Wednesday October 3, 2012 Candace F. Raskin, Ph.D., Professor

2. Wednesday October 3, 2012 Candace F. Raskin, Ph.D., Professor Melissa Krull, Ph.D., Assistant Professor

3. Today • Welcome • Reconnecting and Welcoming New Members • Your Professional Learning Community • How have you led differently? • Our Beliefs and Behaviors...Revisited • The Moral Imperative - Personal Moral Imperatives Assessment • Your Data…The Essential-Questions Approach • The Power of Why…Simon Sinek

4. Welcome! “Great leaders know themselves well, understand their own cultural competencies, are clear about their moral imperative and work collaboratively in PLCs to problem solve, study, learn and communicate well.”

5. Introductions Again! • Welcome St. Paul and Tara Fitzgerald (Mpls) • Introducations

6. Building Relationships • As a Norm: • When we speak in our institute we will routinely use our first name and district…

7. As a large group… • Team Building – Solving a Problem

8. What Happened • What did you notice? • What are the implications of working together here? • What are the implications of working together with your staff? • How did you feel during this activity? • What did this activity tell you about leadership? • What did this activity tell you about problem solving? • What would you have needed? • Final thoughts...

9. Your Professional Learning Community

10. Anthony Muhammed • http://www.youtube.com/watch?v=MeMvndZ2U_A

11. How have you led differently? • Introduce yourself • What are you currently doing? • Why are you a principal/admin. Intern? • Take a moment? Write down your reflections about your work for the past 2 months… • What is it about your leadership that has changed, improved, stayed the same?

12. Break

13. Principal Institute’s Mission Every participating leader ensures, access, fairness, equity and opportunity—every child, every day.

14. Principal Institute Vision In an era of unprecedented educational challenge and need, further prepare early career principals to lead with fearlessness, skill, self knowledge and racial competence so that under their leadership, EVERY child fully achieves.

15. The Construction Process… Mission Behaviors Vision Beliefs Results

16. Our Beliefs and Behaviors...Revisited • Consensus • Concerns • Changes

17. We believe that positive relationships among leaders are essential to student success • We collaborate • We honor all perspectives • We seek clarification in a respectful way • We reflect on our practice • We honor confidentiality

18. We believe in equity and access for everyone every day • We operate with a growth mindset focusing on strengths • We engage in courageous conversations in order to create a culturally relevant and inclusive environment. • We hold high expectations for all. • We use data purposefully to promote equity and access

19. We believe in equity and access for everyone every day • We operate with a growth mindset focusing on strengths • We engage in courageous conversations in order to create a culturally relevant and inclusive environment. • We hold high expectations for all. • We use data purposefully to promote equity and access

20. We believe our learning in the institute will achieve results that directly impact adults and students • We stay engaged • We self reflect • We use data routinely • We apply our learning • We build relationships • We practice cultural relevancy

21. We believe we are fearless agents of change • We experience discomfort and take risks within this group in order to practice and prepare for taking risks in our building • We seek to engage the input of our stakeholders to guide change. • We remain focused on our mission and directly confront stakeholders who obstruct it. • We demonstrate an unwavering commitment to do what is best for students even in the face of adversity. • We use data driven decision making along with our own moral imperative to support change.

22. We believe we are courageousagents of change • We experience discomfort and take risks in our practice. • We engage our stakeholders to guide change. • We demonstrate an unwavering commitment to our mission and confront obstructions. • We use data along with our own moral imperative to support change.

25. We believe in having fun… • We welcome and embrace opportunities for laughter • We get to know each other on a personal basis • We are authentic • We celebrate

26. The Moral ImperativePersonal Moral Imperatives Assessment • This exercise asks you first to search your soul for those values and beliefs of your leadership life that are most important to you. • Next, you are asked to outline positive actions and tasks that you already do and could do to will support you in carrying out those beliefs. • Second, you are asked to come to grips with any negative actions that detract from your capacity to lead in alignment with your beliefs. • So how do you lead through the detractions? • (Special note: we cannot always completely come to grips with this one, but it has caused each of us to grapple with many of our own actions and attitudes!)

28. The Moral ImperativePersonal Moral Imperatives Assessment • There will always be detractors... • But we must lead. In your PLC take one person’s example and work through the following question – • So how do you lead through the detractions?

29. Lunch

30. Which School is yours? • Tale of Two Schools

31. Your Data…The Essential-Questions Approach • Organizing data use around essential questions about student performance is a powerful strategy for building data literacy. Consider the following questions: • What is your data telling you? • What is happening to black students in your school? • What is happening to LEP students in your school? • Look at all of your groups... What is happening? • What is going well with your data? • Do you know why certain populations in your school is doing well? • What is not going well with your data and do you know why?

32. Your Data…The Essential-Questions Approach - • Share you data with your PLC team members... • Pass your data to each member of your PLC and ensure everyone in your PLC has seen everyone’s data. • Now each of you answer the questions about • your data to your PLC members ... • What is going well with your data? • Do you know why certain populations in your school is doing well? • What is not going well with your data and do you know why?

33. Moral Imperative and Your achievement results • As school leaders ... • How do your moral imperative and school results align? • What are your next steps? • Think about this independently? • What action will you take that will move you toward your moral imperative?

34. The Power of Why… • Simon Sinek - The Power of Why

35. November 7 • Connie Hytjan – Forest Hills Elementary Principal