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1 Schools are Improving School Improvement

2 Schools are Improving School Improvement Changing World

3 The primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school.

4 Weve created false proxies for learning… Finishing a course or textbook has come to mean achievement Listening to lecture has come to mean understanding Getting a high score on a standardized test has come to mean proficiency

5 Learning should have its roots in.. Meaning, not just memory Engagement, not simply transmission Inquiry, not only compliance Exploration, not just acquisition Personalization, not simply uniformity Collaboration, not only competition Trust, not fear

6 Schools are Improving School Improvement Changing World

7 Making a better 20 th Century School is not the answer.

8 The future is not some place we are going to, but one we are creating. The paths are not found, but made, and the activity of making them changes both the maker and the destination. --John Schaar

9 Unless we unlearn some of our traditional practices, we will never get beyond an improvement mindset.

10 We are getting better at things that do not matter as much anymore.

11 I believe the future is not about the latest gadgets, it is about something more than gadgets, its about … LEARNING

12 In an environment driven by results, the best strategy is to DEVELOP YOUR PEOPLE. Broaden the definition of learning in your system to include adults.

13 The Adult Learning Year! 2011

14 The focus must be on the way we work. Cooperation is what was valued in the past. It is about efficiency: You do this and I will do that. Collaboration is where we should focus. It is about shared creation, in which the focus is not on the process but on the specific results.

15 WE need to become the AGENTS of change.

16 First practice must change, then results, then policy.

17 Why I Do This Work

18 Themes 1.Best and Next Practices 2.Three key trends impacting us 3.Technologies to watch 4.Non-techie stuff / Relationships 5.Daggett System for Effective Instruction 6.The Adaptive Leader QUAD D 7.Closing remarks

19 Theme Best and Next Practices

20 Best practices allow you to do what you are currently doing a little better.

21 Next practices increase your organizations capability to do things it has never done before.

22 SystemInnovation

23 Sustaining Innovation Next Practice

24 Disruptive Innovation

25 Expertise (the way we do things around here) can be a road block to problem solving and to the development of Next Practices.

26 We have a flawed perspective of always listening to our best customers… They tell us how good the system is working for them!

27 BANKING Sears IBM Xerox

28 A Story…. Not a bad idea, but to earn a grade more than a C+, the idea has to be viable! (Yale Professor) Fredrick Smith The idea FedEx

29 -Shurnyu Suzuki In the beginners mind there are many possibilities; in the experts mind there are few.

30 Established organizations often embrace sustaining innovations but struggle with disruptive innovations.

31 Example Research in an established organization is aligned to someone studying aircraft built in the 1940s…. All statistics and engineering data are based on what has been accomplished in the past, not what the organization might deliver in the future. Travel faster than the speed of sound!

32 Theme Three key trends impacting us

33 First Key Trend Our roles as educators is challenged by easy access to an abundance of resources Sense Making Coaching Credentialing

34 Second Key Trend People expect to be able to learn, study and work whenever and wherever they want.

35 The world outside of school is increasingly collaborative. We must reflect upon the way student projects are structured and graded and how teachers work. Third Key Trend

36 Theme Technologies to Watch The Horizon Report 2011

37 Near Term: 1-2 Years Electronic Books and Mobile Devices Amazon: For every traditional 100 books sold, 105 electronic books were sold. - May 19, 2011

38 Mid Term: 2-3 years Augmented Reality and Game Based Learning


40 Far Term: 3-5 Years Gesture-based computing Pattie Maes, MIT Media Lab Pranav Mistry, inventor of Sixth Sense

41 Current System Something Different

42 The Horse The Automobile

43 Henry Ford quote… If I had asked the public what they wanted, they would have said a faster horse.


45 Some suggesting bold moves…. Conrad Wolfram… Start teaching math and stop teaching calculating.

46 Theme Non-techie stuff / Relationships

47 Intentionally Non-Compliant Child

48 The Fundamental Attribution Error When looking at our own behavior, we tend to view the situation in the environment that surrounds our action. When looking at the behavior of others, we make assumptions about their personal qualities.

49 The Effects of Praise Fixed or Growth Cant hand confidence to learners on a silver platter.

50 We live in a world obsessed with predictability and control, some people believe that if we cant truly measure something it must not matter. We must consider the possibility that if we cant truly measure something, it may be the most important thing.

51 Talking with kids… Its not us against them!



54 Participation Gap Self-Worth: Self-Worth occurs when children know they are valued members of the community; have a person they can trust; believe they can achieve. Active Engagement: Active Engagement happens when children are deeply involved in the learning process. Purpose: Purpose exists when children take responsibility for who and what they want to become.

55 STUDENT ASPIRATIONS / PARTICIPATION GAP SELF WORTH ACTIVE ENGAGEMENT PURPOSE Belonging Heroes Sense of Accomplishment Fun & Excitement Curiosity & Creativity Spirit of Adventure Leadership & Responsibility Confidence to Take Action Relationships Relevance Rigor

56 SELF WORTH Belonging Heroes Sense of Accomplishment 6-89-12STATEMENT 54%49%I am proud of my school. 49%49%I enjoy being at school. 58%41%Teachers care about my problems and feelings. 54%46%Teachers care about me as an individual. 50%45%Teachers care if I am absent from school. 19%21%I have never been recognized for something positive at school. 52%48%If I have a problem, I have a teacher with whom I can talk. 68%51%Teachers respect students. 49%37%Students respect teachers. 36%29%Students respect each other. NATIONAL DATA Copyright 2008 Quaglia Institute

57 6-89-12STATEMENT 42%48%School is boring. 68%55%At school I am encouraged to be creative. 47%37%My classes help me understand what is happening in my everyday life. 67%54%Teachers enjoy working with students 47%37%Teachers have fun at school. 41%28%Teachers make school an exciting place to learn. 79%71%My teachers present lessons in different ways. ACTIVE ENGAGEMENT Fun & Excitement Curiosity & Creativity Spirit of Adventure NATIONAL DATA Copyright 2008 Quaglia Institute

58 6-89-12STATEMENT 62%64%I am a good decision maker. 54% 59%I see myself as a leader. 30% 35%Other students see me as a leader. 91%91%I believe I can be successful. 80%77%Teachers expect me to be successful. 58%64%I believe I can make a difference in this world. 79%66%I put forth my best effort at school. 44%36%I know the goals my school is working on. 41%30%Students council represents all students at school. PURPOSE Leadership & Responsibility Confidence to Take Action NATIONAL DATA Copyright 2008 Quaglia Institute

59 I am proud of my school.T = 85 S = 50 I am excited to be working with students.T = 96 Teachers enjoy working with students.S = 56 Students have fun at school.T = 78 School is boring.S = 47 Students make school an exciting place to work.T = 87 Teachers make school an exciting place to learn.S = 31 I have fun at school.T = 85 Teachers have fun at school.S = 39 NATIONAL DATA Delusional Discrepancies Copyright 2008 Quaglia Institute

60 I am excited to tell my colleagues when I do something well.T = 59 I am excited to tell my friends when I get good grades.S = 57 I feel comfortable asking questions in staff meetings.T = 66 I feel comfortable asking questions in class. S = 66 NATIONAL DATA Sad Similarities Copyright 2008 Quaglia Institute

61 David Brooks, Social Animal

62 Theme Daggett System for Effective Instruction

63 Aligned for Success Doctors/Nurses in Hospitals Pilots in Flight Teachers in a School System

64 System

65 Teaching Organizational Leadership Instructional Leadership Student Achievement


67 Rigor and Relevance What is it? And what does it mean?

68 Rigor and relevance is NOT a new add-on !! Rigor and relevance is a philosophy of teaching!!

69 3 Mis-Conceptions on Rigor That rigor means more Raising a grade is not rigor Being stricter and enforcing tighter policies

70 Rigor! Rigor means increasing the level of thinking in a more sophisticated and complex manner.

71 Knowledge Taxonomy 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

72 Thinking Continuum Assimilation of knowledge Acquisition of knowledge

73 Relevance

74 To determine a lessons level of Relevance you must ask the following questions… 1. Is it application? 2. Is it real world? 3. Is it unpredictable?

75 Application Model 1 Knowledge of one discipline 2 Application within discipline 3 Application across disciplines 4 Application to real-world predictable situations 5 Application to real-world unpredictable situations

76 Acquisition of knowledge Application of knowledge Action Continuum Relevance of learning to life and work


78 Awareness 1 Comprehension 2 Application 3 1 Knowledge in one discipline 2 Apply knowledge in one discipline A Acquisition Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge. Low-level Knowledge

79 A Quadrant name label define select identify list memorize recite locate record definition worksheet list quiz test workbook true-false reproduction recitation Verbs Products

80 Quadrant A Ask questions to recall facts, make observations or demonstrate understanding. What is/are__? How many__? How do/does__? What did you observe__ ? What else can you tell me__? What does it mean__? What can you recall__? Where did you find that__? Who is/was__? In what ways_? How would you define that in your own terms? What did/do you notice about this __? What did/do you feel/see/hear/smell __? What do you remember about _? What did you find out about __?

81 Awareness 1 Comprehension 2 Application 3 B Application 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation Students use acquired knowledge to solve problems, design solutions, and complete work. Low-level Application

82 B Quadrant apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate scrapbook summary interpretation collection annotation explanation solution demonstration outline Verbs Products

83 Quadrant B Ask questions to apply or relate. How would you do that? Where will you use that knowledge? How does that relate to your experience? How can you demonstrate that? What observations relate__? Where would you locate that information? Calculate that for __? How would you illustrate that? How would you interpret? Who could you interview? How would you collect that data? How do you know it works? Can you show me? Can you apply what you know to this real world problem? How do you make sure it is done correctly?

84 Application 3 Analysis 4 Synthesis 5 Evaluation 6 1 Knowledge in one discipline 2 Apply knowledge in one discipline C Assimilation Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions. High-level Knowledge

85 C Quadrant sequence annotate examine report criticize paraphrase calculate expand summarize classify diagram Verbs Products essay abstract blueprint inventory report plan chart questionnaire classification diagram discussion collection annotation

86 Quadrant C Ask questions to summarize, analyze, organize, or evaluate. How are these similar/different? How is this like___? What's another way we could say/explain/express that? What do you think are some reasons/causes that _____ ? Why did __ changes occur? How can you distinguish between__? What is a better solution to__? How would you defend your position about__? What changes to __ would you recommend? What evidence can you offer? How do you know? Which ones do you think belong together? What things/events lead up to __ ? What is the authors purpose?

87 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation Application 3 Analysis 4 Synthesis 5 Evaluation 6 D Adaptation Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge. High-level Application

88 D Quadrant evaluate validate justify rate referee infer rank dramatize argue conclude evaluation newspaper estimation trial editorial radio program play collage machine adaptation poem debate new game invention VerbsProducts

89 Quadrant D Ask questions to predict, design, or create. How would you design a __ to __? How would you compose a song about__? How would you rewrite the ending of the story? What would be different today, if that event occurred differently? Can you see a possible solution to__? How could you teach that to others? If you had access to all resources how would you deal with__? How would you devise your own way to deal with__? What new and unusual uses would you create for__? Can you develop a proposal which would_? How would you have handled__? How would you do it differently?


91 System

92 Teaching Organizational Leadership Instructional Leadership Student Achievement

93 Rigor and relevance Relationships Content Teaching How students learn Instructional strategies Assessment to guide instruction

94 Effective and Efficient Practices John Hattie…. Visible Learning Synthesis of over 800 meta-analyses relating to achievement.

95 Effect Size 1.0 indicates one standard deviation typically associated with advancing childrens achievement by two or more years (improving the rate of learning by 50%) Hattie set a bench mark of.40 as the minimal desired effect

96 Some data Student expectations of self 1.44 Providing formative evaluation.90 Teacher Clarity.75 Class size.21 Retention.16

97 Greatest Impact Culture of High Expectations Strong Instructional Model Relevance of Instruction Strong Relationships

98 Embrace rigorous and relevant expectations for all students (+.75) Cultivate Caring relationship with students (+.72) Make content meaningful to l learners (+.69) Teaching Use Varied, ongoing Assessments to Inform and differentiate Instruction (+.90) Engage in Targeted and Sustained Professional Growth (+.62) 1.Embrace rigorous and relevant expectations for all students (+.75) 2.Build strong relationship with students (+.72) 3.Possess depth of content knowledge and make it relevant to students (+.69) 4.Facilitate rigorous and relevant instruction based on how students learn (+1.28) 5.Use assessments to guide and differentiate instruction (+.90) 6.Demonstrate expertise in use of instructional strategies, technology, and best practices (+.60)

99 Culture Vision Structure and systems Selection, support, evaluation Organizational Leadership Data systems Build leadership

100 Adjust the Organizational Structure Leverage Data Systems Organizational Leadership 1.Create a culture 2.Establish a shared vision 3.Align organizational structures and systems to vision 4.Build leadership capacity 5.Align teacher / administrator selection, support, and evaluation 6.Support decision making with data systems

101 High expectations Curriculum Literacy and math Data-driven Provide professional growth Instructional Leadership

102 Use Data to set High Expectations Align Curriculum to Standards Integrate Literacy and Math across Curriculum Use Data to Guide Instruction Create Teacher Selection, Support and Evaluation System Instructional Leadership 1.Use research to establish urgency for higher expectations 2.Align curriculum to standards 3.Integrate literacy and math across all content areas 4.Facilitate data-driven decision making to inform instruction 5.Provide opportunities for focused professional collaboration and growth

103 Teaching Organizational Leadership Instructional Leadership Student Achievement

104 My Themes Qualities of Great Leaders Use of Mental Models Adaptive Leadership The Leadership It Takes

105 My Themes Qualities of Great Leaders

106 How many of you know someone who was highly intelligent highly skilled was promoted to a leadership position AND FAILED

107 How many of you know someone who had solid but not extraordinary intellectual ability reasonable technical skills was promoted to a leadership position AND SOARED!!!!

108 Daniel Goleman Leadership Study Technical Skills Cognitive Skills Emotional Intelligence

109 What makes a great leader? Intelligence Toughness Determination Vision

110 Required but not sufficient

111 What makes a great leader? Self-awareness Self-regulation Motivation Empathy Social skills

112 Self-Awareness Ability to understand your moods, emotions, drive and how they affect others. Self-confidence Self-assessment Sense of humor

113 Self-Regulation Ability to control impulses To think before you act Comfort with ambiguity Openness to change

114 Motivation Passion to work for reasons beyond money and status Strong drive to achieve Optimism, even in the face of failure Organizational commitment

115 Empathy Ability to understand the emotional makeup of other people Skill in treating people according to their emotional reactions Service to clients and customers

116 Social Skills Proficiency in managing relationships and building networks Ability to find common ground Effectiveness in leading change Expertise in building and leading teams

117 The fundamental task of a leader is to develop confidence in advance of victory, in order to attract the investments that make victory possible. - Rosabeth Moss Kanter

118 So how do you make this all work... Theres too many moving parts!

119 My Themes Qualities of Great Leaders The Use of Mental Models

120 Mental Models Mental models are similar in structure to the thing or concept they represent. Mental models allow a person to predict actions and shape approach. Mental models are simpler than the thing or concept they represent. They include only enough information to allow accurate predictions.


122 My Themes Qualities of Great Leaders Use of Mental Models Adaptive Leadership

123 School leadership is a disposition for taking action. Adaptive leadership is the collaborative responsibility for taking action to reach the future oriented goal of the intellectual, emotional and physical needs of each learner. International Centers Definition of Leadership

124 124

125 VISIONVISION AB D C Acquisition Adaptive Leadership Application Assimilation Adaptation 1 EMPOWERMENT 2 3 4 5 6 12345

126 VISIONVISION AB DC Authoritative Leadership Four Quadrants of Leadership Collaborative Leadership Visionary Leadership Adaptive Leadership HighLow High EMPOWERMENT

127 VISIONVISION AB DC Adaptive Leadership HighLow High EMPOWERMENT Sports Roles as a Metaphor Referee Cheerleader Player Coach

128 You don't want to work for a manager who is not a leader and you don't want to work for a leader who is not a manager. Adaptive leadership describes a manager and leader in a continuum.

129 Quadrant A – Acquisition (Position) Traditional leadership School manager Leaders decide, others act Authoritarian

130 Quadrant A Leadership Situations Where Quadrant A Is Effective Student safety and security issues Compliance with ethical and legal requirements Dismissal of staff Significant student behavior disruptions Introduction of new state mandates Need for fiscal controls School maintenance issues

131 Fierce conversations are about moral courage, clear requests, and taking action. Susan Scott, Fierce Conversations

132 Once a month evaluation discussions at Leadership Team meetings. Difficult cases are discussed by all. Professional Dialogue

133 Quadrant B - Application Application of leadership by administration and staff The staff works in a highly collaborative setting Actions are aligned with school goals

134 Quadrant B Leadership Situations Where Quadrant B Is Effective Conditions of low morale, such as layoffs or fiscal cuts Hiring and mentoring new staff Changes in school community, such as demographics Introduction of new programs, such as a reading program Frequent turnover in school leadership

135 The Issue: Quadrant B Is this the best we can be? Empower Leadership Teams to Take Action and Innovate Restructuring Committee: The think tank. Every department represented with a mix of teachers and administrators Balance of new teachers and veterans, new voices and voices of experience

136 Quadrant C – Assimilation (Research and Best Practices) Reflective and innovative Visionary Anticipation of the future Student needs drive action

137 Quadrant C Leadership Situations Where Quadrant C Is Effective Gaps in achievement among different groups of learners Staff clinging to status quo and traditional instruction Poor learner achievement Low learner expectations

138 The Issue: Quadrant C The performance of our students with disabilities. Special ed failure: ELA 78% Math 98%

139 So, do you think what were doing is working??? Know what you can do, know when you need help! (MSC – Larry Gloeckler, Special Education Institute) Same standards, same curriculum, different approach to instruction

140 Quadrant D - Adaptation (Disposition) Adaptive and collaborative Reflective and innovative Staff and learners are empowered to take a significant leadership role

141 Quadrant D Leadership Situations Where Quadrant D Is Effective Need for innovative approach Moving from good to great school Sustaining school improvement efforts Low learner engagement Shortage of prospective leaders New school planning

142 The Issue: Quadrant D Sustaining the momentum!

143 Faculty Investment Structured Discussion Groups Facilitated by Restructuring Committee members Guided questions provided

144 144 1. What would you cite as the primary reason(s) why students fail? 2. What procedures/ techniques/ strategies have you used that you feel have been most successful for our 9 th and 10 th graders in terms of academics and behavior? 3. We have been successful at helping students over the MCAS passing bar; now we must move our target to proficiency. What do you see as the major obstacle our students face in achieving this goal? What suggestions would you make to help our students overcome those challenges to reach proficiency? Structured Discussion Groups

145 VISIONVISION A B D C Four Quadrants of Leadership 1 EMPOWERMENT 2 3 4 5 6 12345 Increasing Staff Leadership Increasing Learner Leadership

146 VISION VISION A B D C Four Quadrants of Leadership 1 EMPOWERMENT 2 3 4 5 6 12345 Greater Reflection Best Practices for Future Needs of Learners

147 1 2 3 45 Collaboration Creativity 1 2 3 4 5 6 Quadrant D Leadership Framework

148 Adaptive leaders function in each quadrant, continually striving to influence school stakeholders to spend most of their time in Quadrant D.

149 My Themes Qualities of Great Leaders Use of Mental Models Adaptive Leadership The Leadership It Takes

150 Proportions of students scoring in each decile of the MCAS 8 th grade ELA distribution

151 Proportions of students scoring in each decile of the MCAS 8 th grade Math distribution

152 MCAS math gains 8 th to 10 th grade, compared to others from the same 8 th grade decile (School Rank Percentile)

153 MCAS ELA gains 8 th to 10 th grade, compared to others from the same 8 th grade decile (School rank percentile/100)

154 MCAS 2010 Failure ELA – 5% (in 98 - 44%) MATH – 14% (in 98 – 75%) MCAS 2010 Adv/Prof. ELA – 74% (in 98 - 22%) MATH – 61% (in 98 – 7%) MCAS 2010 Adv/Prof. ELA – 74% (in 98 - 22%) MATH – 61% (in 98 – 7%)

155 Reading Risk Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

156 Reading Risk Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

157 Math Risk Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

158 Math Risk Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

159 The main lesson was that student achievement rose when leadership teams focused thoughtfully and relentlessly on improving the quality of instruction. - Prof. Ron Ferguson, AGI Conference Report The Achievement Gap Initiative At Harvard University Toward Excellence with Equity Conference Report by Ronald F. Ferguson, Faculty Director

160 Leadership teams succeeded initially because they used their positional authority to effectively jump-start the change process. Then they built trust... With cultivated competence and earned authority, they were able to help their colleagues overcome the types of fear and resistance that so often prevent effective reforms in American schools. Prof. Ron Ferguson, AGI Conference Report

161 The Leadership It Takes Leadership that Combines Passion with Competence: All educators effectively cultivate not only a sense of urgency but also a sense of possibility, built on demonstrated expertise among people in key positions and their commitment to continuous improvement. Ron Ferguson, Closing the Achievement Gap

162 The Leadership It Takes Clear, Shared Conceptions of Effective Instruction: The district identifies key ideas concerning effective instructional and supervisory practice and works to establish them as a common language for approaching instructional improvement. Ron Ferguson, Closing the Achievement Gap

163 The Leadership It Takes Streamlined and Coherent Curriculum: The district purposefully selects curriculum materials and places some restrictions on school and teacher autonomy in curriculum decisions. The district also provides tools (including technology) and professional development to support classroom-level delivery of specific curricula and high yield strategies. Ron Ferguson, Closing the Achievement Gap

164 The Leadership It Takes Organizational Structures and Personnel that Embody Capacity to Teach and Motivate Adults: The district maintains routines and structures within which adult educators engage teachers and administrators in continuous improvement of instructional and supervisory practices. Coaching, observing, and sharing make it difficult for individuals to avoid the change process, and the push for adaptive change spurs resisters to leave their comfort zones or eventually depart from the district. Ron Ferguson, Closing the Achievement Gap

165 The Leadership It Takes Patient but Tough Accountability: The district develops tools and routines for monitoring teaching practices and learning outcomes, targeting assistance where needed, and sometimes replacing teachers or administrators who fail to improve. Ron Ferguson, Closing the Achievement Gap

166 The Leadership It Takes Data-Driven Decision Making and Transparency: Teachers and administrators analyze student performance for individual students and summarize data by grade level, special education status, English as a second language status, race/ethnicity, and gender. The district publicizes strategic goals for raising achievement levels and reducing gaps and tracks progress in visible ways. Educators identify, examine, and often emulate practices from successful schools. Ron Ferguson, Closing the Achievement Gap

167 1.To Do Leadership Well 2.Quantitative Data 3.Qualitative Data 4.Ask Great Questions

168 1.Technical Challenges 2.Culture Challenges 3.Leading and Lagging Indicators

169 Teacher – Student Comparisons T – I make learning exciting for my students. 86% S – My teachers make learning fun. 41%

170 Teacher – Student Comparisons T – I am aware of my students interests outside of school. 84% S – My teachers know my interests outside of school. 28%

171 4 WE Surveys = 4 Perspectives on Teaching and Learning WE Lead – Coherent Vision, Empowerment, Culture of Learning, School Management, Community Partnerships WE Teach – Rigor, Relevance, Relationships WE Learn Rigor, Relevance, Relationships WE Support – Rigor, Relevance, Relationships


173 Coherent Vision Total In Agreement Full-Time Dept. Chairs Classroom Teachers Support Staff Staff morale at this school is high. 50%53%50%52% We Lead - Whole Staff Survey

174 Years working in schools Coherent Vision 1 st year2-5 years 6-10 years 11-20 years Over 20 Staff morale is high at this school. 69%57%52%48%49% We Lead - Whole Staff Survey

175 175

176 1 2 3 45 EmpowermentEmpowerment VisionVision 1 2 3 4 5 6 Adaptive Leadership FrameworkAdaptive Leadership Framework

177 1 2 3 45 CollaborationCollaboration CreativityCreativity 1 2 3 4 5 6 Quadrant D Leadership FrameworkQuadrant D Leadership Framework

178 Coherent Vision Instructional Leadership Empowerment Goal Focus Decisions Based on Reliable Data Curriculum and Instruction Professional Development Fidelity of Implementation Trust Communication Relationships Leadership Leverage Points

179 Quick Review… 1.The idea of the future 2.Best Practices and Next Practices 3.Key trends shaping (now and in the future) education (hardware section) 4.Relationship / social skills (software section) 5.Daggett System for Effective Instruction 6.The Adaptive Leader (Quad D) 7.Tie it all together (reboot section)


181 IF WE WANT… Children to be learners who think, read, reason and express themselves effectively in multiple ways… Then we must show them thoughtful people eager to take in and use new information.

182 IF WE WANT.. Children to be brave and resourceful when confronted with the unknown… Then they must see us taking risks and finding new ways to move ahead.

183 IF WE WANT.. Children to be loyal, patriotic and responsible…. Then let us show them that we can be true to our deepest principles.

184 IF WE WANT.. A new and better educational system that educates all our children for success in the 21 st Century…. We will have to be new and better leaders and learners so that we can be FUTURE READY TODAY

185 Teaching Organizational Leadership Instructional Leadership Student Achievement

186 Establish Reality: Effective Leadership and Learning Raymond J. McNulty, President @ray_mcnulty

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