The Principal as Learner: Planning for Your Own Leadership Development Ann Cunningham-Morris www.ascd.org 05 September 2008 SAPA Conference
The Principal as Learner: Planning for Your Own
Leadership Development
Ann Cunningham-Morris www.ascd.org
05 September 2008
SAPA Conference
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Professional Development Institute
Handout Copyright All rights reserved. These handouts are intended for personal use in connection with this presenter’s staff development program. For any other use of these materials other than personal use, please contact the ASCD Rights and Permissions Department at [email protected]. ASCD Publications present a variety of viewpoints. The views expressed or implied in this publication are not necessarily official positions of the Association.
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The Principal as Learner: The Principal as Learner: Planning for Your Own Planning for Your Own
Leadership DevelopmentLeadership Development2008 SAPA Conference2008 SAPA Conference
Presenter: Ann CunninghamPresenter: Ann Cunningham--MorrisMorrisManaging Director, Professional DevelopmentManaging Director, Professional Development
Association for Supervision and Curriculum DevelopmentAssociation for Supervision and Curriculum DevelopmentASCDASCD
www.ascd.orgwww.ascd.org
ASCD South African Principals Focus Groups
October 2007- Conducted Leadership Development Needs Assessment Focus Groups
Needs/IssuesLearning communities for leaders and teachersResources- materials, time, staffDistributed leadershipInstructional expertise capacity building for leaders and teachersProfessionalismCommunity and social issues impact on instruction
The Roles of the Principal
ASCD’s Leadership Development Framework- Aligned with Leadership Standards Worldwide
Principal as VisionaryPrincipal as Instructional LeaderPrincipal as ManagerPrincipal as InfluencerPrincipal as Learner
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Principal As Learner
Self-AwarenessSelf-Assessment Leadership development planFeedback Coaching and CollaboratingContinuous improvement
SelfSelf--AwarenessAwareness
Your leadership development effort should include:Modeling principles of self-awareness, reflective practice, and ethical behavior
SelfSelf--AssessmentAssessment
Use selfUse self--assessment toolsassessment toolsFocus on selfFocus on self--honesty honesty Use results to inform your leadership development Use results to inform your leadership development planplanRevisit at regular intervalsRevisit at regular intervals
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SelfSelf--Assessment ActivityAssessment Activity
Select one area and complete your areas of strength, evidence of strength, and areas of need
Turn to the person next to you and share your self-assessment reflections
Individual Leadership Development Plans
Identify growth areas neededInclude a variety of approaches:
Workshops or work sessionsCourses- virtual and traditionalLearning communities or communities of practiceStudy groups and action research groupsJob shadowingMentor/peer observation, coaching and feedbackMeetings as opportunities for learning
Supporters of Your Development Plan
Feedback ProvidersMentorCoachColleagueCohortCounselor
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Soliciting FeedbackSoliciting Feedback
360-degree FeedbackSolicit from a variety of peopleFeedback from mentor/coach
Feedback questions aligned with leadership standardsFeedback results discussed and reflected in leadership
development plan
Soliciting Honest FeedbackSoliciting Honest Feedback
List people who know you well and whom you trust to give you honest feedbackList people who know you well but may be tempted to tell you only what they think you want to hearList people with whom you occasionally disagree but who might be willing to give you honest feedbackList people you do not know as well but who may have new and different perspectives
Receiving FeedbackReceiving Feedback
ListenCheck for understandingReflect upon feedback givenDetermine a follow-up plan of action
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Feedback DiscussionsFeedback Discussions
Feedback shouldFeedback should……Give information and technical assistanceGive information and technical assistanceProduce learning, but not be Produce learning, but not be ““tellingtelling””Share the Share the whatwhat and and whywhy of a solution or suggestionof a solution or suggestionOffer a menu of options & solutionsOffer a menu of options & solutionsInclude modeling or demonstrationInclude modeling or demonstration
From: Lipton & Wellman, Guide for Instructional Leaders ASCD 2002
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Self-Assessment for Leadership Development Name___________________________________________________ School/Office____________________________________________ School Year______________________________________________ Examine the knowledge and performance indicators for each key area. Under each key area, identify your areas of strength and areas of need. KEY AREA 1: Leading and Managing the Learning School
Areas of Strength Evidence of Strength Areas of Need
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KEY AREA 1 Knowledge Domains
• National Curriculum Statement • Practices of effective Teaching & Learning (T&L) • Monitoring and evaluation of performance in relation to National
Curriculum Statement • Using data to monitor and evaluate performance • Using research to improve T&L • Using technology to support T&L and assessment • Accessing and utilizing resources to support T&L • Developing a learning culture in the school that supports raising
achievement levels • Nurturing supportive environment for effective T&L • Developing school as a learning organization • Social, political, economic and health influences on school-community and
impact on T&L and attendance • Managing specific learning needs and behaviors • Ensuring equity in learner access to high quality T&L
Actions/Performance Indicators
• Ensure all educators understand National Curriculum Statement • Model personal commitment to learning & maintain high standards for
T&L • Set high expectations and promote strategies for T&L • Develop strategies to deal with underperformance • Facilitate monitoring and evaluation of classroom practice • Monitor and evaluate classroom practice • Supervise T&L • Collect and use school data to improve T&L • Stay abreast of educational research and literature • Discuss pedagogy and welfare issues with staff • Promote positive learning culture and ethos • Understand and share principles & practice of effective T&L through
effective curriculum management
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KEY AREA 2: Shaping the Direction and Development of the School
Areas of Strength Evidence of Strength Areas of Need
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KEY AREA 2 Knowledge Domains
• The values, principles, goals that inform South African schooling • South African educational legislation and policies • Labour law and its application in the school context • The principles/processes of strategic thinking, planning and implementation • Leading complex and dynamic change processes • Approaches to building, communicating and implementing a shared vision • Strategies for inspiring, challenging, motivating and empowering people to
commit to school’s values, vision, and mission • Model values and vision of the school
Actions/Performance Indicators • Ensure that vision and mission is shared and understood by school-
community • Translate vision and mission into goals and operational plan for school
improvement • Ensure school policy is aligned to national education legislation and policy • Build a shared school culture that supports collaboration around effective
teaching and learning • Ensure strategic planning built around values, diversity and the context of
the school-community • Monitor, evaluate and review impact of school plans • Lead by example and model values and vision of school
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KEY AREA 3: Assuring Quality and Securing Accountability
Areas of Strength Evidence of Strength Areas of Need
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KEY AREA 3 Knowledge Domains
• Practices related to quality assurance, whole school review, evaluation and performance management.
• Using data for monitoring, evaluating and improving school performance • Developing processes and systems for accountability, responsiveness and
responsibility • Statutory frameworks related to quality assurance and accountability
(e.g. South African Schools Act; Integrated Quality Management Systems. etc.) Actions/Performance Indicators
• Develop an ethos of collective responsibility for assuring quality and • ensuring accountability • Ensure that regulated performance management systems are understood • and administered • Develop mechanisms for systemic review and self-evaluation of all aspects
of school’s work • Ensure all members of school-community understand their individual • responsibilities and accountabilities • Collect and use data to support ongoing self-evaluation and accountability • Use evaluations (self and external) for school development • Develop internal and external accountability mechanisms • Work with SGB members to assist school to meet its statutory
accountability obligations to both the SGB and DoE
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KEY AREA 4: Developing and Empowering Self and Others
Areas of Strength Evidence of Strength Areas of Need
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KEY AREA 4 Knowledge Domains
• Relationships between performance management., continuing professional development and sustainable school improvement
• Approaches to promoting continuing professional development and adult learning
• Ways in which shared leadership, participatory decision-making, team-building and effective teamwork may be encouraged and implemented
• Ways in which motivation, morale and job satisfaction may be enhanced • Ways to interpret Ubuntu within interpersonal relationships, effective
communication and feedback Actions/Performance Indicators
• Develop effective procedures for personnel processes like induction, performance management and professional development
• Provide opportunities for continuing professional development • Develop shared leadership, participation in decision-making, and teamwork • Plan, support and evaluate work of individuals and teams • Celebrate achievements • Establish effective communication mechanisms • Ensure equity and fairness in delegation of the work • Embrace Ubuntu, valuing and respecting people and their contributions • Review own practice and accept responsibility for personal professional
development
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KEY AREA 5: Managing the School as an Organization
Areas of Strength Evidence of Strength Areas of Need
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KEY AREA 5 Knowledge Domains
• Organizational models and the principles and practices of organizational development and behavior
• Procedures for the effective and equitable use of human, financial, and physical resources and other school assets in pursuit of the school’s educational priorities
• Effective procedures for acquisition, maintenance, and management of school assets
• Informed decision-making • Financial and budgetary planning and management, including
supplementary income • Practices for performance management., (organizational and individual) • Legal and regulatory frameworks relating to managing schools in South
Africa • Application of technologies for organizational management
Actions/Performance Indicators • Build an organizational structure that reflects school’s vision and values,
with efficient management systems in line with legal and regulatory requirements
• Effective and efficient management of school resources • Manage the equitable deployment and development of school staff • Implement effective performance mgt. processes (individual • and whole school) • Ensure school’s management policies are sensitive to local circumstances
and reflect national and provincial policies, goals and needs • Develop supportive environment for T&L, and meets health and • safety regulations and needs • Monitor use of school resources to ensure improvement in quality T&L • Use technology effectively and efficiently
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KEY AREA 6: Working With and for the Community
Areas of Strength Evidence of Strength Areas of Need
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KEY AREA 6 Knowledge Domains
• Understand the socio-economic, political and cultural characteristics of the wider school-community
• Understand current issues and future trends that affect the school-community
• Knowledge of the diversity of resources available in wider community • Knowledge of the sources and patterns of influence in the wider
community • Knowledge of curriculum opportunities (formal/informal) that lie in wider
community • Knowledge of existence of other relevant agencies and the possibilities for
future collaboration • Knowledge of the work, capabilities and needs of other schools in the
district clusters and networks • Approaches to building and maintaining partnerships between school and
community stakeholders • Knowledge of ways in which parents and other caretakers in the
community can support children’s education and well-being
Actions/Performance Indicators • Draw on richness and diversity of school community wider to develop
school culture and ethos • Ensure T&L are linked and related to wider community • Build and maintain partnerships with other agencies to support children and
their families • Build relationships with potential resource providers • Develop communication strategy to highlight work of school in the
community • Provide leadership and support to wider community through availability of
school facilities and expertise • Build partnerships for mutual support, sharing of effective practices and • resource management with other schools • Develop effective partnerships between school’s SGB and professional
mgt. team • Communicate with parent/career community and build school-home • relationships • Give attention to needs of learners/ support the work of the Representative
Council of Learners
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15ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT®
Name
School/Office
Initial Date of Plan
Quarterly Review Dates
Based on the professional development needs you identified on the Leadership Self-Assessment, address
the following questions when developing the Individual Leadership Development Plan.
What opportunities will you pursue to enhance your knowledge and performance in identified areas out-
side of your local school or district setting?
Examples: Workshops
Online courses
Local, state, and national conferences
Graduate courses
External career counseling
Job shadowing
Other
What opportunities will you pursue to further your knowledge in identified areas within your local school
or district setting?
Examples: Job shadowing
Internship
360-degree feedback
Mentoring program
Executive coaching
Peer observation and feedback
Action learning team
Study group
Collegial research group
Internal career counseling
Other
APPENDIX B
Individual Leadership Development Plan
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Identified Area of Growth
What opportunities will you pursue to enhance your knowledge and performance in identified areas outside of yourlocal school/district setting?
Growth Activities Mentor/Coach Dates Accomplished
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RATIONALE:
SUGGESTIONS FOR USE:
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DISTRIBUTED INSTRUCTIONAL LEADERSHIP ASSESSMENT
ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT®
DISTRIBUTED INSTRUCTIONAL LEADERSHIP ASSESSMENTDISTRIBUTED INSTRUCTIONAL LEADERSHIP ASSESSMENT
To assist leaders in determining the person or role whowould be most helpful in achieving their goal.
➤ As a tool to help identify the person or role thatwould be most helpful in achieving a previouslydetermined developmental goal.
➤ As a way to further differentiate between feedbackprovider, mentor, coach, colleague, counselor, andcohort.
IDENTIFYING SUPPORT FOR ACHIEVING A DEVELOPMENT GOAL:WHOM SHOULD I CHOOSE?
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Identifying Support for Achieving a Development Goal:Whom Should I Choose?
Developmental Goal
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Questions to Consider About the Developmental Goal
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Feedback Provider
_________________________________________________________________________________________________(name)
Questions to Consider
• Who is in a position to observe me practicing behaviors related to my goal?
• Who is good at observing and assessing the impact of my behaviors?
Mentor
_________________________________________________________________________________________________(name)
Questions to Consider
• Who would be a good role model?
• Who is someone who is already skilled in my goal area?
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25ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT®
Coach
_________________________________________________________________________________________________(name)
Questions to Consider
• Who is astute in the area of inquiry?
• Who can coach me in identifying my own solutions?
Colleague
_________________________________________________________________________________________________(name)
Questions to Consider
• Who is good in the role of “devil’s advocate”?
• Who is good at offering different perspectives?
Cohort
_________________________________________________________________________________________________(name)
Questions to Consider
• Who are peers who would understand what I am trying to accomplish?
• Who would be “good company” for this journey?
Counselor
_________________________________________________________________________________________________(name)
Questions to Consider
• Who can be both empathic and objective?
• Who can understand me enough to see through my excuses, procrastinations, rationalizations,
frustrations, and so on?
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RATIONALE:
SUGGESTIONS FOR USE:
To provide the leader with some questions and ideasfor soliciting feedback from others.
➤ As a source list of one or two questions that can beposed to peers, staff, students, supervisors, mentors,and others as opportunities for specific feedback.
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SUGGESTED QUESTIONS FOR SOLICITING FEEDBACK
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1. How well do I manage meetings?
2. Am I approachable?
3. Am I seen as someone who is visible?
4. Am I seen as someone who is competent?
5. Am I seen as fair?
6. Do I appropriately delegate roles and responsibilities?
7. How well do I manage conflict?
8. Do I involve others in decision making?
9. Am I a good listener?
10. Do I provide appropriate and needed professional development opportunities for employees?
11. Am I seen as competent in my role as instructional leader?
12. How am I with time management?
13. Am I innovative and creative?
14. Am I seen as a motivator?
15. How are my organization skills?
16. Do I encourage others to work as a team?
17. How is my verbal communication?
18. How is my written communication?
19. Am I able to maintain perspective?
20. Am I calm during crises?
21. How am I at solving problems?
22. How are my negotiating skills?
23. Am I seen as politically savvy?
24. Am I a good presenter?
25. How well do I confront problem employees?
26. Am I seen as a good leader?
27. Am I seen as action-oriented?
28. Am I seen as a person who is sensitive to racial and cultural diversity?
29. Do I use humor appropriately?
30. Do I keep people informed?
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Suggested Questions for Soliciting Feedback
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