?
17 outreach r 27
17. Outreach r=.27
  • Ensures that school complies with all district and state mandates
  • Is an advocate of the school with parents
  • Is an advocate of the school with the central office
  • Is an advocate for the school with the community at large
18 relationships r 18
18. Relationships r=.18
  • Is informed about all significant personal issues within the lives of staff members
  • Is aware of the personal needs of teachers
  • Acknowledges significant events in the lives of staff members
  • Maintains personal relationships with teachers
19 resources r 25
19. Resources r=.25
  • Ensures teachers have necessary materials and equipment
  • Ensures that teachers have all staff development training relevant to teaching
20 situational awareness r 33
20. Situational awareness r=.33
  • Predicts what could go wrong from day to day
  • Is aware of informal groups and relationships among the staff
  • Is aware of issues in school that have not surface but can cause discord
21 visibility r 20
21. Visibility r=.20
  • Makes systematic and frequent visits to classrooms
  • Has frequent contact with students
  • Is highly visible to students, teachers, and parents
activity
Activity
  • In your team decide on the top five from your point of view.
  • Tell why you chose these.
  • Then choose the bottom five- why did you choose these?
slide26
A. Scenario School Based Reading Data Week 2
  • You are assigned to review school based data in reading to determine the academic strength and needs of the students.
  • Then, you are and to locate scientifically based research programs and strategies that will align curriculum, instruction, and assessment.
  • Your tasks are:
  • You are to locate and select scientifically researched based strategies for improvement, including strategies to teach reading in all five components of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension throughout the content areas. Use the information from the District K-12 Comprehensive Reading Plans and other websites.
  • Example table:
  • Component of Reading InstructionResearch Based Reading InstructionResearch Based Instructional StrategiesSSS StandardsPhonemic AwarenessPhonicsFluencyVocabularyComprehensionContent Area Reading
  • Use the data from the Dart 2008 model or AYP data and complete the appropriate areas on the School Improvement Plan Template (SIPT) for reading only.
scenario a
Scenario A:
  • 1. Assign a person from each group to review the readings from Florida School Leaders
  • 2. Divide the readings from IRA-focusing on the Fab five
  • 3.Divide the materials from the Florida Center for Reading Research
  • 4. You may work on this as a group but submit it separately with your name only