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Principal Practices : Planning for instructional leadership. “Now that I have more time to spend on instruction, what do I do with it?”. Dave Sechler principalteacher@comcast.net. Primary audience. Principals – to create * the plan SAMs – to help implement the plan. Take- away s.

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principal practices planning for instructional leadership

Principal Practices: Planningfor instructional leadership

“Now that I have more time to spend on instruction, what do I do with it?”

Dave Sechler

principalteacher@comcast.net

primary audience
Primary audience
  • Principals – to create* the plan
  • SAMs – to help implement the plan
take away s
Take-aways
  • School-wide Expectations outline
  • Tools & Templates

Feel free to adopt, adapt, ignore…

nsip conference connections
NSIP Conference connections

Kim Marshall

  • Big Rocks
  • Weekly staff memo

Will Bowen

  • Clear expectations
  • “No weeds in my garden.”
introductions
introductions
  • Presenter: Dave Sechler
  • Participants
  • Thought Partners
the real work of the sam project
The REAL work of the SAM project

“SAM is a complex change process disguised as a simple idea.”

Jody Spiro

Wallace Foundation

best practice assessment
Best practice: Assessment

Would you expect teachers to assess their students without first telling students what they were going to be expected to know or be able to do?

best practice assessment1
Best practice: Assessment

Be crystal clear about your expectations for staff.

goal school wide expectations
Goal: School-Wide Expectations
  • “Living” document
  • Short: 1-3 pp.
  • Plan / Prepare before school year begins
  • Execute / Implement during school year
school wide expectations goals
School-wide Expectations – Goals
  • Common beliefs / understandings
  • What do you expect teachers and/or students to know or be able to do?
school wide expectations parts
School-wide Expectations – parts
  • Introductory Statement
  • Expectations
  • Concluding remarks
school wide expectations style
School-wide Expectations – style
  • Sense of connection
    • Build on what you’ve done
    • Past work doesn’t get lost
  • Sense of direction
    • Forward – always forward
school wide expectations flow
School-wide Expectations – flow
  • Past
    • How you got to where you are now
    • “The past is prologue”
school wide expectations flow1
School-wide Expectations – flow
  • Present
    • Next steps (connection)
    • What I/we expect to see
    • What I/we will use to evaluate you
school wide expectations flow2
School-wide Expectations – flow
  • Conclusion
    • Wrap it up
    • Bring it home
school wide expectations write
School-wide Expectations – write
  • Past
    • How you got to where you are now
    • “The past is prologue”
  • 5 minutes
thought partners
Thought partners
  • Share with your thought partners:
    • Where you are now
    • How you got there
  • 2 minutes or less, then switch
school wide expectations write1
School-wide Expectations – write

BE SPECIFIC !!!

  • Present
    • Next steps (connection)
    • What I/we expect to see
    • What I/we will use to evaluate you
  • 10 minutes
thought partners1
Thought partners
  • Share with your thought partners
  • Thought Partners – prepare for “critical friends” critique
  • 5 minutes per team
school wide expectations write2
School-wide Expectations – write
  • Conclusion
    • Wrap it up
    • Bring it home
thought partners2
Thought partners
  • Share with your thought partners:
    • How did you wrap it up?
    • How did you “bring it home”?
  • 2 minutes or less
tools
Tools
  • Important Dates List
  • Monday Morning Mail
  • Parent/Community newsletters
tools making them effective
Tools – Making them effective
  • Don’t enable your staff’s lazy habits.
    • Don’t fall for answering the easy questions.
    • “If it’s important enough for me to write, it’s important enough for you to read.”