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Hickory Ridge Angelina Saloom Amy Bobak Kimberly Carthy-Pierre Tina Pavy

Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

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Page 1: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Hickory Ridge

Angelina Saloom Amy BobakKimberly Carthy-Pierre Tina Pavy

Page 2: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

focus on school climate and culture principal leadership questionnaire –

improve leadership skills school climate survey build trust and respect among teachers

through PLC teambuilding exercises and activities –like

the ropes course or workshops implement basic technology usage

First Year GoalsHickory Ridge High School

Page 3: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

School Culture and Climate

Page 4: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Principal Leadership Questionnaire

(Leithwood, 2008)

Page 5: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

“Leadership that moves individuals toward a level of commitment to achieve school goals by identifying and articulating a school vision, fostering the acceptance of group goals, providing individualized support, providing intellectual stimulation, providing an appropriate model, and having high performance expectations.”

(Jantzi & Leithwood, 1996 as cited by Mees, & Valentine, 2008).

Transformational Leadership

Page 6: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

School Culture and Climate

Effective leaders believe being visible around a school is more important than paperwork.

Page 7: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Principal Leadership Style

Identifies a vision Models appropriate behavior Acceptance of group goals Provides individualized support Promotes intellectual stimulation Holds high performance expectations

for staff members

(Leithwood, 2008)

Page 8: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

School Culture and Climate

Principals can only impact the school culture if they understand it.

Page 9: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

School Culture and Climate

Principal O’Connor must evaluate the current school culture at Hickory Ridge High School.

(Gruenert & Valentine, 1998)

Page 10: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

School Climate Survey

Collaborative leadership Professional leadership Professional development Collegial support Unity of purpose Learning partnerships

(Gruenert & Valentine, 1998)

Page 11: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

School Culture and Climate

Recreate a new school vision done through a collaborative approach and open communication.

This shared decision-making becomes part of the culture, increasing teacher motivation.

Page 12: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

School Culture and Climate

With a clear understanding of where they are and where they want to be, the principal, administrators, and teachers are able to develop an appropriate course of action to move the school forward.

(Change Toolkit, 2002)

Page 13: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

School Culture and Climate

Page 14: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Team Building

Page 15: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Team Building

Attributes of High-Achieving Schools are: academic rigor and high expectations for all

students, effective curriculum and instruction, a common focus, a healthy, supportive school culture and

climate, small, safe, personalized learning

communities, flexible structures, and learning partnerships

(Seattle School District, 2002)

Page 16: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Team Building

Design a team of stakeholders that identify needs of the school and develop ways to solve those needs in a collaborative nature.

H.R.H.S. Unity

Page 17: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Team Building

Team-teaching positions

Create groups of willing participants to collaborate and pilot new programs

“Expert” teachers in certain aspects of the curriculum develop workshops to present to their peers

Page 18: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Team Building

Principal O’Connor provides time for teams to meet regularly to exchange ideas, set team goals, and develop plans

Page 19: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Professional Collaborative Culture Creating a democratic school community,

including shared decision making through a representative leadership team and involving all faculties in making decisions about high impact issues affecting learning, teaching, and assessment.

Fostering the skills and practices of strong leadership among administrators and teachers to manage and facilitate change, and to stay focused on teaching and learning.

Page 20: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Establishing regular common planning time to talk about learning and teaching.

Embedding professional development in the daily practices of the school, through practices such as action research to explore important classroom questions, peer observation to promote collegial feedback, and looking at student work.

Building the faculty's capacity to look critically and constructively at teacher work.

(Center for Collaborative Education, 2003)

Professional Collaborative Culture

Page 21: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Team Building

Conduct workshops that build on spirit of teamwork. . . . moving people away from their normal routine will create a meaningful experience that will have a positive lasting impact on awareness of collaboration and the effects of organizations working as teams.

Page 22: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Professional Learning Communities

Page 23: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

P L C

Shared vision/mission

Collective Inquiry

Collaborative Teamwork

Action ORientation

Continous Improvement

Results Orientation

Page 24: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

trust

Page 25: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Action Orientation

Collaborative

TeamworkContinuous Improveme

nt

Results Orientation

Shared vision/missi

on

Collective Inquiry

P L C

Page 26: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Professional Learning Community “A Professional Learning Community

is defined as a school in which the professionals (administrators and teachers) continuously seek and share learning to increase their effectiveness for students, and act on what they learn.”

(Cowan, 2000, p.1)

Page 27: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Collective Inquiry

Collaborative

Teamwork

Action Orientation

Continuous Improveme

nt

Results Orientation

Shared vision/missi

on

Page 28: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

S – specific

M – measurable

A – achievable

R – realistic

T – time frame

SMART Goals

Page 29: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Shared vision/miss

ion

Collaborative

Teamwork

Action Orientation

Continuous Improveme

nt

Results Orientation

Collective Inquiry

Page 30: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Shared vision/missi

on

Collective Inquiry

Action Orientation

Continuous Improveme

nt

Results Orientation

Collaborative

Teamwork

Page 31: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Shared vision/missi

on

Collective Inquiry

Collaborative

Teamwork

Continuous Improveme

nt

Results Orientation

Action Orientation

Page 32: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Shared vision/miss

ion

Collective Inquiry

Collaborative

Teamwork

Action Orientation

Results Orientation

Continuous Improveme

nt

Page 33: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Shared vision/missi

on

Collective Inquiry

Collaborative

Teamwork

Action Orientation

Continuous Improveme

nt

Results Orientation

Page 34: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Shared responsibility both learn

Powerful learning increased knowledge

Great teaching higher learning

gains smaller gaps

Who Benefits?

Page 35: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Site-Based Management

Page 36: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Site-Based Management means:

Page 37: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Focus on

learning

Successful Schools

Page 38: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Strong leadership

Successful School

Page 39: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Community

Successful school

Page 40: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Resources aimed to lead, learn, and teach

Successful School

Page 41: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Listen first

Lead by example

Be patient

As a Leader

Page 42: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Technology

Page 43: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Survey used to gauge teachers’ understanding of technology

Technology

Page 44: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Administrator Technology Department Members Staff Member from each department

in the school One member from the Guidance

Department

Technology Committee

Page 45: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Technology

NETS Standards

for Teachers NETS

Standards for Students

Page 46: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Technology-Developmental Levels Non-readiness

Little knowledge of how to use Often dismiss the value of

technology

Survival Focus on own personal learning Does not use in the classroom

Page 47: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Mastery Teachers have understanding Use in the classroom Comfortable using one particular

technology application

Impact Use in teaching Use a variety of hardware and software

Technology-Developmental Levels

Page 48: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Innovation Experts in technology Highly trained Train peers

(Holland, 2001)

Technology-Developmental Levels

Page 49: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Teacher Software

Share Point OnCourse Systems Achievement

Series SnapShot Pinnacle Analytics

Student Software

Blogging Power Point Web pages Video conferencing Live video

Technology – Software Options

Page 50: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

Long-range Plan

Professional Learning Community Site Based Management Yearly teambuilding reinforcements Continue staff development in

technology Any reform will take several years

to implement  

Page 52: Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

ReferencesCenter for Collaborative Education. (2003). A design for whole school change: Building

leadership capacity and a professional collaborative culture. Retrieved from http://www.ccebos.org/design.html

Cowen, D. (2000). Launching Professional Learning Communities: Beginning Actions. Retrieved October 30, 2009, from http://elearning.fgcu.edu/section/default.asp?id=200908%2D80173

Goodmeasure Inc. (2002). Change toolkit: Reinventing education.org. Retrieved October 31, 2009, from http://www.reinventingeducation.org/RE3Web/login.jsp

Holland, P.E. (2001) Professional development in technology: catalyst for school reform. Journal of Technology and Teacher Education 9. Retrieved from http://vnweb.hwwilsonweb.com/hww/results/results_single.jhtml;hwwilsonid=BP3VWZG00NBU3QA3DIKSFGOADUNGIIV0

Mees,G. & Valentine, J. (2008). The relationships among principal leaderships, school culture, and student achievement in Missouri middle schools. Retrieved October 29, 2009 from http://www.principals.org/s_nassp/bin.asp?CID=1339&DID=59554&DOC=FILE.PDF

Middle Level Leadership Center, University of Missouri. (2009). School improvement surveys. Retrieved October 30, 2009 from http://www.mllc.org/

Seattle School District. (2002). School Design Process. October 31, 2009, www.seattleschools.org/area/facilities/DesignStandards/SchoolDesignManual.pdf