1. www.tie.net  Jeanne Cowan jcowan@tie.net  Janet Hensley jhensley@tie.net PIRLL Partnership for Improvement in Rural Leadership and Learning August 31, 2009

2. www.tie.net PIRLL - Partnership for Improvement in Rural Leadership and Learning  Objective 1: To provide intensive professional development for 60 practicing principals and assistant principals that is embedded in their local practice and responsive to the needs of students served and the culture of their community.  Objective 2: To recruit, instruct and support 50 aspiring school leaders who will become prepared and credentialed to serve high needs schools.

3. www.tie.net Agenda 8:30 Welcome (Reflections on Summer Institute) 9:00 Contracts, Timesheets, Mentor logs, Leadership Action Plans McRel 360 Survey Questions 10:15 Break 10:45 Revisiting Professional Learning Communities at Work, Chapter 12 11:45 Lunch 12:30 Eight Leadership Responsibilities associated with Purposeful Communities 1:30 Break 1:45 Eight Leadership Responsibilities continued 2:45 Planning of Leadership Academy, Sept. 29: 3:15 - 3:30 Closing

4. www.tie.net Outcomes Share reflections on learnings from the Summer Institute Review record keeping processes Deepen understanding of the eight leadership responsibilities associated with effective professional learning communities Introduce DuFour’s Revisiting Professional Learning Communities at Work Developing plans for mentoring in year two

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11. www.tie.net Discuss goals and evidence of effectiveness – In groups of 2, work on ideas that could be used for the assigned goal. Some mentees that you work with may need a different goal. Keep notes to go over with your principal. Action Plans are due October 30 Action Plans are due October 30 (different date than mentioned previously)

12. www.tie.net  Choose 1 of the Leadership Responsibilities  Groups:  Marly, Dan, Richard D., Ella  Trudie, Larry, Butch, Dawn  Harry, Richard B, Hank  Work together to develop:  Strategies and Activities  Evidence of Effectiveness  Share out

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14. Leadership Profile 360 (www.educationleadershipthatworks.org) surveywww.educationleadershipthatworks.org Gathers information from three perspectives: principals, teachers, principals' supervisors The 360-degree feature enables principals to identify differences among their own leadership behaviors and the perceptions of staff members and supervisors. The 92-item survey also includes items designed to gauge how teachers perceive improvement efforts underway in their schools – that is, whether teachers view such efforts as small, incremental changes or as more complex changes that are likely to require principals to emphasize a different set of leadership responsibilities. PrincipalsTeachersSupervisors

15. To help principals use the survey results to become better school leaders, the new website also provides principals with a wide array of professional development resources. The survey is based on McREL's meta-analysis of 30 years of research examining the impact of school leadership on student achievement, reported in the new publication School Leadership that Works: From Research to Results (Marzano, Waters & McNulty, 2005).School Leadership that Works: From Research to Results The research study, the largest-ever study of school leaders, identified 21 leadership responsibilities that are significantly correlated with higher levels of student achievement. "Our research on school leaders makes it clear that principals can have a profound impact on student achievement. This survey answers the increasingly loud call for research-based guidance to help school leaders become more effective in helping all students achieve," said Tim Waters, McREL's President and CEO.

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21. www.tie.net Balanced Leadership Framework

22. www.tie.net AffirmationInvolvement with CIA Change AgentKnowledge of CIA CommunicationMonitor/Evaluate Contingent RewardsOptimize CultureOrder DisciplineOutreach FlexibilityRelationships FocusResources Ideals/BeliefsSituational Awareness InputVisibility Intellectual Stimulation

23. www.tie.net The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Recognizes and celebrates school accomplishments and acknowledges failures Systematically and fairly recognizes the accomplishments of teachers and staff Systematically and fairly recognizes and celebrates the accomplishments of students Systematically and fairly recognizes the failures of and celebrates the accomplishments of the school as a whole

24. www.tie.net The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Establishes strong lines of communication with teachers and among students Is easily accessible to teachers and staff Develops effective means for teachers and staff to communicate with one another Maintains open and effective lines of communication with teachers and staff

25. www.tie.net The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Fosters shared beliefs & a sense of community and cooperation Promotes a sense of well being among teachers and staff Promotes cohesion among teachers and staff Develops an understanding of purpose among teachers and staff Develops a shared vision of what the school could be like Promotes cooperation among teachers and staff

26. www.tie.net The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Communicates and operates from strong ideals and beliefs about schooling Possesses well-defined beliefs about schools, teaching, and learning Shares beliefs about school, teaching, and learning with the teachers and staff Demonstrates behaviors that are consistent with beliefs

27. www.tie.net The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Involves teachers in the design and implementation of important decisions Provides opportunities for teacher and staff input on all important decisions Provides opportunities for teachers and staff to be involved in developing school policies Uses leadership teams in decision-making

28. www.tie.net The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Demonstrates awareness of the personal aspects of teachers and staff Is informed about significant personal issues within the lives of teachers and staff. Maintains personal relationships with teachers and staff. Is aware of the personal needs of teachers and staff. Acknowledges significant events in the lives of teachers and staff.

29. www.tie.net The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Is aware of the details and the undercurrents in the running of the school and uses this information to address current and potential problems Is aware of informal groups and relationships among teachers and staff Is aware of the issues in the school that have not surfaced but could create discord Accurately predicts what could go wrong from day to day

30. www.tie.net The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Has quality contacts and interactions with teachers and students Makes systematic and frequent visits to the classroom. Is highly visible to students, teachers, and parents. Has frequent contact with students.

31. www.tie.net What are some characteristics of a “purposeful community”? What is the difference between a “purposeful community” and a “professional learning community”?

33. 1. Profile – New Principals to the project –Change Initiative: Implementing Professional Learning Communities Email profile results for the 21 leadership responsibilities to yourself and then to jhensley@tie.net and your memtor.jhensley@tie.net Print McRel profile results for your use. 2. Action Plan (Begin thinking of action plan.) a) Can discuss and work on with your mentor during the September visit. b) One goal will be ”Identify and implement 1 or 2 leadership responsibilities aligned with leading a purposeful learning community.” c) DUE October 30

34. www.tie.net 3. Face to face meetings one to two times per month with each principal.  Emphasize 21 leadership responsibilities and 8 that are associated with Puruposeful Learning Communities.  Discuss results of McRel 360 profile 4. Attend the Leadership Academy on Sept. 29 th at the Ramkota in Rapid City, SD. 5. Complete the survey at the end of 2009-10. 6. Time cards and mentor logs due the 10 th of every month. Must be submitted even if nothing.

35. www.tie.net The Balanced Leadership Profile is an online feedback tool based on the leadership practices identified in School Leadership that Works Survey responses give principals, including assistant and aspiring principals, valuable information about leadership related to a specific change initiative. FREE Directions provided in handout. www.educationleadershipthatworks.org Balanced Leadership Profile New Principals ONLY (fall –everyone – spring)

40. www.tie.net Principals need to take the profile. Mentors can add support. Change Initiative: Implementing Professional Learning Communities Principals will take again at the end of the 2009-10 school year. Email results to yourself and then forward to jhensley@tie.netjhensley@tie.net You must email to yourself or your name won’t be attached to the profile. Profile benefits The profile will assist you in identifying and working on your personal areas of growth (with the assistance of your mentor). The profile will be used in generic form by the evaluation team for PIRLL. Balanced Leadership Profiles – New Principals – due Oct. 1

41. www.tie.net Upcoming Dates: September 29 – Leadership Academy Ramkota, Rapid City, South Dakota (Running concurrently with the Indian Education Summit) 8:30 – 3:00 November 16 - 17 -- Cedar Shore 16th start at 1:00 and finish the 17th at 2:00 February 9 - Rapid City, 8:30 - 3:00 April 14 - Rapid City, mentor meeting

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