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LEADING & LEARNING IN CENTRAL NEW YORK 2011-2012 COHORT February, 2012.

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Presentation on theme: "LEADING & LEARNING IN CENTRAL NEW YORK 2011-2012 COHORT February, 2012."— Presentation transcript:

1 LEADING & LEARNING IN CENTRAL NEW YORK COHORT February, 2012

2 INTRODUCTIONS GUIDING QUESTIONS: What is instructional leadership? How can I make room for instructional leadership giving the incredible management and supervision demands in todays schools? How can supervision and evaluation be about promoting teacher growth and student learning?

3 INTRODUCTIONS FOCUS AREAS: Being deliberate about instructional leadership Making meetings about instruction Communication and Instructional leadership Best Practices in a Standard-based Classroom Multiple Methods of Data Collection Feedback: Oral and Written maps

4 INTRODUCTIONS FOCUS AREAS: Being deliberate about instructional leadership Making meetings about instruction Communication and Instructional leadership Best Practices in a Standard-based Classroom Multiple Methods of Data Collection Feedback: Oral and Written

5 INTRODUCTIONS FOCUS AREAS: Being deliberate about instructional leadership Making meetings about instruction Communication and Instructional leadership Best Practices in a Standard-based Classroom Multiple Methods of Data Collection Feedback: Oral and Written today

6 INTRODUCTIONS FOCUS AREAS: Being deliberate about instructional leadership Making meetings about instruction Communication and Instructional leadership Best Practices in a Standard-based Classroom Multiple Methods of Data Collection Feedback: Oral and Written today

7 CREATING A DEFINITION What is “growth-producing feedback? Why is it important? How does it fit with the Race To The Top? ACTIVITY: With your partner, write a definition of “growth producing feedback”

8 ADULTS AS LEARNERS (ANDRAGOGY) Our teachers are our learners Adult learners are not just like younger learners ACTIVITY: Turn to page 181 in Leading the Learning. Which of these is a little different for adult learners?

9 SEEK FIRST TO UNDERSTAND EXTROVERTED Prefer to respond to new information immediately, doing your thinking out loud… INTROVERTED Prefer information in advance so that you have time to think about the issues before you respond…

10 SEEK FIRST TO UNDERSTAND EXTROVERTED Prefer to respond to new information immediately, doing your thinking out loud… INTROVERTED Prefer information in advance so that you have time to think about the issues before you respond…

11 SEEK FIRST TO UNDERSTAND EXTROVERTED Prefer to respond to new information immediately, doing your thinking out loud… INTROVERTED Prefer information in advance so that you have time to think about the issues before you respond…

12 SEEK FIRST TO UNDERSTAND GLOBAL Tend to see the big picture and like to have scaffolding on which to hang details… ANALYTICAL Prefer to see the bits and pieces and then put them into a whole…

13 SEEK FIRST TO UNDERSTAND RANDOM Inclined to jump around inside a problem and deal with the parts that interest you first… LINEAR Work through steps in sequence…

14 SEEK FIRST TO UNDERSTAND CONCRETE Want to see the real thing first… ABSTRACT Interested in the theory and the possibilities…

15 SEEK FIRST TO UNDERSTAND SENSING Prefer to go deal with the observable facts (see, hear, touch)… FEELING Prefer to go with gut instincts…

16 SEEK FIRST TO UNDERSTAND HEAD Do you lead primarily with your head, saying “I think”… HEART Do you lead primarily with your heart, saying “I feel”…

17 SEEK FIRST TO UNDERSTAND HALF FULL See the world with rose-colored glasses… HALF EMPTY More likely to see or expect problems just around the corner…

18 SEEK FIRST TO UNDERSTAND RESEARCH Tend to seek our and cite research… EXPERIENCE Prefer to rely on personal experience…

19 SEEK FIRST TO UNDERSTAND POSITION POWER Define authority primarily by titles and positions in an organization… PERSONAL POWER Authority comes from the respect for the person…

20 SEEK FIRST TO UNDERSTAND What does this mean for you as a leader?

21 THE ASK CONSTRUCT Attitude Skill Knowledge ACTIVITY: Handout #25

22 TALKING WITH STAFF Glickman, Gordon & Ross (p. 186) Hunter (p. 186) Hershey & Blanchard (p. 187) Costa & Garmston (p. 187) Lipton & Wellman (p. 188) Blase & Blase (p. 188) ACTIVITY: Summarize one approach and share with the group

23 THE THREE Cs Coach Collaborate Consult ACTIVITY: Turn to the chart on page 190

24 THE THREE Cs Coach Collaborate Consult ACTIVITY: What Do You Do When… Which way would you approach it? How would you approach the situation? What would you say?

25 HOMEWORK When you plan for your post mini-conference chats, plan your approach based on some of the things we discussed.


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