Transcript NT Webinar PP Oct 20 21-11
Just Do It!!!
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Intended Learner Outcomes
To develop leadership capacity To build our community of practice To explore leadership strands To articulate leadership actions to your current reality
Learning Sequence
1.
2.
3.
4.
5.
6.
Leadership Audit Leadership Strands Instructional Leadership Shared Vision of Exemplary Teaching Supervision 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… bh
• Purpose and current reality • Leadership values • Style • Leadership Framework dn
Five Leadership Challenges Principal Quality Practice Guidelines
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Promoting Successful School Leadership in Alberta wp
Introduction – The Changing Role of the Principal
From… To…
(2002) (2007)
Principal Quality Practice
The 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 Dimensions
In 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 Dimensions
1. Leadership Dimension - Fostering Effective Relationships 2. Leadership Dimension - Embodying Visionary Leadership 3. Leadership Dimension - Leading a Learning Community 4. Leadership Dimension - Providing Instructional Leadership 5. Leadership Dimension - Developing and Facilitating Leadership 6. Leadership Dimension - Managing School Operations and Resources 7. Leadership Dimension - Understanding and Responding to the Larger Societal Context
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School Leaders Role (1970s)
Instructional Focus Principal Manager and Evaluator
Changing role….
Focus on resources Principal as decision maker and resource provider
Transformational Leadership
AISI
D.I. PLC AFL
Principal as collaborator and change agent
Changing Role over time
Instructional Leadership 1980-2011 In st ru ct io na l f oc us
1980 1995
SBDM In st ru ct io na na l F oc Tr us an sf or ma tio n
2005 2011
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 Change
One who creates disequilibrium with the current state as an impetus to explore alternatives to current practice
3. Learning Facilitator
A key player in designing collaborative, job embedded, standards-based professional learning communities
4. Resource Provider
One 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
Closure
Reflection:
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?
Or email to Bill, Dot or Warren
bh
Just Do It!!!
Intended Learner Outcomes
To develop leadership capacity To build our community of practice To articulate leadership actions to your current reality
Intended Learner Outcomes
Based 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
Leadership Strands
Leadership Influence
Leadership Direction: The Top Line of Leadership
Leadership Direction and Influence
Individual Leadership Action
Ministerial Order (#016/97)
Meanings of
Leadership
Leadership can be described by reference to two core functions:
Providing direction
Exercising influence.
(Leithwood and Riehl, 2003)
A Model of Teaching
Teaching 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 Standard Quality 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 Teachers
Studies related to teaching expertise identifies three areas in which experts share common characteristics: Knowledge Efficiency in problem solving Insight with respect to solving educational problems.
Knowledge
Expert 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.
Efficiency
Well-practiced and highly effective routines enable expert teachers to: better monitor the flow of their lessons, Anticipate problems, Evaluate their teaching, and Modify their teaching activities.
Insight
Expert 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?
Provincial Policy
Key Definitions from the Provincial Policy
Evaluation Supervision Teacher Professional Growth
Teacher Growth
A 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 Teachers
Includes: Providing support and guidance to teachers Observing 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 & E
Professional Growth
(On-going learning)
Supervision
(Awareness)
Teacher Evaluation
(Reasoned judgment)
Developing Supervisory Skills
What
Walk 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.
How
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
Task:
Building Tools 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: 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?
What does your coach need to know about your current reality?
Application:
What leadership actions have you taken? What has been the result?
What questions do you have?
What decisions do you need to make?
Instructional Leader’s Checklist
Regular Classroom Observations with discussion/feedback Priority Focused Professional Development with clear intended learner outcomes Develop a shared vision of exemplary teaching
Instructional Leader’s Checklist
Create 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)
Closure
Reflection:
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?
Or email to Bill, Dot or Warren
bh