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Massachusetts Reading First

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Massachusetts Reading First

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    1. Massachusetts Reading First Leadership for Literacy Sandra Jones 9.26.07

    2. What do you notice about these dancers? Look different - different outfits Some are dancing together – in synch Doing different dances Good news is that they are all on the dance floor What do you notice about these dancers? Look different - different outfits Some are dancing together – in synch Doing different dances Good news is that they are all on the dance floor

    3. Looking at the dancers Balcony anologyBalcony anology

    4. Dancing Together

    5. Massachusetts ELM – Slide 5 Activity “No institution can survive if it needs geniuses or supermen to manage it. It must be organized to get along under a leadership of average human beings.” Peter Drucker

    6. Massachusetts ELM – Slide 6 District Contact/Coordinator Role

    7. Massachusetts ELM – Slide 7 Principal Role

    8. Massachusetts ELM – Slide 8 Principal Role

    9. Massachusetts ELM – Slide 9 Literacy is the top priority of the school- Reading is First! Educators are committed to making a difference. Educators hold high expectations for student achievement. Decisions and actions map backwards from the child. Staff maintains a strong academic press. Educators assume responsibility for student learning. Six Characteristics of High Performing Literacy Leaders

    10. Massachusetts ELM – Slide 10 4 Dimensions of School Leadership in Literacy Developing vision and goals Managing/driving literacy improvement Promoting an academic learning climate Developing a supportive work environment

    11. General Model of Instructional Leadership

    12. Massachusetts ELM – Slide 12 Managing Literacy Improvement Promoting quality instruction More active in planning & evaluating total instructional program

    13. Massachusetts ELM – Slide 13 Supervising and evaluating instruction Study and read about classroom instruction Visit classrooms often – participate in activities Managing Literacy Improvement

    14. Massachusetts ELM – Slide 14 Managing Literacy Improvement Supervising and evaluating instruction Provide specific feedback about teaching learning process - offer assistance Counsel poor instructors to leave classroom

    15. Massachusetts ELM – Slide 15 Allocating and Protecting Instructional Time Stress policies that provide uninterrupted blocks of instructional time Ensure that literacy is taught at times least likely to be disturbed by school events Buffer teachers from outside interruptions of classroom learning times Managing Literacy Improvement

    16. Massachusetts ELM – Slide 16 Managing Literacy Improvement Coordinating the Curriculum Have more knowledge about technical core operations of curriculum and instruction

    17. Massachusetts ELM – Slide 17 Monitoring Student Progress Encourage the use of testing programs Provide results in timely and useful manner Discuss results with staff as whole, grade-level, specialty area staff, & individual teachers Managing Literacy Improvement

    18. Massachusetts ELM – Slide 18 Monitoring Student Progress Provide interpretive and concise analyses Use scores to set goals, assess curriculum, evaluate instruction, and measure progress of entire school Managing Literacy Improvement

    19. General Model of Instructional Leadership

    20. Massachusetts ELM – Slide 20 Promoting An Academic Learning Climate Establishing Positive Expectations/Standards Actively involved in defining high expectations – behavioral and academic Less likely to base their expectations on adult beliefs about biosocial characteristics

    21. Massachusetts ELM – Slide 21 Promoting An Academic Learning Climate Maintaining High Visibility “Management by walking around” - positive effects on students’ and teachers’ attitudes and behaviors.

    22. Massachusetts ELM – Slide 22 Providing Incentives for Teachers & Students Distributing leadership Lending discipline support Showing personal interest Providing public acknowledgement Giving private praise and encouragement Promoting An Academic Learning Climate

    23. Massachusetts ELM – Slide 23 Promoting Professional Development Adept at using informal coalitions of teachers to implement new programs Active in planning, participating in, and evaluating professional development Promoting An Academic Learning Climate

    24. Massachusetts ELM – Slide 24 Promoting An Academic Learning Climate Promoting Professional Development Direct, concrete technical assistance/materials Indirect support – encouragement – as teachers attempt to integrate skills into instructional practice

    25. General Model of Instructional Leadership

    26. Massachusetts ELM – Slide 26 Importance of Managing Change

    27. Massachusetts ELM – Slide 27 Importance of Managing Change Change Parable - How Humanity Discovered Cooking

    28. Massachusetts ELM – Slide 28 CHANGE PARABLE - MORAL

    29. Massachusetts ELM – Slide 29

    30. Massachusetts ELM – Slide 30 Principles of Change

    32. Massachusetts ELM – Slide 32 Principal - “Talking The Talk” “She has excellent control. She never sends students to the office.” “She’s an excellent reading teacher. 85% of her students are meeting benchmarks.”

    33. Massachusetts ELM – Slide 33 Teacher - “Talking The Talk” “I want to create 10 new centers this year.” “My students need practice with blending/segmenting phonemes, so I want to prepare effective centers for them.”

    34. Massachusetts ELM – Slide 34 Teacher /Principal – “Talking The Talk” Example: Grade-level Data-Meetings Teacher Comment: “Well, not to make excuses, that student comes from a really bad family situation. We are lucky if he just shows up.”

    35. Massachusetts ELM – Slide 35 Teacher /Principal – “Talking The Talk” Example: Conducting Walk-Throughs or Learning Walk Principal Comment: “Well, that teacher’s house had a fire and her husband is sick. She’s had a lot of absences this year.”

    36. Massachusetts ELM – Slide 36 Effective Leadership “Teaching All Students to Read: Practices from Reading First Schools With Strong Intervention Outcomes Summary Document” Crawford, E & Torgesen, J. (2006) Florida Center for Reading Research: fcrr.org

    37. Massachusetts ELM – Slide 37 Relentless Commitment

    38. Massachusetts ELM – Slide 38 Panel Discussion Barbara McLaughlin: Reading First Program Director – Boston Public Schools John Gibbons: Principal – Moseley School, Westfield Public Schools Pam Pacheco: Reading Specialist – Laurel Lake School, Fall River Public Schools

    39. Massachusetts ELM – Slide 39 Q & A

    40. Massachusetts ELM – Slide 40 Sustaining Change

    42. Massachusetts ELM – Slide 42 Literacy is the top priority of your school

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