Presentation on theme: "Parma City School District March 30, 2012. Research demonstrates a strong relationship between leadership and achievement Average effect size is.25 Instructional."— Presentation transcript:
Research demonstrates a strong relationship between leadership and achievement Average effect size is.25 Instructional leadership has moved from a vague concept to concrete practices Knowledge and skills strike a right balance 21 specific leadership responsibilities
Great by Choice – Jim Collins 10xer behaviors o Fanatic discipline- live to values, principles, standards and goals o Empirical creativity – look primarily to evidence o Productive paranoia- establish contingency plans Leadership recipe o Specific – targeted goals, timeframe o Methodical- controlled, high performance, lead by actions o Consistent – performance markers, outside influences do not define work
Break with past Outside of existing paradigms Conflicted with current norms Emergent Unbounded Complex Nonlinear New knowledge required Implemented by stakeholders
Curriculum, instruction and assessment Optimizer Intellectual stimulation Change agent Monitor and evaluate Flexibility Ideals and beliefs Responsibilities positively correlated with 2 nd order change.
Culture Communication Order Input Responsibilities that may suffer during second order change.
Goal setting Data S.M.A.R.T. goal Action steps Evidence timeline
By 2012, elementary student reading performance per grade level, as measured by DIBELS composite assessments, will reach 75% at benchmark level. o Systematically implement RTI data days o Design targeted interventions o Set expectations by communicating core one fidelity checklists o Progress monitor all students below benchmark
Standards based Essential question guiding reflection Rate performance Determine strengths/weaknesses by standard Identify a growth area S.M.A.R.T goal Actions steps/timeline Rate yourself on Standard 4
District Leadership team/Building level team/teacher based team Shared leadership Focus on practice McRel walkthroughs Data days Moving compliance to commitment Curriculum vs. craft
Growth model Measurable o DIBELS, pass/fail rates, o OAA scores, o Value Added, o formative assessments, o summative assessments, o TBT reporting tools, o surveys, o communications
Meet them where theyre are Set expectations Use rubric to transition from philosophy to practice Establish formative meetings Monitoring instruction at classroom level Becoming the lead teacher Attend BLTs Provide specific feedback
Read the scenario Discuss practices with table Identify standards in the scenario Rate the performance level using the rubric
Collins, Jim, and Morten T. Hansen. Great by Choice: Uncertainty, Chaos, and Luck : Why Some Thrive despite Them All. New York, NY: HarperCollins, 2011. Print R. Marzano, T. Waters, B. McNulty (2005). School Leadership that Works. Alexandria, VA: ASCD
Parma City School District o 5311 Longwood Ave. Parma, OH 44134 o 440-842-5300 Cassandra Johnson, Director of Human Resources, o firstname.lastname@example.org email@example.com Jodie Hausmann, Director of Elementary Teaching & Learning o firstname.lastname@example.org email@example.com Jeff Cook, Director of Secondary Elementary Teaching & Learning o firstname.lastname@example.org email@example.com