Principal as Leader May 9, 2012

Robert Bender Principal P.S. 11 New York City Department of Education

P.S. 11 William T. Harris School

       www.ps11chelsea.org

Received a letter grade A on NYC Progress Report for the last three years. (Based on student performance and progress and NYC Learning Environment Survey) Received highest rating on NYC Quality Review (Well-Developed) In last 7 years enrollment has increased from 430 students to over 700 students.

Ethnicity percentages have remained steady. Approximately 60% of students are Black and/or Hispanic and approximately 40% are White.

Last year over 68% of students qualified for free or reduced lunch. This year only 38% qualified. 16% of students receive Special Education Services.

Shaping a vision of academic success for all students

“The greatest danger for most of us is not that our aim to high and we miss it, but that it is too low and we reach it.” Michelangelo

 Teachable Point of View (TPOV). Every student must be given the opportunity to shine and be celebrated as often as possible.

 Create Opportunities for Success: Differentiated programming and instruction, individual student goals, enrichment programs.

Creating a climate hospitable to education

    Student and Teacher Scheduling: extended lunches, common planning time, daily schedules with large blocks of instruction, reduce interruptions.

Hierarchy of Needs for both Students and Staff

Parent, Staff and Student feedback: PTA, School Leadership Teams, teachers professional development (choice), Grade meetings, Learning Environment Survey, Parent workshops and surveys, student council. Principal as Teacher: demo lessons, office as a learning space.

Cultivating leadership in others

    Sharing leadership opportunities: Different models of leadership.

Leadership programs Mentorships Releasing leadership

Improving instruction and managing people

     Danielson Frameworks : Developing a common language for reflection and improvement and allowing teachers to have a voice in their own growth.

Teacher Designed Projects: Using SMART (Strategic, Measurable, Rigorous and Time bound) goals to create individual teaching projects, based on student outcomes. Conversation vs. Observation: Give teachers a voice in their improvement.

Transparent and Timely Feedback: Honesty and transparency are key to seeing immediate response.

Ability to Receive Feedback and Take Action: School leaders must be as able to receive and act on feedback.

Data and processes to foster school improvement

     Teachers are Doctors of Learning: A great teacher must be able to analyze, treat and respond. Scheduled collection of student data: The collection and review of data should be scheduled, formal and consistent.

Grade level and cross grade Inquiry Groups: Teams of teachers working together to find a “cure” for gaps in learning. Literacy and Math coaches: Strategically analyze data and trends in order to inform professional development.

Data Specialist: One person with a focus on school data.