INSTRUCTIONAL LEADERSHIP Whats an Administrator to Do? IN DOE Reading First Administrators Meeting January 19, 2006 Peggy W. Hill.

INSTRUCTIONAL LEADERSHIP

What’s an Administrator to Do?

IN DOE Reading First Administrators’ Meeting

January 19, 2006 Peggy W. Hill

PARTICIPANTS WILL:

Examine their current role as instructional leaders

Consider options to expand or revise their role

Determine which options will move student reading achievement ahead in their Reading First schools

Go forth and implement!

READING FIRST means…

Reading MUST be first For children For parents For teachers For administrators.

ROLES Budget/Finance manager Personnel Coordinator Enforcer Evaluator Learner Teacher Model

INstructional Leadership in INdianaReading First Schools

INvolvement

INtensity

INtentionality

THINK: What are the things that you find

yourself most often doing for RF? Jot down the three items that

consume the most time. Which items are high-yield strategies

and are the most important to you?

PAIR AND SHARE: At your table, discuss, then determine

what you deem to be the three most important things that you do to support implementation of Reading First.

PRIORITIES FOR PRINCIPALS

1. Visible presence…frequent, brief, and extended

2. Model behaviors…”walk the talk”3. Use data4. Use the observation/evaluation

process of your district to facilitate professional growth

PRIORITY ONE:

Have a visible presence in the primary wing during the 90-minute block.

PRIORITY TWO:

Model behaviors that you wish to institutionalize within the building.

PRIORITY THREE:

Use data to drive instruction and your conversations about instruction.

PRIORITY FOUR:

Use the observation/evaluation process to identify strengths and areas of growth.

PRIORITIES FOR CENTRAL OFFICE ADMINISTRATORS:

1. Be visible…as often as possible, 90-minute block, meetings, etc.

2. Model behaviors3. Use data4. Provide organizational structure

PRIORITY ONE:

Have a visible presence in the RF schools during the 90-minute block.

PRIORITY TWO:

Model behaviors that you wish to institutionalize within the buildings.

PRIORITY THREE:

Use data to drive instruction and your conversations about instruction.

PRIORITY FOUR:

Monitor due dates, reports, budgets, and timelines and provide leadership in making sure that they are done in a timely fashion.

THINK:

What new thoughts did you have regarding your RF responsibilities?

How will you go about implementing these ideas when you return to your district?

PAIR AND SHARE:

At your table, discuss what you intend to do differently. Will your priorities change? If so, how?

REMEMBER: Schools with strong instructional leaders

show significantly greater student gains. (Andrews and Soder, 1987)

Strong instructional leaders are intensely involved and act with great intentionality.

Schools with strong instructional leaders build sustainability within their programs.

SUSTAINABILITY:

The ability of a Reading First school to successfully implement SBRI on an ongoing, permanent basis without the assistance of the state and federal DOE or any other technical assistance.

That’s the goal. WE CAN DO IT!

QUESTIONS/COMMENTS?

INSTRUCTIONAL LEADERSHIP

What’s an Administrator to Do?

IN DOE Reading First Administrators’ Meeting

January 19, 2006 Peggy W. Hill