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 • Recognizes accomplishments of teachers • Recognizes failures and shortcomings of the school as a whole
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 • 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 • 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 • Develops means for teachers to communicate with each other • Easily accessible to teachers • Maintains open lines with staff
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 • Protects instructional time from interruptions • Protects teachers from internal and external distractions
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 • 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 • 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 • 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 • 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 • 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 • 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 • Monitors effectiveness of curriculum, instruction, assessment • Is continually aware of impact of school practices on student achievement
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 • 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 • 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 • 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 • 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 • Ensures teachers have necessary materials and equipment • Ensures that teachers have all staff development training relevant to teaching
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 • Makes systematic and frequent visits to classrooms • Has frequent contact with students • Is highly visible to students, teachers, and parents
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?
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: • 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