Transcript Document

Framework of Continuous Leadership
Note: This tool represents a framework for leadership development and does not imply
a single path for leadership. System of Supports Needed
(state, district, school)
Novice Teacher
• Knows and performs Illinois Professional
Teaching Standards including working with
diverse learners
• Demonstrates basic competency in
planning, instruction, assessment, analysis
of teaching, academic language and
content knowledge and pedagogy (EdTPA)
• Mentored as a novice teacher
Proficient Teacher
• Exhibits Illinois Professional Teaching
Standards (including Professionalism,
Leadership, and Advocacy and Collaborative
Relationships)
• Evaluated based on planning, instructional
delivery, and classroom management,
demonstration of student growth (PERA)
• Participates in high-quality professional
development (within a learning communities
and with appropriate leadership, resources,
data) (Learning Forward)
Teacher
Leader
• Demonstrates teacher leader standards
(Collaborative Culture, Accessing and Using
Research, Promoting Professional Learning,
Facilitating Improvements in Instruction, Use of
Assessments and Data for Improvement,
Outreach and Collaboration with Families and
Community, Advocating for Student Learning
and the Profession)
• Mentors teachers
• Supervises student teachers
• May evaluate and supervise other teachers
Aspiring
School Leader
• University and district partnerships which
include selection and assessment of
candidates, Internship and field experiences,
program evaluation (Principal Preparation
Rules)
• School Leadership Roles: Assistant Principal,
Department Head, Curriculum Leadership,
School Business Management
• Internship with an assessment
Example: Enact a diverse
educator leadership exchange
that focuses on recruiting and
retaining more diverse teachers
who will feed into the pipeline for
more diverse principals
Example: Training programs for
different teacher leader roles (i.e.
curriculum, supervision, research)
Example: Establish clearly
defined expectations for teacher
roles and career milestones that
encourage leadership and
innovation
Example: State funding to host
embedded and long-term
internships
Roles defined here both receive and provide support
“The single biggest way to impact an organization is to focus on leadership development. There is almost no
limit to the potential of an organization that recruits good people, raises them up as leaders and continually
develops them.” — John C Maxwell: The 17 Irrefutable Laws of Teamwork (2001, 185)
System of Supports
Novice Principal
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Proficient
Principal
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Principal Leader
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Aspiring District
Leader
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Develops a school improvement plan
using data and can communicate it to
multiple constituencies
Can hire, develop and supervise staff
Manages personnel, resources and
systems on a school-wide basis
Understands and supports students
with Individualized Education Plans
Mentored as novice principal
Evaluated based on vision, ability to manage systems
change, ability to improve teaching and learning,
development of collaborative relationships, leadership
with integrity, and ability to create a culture of high
expectations in addition to student growth across
multiple measures.
Advocates for professional learning and distributed
leadership.
Manages professional learning systems for staff
May get school administration support to focus on
instructional management (SAM initiative)
May have a principal coach.
Can act as a principal coach or mentor
Develops a Learning, Leadership, and Collaborative
culture
Can manage systems change and capacity building
Focuses on quality teaching and learning with academic
rigor and relevance
Manages resources towards improved student and
adult performance
Activate community resources towards student learning
Develops a culture of professional learning and
leadership
Works with district leaders to develop building support
systems
Central office leadership development (this includes
roles other than superintendent)
Creates a culture of shared purpose with a vision for
schools
Manages change and systemically considers new and
better ways.
Builds positive relationships
Develops systems for knowledge sharing
Creates coherence in assessment, policy, and
relationships
Supports and supervises building level personnel
Manages resources and provides equity and adequacy
Example: Statewide new
principal coaching program
Example: Participation by
principal with national SAM
initiative to help focus on
instructional management
Example: Professional support
and recognition (monetary or
credentialing) for master
principals that give back to the
profession (e.g., supervise and
host principal interns, coaching,
etc.)
Example: Central office
leadership development that
creates an aligned vision of
leadership support