Presentation on theme: "Change Leadership A Practical Guide to Transforming Our Schools"— Presentation transcript:
1Change Leadership A Practical Guide to Transforming Our Schools Presented by:Suzette CookTitle I School Improvement CoordinatorWest Virginia Department of EducationTitle I Directors’ MeetingOctober 4, 2010
2Gingerbread Man What drives you crazy? What do you want to take away? let go of?What gives you indigestion?
3Block PartyRead and reflect upon what your quote means to you and your workShare your quote and your insights about its implication for your work with your tablematesShare ideas and questions
5Caught between the imperative of preparing students for the next half-century and the political mandate for short-term performance improvement on standardized tests, many educators are dropping by the wayside but a few are stepping forward with new leadership skills and vision. Working with such leaders, Tony Wagner, Bob Kegan and their colleagues have created an invaluable guidebook for those with the courage to have conviction without answers and the openness to learn together. Peter Senge, author The Fifth Discipline
6There is no school for leaders. that will teach them exactly how There is no school for leaders that will teach them exactly how to make their district into one that will leave no child behind.
7Seven Disciplines for Strengthening Instruction Urgency for instructional improvement using real dataShared vision of good teachingMeetings about the workA shared vision of student resultsEffective supervisionProfessional developmentDiagnostic data with accountable collaboration
8Seven Disciplines for Strengthening Instruction These seven disciplines are not a buffet, where a district can choose one or two for implementation without regard to the others.
9Your system – any system – is. perfectly designed to produce the Your system – any system – is perfectly designed to produce the results you’re getting.
10If every system is designed to produce exactly the results that it does, then perhaps before we try to improve our system, we need to better grasp its current design.
11Seven Disciplines for Strengthening Instruction Rate Your District 1.The district creates understanding and urgency around improving all students’ learning for teachers and community, and it regularly reports on progress.Data are disaggregated and transparent to everyoneQualitative (focus groups and interviews) as well as quantitative data are used to understand students’ and recent graduates’ experience of school.
12Seven Disciplines for Strengthening Instruction Rate Your District 2. A widely shared vision of what is good teaching is focused on rigorous expectations, relevant curricula, and respectful relationships in the classroom. 3. All adult meetings are about instruction and are models of good teaching.
13Seven Disciplines for Strengthening Instruction Rate Your District 4. There are well-defined standards and performance assessments for student work at all grade levels. Teachers and students understand what quality work looks like, and there is consistency in standards of assessment. 5. Supervision is frequent, rigorous, and entirely focused on the improvement of instruction. It is done by people who know what good teaching looks like.
14Seven Disciplines for Strengthening Instruction Rate Your District 6. Professional development is primarily on-site, intensive, collaborative, and job-embedded and is designed and led by educators who model best teaching and learning practices. 7. Data are diagnostically at frequent intervals by teams of teachers to assess each student’s learning and to identify the most effective teaching practices. Teams have time built into their schedules for this shared work.
15The realities of today’s economy demand not only a new set of skills but also that they be acquired by all students.
16Framework for Effective Instruction 3 Rs Rigor: Mastering Core CompetenciesRelevance: Connecting the Curriculum Through Real-World ApplicationsRespectful Relationships: Finding the Key to Motivation
17One of the hardest aspects of charting the course… is identifying the ways that we might also create obstacles that get in the way of our own plans.
18Obstacles to Improvement v. Momentum for Improvement ReactionPurposeFocusComplianceEngagementIsolationCollaboration
19The Final WordReaction Transforms to Purpose and Focus – pg. 65 to top of pg. 68Compliance Transforms to Engagement – pg. 68 to middle of pg. 71Isolation Transforms to Collaboration – middle of pg. 71 to top of pg. 74
20The Final Word Identify a timekeeper Read your assigned passage Identify one ‘most’ significant idea/quote from the text to share – have a ‘back-up’First person – share selected idea/quote and why – 3 minutesSecond person – respond – 1 minuteThird person – respond – 1 minuteFourth person – respond - 1 minuteFirst person – The final word – 1 minuteBegin new rotation
21Fortune Cookie ‘Break’ Open your fortune cookie – but don’t share your fortune with anyoneThink of how this ‘fortune’ may relate to you and your work – jot some notes if you wish/for sharing
22The forms of our personal challenges. are not infinitely different The forms of our personal challenges are not infinitely different. There is more than one crater on the dark side of the moon, but not an endless number.
23If we, as leaders, deny ourselves the If we, as leaders, deny ourselves the opportunity to ‘grow on the job’, how likely is it that those around us, those who work for us, are going to feel genuinely entitled to this same right themselves?
24Arenas of Change Competencies – of adults Conditions – of learning and teaching for students and adultsCulture – of classrooms, schools, districtsContext – understanding global, state, and community realities and re-visioning what all students need to know