1. THE DEVELOPMENT OF COLLABORATIVE DISTRICT LEADERS: PERFORMANCE ON PA AND NATIONAL LEADERSHIP STANDARDS PERFORMANCE ON PA AND NATIONAL LEADERSHIP STANDARDS Superintendent Certification, Ed.D. Program Concentration School of Education, Goodwin College Drexel University

2. What kind of leader is needed in today’s school districts? Leaders who can transform schools:  around a consensus vision for students’ 21st century learning  and can establish a learning/collaborative culture throughout the school and community.

3. Drexel’s Educational Leadership Program How does Drexel’s School of Education develop transformational leaders?

4. With a Leadership Standards Framework National Leadership Standards  Vision  School Culture  Management  School/Community  Ethics, Integrity  Wider Contexts  Internship

5. National and State Standards Framework In the Drexel Program, students must perform on the national leadership standards (ISLLC, ELCC). In the Drexel Program, students must perform on the national leadership standards (ISLLC, ELCC). Aspiring leaders in PA must perform on the PA Leadership Standards (PIL) What is the alignment of the PA Leadership Standards to the National Leadership Standards? What is the alignment of the PA Leadership Standards to the National Leadership Standards?

6. The alignment of PA Leadership Standards to the National Standards Vision Vision The leader..creates an organizational vision around personalized student success. The leader..creates an organizational vision around personalized student success. The leader is the architect of standards-based reform in the school. The leader is the architect of standards-based reform in the school. The leader uses appropriate data to inform decision-making at all levels of the system. The leader uses appropriate data to inform decision-making at all levels of the system. School Culture School Culture The leader creates a culture of teaching and learning with an emphasis on learning. The leader creates a culture of teaching and learning with an emphasis on learning. Management Management The leader manage resources for effective results. The leader manage resources for effective results.

7. The alignment of PA Leadership Standards to the National Standards  School/Community/Parents The leader collaborates, communicates, engages and empowers others inside and outside of the organization - to pursue excellence in learning. The leader collaborates, communicates, engages and empowers others inside and outside of the organization - to pursue excellence in learning.  Ethics, Integrity The leader operates in a fair and equitable manner with personal and professional dignity. The leader operates in a fair and equitable manner with personal and professional dignity.  Wider Contexts The leader advocates for students in the larger political, social, economic, legal and cultural contexts. The leader advocates for students in the larger political, social, economic, legal and cultural contexts.  Internship The leader supports professional growth of self and others through practice and inquiry. The leader supports professional growth of self and others through practice and inquiry.

8. Leadership Standards Framework How does using a Leadership Standards Framework create a transformational school district leader?

9. A Comparison The answer to this question can be seen in a comparison between a leader who does not use a comparison between a leader who does not use a standards framework (traditional) and one who does (transformative). standards framework (traditional) and one who does (transformative).

10. Traditional Educator Leadership Model A more traditional model that does not use a standards’ framework for leadership standards’ framework for leadership often uses “management” as its core organizing principle.

11. Results of using a traditional model Though it is necessary to manage an organization well, constant rapid change and external accountability requirements (such as NCLB), can result in a feeling of being over-whelmed by events outside of one’s control.

12. Results of using a traditional leadership model If one places this traditional leadership model within the standards framework, one sees the use of the Management Standard as the basis for organization and control. If one places this traditional leadership model within the standards framework, one sees the use of the Management Standard as the basis for organization and control. The other standards of: school district culture, vision, ethics, parents/community, wider networks and lifelong professional growth, are addressed The other standards of: school district culture, vision, ethics, parents/community, wider networks and lifelong professional growth, are addressed through the Management Standard. through the Management Standard.

13. Traditional Leadership viewed within a Standards Framework Vision School Parents/ Ethics Wider Internship Culture Community Contexts Management

14. What happens when the standards framework is used? Two things happen. First, the Vision Standard (which describes a district and community’s plan for students’ 21st Century learning/performance) First, the Vision Standard (which describes a district and community’s plan for students’ 21st Century learning/performance) becomes the organizing and sustaining principle through which the school’s mission gets accomplished and evaluated. becomes the organizing and sustaining principle through which the school’s mission gets accomplished and evaluated.

15. What happens when the standards framework is used? Secondly, a district culture of learning, is established to support the work.

16. Standards Framework The school district becomes a learning organization.

17. Transformational District Leadership Standards Framework School Mgt Parents/ Ethics Wider Internship Culture Community Contexts Vision Vision/ Mission

18. Constant Change is the Norm How will district leaders respond to change? How will district leaders respond to change? In the traditional model, change is incremental and often done in a crisis mode as a reaction to an outside event. In the traditional model, change is incremental and often done in a crisis mode as a reaction to an outside event. In the transformational model, leaders facilitate and manage change as they serve the district’s vision. In the transformational model, leaders facilitate and manage change as they serve the district’s vision. This is called, “2nd order change.” It transforms the entire organization. This is called, “2nd order change.” It transforms the entire organization.

19. PIL Standards  Standard 1 VISION The leader..creates an organizational vision around personalized student success. The leader..creates an organizational vision around personalized student success. The leader is the architect of standards-based reform in the school. The leader is the architect of standards-based reform in the school. The leader focuses on school improvement and acts as an agent of school reform. The leader focuses on school improvement and acts as an agent of school reform.

20. Example of a district leader facilitating a consensus vision/mission Arne Duncan, former Superintendent of Chicago Public Schools, now Secretary of Education Mr. Duncan testifies at an Education and Labor Committee hearing concerning mayor and superintendent partnerships in education on July 17, 2008 about his district’s vision for 21 st Century learning http://www.youtube.com/watch?v=1Y1mlSGUaRE&NR =1 http://www.youtube.com/watch?v=1Y1mlSGUaRE&NR =1 A vision of 21 st Century Learning http://www.youtube.com/watch?v=_A- ZVCjfWf8&feature=fvw http://www.youtube.com/watch?v=_A- ZVCjfWf8&feature=fvw

21. Standard 2: School Culture and Student Learning The School Culture Standard has two parts: 1. Establishing a learning culture to support the school’s vision of students’ 21st Century learning goals --

22. Standard 2: School Culture and Student Learning And secondly, Providing needed resources, commitment and time for learning, collaborative work and building leadership capacity throughout the system.

23. Standard 2: School Culture and Student Learning New York Chancellor, Joel Klein, explains how important school cultures are in shaping high expectations for both staff and students. This happens through staff-wide instructional leadership.  New York Chancellor, Joel Klein, explains how important school cultures are in shaping high expectations for both staff and students. This happens through staff-wide instructional leadership.  http://www.thirteen.org/edonline/leadership/instructional.html http://www.thirteen.org/edonline/leadership/instructional.html  Click on “A Culture of Success”

24. Additional views on building a culture of learning and support and the Instructional Core Superintendent Sheldon Berman, leader of Jefferson County Public Schools talks about building a culture of caring communities http://www.edutopia.org/louisville-sel-superintendent- berman-video http://www.edutopia.org/louisville-sel-superintendent- berman-video Dr. Richard Elmore, School of Education, Harvard University on the instructional Core and Usable Knowledge http://www.uknow.gse.harvard.edu/leadership/leadersh ip001a.html http://www.uknow.gse.harvard.edu/leadership/leadersh ip001a.html

25. Standard 3: Management of finances, facilities and resources to serve the district’s vision Management “to serve the district’s vision” is described by Katherine Merseth, Senior Lecturer, Harvard Graduate School of Education. These “lessons” from a recent study of high-achieving charter schools, found that a “clear sense of purpose” resulted in a coherence that made management of the school run as smoothly as the underlying gears of a watch. Go to: http://www.uknow.gse.harvard.edu/leadership/LP333.htmlhttp://www.uknow.gse.harvard.edu/leadership/LP333.html Video clips 1 and 2 provide more in-depth information on the strong connection between a clear sense of purpose and effective management practices.

26. Standard 4: District Schools, Parents and Community The leader collaborates, communicates, engages and empowers others inside and outside of the organization to pursue excellence in learning.” “The leader collaborates, communicates, engages and empowers others inside and outside of the organization to pursue excellence in learning.” (PIL Standard) “Community-Built School: Working Together to Make a Change At Capitol Elementary School, educators and community members combine their efforts to build a new school and revitalize a community.” Edutopia http://www.edutopia.org/capitol-elementary-school

27. Standard 5: Integrity, Fairness and Equitable Manner “The leader operates in a fair and equitable manner with personal and professional dignity.” (PIL standard) A school or district leader gains respect by acting with integrity and in a fair and equitable manner. This can often be observed within a context of collaboration and shared decision-making. In this example, a teacher describes how the school leader’s democratic leadership style brings about the staff’s respect. http://www.thirteen.org/edonline/leadership/gaining.html Click on “Democratic Leadership”

28. Standard 6: A leader is a student advocate within the larger contexts: political, legal, social, economic and cultural  A district leader will need to continue learning about, deal with and influence others in all the wider contexts that affect schools.  Working across wider contexts can also be applied to teacher and student learning.  The following example from www.edutopia.org describes how students learn World Affairs through Digital Media. www.edutopia.org  http://www.edutopia.org/digital-generation-global- kids-video http://www.edutopia.org/digital-generation-global- kids-video http://www.edutopia.org/digital-generation-global- kids-video

29. Standard 7: Internship and Lifelong Learning  PIL standard: The leader supports professional growth of self and others through practice and inquiry.” “The leader supports professional growth of self and others through practice and inquiry.”

30. A Mentoring Administrator is a role model for lifelong learning A mentoring administrator provides an invaluable learning experience for other aspiring leaders. A mentoring administrator provides an invaluable learning experience for other aspiring leaders. Alexandra talks about her enjoyment of lifelong learning within a supportive culture, including mentors. Alexandra talks about her enjoyment of lifelong learning within a supportive culture, including mentors. http://www.thirteen.org/edonline/leadership/professional.html Click on “A Culture of learning”