Transcript Educational Administration Program

The Development of Collaborative
Educational Leaders:
Performance on PA and National Leadership Standards
Educational Administration Program
The School of Education, Drexel University
Transformational School Leaders
What kind of leader is needed in today’s schools?
Leaders who can transform schools:
 around a consensus vision for students’ 21st century
learning
 and can establish a learning/collaborative culture
throughout the school and community.
Drexel’s Educational Leadership
Program
How does Drexel’s
School of Education
develop
transformational
leaders?
With a Leadership
Standards Framework
National Leadership
Standards

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Vision
School Culture
Management
School/Community
Ethics, Integrity
Wider Contexts
Internship
National and State
Standards Framework
 In the Drexel Program, students must perform
on the national leadership standards (ISLLC,
ELCC).
Aspiring leaders in PA must perform on the PA
Leadership Standards (PIL)
 What is the alignment of the PA Leadership
Standards to the National Leadership
Standards?
The alignment of PA Leadership
Standards to the National
Standards
Vision
•
•
•
The leader ..creates an organizational vision around
personalized student success.
The leader is the architect of standards-based reform in the
school.
The leader uses appropriate data to inform decision-making at
all levels of the system.
School Culture
•
The leader creates a culture of teaching and learning with an
emphasis on learning.
Management
• The leader manage resources for effective results.
The alignment of PA Leadership
Standards to the National
Standards
School/Community/Parents
•
The leader collaborates, communicates, engages and
empowers others inside and outside of the organization - to
pursue excellence in learning.
Ethics, Integrity
•
The leader operates in a fair and equitable manner with
personal and professional dignity.
Wider Contexts
•
The leader advocates for students in the larger political, social,
economic, legal and cultural contexts
Internship
•
The leader supports professional growth of self and others
through practice and inquiry.
Leadership Standards
Framework
How does using a Leadership
Standards Framework create
a transformational school leader?
A Comparison
The answer to this question can be
seen in a comparison between a
school leader who does not use a
standards framework (traditional)
and one who does
(transformative).
Traditional Educator
Leadership Model
A more traditional model that does
not use a standards’ framework for
leadership
often uses “management” as its core
organizing principle.
Results of using a
traditional model
Though it is necessary to manage an
organization well,
Constant rapid change and external
accountability requirements (such as NCLB),
can result in a feeling of being over-whelmed
by events outside of one’s control.
Stress Factors in
Leadership
 A teacher describes his observations of external pressures on
a school leader.
 http://www.thirteen.org/edonline/leadership/external.html
 Click on “Under Pressure”

This video clip and others in this ppt. are from: “ED/Online, Inside Leadership: A
Toolkit for new and aspiring principals.” This website resource is an outgrowth of
Thirteen's award-winning documentary series “A Year of Change: Leadership in
the Principal's Office,” National Broadcasting System, 2005, Funded by the
Wallace Foundation.
Results of using a traditional
leadership model
 If one places this traditional school leadership
model within the standards framework, one
sees the use of the Management Standard as
the basis for organization and control.
 The other standards of: school culture, vision,
ethics, parents/community, wider networks
and lifelong professional growth, are
addressed through the Management Standard.
Traditional School Leadership
viewed within a Standards Framework
Management
Vision
School Management Parents/ Ethics
Culture
Community
Wider
Internship
Contexts
What happens when the
standards framework is used?
Two things happen.
 First, the Vision Standard
(which
describes a school or district and community’s
plan for students’ 21st Century
learning/performance)
becomes the organizing and sustaining
principle through which the school’s mission
gets accomplished and evaluated.
What happens when the
standards framework is used?
Secondly, a school culture of
learning, is established to support
the work.
Standards Framework
The school or
school district
becomes a
learning
organization.
Transformational School
Leadership
Standards Framework
Visio
n
Vision/
Mission
School Mgt Parents/ Ethics Wider Internship
Culture
Community
Contexts
Constant Change is the
Norm
How will school leaders respond to
change?
 In the traditional model, change is incremental
and often done in a crisis mode as a reaction
to an outside event.
 In the transformational model, leaders
facilitate and manage change as they serve
the school’s vision.
 This is called, “2nd order change.” It
transforms the entire organization.
Standards Framework
Standard 1
VISION
• The leader ..creates an organizational vision around
personalized student success.
• The leader is the architect of standards-based reform in
the school.
• The leader focuses on school improvement and acts as
an agent of school reform.
Example of a leader
facilitating a consensus
vision/mission
A School leader talks about how she first shares her
personal school vision with the staff and community;
then works with them to create a collective mission.
http://www.thirteen.org/edonline/leadership/establishing.
html
Click on “A Collective Mission”
Standard 2: School Culture
and Student Learning
The School Culture Standard has two parts:
1.
Establishing a learning culture to support the school’s
vision of students’ 21st Century learning goals --
Standard 2: School Culture
and Student Learning
And secondly,
Providing needed resources, commitment and time for
learning, collaborative work and building leadership
capacity throughout the system.
Standard 2: School Culture
and Student Learning

New York Chancellor, Joel Klein, explains how
important school cultures are in shaping high
expectations for both staff and students. This happens
through staff-wide instructional leadership.
 http://www.thirteen.org/edonline/leadership/instruction
al.html
 Click on “A Culture of Success”
Standard 3: Mangagement
of finances, facilities and resources to
serve the school’s vision
 Dr. Sandra Stein talks about the need to be strategic in
managing the work of the school -- so that all staff,
parents, students and community can be a part of the
important work to reach the instructional goals (vision).
 http://www.thirteen.org/edonline/leadership/day.html
 Click on “The Strategic Principal”
Standard 4: School, Parents
and Community
“The leader collaborates, communicates, engages and
empowers others inside and outside of the organization
to pursue excellence in learning.” (PIL Standard)
 Rafaela Espinal-Pacheco talks about engaging the
community through conversations to build on “what
works” toward a consensus about student learning
goals.
 http://www.thirteen.org/edonline/leadership/effecting.html
 Click on “Struggling with Inheritance”
Standard 5: Integrity, Fairness
and Equitable Manner
 “The leader operates in a fair and equitable
manner with personal and professional
dignity.” (PIL standard)
 Alexandra Anormaliza talks about the importance of
building trust with the staff.
 http://www.thirteen.org/edonline/leadership/effecting.html
 Click on “Trusting by Example”
Standard 6:
A leader is a student advocate within the larger contexts:
political, legal, social, economic and cultural
 A school leader will need to continue learning
about, deal with and influence others in all the
wider contexts that affect schools.
 In this video clip, a mentoring principal, Neil Opramalla,
describes how he helps a new principal with that
learning process.
 http://www.thirteen.org/edonline/leadership/external.html
 Click on “Managing Regulations.”
Standard 7: Internship and
Lifelong Learning
PIL standard:
“The leader
supports
professional
growth of self and
others through
practice and
inquiry.”
A Mentoring Administrator
 A mentoring administrator provides an
invaluable learning experience for principal
interns.
 Larry Wilson talks about the effective ways his
mentoring principal supported and helped him to grow
in leadership.
http://www.thirteen.org/edonline/leadership/professional.html
Click on “A Rewarding Relationship”
A Reform Principal describes his
school leadership within a standards’
framework of practice.
 Dr. Anthony Irvin, Principal
University City High School Philadelphia School District

Dr. Irvin is an Adjunct Professor in the ED ADMIN program at Drexel University.