Written Assignment 4 by Ewing Coleman Green EDD 9100L CRN
Download
Report
Transcript Written Assignment 4 by Ewing Coleman Green EDD 9100L CRN
The Authors
Richard DuFour
Long-time educational administrator, author
Professional Learning Community (PLC) expert
Co-authored primary text in EDD 8111 Communities of
Practice (DuFour & Eaker, 1998)
www.allthingsplc.info
Robert Marzano
Long-time educational researcher and author
www.marzanoresearch.com
Similarities to EDD 9100
Kouzes and Posner (2007) extensively cited
Five practices of exemplary leadership (Model the way,
Inspire a shared vision, Challenge the process, Enable
others to act, and Encourage the heart)
Staying in love; leadership is an affair of the heart
Northouse (2012): leadership is an influence process
to achieve common goals, and leadership is about
relationships and results
Clawson (2012): importance of emotion; VABEs
Vision is essential
Similarities (cont’d)
Principalship is key to creating culture and building
capacity (self-efficacy)
Distributed leadership
Principal’s Actions
Collaborative Teams
Actions
Student Achievement
Teacher
Professional development is embedded (learn from
work versus taken away from work to learn)
Importance of communication (clear, inspiring)
Importance of celebration of milestones
Dissimilarities to EDD 9100
Focused primarily on leading educational systemic
change and improving student achievement through
PLCs
Less on interpersonal aspects of leadership
No discussion of ethics and integrity
Learnings/Reinforcements
Every great leader is teaching and every great teacher is
leading
Power of PLC to align resources to measurably improve
student learning
Three Big Ideas
All students learn at high levels
Collaborative effort to meet student needs
Results orientation (use SMART goals: Strategically aligned,
Measurable, Attainable, Results focused, Time-bound)
Evidence of impact
Administrivia
Focus on Student Learning
Learnings (cont’d)
Collaborative practice, sharing, and observation
Learning from peers, mutual accountability
Shift from principals vertically ‘supervising’ teachers to
educators horizontally building collaborative capacity
Transformation from culture of isolation to culture of
collaboration
Recurring cycle of collective inquiry
Curriculum
Learning engagement design
Monitoring student learning
Individual student differentiation
Job Relevance
My role as 8Red PLC leader
Essential to gain shared vision and ownership of
direction
My role on Middle School Leadership Team
Help us improve PLC effectiveness
My role on upcoming Differentiation Task Force
TBD, student learning enrichment
My role as Algebra 1 teacher
Individual student learning needs
Agreements
Senior leadership must ensure organization has the
capacity to deliver against coherent initiatives
Avoid initiative fatigue
Focus on the critical few
Sustained, patient, continual effort
Provide time and resources
Collaborative time (i.e., common planning time)
Role of effective educator is a calling, a work of love,
because it is fundamentally about serving others
The people; passion for a moral purpose
The process; must be a lifelong learner
Agreements (cont’d)
Beware the Dark Side
Clawson (2012): “Be aware that when people work on
something they believe in deeply, they can work so
hard that they begin to do damage to themselves and
others” (p.232)
Be mindful of sphere of influence
Move to standards-based reporting including
learning behaviors (O’Connor, 2007)
Disagreements
Including traditional letter or numeric grading
schemes on standards-based report cards
(O’Connor, 2013)
Discussion on formative assessment omitted
importance of student self-assessment (McMillan &
Hearn, 2008)
Who Should Read and
Why?
Constituents in education at all levels
From Board of Directors to teachers
Alignment of organization on initiatives key to student
learning
Professional Learning Community model is a paradigm
shift in pedagogy
References
Clawson, J. G. (2012). Level three leadership: Getting below the surface
(5th ed.). Upper Saddle River, NJ: Prentice Hall.
DuFour, R., & Eaker, R. (1998). Professional learning communities at
work: Best practices for enhancing student achievement. Bloomington,
IN: National Educational Service.
DuFour, R., & Marzano, R. J. (2011). Leaders of learning: How district,
school, and classroom leaders improve student achievement.
Bloomington, IN: Solution Tree.
Kouzes, J., & Posner, B. (2007). The leadership challenge (4th ed.). San
Francisco, CA: Jossey-Bass.
References (cont’d)
McMillan J. H., & Hearn, J. (2008). Student self-assessment: The key to
stronger student motivation and higher achievement. Educational
Horizons (87)1, 40-49. Retrieved from
http://www.eric.ed.gov/ezproxylocal.library.nova.edu/PDFS/EJ815370.
pdf
Northouse, P. G. (2012). Introduction to leadership (2nd ed.). Thousand
Oaks, CA: SAGE.
O’Connor, K. (2007). A repair kit for grading: Fifteen fixes for broken
grades. Portland, OR: ETS Assessment Training Institute.
O’Connor, K. (2013). Essentials for principals: The school leader’s guide
to grading. Bloomington, IN: Solution Tree.
Image URLs
Slide 9. SAS logo. Retrieved from http//:www.saschina.org
Slide 13. Board of Directors. Retrieved from
http://ts4.mm.bing.net/th?id=H.4604759954425579&pid=15.1
Slide 13. Teacher. Retrieved from
http://ts2.mm.bing.net/th?id=H.4535250221531749&pid=15.1