1 / 27

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. Recognizes accomplishments of students Celebrates accomplishments

gala
Download Presentation

A School Leader: 21Responsibilities

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. A School Leader: 21Responsibilities R= correlation between responsibility and student academic achievement From Marzano, Waters, McNulty, School Leadership that Works

  2. 1. Affirmation- r=.19 • Recognizes accomplishments of students • Celebrates accomplishments • Recognizes accomplishments of teachers • Recognizes failures and shortcomings of the school as a whole

  3. 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

  4. 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

  5. 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?

  6. 4. Communications r=.23 • Develops means for teachers to communicate with each other • Easily accessible to teachers • Maintains open lines with staff

  7. 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

  8. 6. Discipline r=.27 • Protects instructional time from interruptions • Protects teachers from internal and external distractions

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. 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

  16. 14. monitoring/evaluation r=.27 • Monitors effectiveness of curriculum, instruction, assessment • Is continually aware of impact of school practices on student achievement

  17. 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

  18. 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

  19. 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?

  20. 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

  21. 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

  22. 19. Resources r=.25 • Ensures teachers have necessary materials and equipment • Ensures that teachers have all staff development training relevant to teaching

  23. 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

  24. 21. Visibility r=.20 • Makes systematic and frequent visits to classrooms • Has frequent contact with students • Is highly visible to students, teachers, and parents

  25. 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?

  26. 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.

  27. 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

More Related