Transcript Leading Every Day: Effective Leadership for Science and

Urban Mathematics Education
Leadership Academy
Session 1
February 4-6, 2009
Dallas, TX
Welcome Urban Math Leaders
If I have seen farther than others, it is
because I was standing on the
shoulders of giants.
Isaac Newton
(Leading Every Day, Book One, Day 8 Quote)
Seasonal Partners
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Summer
Fall
Winter
Spring
Purposes of the Academy
• To help leaders of mathematics education succeed in
their role of planning and carrying out wide-scale
changes at all levels of the education system.
• To assist leaders to gain knowledge, skills, and strategies
for initiating, implementing, and sustaining educational
improvements that help all students learn.
• To build a strong, supportive, and ongoing learning
community for leaders of mathematics education.
Guiding Principles
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The vision of the NCTM Standards and Research
A supportive, ongoing learning community
Job-embedded learning
Learning through varied formats and structures
Using knowledge from research, practice, and datagathering to make informed decisions
• Modeling a professional learning community
• Grounding all learning in the context of mathematics
education reform issues
Components of the Academy
• Four Leadership Development
Workshops
• Project Learning Goals Plan
• Portfolio Sharing
• Resources
• Ongoing Networking
Leadership
Academy
You Are Here
 Session 1: February 4-6, 2009
– Academy Orientation and Effective Leadership Practices
– Designing, Implementing, and Evaluating Effective Professional
Development
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Session 2: May 18-20, 2009
– Facilitating Teacher Learning in Mathematics
– Using Research to Inform Practice
– Developing Facilitation Skills for Collaborative Groups
Session 3: September 23-25, 2009
– Leading Individual and Organizational Change
Session 4: December 9-11, 2009
– Leadership Skills for Sustaining Effective Practice
– Portfolio Sharing
Session 1
Project Learning Goals Plan
Daily Reflections Tailored to the Topic and
Content Presented
• To reflect on your learning experiences in the Leadership
Academy
• To guide you to apply learning to your own leadership
roles
• To facilitate the implementation of your new ideas and
work
Resources
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Agenda Books
Professional Books
Resource Table
Academy Colleagues
Photo Wall
Facilitation Strategies
Comment Cards
Ongoing Networking
• Resources and updates from Staff
• Communicating with other Academy
Colleagues to support your work in your
sites
• Online discussions and sharing of
information
Ground Rules
for Collaborative Learning
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She/he who works, learns
Challenge ideas
Everyone has expertise
Share “talk time” and engage in active listening
Phrase questions for the benefit of everyone
Take time for assimilation of and reflection on learning
Take care of your own needs, physically and intellectually
Honor times
Session 1 Goals: Day 1
• Understand the components of the
Leadership Academy
• Learn effective leadership practices
• Identify strengths and areas for growth
in your own leadership
• Identify what is needed for effective
teacher leadership
• Apply learning to your own work
• Network with staff and academy
colleagues
Leading Every Day
Effective Leadership Practices
Wanted…
A miracle worker who can do more with less,
pacify rival groups, endure chronic second
guessing, tolerate low levels of support, process
large volumes of paper, and work double shifts.
He or she will have carte blanche to innovate,
but cannot spend much money, replace any
personnel or upset any constituency.
Michael Fullan
Reflection on Personal Best
• What was the situation?
• What actions did you take that contributed
to this being a “personal best” for you as a
leader?
Pair and Share
• Get together with your
summer partner
• Take 2-3 minutes each
to share your
examples of effective
leadership
Leadership Practices
• Return to your tables and generate a list of
3-5 effective leadership practices suggested
by your experiences.
• Report out
Roles of Leaders
“Leaders do not
control they enable
others to act.”
Kouzes & Posner
Images of Leadership: Ratatouille
• What did the leader (s)
do that demonstrated
effective leadership?
• How were these similar
or different from your
own leadership
experiences?
• What did you see? What
did you not see in terms
of effective leadership?
Leadership Practices
• Model the Way
• Inspire a Shared
Vision
• Challenge the Process
• Enable Others to Act
• Encourage the Heart
Personal Inventory
• Complete the Inventory
• Use Response Sheet to
record and then tally
your scores (by
columns)
Percentile Rankings
• Label the Response Sheet Columns:
– Column #1: Model the Way
– Column #2: Inspire a Shared Vision
– Column #3: Challenge the Process
– Column #4: Enable Others to Act
– Column #5: Encourage the Heart
• Find your strengths/weaknesses based on the
national percentiles (Note different order of
practices on sheet.)
Model the Way
• Leaders set goals that enable followers to
experience small wins as they work toward
larger goals.
• They are conscious of possible roadblocks
and take steps to remove them.
Inspire a Shared Vision
• This practice is about envisioning the future
and enlisting others in a common vision.
• Leaders create enthusiasm and commitment
among followers to embrace the common
vision by appealing to their personal
visions, values, interests, hopes, and
dreams.
Challenge the Process
• Effective leaders search for opportunities to
change the status quo because they believe
that the status quo breeds mediocrity.
• Effective leaders take risks and see mistakes
as opportunities for learning and growth.
Enable Others to Act
• This practice is about fostering
collaboration and strengthening people.
• Leaders know that they cannot do it alone.
They build teams and a culture of
collaboration.
Encourage the Heart
• This practice is about recognizing
contributions and celebrating
accomplishments.
Images of Leadership: Sister Act
• What did the leader (s) do
that demonstrated effective
leadership?
• How did these reflect the
Five Leadership Practices
from Kouzes and Posner?
• In what ways is this similar
to your role as a math
leader?
Explore Actions of Leaders
• Identify a practice that is one of your strengths.
• Go to the table for the practice you selected.
• Your group’s product is to generate a list of
actions associated with the practice, based on:
– Your own use of specific actions
– Ideas from the Leading Every Day selections
– The Kouzes & Posner suggested actions
Exploring Actions
• Identify a practice that is one you would like to
enhance.
• Go to the table for the practice you selected.
• With others at the table, consult the list that was
generated by the prior group.
• Read the Leading Every Day selections and
consult the Kouzes & Posner suggested actions.
• Add any additional actions you would like to
use to the list.
Table Discussions
• What are some of the key messages in your
readings?
• Using handout on page 37, discuss:
– As math leaders who are the key audiences you need
to reach? What are the leadership practices you
might use for each of your audiences? For example,
what specific actions would you take to model the
way or challenge the process with principals or
teachers in your setting?
Metaphors of Leadership
“Be a lamp, lifeboat or
ladder.”
Rumi 13th Century Poet
Case Discussion
• Who’s the Expert Around Here?
– Can someone summarize what happened in this
case?
– What is the central problem in this case?
– Are there other dilemmas? What are they?
– What do you believe are the issues that
contribute to the central problem?
Perspective Taking
• What is this character’s view of the math specialist
role?
• Identify 3-4 phrases this character might use to
describe the math specialist role.
• What concerns does this character have about how
the role is being carried out?
• Select one quote from this character that illustrates
his/her perspective on the math specialist role.
What is an Expert?
• What are the different kinds of knowledge a
teacher leader must possess?
• What expertise do the following situations require:
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Doing a demonstration lesson
Organizing a building-wide math Olympics
Supporting teachers to prepare students for state tests
Leading professional development for colleagues
Advocating for math education reform among teachers,
administrators, and parents?
Applying the Case
• What situations in your own school or
district call upon teachers leader expertise?
What kind of expertise?
• How are you supporting the development of
this expertise in your own settings? What
else is needed?
Reflections on Learning
Day 1 Learning Goals Plan:
• Reflect on your learning,
set goals, identify
strategies, and note
resources.
• Think about how you
might share your learning
with colleagues.
Feedback
“Gots and Needs”
• Help us reflect on the
day and plan for
tomorrow by writing at
least one thing you
“Got” today and one
thing you still “Need.”
Post on the Chart as
you leave.