BUILDING CAPACITY THROUGH PROFESSIONAL DEVELOPMENT AND INSTRUCTIONAL LEADERSHIP DR. SANDRA J. MOORE DR. ROBERT C. MCCRACKEN RADFORD UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT SCHOOL OF TEACHER EDUCATION AND LEADERSHIP DECEMBER 2011 Implementing the ISLLC Standards at the Higher Education Level: Shared Decision- Making

Who We Are Radford University College of Education and Human Development School of Teacher Education and Leadership (STEL) Sandy Moore, Director of STEL Robert McCracken, Assistant Professor

A Little Team Work..Please

What We Did (History) Steering Committee Assistant Director Program Area Leaders

What We Did (History) Learning About One and Another Nuts and Bolts Short and Long Range Planning

What We Did (History) The Path Initiatives

What We Did(History) Teaching Tips Faculty Presentations United Front Studying Together

*ISLLC 1 Standard 1: An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. Functions: A. Collaboratively develop and implement a shared vision and mission B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning C. Create and implement plans to achieve goals D. Promote continuous and sustainable improvement E. Monitor and evaluate progress and revise plans *

*ISLLC 2 Standard 2: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Functions: A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations B. Create a comprehensive, rigorous, and coherent curricular program C. Create a personalized and motivating learning environment for students D. Supervise instruction E. Develop assessment and accountability systems to monitor student progress F. Develop the instructional and leadership capacity of staff G. Maximize time spent on quality instruction H. Promote the use of the most effective and appropriate technologies to support teaching and learning I. Monitor and evaluate the impact of the instructional program *

*ISLLC 3 Standard 3: An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. Functions: A. Monitor and evaluate the management and operational systems B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources C. Promote and protect the welfare and safety of students and staff D. Develop the capacity for distributed leadership E. Ensure teacher and organizational time is focused to support quality instruction and student learning *

*ISLLC 4 Standard 4: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources. Functions: A. Collect and analyze data and information pertinent to the educational environment B. Promote understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources C. Build and sustain positive relationships with families and caregivers D. Build and sustain productive relationships with community partners *

*ISLLC 5 Standard 5: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner. Functions: A. Ensure a system of accountability for every student’s academic and social success B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior C. Safeguard the values of democracy, equity, and diversity D. Consider and evaluate the potential moral and legal consequences of decision- making E. Promote social justice and ensure that individual student needs inform all aspects of schooling *

*ISLLC 6 Standard 6: An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. Functions: A. Advocate for children, families, and caregivers B. Act to influence local, district, state, and national decisions affecting student learning C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies *

School Leader Intentional Plans and Actions Identify Own Values Equity Building Leadership Capacity

School Leader Intentional Plans and Actions Understanding Each Others Values and Beliefs Building of Real Path and Implementation Reassessing Initiatives and Resources

Faculty Member Perceptions Relationship to the ISLLC Standards 1. Stakeholder involvement and visioning 2. Promoting a faculty culture of trust, learning, professional development and high expectations 3. Ensuring management of the organization that is efficient, safe and builds an effective learning environment 4. Collaboration with stakeholders, diverse community interests and maximizing resources 5. Acting with integrity, fairness and in an ethical manner 6. Considering, understanding, responding to the political, social, economic, legal and cultural context of the organization

Faculty Member Perceptions Positive Actions  Leadership Development  Growth of the Unit/Organization  Sense of Self Worth for Faculty/Better Understanding of Challenges  Ownership and Understanding of the “Big Picture”  Creativity is Encouraged  “We’re All in this Together”  Results of Planning are Seen – First Hand  Use of Technology for Coordination of Efforts

Faculty Member Perceptions Challenges  Time Management  Individual Differences  Built in Bureaucratic Requirements “ Sometime there ain’t time for no votin ”  The 20% Factor  Varying Workloads of Faculty

Activity Case 1a You are a principal (assume whatever level you want) and you operate from an authoritarian model. The superintendent has told you that you must reduce your staff by three full time positions for next year. Case 1b You are a department head or chair of a department in a university and you operate from an authoritarian model. The Dean has directed you to reduce expenditures by 5% for next year.

Activity Case 2a You are a principal (assume whatever level you want). You operate from the beliefs expressed by the ISLLC standards. The superintendent has told you that must reduce your staff by three full time positions for next year. Case 2b You are a department head or chair of a department in a university and you operate from the beliefs expressed by the ISLLC standards. The Dean has directed you reduce expenditures by 5% for next year.

Discussion of Activity Participant and Presenters Discussion

Results of Changes at STEL More Collaboration Improved Attitude Valued Culture and Pride in the School Removal of Many Perceived Barriers Dealing Positively with Less Resources Premlinary Report of the Most Recent NCATE Evaluation is Very Positive Leadership Team work at the College Level

Summary Leadership Expectations in Today’s Educational Setting Similarities and Differences Shared Leadership Collaboration Increased Performance

Summary Management is Management Team Work is Team Work Leadership is Leadership …public schools or higher education..

Team Building – Student Style

Questions - Discussions Discussion and Questions

Where to Find This Presentation You can find this presentation at: You can also scan our QR code to locate this presentation or us at: Dr. Sandra J. MooreDr. Sandra J. Moore Dr. Robert C. McCrackenDr. Robert C. McCracken

Appendices Appendices Available at Long Term Planning The “Path”