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A School Leader: 21Responsibilities

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Presentation on theme: "A School Leader: 21Responsibilities"— Presentation transcript:

1 A School Leader: 21Responsibilities
R= correlation between responsibility and student academic achievement From Marzano, Waters, McNulty, School Leadership that Works

2 1. Affirmation- r=.19 Recognizes accomplishments of students
Celebrates accomplishments Recognizes accomplishments of teachers Recognizes failures and shortcomings of the school as a whole

3 2. Change r=.25 Challenges the status quo
Willing to lead change initiatives with uncertain outcomes Systematically considers new and better ways of doing things Attempts to work at the edge rather than the center of the school’s competence *******Not the nature of schools

4 3. Contingent rewards r=.24 Uses hard work as the basis of rewards and recognition Uses performance not seniority as a primary criterion for recognition

5 Turn to Hoy chapter 5- motivation
Look at p in your group discuss the six questions What is motivation? Mini debate: Does making learning fun make for good learning?

6 4. Communications r=.23 Develops means for teachers to communicate with each other Easily accessible to teachers Maintains open lines with staff

7 5. Culture r=.25 Promotes cohesion among staff
Promotes a sense of well-being among staff Develops a sense of purpose among staff Develops a shared vision of what a school should be

8 6. Discipline r=.27 Protects instructional time from interruptions
Protects teachers from internal and external distractions

9 7. Flexibility r=.28 Adapts leadership style to the needs of specific situations Is directive or nondirective as the situation warrants Encourages people to express diverse and contrary opinions Is comfortable in making major changes in how things are done

10 8. Focus r=.24 Establishes specific goals for curriculum, instruction, and assessment Establishes concrete goals for the general functioning of the school Establishes high expectations for all students Keeps attention on established goals

11 9. Ideals/beliefs r=.22 Possesses well-defined beliefs about schools, teaching, and learning Shares beliefs about school, teaching, and learning with the staff Demonstrates behaviors that are consistent with beliefs

12 10. Input r=.25 Provides opportunities for staff to be involved in developing school policies Provides input for staff input on all important decisions Uses leadership teams in decision making

13 11. Intellectual stimulation r=.24
Exposes staff to cutting-edge research and theory on effective schools Keeps infomred about current research and theory on effective schools Fosters systematic discussion regarding current research and theory on effective schools

14 12. Involvement in curriculum, instruction, and assessment r=.20
Is directly involved in in helping teachers design curricular activities Is involved in helping teachers address assessment issues Is involved in helping teachers address instructional issues

15 13. Knowledge of curriculum, instruction, and assessment r=.25
Possesses extensive knowledge about effective instructional practices Possess knowledge about curricular practices Possesses knowledge about assessment practices Provides guidance regarding effective classroom practices

16 14. monitoring/evaluation r=.27
Monitors effectiveness of curriculum, instruction, assessment Is continually aware of impact of school practices on student achievement

17 15. Optimizer r=.20 Inspires teachers to accomplish things that are beyond their grasp Is a driving force behind major initiatives Portrays a positive attitude about the ability of staff to accomplish things

18 16. Order r=.25 Establishes routines for smooth running of the school that staff understand and follow Provides and reinforces clear structures, rules, and procedures for staff Provides and reinforces clear structures, rules, and procedures for students

19 Hoy, chapter 7 How important are the first days of school?
How do you maintain a good learning environment? Mini- debate: Does assertive discipline work?

20 17. Outreach r=.27 Ensures that school complies with all district and state mandates Is an advocate of the school with parents Is an advocate of the school with the central office Is an advocate for the school with the community at large

21 18. Relationships r=.18 Is informed about all significant personal issues within the lives of staff members Is aware of the personal needs of teachers Acknowledges significant events in the lives of staff members Maintains personal relationships with teachers

22 19. Resources r=.25 Ensures teachers have necessary materials and equipment Ensures that teachers have all staff development training relevant to teaching

23 20. Situational awareness r=.33
Predicts what could go wrong from day to day Is aware of informal groups and relationships among the staff Is aware of issues in school that have not surface but can cause discord

24 21. Visibility r=.20 Makes systematic and frequent visits to classrooms Has frequent contact with students Is highly visible to students, teachers, and parents

25 Activity In your team decide on the top five from your point of view.
Tell why you chose these. Then choose the bottom five- why did you choose these?

26 A. Scenario School Based Reading Data Week 2
You are assigned to review school based data in reading to determine the academic strength and needs of the students. Then, you are and to locate scientifically based research programs and strategies that will align curriculum, instruction, and assessment. Your tasks are: You are to locate and select scientifically researched based strategies for improvement, including strategies to teach reading in all five components of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension throughout the content areas. Use the information from the District K-12 Comprehensive Reading Plans and other websites. Example table: Component of Reading InstructionResearch Based Reading InstructionResearch Based Instructional StrategiesSSS StandardsPhonemic AwarenessPhonicsFluencyVocabularyComprehensionContent Area Reading Use the data from the Dart 2008 model or AYP data and complete the appropriate areas on the School Improvement Plan Template (SIPT) for reading only.

27 Scenario A: 1. Assign a person from each group to review the readings from Florida School Leaders 2. Divide the readings from IRA-focusing on the Fab five 3.Divide the materials from the Florida Center for Reading Research 4. You may work on this as a group but submit it separately with your name only

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