School Leadership Program Webinar Seminar for October 20

School Leadership Program

Webinar Seminar for October 20

Just Do It!!!

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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…

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Leadership Audit

• Purpose and current reality• Leadership values• Style•Leadership Framework

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Leadership StrandsFive Leadership Challenges

Principal Quality Practice Guidelines

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The Principal Quality Practice Guideline

Promoting Successful School Leadership in Alberta

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Introduction – The Changing Role of the PrincipalFrom… To…

(2002)

(2007)

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

Instructional LeadershipChanging role of the school

leader

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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

School Leadership Program

Webinar Seminar for October 21, 2011

Just Do It!!!

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

The Leaders

School Leadership

Team

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

Teacher Quality StandardMinisterial Order (#016/97)

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 Growth, Supervision and Evaluation

Provincial Policy

Key Definitions from the Provincial PolicyEvaluation SupervisionTeacher Professional Growth

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)

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