School Leadership Program Webinar Seminar for October 20
Post on 31-Dec-2015
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Intended Learner OutcomesTo develop
leadership capacityTo build our
community of practice
To explore leadership strands
To articulate leadership actions to your current reality
Learning Sequence1. Leadership Audit2. Leadership Strands3. Instructional
Leadership4. Shared Vision of
Exemplary Teaching
5. Supervision6. Leadership Action
TASK: Think, Write, Pair, Share
When I am thinking of the school leadership program I’m excited about...
When I am thinking of school leadership program I’m concerned about…
One of my strengths I have as a school leader is……
My question(s) about school leadership program are…
bh
Principal Quality PracticeThe principal is an accomplished teacher who practices quality leadership in the provision of opportunities for optimum learning and development of all students in the school.
TASK: Think about this statement. What are the key ideas embedded in it?
Leadership DimensionsIn accepting the legislated and school
authority mandated leadership responsibilities, all school leaders are expected to commit to fulfilling the leadership dimensions contained in the PQPG throughout their careers.
Leadership Dimensions1. Leadership Dimension - Fostering Effective
Relationships2. Leadership Dimension - Embodying Visionary
Leadership3. Leadership Dimension - Leading a Learning
Community4. Leadership Dimension - Providing Instructional
Leadership5. Leadership Dimension - Developing and Facilitating
Leadership6. Leadership Dimension - Managing School Operations
and Resources7. Leadership Dimension - Understanding and
Responding to the Larger Societal Context
School Leaders Role (1970s)
Principal Manager and
Evaluator
Instructional Focus
Changing role….
Principal as decision maker and resource provider
Focus on resources
Transformational Leadership
D.I.
AFL
PLC
AISI
Principal as collaborator and change agent
Changing Role over time Instructional Leadership 1980-2011
Instructi
onal focu
s
SBDM
Instructi
onanal Focu
s
Transfo
rmation
1980 1995 2005 2011
Effec
tive
Scho
ols
Rese
arch
Prin
cipal
as
Man
agee
r
Prin
cipal
as
colla
bora
tor
Deal
ing
with
ch
ange
Educational Emphasis
School Leader Role
Enduring Understandings of Instructional Leadership
Student Learning Improved Teaching Practice
Shared Vision of Exemplary Teaching
Instructional Leadership makes it happen!
1. School Leader
One who works collaboratively with a school’s formal leadership to plan, implement and assess school change initiatives to ensure alignment and focus on intended results
2. Catalyst for ChangeOne who creates disequilibrium with the current state as an impetus to explore alternatives to current practice
3. Learning FacilitatorA key player in designing collaborative, job-embedded, standards-based professional learning communities
4. Resource ProviderOne who provides colleagues with resources that will help them reach their desired outcomes
5. Data Coach
One who ensures that student achievement data drive decisions in classrooms as well as the oval school
6. Instructional Specialist
One who is responsible for aligning instruction with curriculum to meet the needs of all students (i.e. differentiates instruction)
7. Curriculum Specialist
One who ensures implementation of adopted curriculum and has a strong understanding of the intended learner outcomes of the Programs of Study.
8. Classroom Supporter
One who looks for opportunities to increase the effectiveness of classroom instruction
9. Mentor
An advisor who works to increase the instructional skills of the novice teacher and supports school-wide induction activities
10. Learner
Learners model continual improvement, demonstrates lifelong learning, and use what they learn to help all students achieve.
TASK: Think
On your own - Assess the instructional leadership roles in your school. Which roles are active? Which roles are inactive?
See Handout
ClosureReflection:
What have I learned?What surprized me? Inspired me? Interested me?
Application: How may I use these concepts/ideas to develop
my leadership capacity?
Implication: To what am I committing? What do I need to do?
When and how am I going to do it?
bhOr email to Bill, Dot or Warren
Intended Learner OutcomesTo develop
leadership capacityTo build our
community of practice
To articulate leadership actions to your current reality
Intended Learner OutcomesBased on the TQS
articulate the essential elements of exemplary teaching
Within the framework of Growth, Supervision and Evaluation policy, examine three supervision tools
Leadership StrandsSchool
Leadership Team
Prin ci pal Q u ality Practice Gui de lin e
-Effe ctive re lati onshi ps-Vis ion ary l e ade rshi p-Le arn ing comm uni ty
-Instruction al le ade rshi p-Facil itating l e ade rsh ip-Managin g Re source s
-S oci e tal C on te xt
Le ade rship Frame work
- Mode l th e W ay- Inspire a Share d Vis ion-C h alle n ge the Proce ss-En able O the rs to Act-En cou rage the he art
School Leadership
Team
TrustingRelationships
School Community(students, staff, parents,
community)
Character
Competency
Integrity Intent
Capacity Results
Leadership Influence
School Leadership
Team
Effective Re lationships
Prin ci pal Q u ality Practice Guide l ine
-Effe ctive re lati onships-Vis ion ary l e ade rshi p-Le arn ing comm uni ty
-Ins truction al le ade rship-Facil itat ing l e ade rshi p-Managin g Re source s
-S oci e tal C on te xt
School Community(students, staff, parents,
community)
Le ade rship Frame work
- Mode l th e W ay- Inspire a Share d Vis ion-C h alle n ge the Proce ss-En able O the rs to Act-En cou rage the he art
Leadership Direction: The Top Line of Leadership
School Leadership
Team
Role of Instructional
Leader
Improve teaching practice and improved
student learning
Shared Vision of Exemplary Teaching
Prin ci pal Q u ality Practice Gui de lin e
-Effe ctive re lati onshi ps-Vis ion ary l e ade rsh ip-Le arn ing comm un ity
-Instruction al le ade rshi p-Facil itating l e ade rsh ip-Managin g Re source s
-S oci e tal C on te xt
Te ache r Q ual ity Standards
Le ade rship Frame work
- Mode l th e W ay- Inspire a Share d Vis ion-C h alle n ge the Pro ce ss-En able O the rs to Act-En cou rage the he a rt
Leadership Direction and InfluenceSchool
Leadership Team
Role of Instructional
Leader
Improve teaching practice and improved
student learning
Effective Relationships
Shared Vision of Exemplary Teaching
Prin ci pal Q u ality Practice Gui de lin e
-Effe ctive re lati onshi ps-Vis ion ary l e ade rsh ip-Le arn ing comm un ity
-Instruction al le ade rshi p-Facil itating l e ade rsh ip-Managin g Re source s
-S oci e tal C on te xt
School Community(students, staff, parents,
community)
Te ache r Q ual ity Standards
Le ade rship Frame work
- Mode l th e W ay- Inspire a Share d Vis ion-C h alle n ge the Pro ce ss-En able O the rs to Act-En cou rage the he a rt
Individual Leadership ActionCurrent Reality:
Leaverage Points
2010-2011First
Sem este r
2011-2012 2010-20112010-2011Second
Sem este r
Leadership Plan
W here are th e opportuni tie s to i nte grate the i de as an d be haviors from the SLP?
School Leadership
Team
Role of Instructional
Leader
Improve teaching practice and improved
student learning
Effective Relationships
Current Reality:Leaverage
Points
Shared Vision of Exemplary Teaching
2010-2011First
Se m e ste r
Prin ci pal Q u ality Practice Gui de lin e
-Effective re lati onshi ps-Vis ion ary l e ade rsh ip-Learn ing comm un ity
-Instruction al le ade rshi p-Facil itating l eadersh ip-Managin g Re sources
-S oci e tal C on te xt
School Community(students, staff, parents,
community)
2011-2012
Teache r Q ual ity Standards
2010-20112010-2011
Se cond Se m e ste r
School Plan
W he re are the oppo rtuni tie s to i ntegrate the ide as an d behaviors from th e SLP?
Le adership Framework
- Mode l th e W ay- Inspire a Shared Vis ion-C h alle n ge the Pro ce ss-En able O thers to Act-En cou rage the hea rt
PAT/DIP Results
AISI
PD Plan
School Leadership
Team
1 Re sou rce Provide r
2 Data C oach
3 C urriculu m Special is t
4 In stru ctional Special is t
5 C lassroom Su pporter
6Le arni ng Facili tato r
7 Men tor
8 School Le ader
9 C atal yst for C hang e
Role of Instructional
Leader
Improve teaching practice and improved
student learning
Effective Relationships
Current Reality:Leaverage
Points
Shared Vision of Exemplary Teaching
2010-2011First
Se m e ste r
Prin ci pal Q u ality Practice Gui de lin e
-Effective re lati onshi ps-Vis ion ary l e ade rsh ip-Learn ing comm un ity
-Instruction al le ade rshi p-Facil itating l eadersh ip-Managin g Re sources
-S oci e tal C on te xt
School Community(students, staff, parents,
community)
2011-2012
Teache r Q ual ity Standards
10Le arne r
2010-20112010-2011Se cond
Se m e ste r
Leadership Deve lopment Plan
W he re are the oppo rtuni tie s to i ntegrate the ide as an d behaviors from th e SLP?
Le adership Framework
- Mode l th e W ay- Inspire a Shared Vis ion-C h alle n ge the Pro ce ss-En able O thers to Act-En cou rage the hea rt
Meanings of LeadershipLeadership can be described by reference to two core
functions:Providing directionExercising influence.
(Leithwood and Riehl, 2003)
A Model of TeachingTeaching as Professional Judgment – This model
suggests that the key component of quality teaching is the ability to make a professional judgment related to the conditions that will best enable the student to learn. It recognizes that the teacher works from a myriad of decisions, rather than a pre-determined script.
The Teaching Quality Standard emphasizes the importance of professional judgment.
The Teaching Quality StandardQuality teaching occurs when the teacher’s ongoing analysis of the context, and the teacher’s decisions about which pedagogical knowledge and abilities to apply result in optimum learning by students.
All teachers are expected to meet the Teaching Quality Standard throughout their careers.
However, teaching practices will vary because each teaching situation is different and in constant change. Reasoned judgment must be used to determine whether the Teaching Quality Standard is being met in a given context.
School Leadership
“School leadership is second only to classroom teaching
as an influence on learning”.
Workshop Speaker Ken Leithwood
Exemplary Teaching
What does it look like? What does it sound like? Think about the best teachers you have had or with whom you have worked?
TASK: Create a Picture of Exemplary Teaching
What do exemplary teachers do before the class, during the class, and after the class?
Before During After
Planning Delivery Assessment
Expert versus Non-expert TeachersStudies related to teaching expertise identifies three
areas in which experts share common characteristics:KnowledgeEfficiency in problem solvingInsight with respect to solving educational problems.
KnowledgeExpert teachers have greater content knowledge, and so
can see relationships and connections more easily.Expert teachers have greater pedagogical knowledge –
knowledge of teaching and learning principles.
EfficiencyWell-practiced and highly effective routines enable
expert teachers to: better monitor the flow of their lessons,Anticipate problems,Evaluate their teaching, andModify their teaching activities.
InsightExpert teachers:
Reflect on understanding and evaluating the teaching-learning process and how to improve it.
Are able to find more creative or insightful solutions to educational problems
Can apply unobtrusive solutions.
Inspiring a Shared Vision of Exemplary Teaching
• Envision your future
• Enlist others
To what extent is there a shared vision of exemplary teaching at your school?
What strategies have you used to inspire a shared vision in your current school leader role?
Teacher GrowthA teacher … is responsible for completing an
annual teacher professional growth plan that:Reflects goals and objectives based on an
assessment of learning needs by the individual teacher
Shows a demonstrable relationship to the teaching quality standard, and
Takes into consideration the education plans of the school, the school authority and the Government.
Supervision of TeachersIncludes:
Providing support and guidance to teachersObserving and receiving information from any
source about the quality of teaching a teacher provides to students; and
Identifying the behaviours or practices of a teacher that for any reason may require an evaluation.
Relationship of T G S & EProfessional Growth(On-going learning)
Teacher Evaluation(Reasoned judgment)
Supervision(Awareness)
Developing Supervisory SkillsWhat HowWalk Throughs are a
must. You can’t be an instructional leader without doing walk through.
Leaders monitor what matters. Exemplary teaching makes a difference so leaders monitor for it.
Leaders provide a balance of pressure and support that results in improved performance.
Ask questions that cause people to be reflective and think about what they are doing
Provide constructive feedback
Be honest enough to tell people in a respectful and private manner when their performance may not meet TQS standards.
Tools and approaches
Review the tools in your package.Think about how your could use or adapt
these tools or create new tools.These should be practical ideas or tools that
you can implement before the next workshop or coaching visit.
Task: Building Tools
Task: Individual Leadership Action Using the template provided, complete the
following:Develop approaches, strategies and tools to
add value to your supervisory practices.Outline your commitments to apply your
learnings to your current reality.
(Apply the KISS principle.)
Onsite Coaching Support
Reflection:What are you learning about leadership?
Application:What leadership actions have you taken? What has been the result?
What does your coach need to know about your current reality?
What questions do you have?What decisions do you need to make?
Instructional Leader’s ChecklistRegular Classroom
Observations with discussion/feedback
Priority Focused Professional Development with clear intended learner outcomes
Develop a shared vision of exemplary teaching
Instructional Leader’s ChecklistCreate staff teams (PLC)
in teams to determine what and how to teach
Focus the school on literacy (read, discussion, write, present in all subject content areas)
Focus school culture on improved student learning and caring trusting relationships (Academic Press)
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