Presentation on theme: "A School Leader: 21Responsibilities"— Presentation transcript:
1 A School Leader: 21Responsibilities R= correlation between responsibility and student academic achievementFrom Marzano, Waters, McNulty, School Leadership that Works
2 1. Affirmation- r=.19 Recognizes accomplishments of students Celebrates accomplishmentsRecognizes accomplishments of teachersRecognizes 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 outcomesSystematically considers new and better ways of doing thingsAttempts to work at the edge rather than the center of the school’s competence*******Not the nature of schools
4 3. Contingent rewards r=.24Uses hard work as the basis of rewards and recognitionUses 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 questionsWhat is motivation?Mini debate: Does making learning fun make for good learning?
6 4. Communications r=.23Develops means for teachers to communicate with each otherEasily accessible to teachersMaintains open lines with staff
7 5. Culture r=.25 Promotes cohesion among staff Promotes a sense of well-being among staffDevelops a sense of purpose among staffDevelops 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=.28Adapts leadership style to the needs of specific situationsIs directive or nondirective as the situation warrantsEncourages people to express diverse and contrary opinionsIs comfortable in making major changes in how things are done
10 8. Focus r=.24Establishes specific goals for curriculum, instruction, and assessmentEstablishes concrete goals for the general functioning of the schoolEstablishes high expectations for all studentsKeeps attention on established goals
11 9. Ideals/beliefs r=.22Possesses well-defined beliefs about schools, teaching, and learningShares beliefs about school, teaching, and learning with the staffDemonstrates behaviors that are consistent with beliefs
12 10. Input r=.25Provides opportunities for staff to be involved in developing school policiesProvides input for staff input on all important decisionsUses leadership teams in decision making
13 11. Intellectual stimulation r=.24 Exposes staff to cutting-edge research and theory on effective schoolsKeeps infomred about current research and theory on effective schoolsFosters 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 activitiesIs involved in helping teachers address assessment issuesIs involved in helping teachers address instructional issues
15 13. Knowledge of curriculum, instruction, and assessment r=.25 Possesses extensive knowledge about effective instructional practicesPossess knowledge about curricular practicesPossesses knowledge about assessment practicesProvides guidance regarding effective classroom practices
16 14. monitoring/evaluation r=.27 Monitors effectiveness of curriculum, instruction, assessmentIs continually aware of impact of school practices on student achievement
17 15. Optimizer r=.20Inspires teachers to accomplish things that are beyond their graspIs a driving force behind major initiativesPortrays a positive attitude about the ability of staff to accomplish things
18 16. Order r=.25Establishes routines for smooth running of the school that staff understand and followProvides and reinforces clear structures, rules, and procedures for staffProvides 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=.27Ensures that school complies with all district and state mandatesIs an advocate of the school with parentsIs an advocate of the school with the central officeIs an advocate for the school with the community at large
21 18. Relationships r=.18Is informed about all significant personal issues within the lives of staff membersIs aware of the personal needs of teachersAcknowledges significant events in the lives of staff membersMaintains personal relationships with teachers
22 19. Resources r=.25Ensures teachers have necessary materials and equipmentEnsures that teachers have all staff development training relevant to teaching
23 20. Situational awareness r=.33 Predicts what could go wrong from day to dayIs aware of informal groups and relationships among the staffIs aware of issues in school that have not surface but can cause discord
24 21. Visibility r=.20Makes systematic and frequent visits to classroomsHas frequent contact with studentsIs 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 ReadingUse 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 Leaders2. Divide the readings from IRA-focusing on the Fab five3.Divide the materials from the Florida Center for Reading Research4. You may work on this as a group but submit it separately with your name only