slide1 l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Effective School Leadership for Reading First PowerPoint Presentation
Download Presentation
Effective School Leadership for Reading First

Loading in 2 Seconds...

play fullscreen
1 / 22

Effective School Leadership for Reading First - PowerPoint PPT Presentation


  • 110 Views
  • Uploaded on

Effective School Leadership for Reading First. Sharon Walpole University of Delaware. Successful School Reform is …. Specific The program is sufficiently detailed. Powerful The program produces results. Authoritative Leadership is involved and informed.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Effective School Leadership for Reading First' - wanda


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

Effective School Leadership for

Reading First

Sharon Walpole

University of Delaware

slide2

Successful School Reform is …

  • Specific The program is sufficiently detailed.
  • Powerful The program produces results.
  • Authoritative Leadership is involved and informed.
  • Consistent The program is uniformly implemented.
  • Stable The program is not changed without reason.

Desimone, L. (2002). How can comprehensive school reform models be

successfully implemented? Review of Educational Research, 72,433–479.

slide3

The Effective RF Principal

Joseph Murphy, in Leadership for Literacy: Research-Based Practice, PreK-3 (2003, Corwin Press), summarizes key qualities possessed by principals of schools where achievement is strong.

slide4

Setting Goals

The More-Effective Principal The Less-Effective Principal

Has a more child-centered vision Has a more adult-centered vision

Sets manageable, realistic goals Favors broad goals

Sees student performance as central Likes to see things run smoothly

Expresses goals in measurable terms Expresses goals vaguely

Uses goals for planning Refers rarely to goals

Asks parents & staff to help set goals Limits goal setting input

slide5

Communicating Goals

The More-Effective Principal The Less-Effective Principal

Periodically reviews & discusses Infrequently discusses goals

Actively clarifies goals Rarely clarifies goals

Has teachers who know goals Has teachers unfamiliar with goals

Has teachers who see themselves Has teachers who see themselves

as good instructors as good managers & colleagues

slide6

Promoting Quality Instruction

The More-Effective Principal The Less-Effective Principal

Insists on certain teaching strategies Has less focus on methods

Favors interactive teaching Is content with less interaction

Assigns teachers on the basis of Assigns teachers bureaucratically

improving achievement

slide7

Supervising Instruction

The More-Effective Principal The Less-Effective Principal

Relies little on formal observations Values formal observations

Values informal visits and meetings Rarely makes informal visits

Often reads about instruction Seldom reads about instruction

Often provides specific feedback Seldom provides specific feedback

Counsels and assists poor teachers Less likely to confront poor teachers

slide8

Allocating Instructional Time

The More-Effective Principal The Less-Effective Principal

Carefully sets time allocations Less likely to set time allocations

Coordinates time allocations Less likely to have uniform schedule

across teachers

Schedules more instructional and Less likely to favor instructional over

fewer non-instructional activities non-instructional activities

Insists on time for basics Less likely to ensure their coverage

Protects uninterrupted block Less likely to preserve block

slide9

Coordinating the Curriculum

The More-Effective Principal The Less-Effective Principal

Is highly involved in curriculum Is less involved in curriculum

alignment alignment

Is concerned with the continuity Tends not to focus on continuity

of curriculum from grade to grade of curriculum from grade to grade

slide10

Monitoring Student Progress

The More-Effective Principal The Less-Effective Principal

Supports testing programs Views testing as a necessary evil

Provides test results to teachers Is less timely in reporting results

In a timely manner to teachers

Discusses results with groups and Is less likely to discuss results

individual teachers

Encourages teachers to use test Does not emphasize the connection

results to plan instruction between testing and teaching

slide11

Setting Expectations

The More-Effective Principal The Less-Effective Principal

Holds adults accountable for student Does not hold others accountable

learning outcomes

Requires mastery of grade-level Is more likely to socially promote

skills for promotion to next grade students

slide12

Being Visible

The More-Effective Principal The Less-Effective Principal

Is often out of the office Spends large amounts of time in

the office

Makes an effort to move about Is less mobile

the campus and in and out of

classrooms

slide13

Providing Incentives

The More-Effective Principal The Less-Effective Principal

  • Recognizes teachers with rewards Seldom acknowledges teachers
  • such as
  • distributing leadership
  • showing personal interest
  • making public acknowledgements
  • giving private praise

Ensures that student rewards are Is less concerned about student

frequent and they they go to a large rewards

percentage of students

Focuses rewards on achievement Is less likely to reward achievement

slide14

Promoting PD

The More-Effective Principal The Less-Effective Principal

Is more likely to be directly involved Often avoids PD sessions

in PD activities

Follows up by ensuring that PD Is unlikely to follow up PD

methods are implemented

Cobbles temporary coalitions Is not adept at working with

of teachers to help implement teacher groups to implement

Encourages professional dialogue Is indifferent to dialogue

Helps teachers attend conferences Resists conference attendance

slide15

Creating a Safe & Orderly

Learning Environment

The More-Effective Principal The Less-Effective Principal

Works with teachers to develop Is less focused on management skills

classroom management skills

Establishes a clear and consistent Fails to set up a clear policy

disciplinary policy

Enforces discipline fairly and May be inconsistent in enforcing

consistently discipline

Involves teachers and students Sets rules independently

In setting rules

slide16

Creating a Safe & Orderly

Learning Environment

The More-Effective Principal The Less-Effective Principal

Confronts problems quickly and Is tentative and indecisive

forcefully

Supports teachers with discipline Is unsympathetic to teachers with

problems discipline problems

slide17

Promoting Collaboration

The More-Effective Principal The Less-Effective Principal

Encourages teamwork and Allows teachers to function

collaborative efforts independently

Gives faculty a formal role in Excludes teachers from decision

decision making making

Informally seeks teachers’ ideas Is indifferent to the ideas and

and opinions opinions of teachers

slide18

Securing Outside Resources

The More-Effective Principal The Less-Effective Principal

Is skilled at influencing district Reacts to district decisions

decision making about resources

Actively seeks resources Is passive about finding resources

Assertively recruits the best Follows standard hiring

teachers (even from other schools) procedures

Allocates money based on goals Makes allocations based on other

factors

slide19

Linking Home and School

The More-Effective Principal The Less-Effective Principal

Communicates with parents on a Infrequently communicates with

regular basis parents

Involves parents in school activities Is more likely to ignore parent participation

Establishes programs that promote Fails to facilitate parent-teacher

parent-teacher interaction interaction

Promotes the school to Does not participate in community

community groups groups

Provides ways parents can learn Doesn’t

about school and help their children

slide20

Which qualities of the principal

relate to reading achievement?

  • Principal’s race
  • Principal’s sex
  • Number of years as a principal
  • Number of years as a classroom teacher
  • Knowledge about reading

– Kean et al. (1979), What Works in Reading?

(Federal Reserve Bank Study)

slide21

What can a Literacy Coach do to compensate

for a principal’s shortcomings?