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School Leadership that Works Robert Marzano, Timothy Waters, & Brian McNulty.

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Presentation on theme: "School Leadership that Works Robert Marzano, Timothy Waters, & Brian McNulty."— Presentation transcript:

1 School Leadership that Works Robert Marzano, Timothy Waters, & Brian McNulty

2 Background Information All the priority high schools, including the four high schools in Charlotte, have to meet each month in Durham, NC with Department of Public Instruction (DPI) and Mid-continent Research for Education and Learning (McREL). McREL is a private and nonprofit organization that provides related consulting services, such as analysis of standards. In addition, it provides ongoing professional development opportunities, working with state, intermediates and local agencies to provide leadership consortia and coaching for school leaders over a three-year period. This is my school’s second year in this program.

3 About The Book There is a book titled School Leadership that Works by Robert J. Marzano, Timothy, Waters, and Brian A. Mc Nulty, which is published by McREL. All the priority schools principals and selected staff at the schools, are asked to read this book by January 2008 for the next meeting. In this book, the authors have developed a list of 21 leadership responsibilities that have a significant effect on student achievement. This was based on their analysis of 69 studies and surveys of more than 650 building principals.

4 What the Book Explains This book explains: the behaviors associated with the 21 leadership responsibilities; the difference between first-order change and second-order change and the leadership responsibilities that are most important for each; how to work smart by choosing the right work that improves student achievement; the advantages and disadvantages of comprehensive school reform models for improving student achievement; how to develop a site-specific approach to improving student achievement

5 Research Beliefs in this Book The way schools are designed, they are not likely meet the expectations that no child will be left behind in light of resources, social, political, and designed realities facing our schools and their leaders. Educators must get the most possible our of their schools. We need education leaders who are prepared to deal with the first and second order changes implied by assumptions.

6 Reality Check of Our Education System This is work overload Prompted increase of information Greater expectations (i.e., teachers, school leaders) There is more accountability (i.e., school districts, individual schools, principals) Public scrutiny

7 Key Elements in this Book Application to practice Collaboration Dialogue Differentiated Evaluation Focus on student achievement Follow-up Guided application Networking Ongoing Online learning Reflection Research-based School Leadership that Works is based on these key elements

8 Leadership Responsibilities and Practices Identified in Waters, Marzano, and McNulty 2003 research, leadership responsibilities are areas of principal behaviors and practices that are positively associated with student achievement In fulfilling the responsibilities, leadership practices are the specific knowledge, skills, and/or tasks that was identified in their research

9 Twenty-one Leadership Responsibilities Affirmation Change agent Communication Contingent reward Culture Discipline Flexibility Focus Ideas and beliefs Input Involvement with Curriculum, Instruction and Assessment (CIA) Knowledge of CIA Monitor/evaluate Optimize Order Outreach Relationships Resources Situational awareness Visibility

10 Explanation of Leadership Responsibilities and Practices Affirmation – This recognizes and celebrates school accomplishments and acknowledges failures Change agent – The willing to and actively challenges the status quo Communication - The extent to which the principal establishes strong lines of communication with teachers and among students Contingent rewards - Recognizing and rewarding individual accomplishments NOTE: Based on the principal

11 Explanation of Leadership Responsibilities and Practices continues… Culture - Fostering shared beliefs and a sense of community and cooperation Discipline - Protecting teachers from issues and influences that would detract from their teaching time or focus Flexibility - The extent to which the principal adapts his or her leadership behavior to the needs of the current situation and is comfortable with dissent NOTE: Based on the principal

12 Explanation of Leadership Responsibilities and Practices continues… Focus – Establishing clear goals and keeps those goals in the forefront of the school’s attention Ideals/beliefs – The extent to which the principal communicates and operates from strong ideals and beliefs about schooling Intellectual stimulation– Ensuring that the faculty and staff are aware of the most current theories and practices and makes the discussion of these a regular aspect of the school culture NOTE: Based on the principal

13 Explanation of Leadership Responsibilities and Practices continues… Involvement in curriculum, instruction, and assessment – Directly involved in the design and implementation of curriculum, instruction, and assessment practices Knowledge of curriculum, instruction, and assessment – Knowledgeable about current curriculum, instruction and assessment practices Monitor/evaluate – The extent to which the principal monitors the effectiveness of school practices and their impact on student learning NOTE: Based on the principal

14 Explanation of Leadership Responsibilities and Practices continues… Optimize – The extent to which the principal inspires and leads new and challenging innovation Order – Establishing a set of standard operating procedures and routines Outreach – Being an advocate and spokesperson of the school to all stakeholders Relationships – Demonstrating awareness of the personal aspects of teachers and staff NOTE: Based on the principal

15 Explanation of Leadership Responsibilities and Practices continues… Resources – Providing teachers with materials and professional development necessary for the successful execution of their jobs Situational awareness – Being aware of the details and the undercurrents in the running of the school and uses this information to address current and potential problems Visibility – The extent to which the principal has quality contacts and interactions with teachers and students NOTE: Based on the principal

16 Magnitude of CHANGE This book uses labels based on the implications of change rather than the type of change First-order change – A logical of extension of past and current practices intended to make incremental improvements in the current situation. This can be implemented with current knowledge and skills. Second-order change – A fundamental or significant break with past and current practices intended to make dramatic differences in the current situation. Second-order changes require new knowledge and skills for successful implementation. Order of change is the magnitude and implications of changes for the people expected to implement them or those who will be affected by them.

17 McREL’s View of Change The same change can be perceived differently by different stakeholders. The magnitude of change is defined by the implications it has for the people expected to implement it Something to think about Consider a current change happening at your school and how staff members at your school perceive the change

18 Sharing Leadership During times of second-order change, a school may become disordered as new ways of communicating and working together necessarily shift. Principals should share the opportunity to fulfill these responsibilities with others

19 Balanced Leadership “Shared leadership implies shared responsibility and mutual accountability toward a common goal(s) for the good of an organization. Shared leadership is not a ‘program’ or a ‘model.’ It is a condition that can be enabled and sustained through organizational authority.” (McREL, 2003)

20 Framework for Balanced Leadership

21 Purposeful Community A purposeful community is one with the collective efficacy and capability to develop and produce outcomes that matter to all community members through agreed-upon processes (McREL, 2004)

22 Shared Leadership? Leadership demands more than one person can provide Shared leadership requires that others assume responsibility and take action for the good of the whole Shared leadership creates conditions for maximizing individual and collective strengths


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