Presented by: Ray McNulty and Joe Shannon Its Time to Lead

GOOD MORNING! HOW ARE YOU?

I AM 98.6 BP of 120 over 80 CHL of 150

FINE

IMPORTANT STUFF NOT SUFFICIENT

OUR WORK IS COMPLEX A test score is not a synonym for what a student has learned or a school has accomplished.

LETS ESTABLISH SOME REALITY!

Leadership : the ability to guide others confidently through a sea of uncertainty and confusion by creating an atmosphere that promotes innovative practices.

TO DO THE JOB WELL QUANTITATIVE DATA QUALITATIVE DATA GREAT QUESTIONS…

WHY DO YOU SUPPOSE STUDENTS WANT TO BRING CELL PHONES TO SCHOOL?

Coherent Vision Instructional Leadership Empowerment Goal Focus Decisions Based on Reliable Data Curriculum and Instruction Professional Development Fidelity of Implementation Trust Communication Relationships

Coherent Vision Goal Focus Decisions Based on Reliable Data

AllSTATEMENT 88%My day-to-day actions are aligned with the mission and vision of this school. 69%Decisions at this school are based on the needs of students. 71%Adults in this building work together effectively to achieve this schools goals. 70%I am provided with the opportunity to be involved in this schools improvement planning. 59%The schools mission and vision are reviewed on a regular basis with the staff. 52%Staff morale at this school is high. 67%Community expectations are understood and respected by the school staff. 93%My professional objectives are aligned to student achievement. We Lead Data (N=10,530) Coherent Vision Goal Focus Decision Making

AllSTATEMENT 88%My day-to-day actions are aligned with the mission and vision of this school. 69%Decisions at this school are based on the needs of students. 71%Adults in this building work together effectively to achieve this schools goals. 70%I am provided with the opportunity to be involved in this schools improvement planning. 59%The schools mission and vision are reviewed on a regular basis with the staff. 52%Staff morale at this school is high. 67%Community expectations are understood and respected by the school staff. 93%My professional objectives are aligned to student achievement. We Lead Data (N=10,530) Coherent Vision Goal Focus Decision Making

AllSTATEMENT 88%My day-to-day actions are aligned with the mission and vision of this school. 69%Decisions at this school are based on the needs of students. 71%Adults in this building work together effectively to achieve this schools goals. 70%I am provided with the opportunity to be involved in this schools improvement planning. 59%The schools mission and vision are reviewed on a regular basis with the staff. 52%Staff morale at this school is high. 67%Community expectations are understood and respected by the school staff. 93%My professional objectives are aligned to student achievement. We Lead Data (N=10,530) Coherent Vision Goal Focus Decision Making

Years working in schools Coherent Vision 1 st year 2-5 years 6-10 years years Over 20 Decisions at this school are based on the needs of students. 78%70% 68%70% Adults in this building work together effectively to achieve this schools goals. 78%70% 71%73% Staff morale is high at this school. 69%57%52%48%49%

Instructional Leadership Curriculum and Instruction Professional Development Fidelity of Implementation

AllSTATEMENT 95%I solve problems effectively. 49%School administrators implement change without undue stress. 58%Changes in curriculum and instructional practices are coordinated districtwide. 59%I take an active role in curriculum planning at this school. 85%The school environment supports learning. 59%I am supported when I recommend changes to my curriculum and instruction. 90%Staff are expected to adapt their practices to meet the needs of all students. 74%Continuous improvement is driven by school administration. 61%School administrators solve problems effectively. 26%Staff are resistant to new ideas. 97%I am open to new ideas. We Lead Data Curriculum and Instruction Professional Development Fidelity of Implementation Instructional Leadership

AllSTATEMENT 95%I solve problems effectively. 49%School administrators implement change without undue stress. 58%Changes in curriculum and instructional practices are coordinated districtwide. 59%I take an active role in curriculum planning at this school. 85%The school environment supports learning. 59%I am supported when I recommend changes to my curriculum and instruction. 90%Staff are expected to adapt their practices to meet the needs of all students. 74%Continuous improvement is driven by school administration. 61%School administrators solve problems effectively. 26%Staff are resistant to new ideas. 97%I am open to new ideas. We Lead Data Curriculum and Instruction Professional Development Fidelity of Implementation Instructional Leadership

Trust Communication Relationships Empowerment

AllSTATEMENT 71%There is strong communication between school administration and staff. 52%Poor staff performance is not tolerated at this school. 61%The right people are in leadership roles at this school. 55%School administrators see me as a leader. 56%I have adequate opportunities to contribute to schoolwide decisions. 61%The school administration creates a climate of trust. 87%I am proud of this school. 88%I have clearly defined objectives that meet the needs of students. 84%I see myself as a leader. 25%I have input in district wide policies. 25%Administrative procedures interfere with my job. 69%I trust my colleagues will act in my best interest. 64%I trust that school administrators will act in my best interest. Empowerment Trust Communication Relationships We Lead Data

AllSTATEMENT 71%There is strong communication between school administration and staff. 52%Poor staff performance is not tolerated at this school. 61%The right people are in leadership roles at this school. 55%School administrators see me as a leader. 56%I have adequate opportunities to contribute to schoolwide decisions. 61%The school administration creates a climate of trust. 87%I am proud of this school. 88%I have clearly defined objectives that meet the needs of students. 84%I see myself as a leader. 25%I have input in district wide policies. 25%Administrative procedures interfere with my job. 69%I trust my colleagues will act in my best interest. 64%I trust that school administrators will act in my best interest. Empowerment Trust Communication Relationships We Lead Data

Discrepancies We Lead Data Decisions at this school are based on the needs of students.69% My professional objectives are aligned to student achievement.93% I solve problems effectively.95% School administrators solve problems effectively.61% School administration is resistant to new ideas.15% Staff are resistant to new ideas.26% I am open to new ideas.97% School administrators implement change without undue stress.49% Continuous improvement is driven by school administration.74% School administrators see me as a leader.55% I see myself as a leader.84%

Student Survey grades 6-12 Instructional staff Rigor, Relevance, Relationships & Leadership Learn Teach

Companion Indicators Rigor If students are given more challenging work, they do it.T=58% If I were given more challenging work in class, I would do it.S=47% I am expected to make students passing the state test T=42% my number one priority. T=24% S=26% Passing the state test is the most important thing I do in school.S=44% This school has high expectations for all students.T=83% This school has high expectations for all students.S=62% Students who graduate from this school are college and/or T=53% workforce ready. When I graduate from school, I will be well prepared for college.S=67%

Companion Indicators Rigor If students are given more challenging work, they do it.T=58% If I were given more challenging work in class, I would do it.S=47% I am expected to make students passing the state test T=42% my number one priority. T=24% S=26% Passing the state test is the most important thing I do in school.S=44% This school has high expectations for all students.T=83% This school has high expectations for all students.S=62% Students who graduate from this school are college and/or T=53% workforce ready. When I graduate from school, I will be well prepared for college.S=67%

Companion Indicators Relevance Students can apply what I am teaching to their everyday lives.T=93% I can apply what I learn to my everyday life.S=57% I use information and communication technology T=82% (e.g., computers, internet, pdas) to promote learning. Teachers use computers and the internet in the classroom.S=71% I encourage students to explore career pathways.T=75% My teachers encourage me to explore different careers.S=48% I make learning exciting for my students. T=88% My teachers make learning fun.S=42% This school prepares students to compete in a global economy.T=58% When I graduate, I will be prepared to compete S=49% in a global economy.

Companion Indicators Relationships I am aware of my students interests outside of school.T=85% My teachers know my interests outside of school.S=28% I recognize students when they demonstrate positive behavior T=96% in school. Good citizenship is rewarded in this school.S=42% I know my students academic interests and goals.T=84% My teachers know my academic interests and goals.S=35% Students talk about academic problems and concerns with me.T=84% I can share my academic problems and concerns S=55% with my teachers.

Companion Indicators Leadership The school administration clearly communicates the goals T=78% of the school to staff. I know the goals my school is working on this year.S=47% There is strong communication among school administration T=59% and staff. There is strong communication between teachers and students.S=45% School administration takes action on staff concerns T=59% and suggestions. My teachers take action on student concerns and suggestions.S=47% Poor staff performance is not tolerated at this school.T=46% Poor student performance is not tolerated at this school.S=40% School administration recognizes the achievements of the staff.T=68% The school recognizes school-related achievements of students.S=65%

Analysis Interpreting the We Lead – Whole Staff Survey results is a process, not an event. Critical analysis is important to develop actions to verify the findings of the survey. Comparisons between indicators (e.g., comparing empowerment questions to instructional leadership questions) are often instructive. Ongoing conversation among colleagues provides the best way to gain a deeper understanding of the data. Perceptions of the same data may differ. This is a healthy starting point for dialogue and growth. The purpose of this entire effort is to improve teaching and learning in the school.

COMMUNITY OF DISCOURSE Data understandings judgments of fact judgments of value decisions insights verification action plans reflection QUESTIONS

These are BASELINE numbers. They represent a starting point. The fundamental step has already been taken: Having the courage to ask staff what they think and feel about school leadership. For some of you….

Day 1 - We Lead Survey Analysis Guide 1.Review School Reports 2.Have Discussion to Identify: Four Total in Agreement results that surprise you the most in a positive manner Four Total in Agreement results that pose a significant school leadership challenge 3.Complete Comparison Chart & Questions Discrepancy Similarity

Day 2 – Action Plan 1.What implications does the survey hold for interaction with key stakeholders? 2.Identify four Key Survey Indicators that need further understanding and verification. 3.Identify at least one concrete Action Step that the Leadership Team will take during to gain greater understanding of the indicator. 4.Identify the person/s responsible for implementing each step and the date to be accomplished.

Presented by: Ray McNulty and Joe Shannon Its Time to Lead