1. EDUC6090: Instructional Leadership/Decision Making Jay Cellante Fall 2010

2. Hello! My Name is... Who Are You? What Do You Do? Why Are You Here?

3. Learning A CQUIRING NEW KNOWLEDGE, BEHAVIORS, SKILLS, VALUES, PREFERENCES OR UNDERSTANDING, AND MAY INVOLVE SYNTHESIZING DIFFERENT TYPES OF INFORMATION.

4. System A SET OF INTERACTING OR INDEPENDENT ENTITIES FORMING AN INTEGRATED WHOLE.

5. Decision making, also referred to as problem solving, is the process of recognizing a problem or opportunity and finding a solution to it.

6. Instructional Decision Making T HE T EACHING AND L EARNING OF K NOWLEDGE FORMING AN INTEGRATED WHOLE T HAT P RODUCES AN OUTCOME OF MENTAL PROCESSES LEADING TO THE SELECTION OF A COURSE OF ACTION AMONG SEVERAL ALTERNATIVES. E VERY DECISION MAKING PROCESS PRODUCES A FINAL CHOICE. T HE OUTPUT CAN BE AN ACTION OR AN OPINION OF CHOICE.

7. Who Teaches? T EACHERS. A DMINISTRATORS. M ANAGERS. P ARENTS. W E ALL TEACH.

8. W HO D ECIDES W HAT S YSTEM WILL BE USED ? School Boards? Superintendents? Principals? Curriculum Coordinators? Teachers?

9. Will It Work? T HE SUCCESS OR FAILURE OF ANY SYSTEM DEMANDS THE SUPPORT OF ADMINISTRATION. W ITHOUT IT, ANY SYSTEM IS DOOMED TO FAIL.

10. T HE A NALYTIC P ROCESSES Analytic Processes for School Leaders Richetti and Tregoe

11. The Problem You have a class that meets 8 times for a total of 32 hours. Included in the requirements are two individual presentations, covering information in two textbooks, and a final exam. Also included is a session in the library. The problem is there are 27-30 students in the class. How would you solve this problem? Eliminating students is not acceptable.

12. SELECT State the decision. Establish and classify objectives. List alternatives. Evaluate alternatives Consider risks. Trust your work-pick a winner!

13. SELECT Situation: DECISION to be MADE One course of action or solution must be selected from among several possible options. Pg. 14

14. PLAN Predict potential problems. List likely causes. Agree on preventive actions. Note contingent actions.

15. PLAN Situation: IMPLEMENTATION Upcoming plans, changes, and actions will be implemented.

16. FIND Focus on the problem. Identify what is and is not. Narrow possible causes. Determine the true cause.

17. FIND Situation: PROBLEM Something has gone wrong or an unknown cause has produced some undesired effect.

18. SCAN See the issues. Clarify the issues. Assess priorities. Name next steps.

19. SCAN Situation: COMPLEX There are multi-faceted scenarios having multiple variables and elements.

20. CHAPTER TWO THINKING ABOUT QUESTIONS

21. QUESTIONS We all need to be thinkers. Information changes more rapidly than our ability to acquire or master it. Requires us to be lifelong learners. We are expected to work effectively with a wider range of people.

22. WHEN TEACHERS ASK THE QUESTIONS Primary teaching vehicle or to reinforce teaching. Encourage deeper thought. Positive correlation between frequency of questioning and student learning. Elementary teachers see questions primarily as vehicles to assess what the students know and how well they have been taught – not to stretch thinking.

23. WHEN TEACHERS ASK THE QUESTIONS Teachers ask between 300 and 400 hundred questions daily. Most questions are factual. Teachers outtalked their students by a ratio of 3 to 1. Most of this talk is instruction through telling with no response. This encourages passive learning.

24. WHEN STUDENTS ASK THE QUESTIONS Increases motivation to learn. Improves comprehension and retention. Encourages creativity and innovation. Teaches how to think and learn. Provides a basis for problem solving and decision making.

25. WHAT CONSTITUTES GOOD PROBLEM- SOLVING QUESTIONING? – Process Questions Tend to be open-ended Apply to any situation. Generate much information from few questions. Put burden of knowing content on answerer. Systematically probe for information gaps. Develop thinking skills of answerer.

26. WHAT CONSTITUTES GOOD PROBLEM- SOLVING QUESTIONING? – Content Questions Tend to be closed-ended. Apply to a specific situation. Generate little information from many questions. Randomly find information gaps. Produce limited developmental benefits.