Transcript Slide 1

Ware County
Leadership WFSG
Essential Question
What are the next steps
for the Ware County
school district to become
a “great” school district?
8-Step Process
Plan
Do
Act
Check
•Disaggregate Data
•Create Instructional
Calendar
•Tutorials
•Enrichment
•Maintenance
•Monitoring
•Deliver Focus
Lesson
•Assessments
The 8-Step Process
1. Test Score Disaggregation
2. Time Line Development
3. Instructional Focus
4. Assessment
5. Tutorials
6. Enrichment
7. Maintenance
8. Monitoring
Ware County School System 8-Step Process
Step 1: Disaggregating Test Data
► Use
all sources of data (formative and
summative).
► Analyze test data for weaknesses, strengths, and
gaps in student learning; and, for trends in
teachers’ instruction.
► Determine what the data says about how
students in your school are learning.
► Weaker objectives should be established as
priorities. This includes the order in which they
are taught as well as the amount of time spent on
teaching them.
► Our priority is to teach the essential curriculum to
mastery.
Step 2: Instructional Timeline
► Instructional
Coaches lead their schools in the
collaborative development/revision of a uniform
pacing guide for each subject/course.
► Teachers align their unit and lesson plans to the
pacing guides, ensuring that all instruction is based
on standards.
► Administrators “inspect” what is “expected” by
reviewing unit/lesson plans and observing in
classrooms on a regular basis.
► Student work is assessed against the
standard(s)/element(s) to help both students and
teachers hit the target.
Step 3: Instructional Focus
►The
instructional focus should
be shared among teachers,
carefully explained to
students, and communicated
to parents in an effort to
promote a cohesive learning
environment.
Weekly Curriculum Calendar
Grade ____5___ Subject __Math_______
Week
Topic/
Number
of
Items
on CRCT
QCC Objective
Sept
12
5.34 Computation.
Adds, subtracts,
multiplies and divides
whole numbers.
12
5.3 Uses estimation
strategies to predict
computational
results.
13-17
12
10
5.22/23/24 Problem
solving. Selects the
steps necessary to
solve multi-step
word problems.
5. 12, 13, 14
Measurement:
Uses appropriate
units of
measurement for
length; determines
perimeter, area,
volume
Focus: Volume, area,
perimeter,
multiplication, and
problem solving.
Essential
Question/s
6+1 Writing
Traits
HOTS: How
would you
plan and
create
garden plots
with a team
that will
combine into
an allocated
11” x 15”
area?
(Synthesis)
IDEAS:
Write
about how
each
group
planned
and
designed
the
determined
amount of
land each
student
would plant
to fit in
the 11” X
15” area.
Priority
E
Where
Taught in
Text
Strategies
*Benchmark
Assessments
Chapter
5 & 6
Teacher made
problem solving
activities with
direct
instruction, use
grid paper to
determine
area/perimeter
of different
shapes;
Students build
object with a
determined
area/perimeter
/volume; use
smart board
with grids, ELab, spiral
review, 2 & 3
digit
multiplication
practice,
multiplication
facts with
technology (i.e.
FunBrain.com)
and other
activities, drill
and practice
On grid sheets
students will
answer 3 out
of 4 correctly
on the area
and perimeter
of shapes,
students’
objects will
demonstrate
the
determined
area/perimeter
/volume;
students will
answer 4 out
of 5 correctly
on problem
solving; Timed
multiplication
sheet 100%
mastery,
math practice
sheets, Accel
Math 80%
mastery
*TEAM
Strategies
Reading
Comp.
Locating
Info.
Shared Practice
► Teachers
meet to discuss teaching
strategies and activities, share ideas, and
to review student work by comparing it to
the standard/element.
► The prioritized curriculum drives planning
and instructional practice.
► Teachers use their collective expertise to
address the learning needs of their
students by focusing on effective
strategies and solutions.
Step 4: Assessment
Steps 5, 6, and 7: Tutorial,
Enrichment, Maintenance
Tutorial, Enrichment, and Maintenance
time is scheduled during the instructional day.
5. Tutorials are devoted to the re-teaching and/or corrective
teaching of non-mastered objectives.
6. Enrichment is planned for students to expand and enrich
their knowledge of mastered objectives as demonstrated
through formative assessment.
7. Maintenance provides students with opportunities for
ongoing review of essential skills so they are not forgotten
over time.
TEAM Planning Log
Members Present:
Teacher A
Teacher B
DATE:
Grade/Subject: 5th grade math
Instructional Focus/Essential Question
Area, perimeter, volume, multiplication, problem solving.
How would you plan and create garden plots with a team that will combine into an allocated 11”X
15” area?
Mastery Performance Standard
(Briefly describe what students must know and/or be able to do)
Students must be able to multiply 2 and 3 digit numbers, calculate area/perimeter/volume, use
problem solving strategies.
Assessment:
Chapter test, garden drawing
Outcome (Results of Assessment)
Chapter test: 90% of students could calculate area/perimeter/volume. Still having problems with
multiplication due to not knowing facts, 86% of students answered 4 out of 5 word problems
correctly. On garden activity students were problem solving the length and not always the width.
Adjustments to Instruction (If results are not satisfactory)
More practice on math facts and multiplication computation. More direct instruction on two step
problem solving and two question problem solving so students do not stop after one step or one
question. In writing, students need more work on how to explain their thoughts and how to solve
or work a problem.
Step 8: Monitoring
According to Educational Consultant, Larry
Lezotte…
“Effective principals are not just leaders, but
instructional leaders, in order that the purpose of
the school, that of teaching and learning, can be
achieved.”
“The principal must assume the chief responsibility
for monitoring program success, and must spend a
significant amount of time in classrooms
monitoring the learning process.”
Promising Practices – Closing the Achievement Gap
“ We could, of course, simply drag our heels and blame the
underachievement problem on the kids or their families, as some
of our colleagues do. But before you join that chorus, think
about its devastating message: to communities, that schools
really don’t matter; to teachers, that they don’t have to try; to
parents, that their kids don’t count. And the most devastating
message of all: to poor and minority students, that you don’t
believe they can learn.
Consider, instead, accepting the challenge and joining the ranks
of more than 4,500 high-poverty and high-minority schools that
are performing in the top third of their states in at least one
subject/grade level combination. These are public schools that
are proving that poor and minority kids can achieve.”
Source: Haycock, Kati, “Closing the Gap,” Principal,
November/December 2002. www.naesp.org
Promising Practices – Closing the Achievement Gap
A Tale of “Two Schools”
“Proverbial Failing School”
► High absenteeism
► Low academic achievement
► Constant stream of discipline
problems
► Located in poor community
► Inadequate housing; meth labs
► Graffiti on the walls; rusty chain
link fence
► Profanity in the halls
► Students don’t feel anyone cares
for them or the school
► Angry parents, may request
transfers
► Dispirited staff
The “New” School
► Attendance is good
► Academic performance thrives
► Disciplinary referrals are down by
more than 70%
► Student failure rate is zero
► Rusty fence and graffiti are gone;
replaced by displays of student
work
► Faculty members care for students
► Professional development
supports staff’s practices
► Students feel “connected” to
peers, staff, and the school
► Parent volunteers
► Identified as one of Missouri’s
“Top Ten Most Improved Schools”
for four of the past five years
Source: “What Can Schools Do?” by C. Haynes and M. Berkowitz,
USA Today, February 20, 2007.
Promising Practices –
Closing the Achievement Gap
What Research Tells Us…
Promising Practices – Closing the Achievement Gap
Leadership Responsibilities,
Practices, Priorities, Actions
School Culture
Classroom Variables
Student
Learning
Promising Practices – Closing the Achievement Gap
“Theaters of the Mind: The Brain’s Natural Learning Systems”
Emotional Learning System
Source: Barbara K. Given, 2002,
Teaching to the Brain’s Natural Learning
►Classroom climate
Systems, ASCD.
►Emotional safety
►Personal relevancy
Social Learning System
►Belonging to a group
►Being respected
►Enjoying the attention of others
►Interaction with others/interpersonal experiences
►Authentic decision-making and problem solving
►Valuing tolerance and understanding diversity
Cognitive Learning System
►Academic skill development (reading, writing, calculating…)
►Seeks patterns, concepts, themes
►Connects new and prior experiences
►System flourishes with interdisciplinary units
Physical Learning System
►Learning relies heavily on this system
►Needs active engagement
►Likes challenging academic tasks that resemble a sport where teachers coach,
inspire, encourage active practice
Reflective Learning System
►Involves personal consideration of one’s own learning
►Analyzes achievements, failures, what worked, what didn’t, what needs
improvement
►Entails understanding of one’s learning style and style preferences
12:00
Promising Practice –
“The Teacher Effect”
The single greatest effect on student achievement is
not race, not poverty—it is the effectiveness of the
school and its teachers.
The concept of school is simple. Teachers teach
and students learn. Improve the quality of
instruction and you improve the achievement of
students.
--Harry Wong
Promising Practices – Closing the Achievement Gap
~ Powerful Instructional Strategies ~
“Of the 20 or so most powerful teaching strategies that cross subject areas and have a historical track
record of high payoff in terms of student effects, we speculate that fewer than 10 percent of us –
kindergarten through university level – regularly employ more than one of these strategies.
Source: Joyce Wolf, and Calhoun, 1993.
“One of the primary goals of the McREL study was to identify those instructional strategies that
have a high probability of enhancing student achievement for all students in all subject areas at
all grade levels.”
Source: Marzano, R., Pickering, D., Pollock, J., Classroom Instruction That Works.
Published by ASCD, Alexandria, VA 2001.
“The list below lists nine categories of strategies that have a strong effect on student achievement:
• Identifying similarities and differences
• Summarizing and note taking
• Reinforcing effort and providing recognition
• Homework and practice
• Nonlinguistic representations
• Cooperative learning
• Setting objectives and providing feedback
• Generating and testing hypotheses
• Questions, cues, and advance organizers
Promising Practices – Closing the Achievement Gap
Increase in Learning Between Practice Sessions
Practice Session #
Increase in Learning (%)
Cumulative Increase (%)
1
22.918
22.918
2
11.741
34.659
3
7.659
42.318
4
5.593
47.911
5
4.349
52.26
6
3.534
55.798
7
2.960
58.754
8
2.535
61.289
9
2.205
63.494
10
1.945
65.439
11
1.740
67.179
12
1.562
68.741
13
1.426
70.167
14
1.305
71.472
15
1.198
72.670
16
1.108
73.778
17
1.034
74.812
18
.963
75.775
19
.897
76.672
20
.849
77.521
21
.802
78.323
22
.761
79.084
23
.721
79.805
Source: Marzano, R., Pickering,
D., and Pollock, J., Classroom Instruction.618
That Works, ASCD, 2001.
24
80.423
School
Promising Practices – Closing the Achievement Gap
Teacher Factors
Questions to Ponder:
►
►
►
►
►
►
►
Are the strongest teachers assigned to the students who need them the
most?
What expectations do teachers possess for helping all students to learn at
high levels?
Do teachers assign standards-based, challenging assignments to all
students?
Are regular opportunities provided for teachers to examine performance
data of all students and collaboratively plan appropriate lessons based on
that data?
Do teachers form powerful relationships with students and encourage an
increased focus on academics so that all students develop a vision of what
they can become?
Does the schedule provide extra time that teachers can spend tutoring
students?
Are frequent opportunities provided for teachers to:
√ Share successful practices?
√ Problem solve?
√ Learn about “best practice”?
√ Celebrate success?
Promising Practices – Closing the Achievement Gap
Impact on Learning
Percentile Entering
Percentile Leaving
Average School
Average Teacher
50
50
Highly Ineffective School
and Teacher
50
Highly Effective School
Ineffective Teacher
50
Highly Ineffective School
Highly Effective Teacher
50
Highly Effective School
and Teacher
50
Highly Effective School
Average Teacher
50
3
37
63
96
78
Marzano, R., 2003, What Works in Schools,
ASCD, Alexandria, VA, (800) 933-2373
Promising Practices – Closing the Achievement Gap
A Professional Learning Community is:
Made up of members of a school faculty who are
dedicated to the goal of helping every student succeed.
They envision themselves as life long learners.
► A group of professionals who regularly engage in
collective inquiry, problem solving and reflection about
teaching and learning.
► Focused on studying data and working together to grow
professionally, build a collaborative, student focused
culture and improve outcomes for all students.
►
Pam Robbins, 2005
Promising Practices – Closing the Achievement Gap
School
In a Professional Learning Community…
►
All members engage in the study of learning.
►
Practitioners and members of the extended community genuinely are devoted to do whatever it takes to assure that student
learning thrives.
►
Strategic activities are in place so that data can be studied, decisions made, plans developed and monitored to attain desired
results.
►
The analysis of teaching and learning is a routine act; collective inquiry and reflection are viewed as learning tools.
►
A spectrum of structures are in place to provide learning options to students who demonstrate that conventional learning
experiences are not producing desired results.
►
Resources are targeted at bringing about desired results for student learning.
►
Success is celebrated in conjunction with documenting what contributed to that success.
►
Problems are regarded as “opportunities to learn.”
►
Trust and camaraderie exist among organizational members that allows them to take risks and share successful practices.
►
A data driven focus influences all activity within the schoolhouse.
►
There is a collaboratively developed mission statement and a vision that emphasize creating and structuring success for all
learners.
►
Leadership is shared among principals, assistant principals, deans and teachers.
►
The principal models being a learning leader.
►
Learning is embedded in meetings, professional development, supervisory visits and casual conversations.
►
Teamwork is a common practice; the focus in on learning.
►
There are norms that govern meetings and place learning as the centerpiece of all activity.
►
The school culture is collaborative, student focused and results oriented.
►
Students are viewed as valuable sources of qualitative, informal data regarding the quality of the work and the workplace
environment.
►
The physical structure of the schoolhouse is inviting and celebrates student learning and staff success.
►
Research based and anecdotal best practices fuel staff members interactions with one another and ultimately student success.
►
Funding and time are allocated for professional development and learning.
►
All stakeholders truly believe each student can learn.
Promising Practices – Closing the Achievement Gap
Pyramids of Intervention
When it becomes evident that a student is not learning, what are some “interventions” that
are put into action?
When it becomes evident that a teacher is struggling, what are some “interventions” or “support
mechanisms” that are put into place?
1-5%
5-10%
80-90%
Tiers 1 and 2:
Promising Practices - Differentiated
Instruction
Definition: Differentiated instruction is doing
what’s fair for students. It’s a collection of
best practices strategically employed to
maximize students’ learning at every turn,
including giving them the tools to handle
anything that is undifferentiated. It requires
us to do different things for different students
some, or a lot, of the time. “It is far better to
teach kids three ways to do one thing than
one way to do three things.” –Rick Wormeli
What exactly do we differentiate?
Teachers can
differentiate:
► Content
► Process
► Product
► Affect
► Learning environment
According to:
► Readiness
► Interest
► Learning profile
“What is fair for
students, isn’t always
equal.”
Promising Practices – Closing the Achievement Gap
“To increase the achievement levels of minority and low
income students, we need to focus on what really
matters: high standards, a challenging curriculum, and
good teachers.”
Kati Haycock
Lessons Learned
1. Standards are key.
2. All students must have a challenging curriculum.
3. Some students require more time and more instruction.
4. Teachers matter a lot.
Source: Haycock, K. (2001). “Closing the Achievement Gap,” Educational Leadership, ASCD.
It’s All About the Standards
Standards Based Learning
The skills and content for w hich students and teachers are held accountable on state assessments
W ritten Curriculum:
GPS/QCC
Taught Curriculum
Assessed Curriculum
In a Standards-Based School…
► Standards
and elements are posted in
hallways, classrooms, and/or common
areas, along with student work that
exemplifies the standards/elements
► Students can explain each standard and
how their work reflects mastery of the
standard
► Students frequently self-assess their work
with an understanding of the standards
Characteristics of a
Standards-Based Classroom
High Expectations
► Collaboration
► Planning based on the results of frequent assessment
► Clear alignment of standards, instruction, and assessment
► Instruction matched to the needs of the learner
► Flexible grouping and regrouping for instruction based on
the frequent assessment of skills
► Additional instructional support and time for learning
► Rigorous, meaningful assignments
► Students have multiple opportunities to revise and improve
their work
► Comparison of performance (student work) to the
language of the standard…what does it look like when it is
mastered?
►
--Anne Davies, Making
Classroom Assessment
Work, 2000
The Role of the Principal in a
Standards-Based School
How can I walk the talk?
► Be prepared to lead the change process!
Schools have
that help the status quo
survive. Schools also have
properties:
They appear to change,
then they revert back to old ways,
if there is no accountability.
Feeling overwhelmed?
How’s your stress level?
How heavy is the load?
How’s your sanity?
Can’t find enough time?
If we wait long enough, will it
all just go away?
AYP will get tougher
for all sub-groups
100%
80%
More Students on
Grade Level
60%
40%
Fewer Students
Below Grade Level
20%
2004 2005 2006 2007 2008 2009 2010 2011 2012 2014
Leadership Teams Must Share Accountability
“None of us is as smart as all of us.” - Blanchard
Thomas Edison, when asked why he had a team
of twenty-one assistants: “If I could solve all the
problems myself, I would.”
“A demanding challenge tends to create a team.”
- Katzenback & Smith
Understanding Performance
Standards
In Standards-Based Practice, Teachers…
► Select standards/elements from among those
students need to know
► Design an assessment through which students will
have an opportunity to demonstrate the
standards/elements
► Decide what learning opportunities students will
need to learn those things and plan appropriate
instruction
► Use data from assessment to provide feedback,
reteach, allow students to revise their work, or
move on to the next level
Promising Practices - Assessing Against the
Standard to Determine if Students Need More
Time and/or Instruction
► How
much time is needed to learn
something new?
► How will we know if students are learning?
► What will we do when students do not
learn?
► When should we evaluate learning?
Providing Feedback for Learning and of Learning
DESCRIPTIVE FEEDBACK
EVALUATIVE FEEDBACK
• Comes during as well as after
the learning
• Often comes at the end of learning
• Is easily understood and
relates directly to the learning
• Is specific so performance
can improve
• Is part of an ongoing
conversation about the
learning
• Is in comparison to models,
exemplars, samples or
descriptions
• Is about the performance or
work, not the person
• Tells the learner how he or she has
performed compared to others or
what was to be learned
• Is communicated using numbers,
letters, checks or other symbols
• Students usually understand
whether or not they need to
improve.
• Students do not have enough
information to understand what
they need to do differently to
improve.
Group Activity: Paper Airplanes
School
What is important in making a
paper airplane fly?
► Brainstorm
► Sort
ideas by bigger categories
► Make
T- Chart with criteria on the left and
details on the right
► Fly
your product and assess against
criteria
► Revise
criteria
THE MAGIC OF SEEING THE TARGET
Standards
Curriculum
Instruction
Assessment
Learning
Promising Practices – Closing the Achievement Gap
Fourteen Factors that Correlate with Student Achievement
Birthweight
Lead Poisoning
Hunger and Nutrition
Reading to Young Children
Television Watching
Parent Availability
Student Mobility
Parent Participation
Rigor of Curriculum
Teacher Experience and Attendance
Teacher Preparation
Class Size
Technology Assisted Instruction
School Safety
Source: Barton, P., “Why does the gap exist?” Educational Leadership, November 2004, ASCD.
Leadership Development Strategies for
Strategic Schooling
Four areas of Strategic Schooling
Targets
Feedback
Know-How
Context
Leadership Development Strategies for
Strategic Schooling
Targets
 Teachers know what concepts and skills are
tested on all assessments for their particular
grade levels.
Leadership Development Strategies for
Strategic Schooling
Targets
 Teachers know the district/state standards for
their grade levels.
Leadership Development Strategies for
Strategic Schooling
Targets
 Teachers have studied a side-by-side content
analysis of the district/State standards, the
assessed curriculum, and their textbooks.
Leadership Development Strategies for
Strategic Schooling
Targets
 Teachers work in groups to calendar what
they are going to teach each month based on
the state assessments and standards.
Leadership Development Strategies for
Strategic Schooling
Targets
 Teachers have selected target students by
name to whom they give extra attention and
help (e.g., those scoring ten points below or ten
points above the cut score). Students close to
the CRCT, EOCT, GHSGT cut lines.
Leadership Development Strategies for
Strategic Schooling
Formal interventions during the school day!









Re-cycle tests
Extra work on math facts
Reciprocal teaching for comprehension
Cross-age tutoring, push in substitute teachers
Peer tutoring
Writing to publication
Double dose of literacy
Extra time with the teacher
Call the parents!
Leadership Development Strategies
for Strategic Schooling
Targets
 The principal has selected target teachers to
help improve their effectiveness with students,
staff, parents, etc.
Leadership Development Strategies for
Strategic Schooling
Targets
 The school has adopted grade-level, subject
area and school-wide achievement targets.
Leadership Development Strategies for
Strategic Schooling
Feedback
 Teachers have identified all “gainers,”
“stickers,” and “sliders.”
 Teachers know the strengths and
weaknesses of students they have this year
based on last year’s test data.
Leadership Development Strategies for
Strategic Schooling
Feedback
 Teachers have a system of daily, weekly, and
monthly assessments aligned with
benchmarks aligned with the annual
assessments.
Leadership Development Strategies for
Strategic Schooling
Feedback
 The principal knows – at least monthly which
students have recently reached grade level.
 The principal gives each teacher feedback –
at least monthly on their teaching, parent
involvement, collegiality, and professional
development.
Leadership Development Strategies for
Strategic Schooling
Feedback
 Teachers have a “test chat” in the fall with
each student on his/her assessments results
for at least the last year and help the student
set new achievement and content targets for
this year.
3:00
Leadership Development Strategies for
Strategic Schooling
Students can answer the following
questions?




What are you learning?
Why is it important to know this information?
Is your work good?
How do you know your work is good?
Leadership Development Strategies for
Strategic Schooling
Know-How
 Teachers are implementing at least one new strategy,
activity, or classroom feature a month that generates
intense student interaction with complex knowledge.
 In addition to learning facts and right answers,
teachers promote student thinking at least hourly?
Teachers ask a “why” question every 20 minutes.
 Teachers make learning “fun” and interesting as well
as informative.
Leadership Development Strategies for
Strategic Schooling
Know-How
 Teachers use identifiable teaching strategies,
grouping strategies, and materials that make
instruction maximally comprehensible to
English language learners and other
disadvantaged students.
Leadership Development Strategies for
Strategic Schooling
 These are posted in all classrooms
Instructional schedule
Writing Checklist
Classroom discipline plan and
consequences
Standards, and checked off
School achievement targets
High quality student art/academic
work
District writing rubric
Student test data
Reading book chart
Tables, charts, graphs
Leadership Development Strategies for
Strategic Schooling
Know-How
 Teachers meet in teams at least twice a
month for “sacred talk time” to discuss target
students and test data, best strategies and
content targets.
Leadership Development Strategies for
Strategic Schooling
Know-How
 The teachers and principal discuss – in a
group format – at least one topic of new
learning per month, e.g., an article, a book, a
workshop, a class or school visitation, etc.
Leadership Development Strategies for
Strategic Schooling
Know-How
 The principal attends all professional
development activities along with the
teachers.
Leadership Development Strategies for
Strategic Schooling
Know-How
 The school provides supplementary learning
opportunities for its neediest students beyond
the classroom.
 The school provides supplementary health
and social services for students in need to
remove obstacles to learning.
Leadership Development Strategies for
Strategic Schooling
Context
 The principal and teachers spend more than
75% of their time engaged in “mission critical”
work, conversations and decision-making.
Leadership Development Strategies for
Strategic Schooling
Context
 There are “correct,” high quality examples of
student work on classroom and other school
walls.
 Achievement data is posted on school walls.
Leadership Development Strategies for
Strategic Schooling
Context
 There are 18-20 titles per child in the school
library.
Leadership Development Strategies for
Strategic Schooling
Context
 Classrooms are rich with commercial and
student published reading materials.
 Classrooms are rich in tables, charts, and
graphs.
Leadership Development Strategies for
Strategic Schooling
Context
 A code of mutual respect is enforced at the
school, e.g., “thank-you,” “please,” no putdowns, be helpful to others, praise others, etc.
Leadership Development Strategies for
Strategic Schooling
Context
 There are regular, formal celebrations of
success in classrooms and school wide.
6:00
Leadership Development Strategies for
Strategic Schooling
Context
 The school as a whole is an “organization in
control of itself.”
Leadership Development Strategies for
Strategic Schooling
Context
Parents are involved regularly on “their
terms” first.
Leadership Development Strategies for
Strategic Schooling
Context
 There is evidence that the staff are relentless
and obsessive in their belief that every child –
by name – can achieve grade-level standards.
School
Personal Thoughts to You
 Don’t do the same things and expect different
results!
 Don’t tell teachers to do more unless you are
willing to tell them what they can stop doing!
 Cancel something! Listen and Collaborate!
Resolve to agree on what is “proficient!”
 REMEMBER! No matter what your problems
are: IT AIN’T THE KIDS!!!
Shared/Distributed
Leadership
“No man will make a great leader who
wants to do it all himself, or to get all the
credit for doing it.”
Andrew Carnegie
“It is really about being humble enough to
know that maybe someone else has a better
idea.”
Paul Houston, AASA Exec. Dir.
“Level 5 leaders blend personal humility with
intense professional will. Level 5 leaders
channel their ego away from themselves
and into the larger goal of building a great
company.”
Jim Collins, Good to Great
“You can accomplish anything, provided that
you do not mind who gets the credit.”
Harry S. Truman
“The evaluation of leaders should be
predicated on, more than any other single
item, the behavior of their followers.”
Kelly Henson
What is shared/distributed
leadership?
► According
to J. P. Spillane and R. Halverson
(Distributed Leadership: Toward a Theory of
School Leadership Practice), the most
effective leadership is shared or distributed
in a manner that crafts a common culture
where all believe they are responsible and
accountable for improving teaching and
learning.
What is shared/distributed
leadership?
► Where
all members of the school
community work together to improve
teaching and learning.
► Shared/distributed leading is about teaching
and learning – it is not about management.
Why should we use
shared/distributed leadership?
A.
B.
C.
Research
To move away from the status
quo
To have decisions grounded in
knowledge and practical
experience
Why should we use
shared/distributed leadership?
D.
E.
To achieve a commitment on the
part of those that will implement
decisions
To sustain positive change
9:00
How do we create a culture that fosters
shared leadership?
How do we practice shared leadership?
How do we move from a highly centralized
system with some aspects of autocratic
management, to a decentralized,
participatory system?
You do it by building capacity.
How do we build capacity in Ware
County Schools?
A.
B.
C.
D.
Who we employ builds capacity
How we employ builds capacity
How we train and develop leadership
candidates builds capacity
How we train and develop teachers as
leaders builds capacity
How do we build capacity in Ware
County Schools?
E.
F.
G.
H.
Sharing information builds capacity
Visibility and accessibility builds
capacity
Trust builds capacity
Establishing parameters builds
capacity
How do we build capacity in Ware
County Schools?
I.
J.
K.
L.
Sharing recognition builds capacity
Sharing accountability builds capacity
How we “move or remove” builds
capacity
Success builds capacity
Shared/Distributed Leadership
What is the impact on a school
level leader?
Shared/Distributed Leadership
What is the impact on
school level faculty and staff?
“There are two kinds of employees in our
district – teachers and those of us who
support our teachers in doing what they do
in the classroom.”
Kelly Henson
Shared/Distributed Leadership
What are the possible benefits to
children?
Revisiting Situational Leadership
What are the conditions whereby
you can distribute and share
leadership effectively and
successfully?
Mutual Trust Formula
Competency + Honesty + Time
When there is mutual trust,
you can:
► Risk
more than others think is safe
► Trust
more than others think is wise
How do we build capacity for
Distributed/Shared Leadership at _____
► Honesty
► Communication
► Opportunity
► Structure
► Leadership
development
► Common values
► Build the right team
References
Anderson, Aaron
Collins, J. (2001). Good to Great. New York: Harper Collins.
Converse, J., & Despair, J. (2003). …And Dignity for All. Upper Saddle River, NJ: Prentice Hall.
Cottrell, D. (2002). Monday Morning Leadership. Dallas, TX: Cornerstone, Leadership Institute.
Davies, A. (2000). Making Classroom Assessment Work. Canada: Classroom Connections International
Edison, Thomas
Georgia Department of Education
Georgia’s Leadership Institute for School Improvement (2006)
Hanson, Kelly
Hersey, P., & Blanchard, K. H. (1988). Management of Organizational Behavior. Inglewood Cliffs, NJ:
Prentice Hall.
Lezotte, Larry
Maxwell, J.C. (2002). The 17 Essential Qualities of a Team Player. Nashville, TN. Thomas Nelson,
Inc.
Maxwell, J. C. (2003). There’s No Such Thing as “Business” Ethics. Warner Books.
Miller, J.G. (2001). QBQ! The Question Behind the Question. New York: G.P. Putnam’s Sons.
Ruiz, D. M. (1997). The Four Agreements. San Rafael, CA: Amber-Allen Publishing, Inc.
Wong, Harry
Wormeli, Rick