Fostering A Positive School Culture Through Collaborative Administrative Practices A Framework for Excellence: The Role of Administration.

Fostering A Positive School Culture Through Collaborative Administrative

Practices

Fostering A Positive School Culture Through Collaborative Administrative

PracticesA Framework for Excellence: The Role of

AdministrationA Framework for Excellence: The Role of

Administration

Session GoalSession GoalTo outline ways in which

Central Office personnel can foster school-level collaborative administrative practices and support the district mission and goals

To outline ways in which Central Office personnel can foster school-level collaborative administrative practices and support the district mission and goals

Key Terms…Key Terms…CollaborativeDistributed“Loose-Tight” Structures & Processes

CollaborativeDistributed“Loose-Tight” Structures & Processes

District ImportanceDistrict Importance

“Excellent schools in poordistricts implode over time,whereas, poor schools inexcellent districts get better.”

-Linda Lambert

“Excellent schools in poordistricts implode over time,whereas, poor schools inexcellent districts get better.”

-Linda Lambert

A Leadership Framework

A Leadership Framework

What

Why How

THOUGHTS

EMOTIONS ACTIONS

Vision

Collaboration

Trust

Shared Knowledge Through Strategic Focus

Shared Knowledge Through Strategic Focus

THOUGHTS

Strategic FocusStrategic Focus

These…These…PoliciesPracticesProcedures

PoliciesPracticesProcedures

Should Align With…Should Align With…

Ensuring that all students learn

Results-Orientation

Collaborative Culture

Ensuring that all students learn

Results-Orientation

Collaborative Culture

Structural ChangesStructural Changes

An academic program supportive of all students’ learning

A system for monitoring student progress

Job-embedded professional learning

An academic program supportive of all students’ learning

A system for monitoring student progress

Job-embedded professional learning

An Academic ProgramAn Academic Program

1. How are all students placed in academic classes?

2. How do collaborative teams refine and consistently follow the agreed upon pacing of a guaranteed and viable curriculum?

3. How are all students provided necessary interventions?

1. How are all students placed in academic classes?

2. How do collaborative teams refine and consistently follow the agreed upon pacing of a guaranteed and viable curriculum?

3. How are all students provided necessary interventions?

“Loose-Tight”“Loose-Tight”

The Central Office should be “tight” on supporting school sites in making these structural changes and “loose” in providing school, sites the autonomy to make the accompanying cultural changes

The Central Office should be “tight” on supporting school sites in making these structural changes and “loose” in providing school, sites the autonomy to make the accompanying cultural changes

Monitoring Student Progress

Monitoring Student Progress

1. What systems and processes are used to frequently provide collaborative teams with timely data on student learning?

2. How are results used to provide support and feedback to collaborative teams?

1. What systems and processes are used to frequently provide collaborative teams with timely data on student learning?

2. How are results used to provide support and feedback to collaborative teams?

“Loose-Tight”“Loose-Tight”

The Central Office is “tight” on the need for schools to support each overarching central office goal

Yet “loose” on each school’s action steps and respective SMART goals

Then monitoring, support, and feedback occur continuously

The Central Office is “tight” on the need for schools to support each overarching central office goal

Yet “loose” on each school’s action steps and respective SMART goals

Then monitoring, support, and feedback occur continuously

Professional LearningProfessional Learning

1. How is collaboration time embedded during the school day?

2. How are support and coaching services provided to collaborative teams for their professional learning?

3. How is professional development, job-embedded and guided by students learning results?

4. How do tools and routines guide the work of collaborative teams?

1. How is collaboration time embedded during the school day?

2. How are support and coaching services provided to collaborative teams for their professional learning?

3. How is professional development, job-embedded and guided by students learning results?

4. How do tools and routines guide the work of collaborative teams?

“Loose-Tight”“Loose-Tight”

Again it is critical that the Central Office shift its focus and resources to be “tight” on ensuring school sites make structural changes to allow for job-embedded professional learning

And “loose” in providing school sites with the autonomy needed to make necessary cultural changes

Again it is critical that the Central Office shift its focus and resources to be “tight” on ensuring school sites make structural changes to allow for job-embedded professional learning

And “loose” in providing school sites with the autonomy needed to make necessary cultural changes

Common Beliefs Through Distributive Leadership

Common Beliefs Through Distributive Leadership

EMOTIONS

Common Beliefs Through Distributive Leadership

Common Beliefs Through Distributive Leadership

1. Establish common beliefs2. Indentify and articulate the

fundamental purpose of the district and the big ideas to achieving that purpose

3. Trust- encourage organizational autonomy within defined parameters

1. Establish common beliefs2. Indentify and articulate the

fundamental purpose of the district and the big ideas to achieving that purpose

3. Trust- encourage organizational autonomy within defined parameters

“Loose-Tight”“Loose-Tight”Loose leadership practices promote collegiality by providing a collaborative team with the autonomy to develop values and beliefs that drive their team and classroom practices

Tight leadership practices promote accountability by requiring a collaborative team to produce artifacts that articulate their focus on student learning

Loose leadership practices promote collegiality by providing a collaborative team with the autonomy to develop values and beliefs that drive their team and classroom practices

Tight leadership practices promote accountability by requiring a collaborative team to produce artifacts that articulate their focus on student learning

Collective Commitments Through Collective

Efficacy

Collective Commitments Through Collective

Efficacy

ACTIONS

“Loose-Tight”“Loose-Tight”Tight leadership is exhibited by

focusing the efforts of collaborative teams within the defined parameters

While loose leadership will simultaneously be exhibited by allowing the teams to design, implement, and refine tools and routines to collectively engage in the continuous improvement of student academic achievement

Tight leadership is exhibited by focusing the efforts of collaborative teams within the defined parameters

While loose leadership will simultaneously be exhibited by allowing the teams to design, implement, and refine tools and routines to collectively engage in the continuous improvement of student academic achievement

ConclusionConclusion

Educators wantsolutions that are exoticand easy, but in realitythe answers are simpleand hard to do.

Educators wantsolutions that are exoticand easy, but in realitythe answers are simpleand hard to do.