Transcript Slide 1

Webinar: Leadership Teams
October 2013: Idaho RTI
Standard
The
principal
3 compiles
The principal
Standard 1
reports from
…oversees
theclassroom
implementation of curriculum.
INTELLECTUAL
engages parents
An administrator provides
COMMUNICATION
observations
STIMULATIONand the
leadership
an and
DISCIPLINEshowing
14 STRATEGIES
The
principal for
models
Curriculum
Theareas
principal
makes sure
aggregate
community in the communicates
educational organization.
Standard
10 of strength
TO TURN
the
everyone
understands
OPTIMIZE
the
8
THINGS
THAT
and
areas in need
of
improvement
…facilitates
theAROUND
YOUR
expectation of improved
school’s
mission,
clear
GREAT
SITUATIONAL
improvement
without
process.
participation
of parents
SCHOOL
student learning through
goals,
and
their
roles
in
PRINCIPALS
DO
AWARENESS
revealing
the identity
of in
and families
as partners
commitment, discipline,
The
principal
spends
Leadership
meeting
the
goals.
DIFFERENTLY
individual
teachers.
the education
of children.
and careful
at least 50% of his/her
IDEALS/BELIEFS
of sound
Standard 4
time working directlyimplementation
TheFOCUS
principal
Standard 5
REALLY?...21
AND
DON’T FORGET…
Standard 7
practices.
…coordinates
services
with teachers to
challenges unsound
…provides for staffing and …communicates with
RESPONSIBILITIES????
66
PRACTICES…
Standard
9
The
principal
that
support
student
improve instruction
THE 753
teaching
practices
professional
development
to
SERIOUSLY?
diverse
groups
and YOU
…understands
the
communicates the
RESOURCES
growthand
and
including classroom
EXPERIENCES
and
supports
OUTREACH
meet student
learningdevelops
needs.
Assessment
The principal
the
individuals
withMUST
clarity
influences
of
social,
likelihood
of
success
development.
observations.
SIMPLY
monitors6the
SECRETS FOR
Standard 2
leadership capacityand
of sensitivity.
cultural,
political,
based
and
on
the
plan and
HAVE BEFORE YOU
correction of
them.
LEADING
…guides3instruction
and
supports
an
EASY
STEPS
others
in
the
school.
economic forces
hard
on work.
the
The principal
offers
DIE
The
principal
plans
SUCCESSFUL
effective
learning
enviornment
MONITOR/EVALUATE
TO
IMPROVE
CHANGE
AGENT
educational
environment
AFFIRMATION
frequent
CHANGE opportunities for STUDENT
CONTINGENT
REWARDS
The principal
and uses this knowledge
opportunities
for
Instruction
teachers to share
their monitors curriculum
ACHIEVEMENT
7
HABITS
OF
to serve the need of
the critique of the
strengths with other
The principal
HIGHLY
and
classroom
VISIBILITY
children, families,
and 6
Standard 8
school’s progress
The
principal
celebrates
TheStandard
principal
KNOWLEDGE
OF
teachers.
providesORDER
THE
5
THINGS
INVOLVEMENT
STRESSED
OUT
instruction regularly.
communities.
…acts
in
accordance
with
and
suggestions
…
uses
assessment
and
individual,
team,
and
actively
INPUT
CURRICULUM,
The IN
principal
keeps afor
Supportive
incentives
forparticipates
ALLLearning
GOOD
CURRICULUM
PRINCIPALS
established laws,
policies,
evaluation
information
school successes,
the school’s
INSTRUCTION
focusimprovement.
on instructional
teacher and with
LEADERS
INSTRUCTION
Environment
and
about
students,
staff,AND
and especially related
togood business
teams.
improvement
and
Professional
school
RELATIONSHIPS
FLEXIBILITY
SHOULD
KNOW
AND
practices. student learning
student outcomes.
ASSESSMENT
CULTURE the community in making
accomplishment.
ASSESSMENT
Development
2
decisions.
outcomes.
6 Domains of
Effective Schools
& Districts
“Shared leadership is a process of
taking collective action,
responsibility, and accountability
for achieving common goals while
cultivating the conditions needed
to promote change.
It is a condition that can be
enabled
and sustained through
organizational authority.”
School Leadership Team
Instructional Leadership
Goal setting
Family & Community
Involvement
The principal and leadership
team collaborate to
establish and communicate
instructional goals for
school success.
Family &
Community
Involvement
Resource
management
The leadership team
allocates and manages
resources to support the
school’s instructional
program.
Shared leadership
School staff share
leadership responsibilities
and participate in decision
making that advances
the school’s
mission.
Instruc Professional
Instruction
tion
Capacity
Learning
Climate
The Essential Supports for School Improvement ; Consortium on Chicago
School Research, 2006: http://ccsr.uchicago.edu
Leadership Team (LT)
What is the Leadership Team?
Goal Setting
Resource
Management
Shared
Leadership
Leadership
Team
Goal Setting
The principal and leadership team collaborate to establish and
communicate instructional goals for school success.
• The principal leads the school community in creating and
revising a vision for the school that is informed by the
community context.
• The leadership team sets high expectations for teaching,
learning, and leading and fosters an environment where
staff work collaboratively to meet the needs of students.
• The principal and leadership team are knowledgeable about
instructional best practices and research; they expect and
support high-quality instruction in every classroom
Resource Management
The leadership team allocates and manages resources to support
the school’s instructional program.
• The leadership team effectively allocates and manages the
school’s resources – people, time, funds, and materials – to
address school priorities and students’ needs.
• The school community evaluates and plans school programs
and policies based on their contribution toward reaching
school goals.
• Teachers use other staff, classroom volunteers, and family
resources at home to maximize the amount of individualized
instruction students receive.
Shared Leadership
School staff share leadership responsibilities and participate in decision
making that advances the school’s mission.
• The leadership team empowers staff and holds them accountable
for results, developing a plan for leadership succession.
• Teachers and students assume leadership roles outside of the
classroom, actively participate in the school improvement process,
and take ownership of resulting setbacks and successes.
• The leadership team reflects the varied perspectives in the school;
the principal taps into staff members’ interests and areas of
expertise to strengthen school programs.
Establishing a Leadership Team
• Consists of the principal, teachers who lead instructional
teams, and other instructional staff and meets regularly
• Serves as a conduit of communication to the faculty and
staff.
• Shares in decisions of real substance pertaining to
curriculum, instruction, and professional development.
• Regularly looks at school performance data and
aggregated classroom data and uses that data to make
decisions about school improvement and professional
development needs.
10
Where Does the Leadership Team Fit?
Consider these questions when defining where the LT
fits in the school’s structure:
–
–
–
–
–
What authority does the leadership team have?
With which teams is the leadership team on the same “level”?
How does information flow among groups?
Is the leadership team a subset of another team?
What is the leadership team’s relationship to the principal?
What immediate steps can be taken to strengthen the
work of your leadership team?
11
Where Does the Leadership Team Fit?
Consider these questions when defining where the LT
fits in the school’s structure:
–
–
–
–
–
What authority does the leadership team have?
With which teams is the leadership team on the same “level”?
How does information flow among groups?
Is the leadership team a subset of another team?
What is the leadership team’s relationship to the principal?
What immediate steps can be taken to strengthen the
work of your leadership team?
12
Getting Membership Right
13
Overall Membership
• 4 to 10 members
• gives the team external
legitimacy in the staff.
• represents a diversity of
experiences.
• represents a diversity of
perspectives.
• possesses the capacity to
provide leadership outside
meetings
15
• represents key groups
within the structure of the
school.
• provides for
communication throughout
the school
• possesses the capacity to
function effectively
internally.
15
Individual Members
Demonstrate…
• a willingness to collaborate
• a willingness to promote a shared vision for the
school
• a desire to change themselves and the school for the
better
• successful practice and outcomes in the classroom
• a belief that all students can learn at high levels
• the ability to lead individuals and small groups
• habits and skills of reflection
16
Core Instruction questions to analyze
• Are core instruction and the core curriculum being
implemented with fidelity? How do we know?
• Is core instruction explicit, systematic, and scaffolded?
• Are math concepts being taught to mastery?
• Are there sufficient examples, explanations, and
opportunities for practice to support new learning?
• In terms of differentiating the core, what thoughts arise
with regard to the strengths and needs of this current
grade?
• Is professional development or supports needed with
core curriculum or instruction?
Closing