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Developing Strong Instructional Leadership Dr. Richard Jones, Senior Consultant International Center for Leadership in Education To hear this webinar you.

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Presentation on theme: "Developing Strong Instructional Leadership Dr. Richard Jones, Senior Consultant International Center for Leadership in Education To hear this webinar you."— Presentation transcript:

1 Developing Strong Instructional Leadership Dr. Richard Jones, Senior Consultant International Center for Leadership in Education To hear this webinar you will need to choose your audio mode. Go to the control panel in the upper right corner of your screen and click the button of how you will be listening. Your choices: Use telephone Use mic & speakers If using mic & speakers make sure your volume is turned up so you can hear If using the telephone Dial: Access Code: Audio PIN: unique PIN shown in audio control panel on screen Technical difficulties? Contact (518) All participants are on mute.

2 Webinar Guidelines All participants are on mute during the entire webinar. Presentation portion will be 45 minutes Questions and Answers portion will be 15 minutes To ask a question type it in the question control panel in the upper right corner of your screen. Content questions will be answered in the order they were received at the end of the webinar presentation. We will send you a follow up with the PowerPoint presentation and helpful resources

3 Margaret Mead " Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has. "Educational change depends on what teachers do and think - it's as simple and as complex as that." Fullan and Steigelbauer

4 4 46 Lessons Learned - Model Schools Structure vs. Instruction Structure vs. Instruction Conversation about Learning more than Teaching Conversation about Learning more than Teaching Collaboration Collaboration Persistent in Improvement Persistent in Improvement No One Style of Leader No One Style of Leader

5 Margaret Mead " Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has. What is the biggest mistake in leading instructional improvement?

6 Margaret Mead " Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has. 1. Ignoring the people in the school 2. Unclear why the change in being made Answer

7 © International Center for Leadership in Education Quadrant D Leadership

8 Margaret Mead " Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has. Real understanding requires and leads to a shift in ones mental model. Renate Nummela Caine

9 9 © International Center for Leadership in Education Evaluation 6 Assimilation C Adaptation D Synthesis 5 Analysis 4 Application 3 Acquisition A Application B Comprehension 2 Knowledge 1 Awareness Rigor 1 Knowledge in one discipline 2 Apply knowledge in one discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real-world predictable situations 5 Apply knowledge to real-world unpredictable situationsRelevance From: the International Center for Leadership in Education Rigor and Relevance Framework

10 Quadrant D Leadership

11 11 Margaret Mead " Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has. School leadership is not a position but a disposition for taking action. Quadrant D Leadership is the collaborative responsibility for taking action to reach the future oriented goal of the intellectual, emotional and physical needs of each student. Leadership Definition

12 12 46 Similarities of Leadership with Teaching and Learning There are basic levels of leadership, necessary but not sufficient. There are basic levels of leadership, necessary but not sufficient. R/R Framework shifts thinking to learning from teaching. We need to shift thinking of leadership from individual to organization. R/R Framework shifts thinking to learning from teaching. We need to shift thinking of leadership from individual to organization. Using a simple model facilitates reflective conversations. Using a simple model facilitates reflective conversations.

13 13 © International Center for Leadership in Education Knowledge Leadership Model 13 Vision Reflection

14 14 © International Center for Leadership in Education Application Leadership Model 13 Empowerment Relationships

15 15 APPLICATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE Quadrant D Leadership C C A A B B Authoritative Leadership Collaborative Leadership Creative Leadership Adaptive Leadership D D

16 16 APPLICATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE Quadrant D Leadership C C A A B B Authoritative Leadership Collaborative Leadership Creative Leadership Adaptive Leadership D D

17 17 APPLICATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE Quadrant D Leadership C C A A B B D D Student Achievement Level or Declining Partial Traditional Success Islands of Innovation Rapidly Improving

18 18 © International Center for Leadership in Education Quadrant A LeadershipQuadrant D Leadership Define learning in terms activities required to teach Define learning in terms of skills and knowledge as results Define learning from specific skills up to total student Define learning from whole student down to specific skills Cover as many topics as possible. Help students learn priority skills deeply Break apart curriculumIntegrate curriculum Entire curriculum mandatory Curriculum includes some student choice 4. Clarify Student Learning Expectations

19 19 © International Center for Leadership in Education Quadrant A LeadershipQuadrant D Leadership Teach skills in isolationTeach skills in context Focus is on deficienciesFocus is on proficiencies Look for evidence of good teaching Look for evidence of good learning Standardize proceduresShare best practices Give separate assessments Give embedded assessments Isolate instruction from community Connect instruction to community 5. Adopt Effective Instructional Practices

20 © International Center for Leadership in Education Instructional Leadership

21 Margaret Mead " Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has. When you shift people's perceptions, their actions follow." Rayona Sharpnack

22 22 © International Center for Leadership in Education Context - An environment where change is possible Target - Clear, focused objective Practices - Balanced, comprehensive approach Context - An environment where change is possible Target - Clear, focused objective Practices - Balanced, comprehensive approach Instructional Leadership 22

23 23 © International Center for Leadership in Education Opportunity to Collaborate Context for Instructional Leadership 33 Relationship Building Sense of Purpose and Urgency

24 © International Center for Leadership in Education Relationship Building Knowing Staff Behaviors Frequency of Contact Being There Active Listening Observations Positive Personal Touch Initiatives

25 © International Center for Leadership in Education Opportunities to Collaborate Team Responsibilities (e.g., grade level, improvement, data, academy, literacy) Structured meeting times Comfortable and convenient Established norms Accountable Influence the Conversation

26 26 © International Center for Leadership in Education Communication Ratios Sixty Business Teams, Losada and Heaphy, Success Levels Positive to Negative Inquiry to Advocacy Talk about Self vs. Others High Performing 5.8 to 11 to 1 Medium Performing 1.8 to 12 to 3 Low Performing 1 to 201 to 31 to 30

27 © International Center for Leadership in Education Sense of Purpose and Urgency Future-focused Changing World - 21st Century Skills Student-focused Data Analysis Coherence - measure what matters Passionate

28 © International Center for Leadership in Education Context for Instructional Leadership Checklist Kit Excerpt

29 Poll Question Context

30 30 © International Center for Leadership in Education Target for Instructional Leadership Student Engagement Student Engagement 41 Rigor/Relevance/Relationships Rigor/Relevance/Relationships Begin with the end in mind Planning Begin with the end in mind Planning Priority Standards Priority Standards Personalization Personalization Focus on Literacy Focus on Literacy

31 31 © International Center for Leadership in Education Priority Standards

32 © International Center for Leadership in Education Teachers struggling to teach an overloaded curriculum!

33 © International Center for Leadership in Education CM Publications

34 34 © International Center for Leadership in Education Rigor/Relevance Framework

35 © International Center for Leadership in Education Ways to Increase Rigor/Relevance Design Gold Seal Lesson - culminate w/ performance Modify existing lesson - add high RR performance - adapt Gold Seal Lessons change strategies change assessments Interdisciplinary instruction Integrate academics in CTE and Arts Use D Moments Design Gold Seal Lesson - culminate w/ performance Modify existing lesson - add high RR performance - adapt Gold Seal Lessons change strategies change assessments Interdisciplinary instruction Integrate academics in CTE and Arts Use D Moments

36 36 © International Center for Leadership in Education Focus on Literacy

37 37 © International Center for Leadership in Education Begin with the end in mind Planning

38 © International Center for Leadership in Education Student Learning Rigorous and Relevant Instruction Actual Student Performance Rigor/Relevance Feedback Reflection Instruction Assessment Expected Student Performance Rigor/Relevance

39 © International Center for Leadership in Education Instructional Planning : Rigor and Relevance is a Forethought NOT an Afterthought

40 Personalize Learning Make each student feel unique. Connect to the youth culture. Recognize cultural differences. Consider the student point of view. Be aware of different learning styles. Differentiate instruction. Attend to students with special needs. Intervene early.

41 Engagement-based Learning and Teaching Pre-Conditions Relationships Relationships Environment Environment Guiding Principles Guiding Principles Rewards/Grading System Rewards/Grading System Student Habits Student Habits Foundation Skills Foundation Skills Pedagogy Design for RR Design for RR Active Learning Strategies Active Learning Strategies Personalized Personalized Literacy-focus Literacy-focus

42 Poll Question Target

43 43 © International Center for Leadership in Education Practices for Instructional Leadership

44 © International Center for Leadership in Education KNOWLEDGEKNOWLEDGE AB D C Quadrant D Leadership HighLow High APPLICATION Instructional Leadership Practices Management Policies and Procedures Vision Instructional Technology Empowerment Leadership Teams Culture Instructional Coaching C C A A B B D D

45 KNOWLEDGEKNOWLEDGE AB D C Quadrant D Leadership HighLow High APPLICATION Instructional Leadership Practices Management Staff Reviews and Evaluation Student Achievement Data Analysis Policies and Procedures Balanced Assessments Personnel and Budgets Master Schedule/Teacher Assignments Staff Meetings Vision Needs Assessment/ Strategic Planning Professional Development Workshops Classroom Walkthroughs R/R Framework Instructional Technology Vision/Missio n/Goals Empowerment Mentoring Leadership Teams Teacher Incentives and Rewards Teacher Observations/Stu dy Tours Co-teaching/Team teaching Individualized Professional Learning Professional Learning Community Culture Peer Review of Student Work Instructional Coaching Academic Intervention Grading Celebrations

46 46 © International Center for Leadership in Education Management - Align with target(s) Empowerment - Make sure staff and students involved, supportive, build trust Vision - Ensure everyone hears same message Culture - Nurture with challenges opportunity, data and love Management - Align with target(s) Empowerment - Make sure staff and students involved, supportive, build trust Vision - Ensure everyone hears same message Culture - Nurture with challenges opportunity, data and love Instructional Leadership Practices

47 Poll Question Assistance

48 48 © International Center for Leadership in Education Context - An environment where change in possible Target - Clear, focused objective Practices - Balanced, comprehensive approach Context - An environment where change in possible Target - Clear, focused objective Practices - Balanced, comprehensive approach Instructional Leadership 48

49 Questions and Answers with Dick Jones This is the end of the presentation portion. Submit questions at this time and stay on to hear the answers. If you are logging off, thank you for attending and we will you with follow-up information. For more information

50 Thank you for attending! (518) | Leadership Resources Leadership Academy Workshops, On-going training, Train-the-trainer Keynoter Speakers Resource Kits and Handbooks

51 Leadership Academy Building Quadrant D Leadership Capacity January , San Diego Quadrant D Leaders are Focused on Learning Flexible Analytical Passionate & Motivational Communicative Early Bird Discount!


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