LEADING & LEARNING IN CENTRAL NEW YORK 2011-2012 COHORT February, 2012.

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February, 2012

INTRODUCTIONS

GUIDING QUESTIONS:

• What is instructional leadership?

• How can I make room for instructional leadership giving the incredible management and supervision demands in todays schools?

• How can supervision and evaluation be about promoting teacher growth and student learning?

INTRODUCTIONS

FOCUS AREAS:

• Being deliberate about instructional leadership

• Making meetings about instruction

• Communication and Instructional leadership

• Best Practices in a Standard-based Classroom

• Multiple Methods of Data Collection

• Feedback: Oral and Written

maps

INTRODUCTIONS

FOCUS AREAS:

• Being deliberate about instructional leadership

• Making meetings about instruction

• Communication and Instructional leadership

• Best Practices in a Standard-based Classroom

• Multiple Methods of Data Collection

• Feedback: Oral and Written

INTRODUCTIONS

FOCUS AREAS:

• Being deliberate about instructional leadership

• Making meetings about instruction

• Communication and Instructional leadership

• Best Practices in a Standard-based Classroom

• Multiple Methods of Data Collection

• Feedback: Oral and Written

today

INTRODUCTIONS

FOCUS AREAS:

• Being deliberate about instructional leadership

• Making meetings about instruction

• Communication and Instructional leadership

• Best Practices in a Standard-based Classroom

• Multiple Methods of Data Collection

• Feedback: Oral and Written

today

CREATING A DEFINITION

• What is “growth-producing feedback?

• Why is it important?

• How does it fit with the Race To The Top?

ACTIVITY: With your partner, write adefinition of “growth producing feedback”

ADULTS AS LEARNERS (ANDRAGOGY)

• Our teachers are our learners

• Adult learners are not just like younger learners

ACTIVITY: Turn to page 181 in Leading the Learning. Which of these is a little different for adult learners?

SEEK FIRST TO UNDERSTAND

E X T R OV E RT E D

Prefer to respond to new information immediately, doing your thinking out loud…

I N T R OV E RT E D

Prefer information in advance so that you have time to think about the issues before you respond…

SEEK FIRST TO UNDERSTAND

E X T R OV E RT E D

Prefer to respond to new information immediately, doing your thinking out loud…

I N T R OV E RT E D

Prefer information in advance so that you have time to think about the issues before you respond…

SEEK FIRST TO UNDERSTAND

E X T R OV E RT E D

Prefer to respond to new information immediately, doing your thinking out loud…

I N T R OV E RT E D

Prefer information in advance so that you have time to think about the issues before you respond…

SEEK FIRST TO UNDERSTAND

G LO B A L

Tend to see the big picture and like to have scaffolding on which to hang details…

A N A LY T I C A L

Prefer to see the bits and pieces and then put them into a whole…

SEEK FIRST TO UNDERSTAND

R A N D O M

Inclined to jump around inside a problem and deal with the parts that interest you first…

L I N E A R

Work through steps in sequence…

SEEK FIRST TO UNDERSTAND

C O N C R E T E

Want to see the real thing first…

A B S T R A C T

Interested in the theory and the possibilities…

SEEK FIRST TO UNDERSTAND

S E N S I N G

Prefer to go deal with the observable facts (see, hear, touch)…

F E E L I N G

Prefer to go with gut instincts…

SEEK FIRST TO UNDERSTAND

H E A D

Do you lead primarily with your head, saying “I think”…

H E A RT

Do you lead primarily with your heart, saying “I feel”…

SEEK FIRST TO UNDERSTAND

H A L F F U L L

See the world with rose-colored glasses…

H A L F E M P T Y

More likely to see or expect problems just around the corner…

SEEK FIRST TO UNDERSTAND

R E S E A R C H

Tend to seek our and cite research…

E X P E R I E N C E

Prefer to rely on personal experience…

SEEK FIRST TO UNDERSTAND

P O S I T I O N P O W E R

Define authority primarily by titles and positions in an organization…

P E R S O N A L P O W E R

Authority comes from the respect for the person…

SEEK FIRST TO UNDERSTAND

• What does this mean for you as a leader?

THE ASK CONSTRUCT

• Attitude

• Skill

• Knowledge

ACTIVITY: Handout #25

TALKING WITH STAFF

• Glickman, Gordon & Ross (p. 186)

• Hunter (p. 186)

• Hershey & Blanchard (p. 187)

• Costa & Garmston (p. 187)

• Lipton & Wellman (p. 188)

• Blase & Blase (p. 188)

ACTIVITY: Summarize one approach and share with the group

THE THREE Cs

• Coach

• Collaborate

• Consult

ACTIVITY: Turn to the chart on page 190

THE THREE Cs

• Coach

• Collaborate

• Consult

ACTIVITY: What Do You Do When… Which way would you approach it?

How would you approach the situation?What would you say?

HOMEWORK

When you plan for your post mini-conference chats, plan your approach based on some of the things we discussed.