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A School Leader: 21Responsibilities

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  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