HENDERSON COUNTY SCHOOLS

Dot Perkins- SuperintendentGallatin County Administrators RetreatMEETING THE NEEDS OF TODAYS LEARNERS July 26, 2012

Back Channel: WWW.TODAYSMEET.COM/gcaDMINISTRATORS

Welcome to the 2012 Administrators Retreat*Please Go to the web site above and login-

*Use your school name please - JOIN

The World has changed and education has changed.

School leaders must be instructional leaders and not managers

WE HAVE TO LEARN TO WORK COLLABORATIVELY AND COLLECTIVELY

Dimensions of leadershipWhat does an Effective Educational Instructional Leader Look Like?

1. I Can Describe the skills and traits of an instructional leader.I Can review and understand implications of the research on instruction and principal leadershipI Can review and consider the role of the district in principal development4. I Can make decisions for follow-upBack Channel: http://www.todaysmeet.com/GCAdministrators*My Big Take-A-Ways as a leader from the NKU Retreat in Louisville were.

Back Channel: http://www.todaysmeet.com/GCAdministrators*What did I experience at KASA that caused me some concern?

Exactly How Much are the Times A-Changin?

http://www.newsweek.com/feature/2010/by-the-numbers-how-the-digital-revolution-changed-our-world.htmlExactly How Much Are the Times A-Changin?8

http://www.newsweek.com/feature/2010/by-the-numbers-how-the-digital-revolution-changed-our-world.htmlA Few More of Note9http://www.newsweek.com/feature/2010/by-the-numbers-how-the-digital-revolution-changed-our-world.html

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The Partnership for 21st Century Skills (www.P21.org) Creativity and InnovationSelf-Direction (added 2009)

Information/Media LiteracyCommunication and CollaborationCritical Thinking & Problem Solving

OutcomesSupport11questions*Do you have the leadership effectiveness you need in your district (at the district and building levels?

*Can you develop this capacity?

*What does this mean for your own leadership?

New Requirements SB1 College & Career Readiness*Students assessed on the CCS beginning the in the Spring of 2012 (KCAS/KPREP)

*Assessing teacher & leader effectiveness (are students learning?) Comprehensive/holistic approach incorporating multiple measures

STUDENTS ARE NO LONGER COMPETING WITH THE KID SITTING NEXT TO THEM -*Our students are preparing to compete with all children local, state, nation, and WORLD.

Failure is not an option. We cannot let our students or our communities down. We cannot let another class transition from one grade to the next or graduate from our high schools unless they are prepared to be successful in the world we are creating.

Teacher effectiveness framework*Demonstrates content knowledge and research-based practices and strategies appropriate to student learning

*Plans formative and summative assessments to guide instruction and measure student growth toward learning targets.

*Develops and communicates student friendly learning targets that lead to mastery of national, state, and local standards.

*Designs and implements instructional plans that are data-informed and address students diverse learning needs.

Difference between effective & ineffective Teachers -

Not what teachers know Its what they DO!

Principal effectiveness framework*Create a comprehensive, rigorous, and coherent curricular program

*Develop and utilize assessment and accountability systems to monitor student progress

Collaboratively develop and implement a shared vision and mission emphasizing a culture of collaboration, trust, learning, and high expectations.

Principal must be well-grounded in all curriculum, instruction, and assessment

LEARNING ORGANIZATIONS*Do you believe that teachers and support staff have the responsibility to continuously learn new more effective practices?

*Do you believe that principals have the responsibility to continuously learn new more effective practices?

*Do you believe that central office staff have the responsibility to continuously learn new more effective practices?

*Do you believe that you have the responsibility to continuously learn new more effective practices?EVERYONE MUST BE CONSISTENTLY LEARNING

What do we know about principal leadership?Marzano, R.J., Waters, J.T., & McNulty,B.A. (2005) Robinson, V., (2007, 2008, 2011) Leithwood (2007, 2008, 2012) Seashore Louis (2010)

Leithwood, Day, Sammons, Harris, & Hopkins (2007)Seven strongclaims aboutsuccessfulschoolsLeadership

Activity #1*Form into groups of 7 at each table

*Read the Jigsaw directions

*Read your section

*Debrief all 7 sections

*Report out

Seven Strong Claims About Successful Schools LeadershipSchool leadership is second only to classroom teaching as an influence on pupil learning.Almost all successful leaders draw upon the same repertoire of basic leadership practices,The ways that leaders apply the leadership practices not the practices themselves demonstrate responsiveness to the context in which they work.School leaders improve teaching and learning indirectly and most powerfully through their influence on staff motivation, commitment, and working conditions.School leadership has a greater influence on schools and pupils when it is widely distributed.Some patterns of distribution are more effective than others.A small handful of personal traits explains a high proportion of the variation in leadership effectiveness. Leithwood. K., et al. (2007)

Of the 7 findings.What is the most important thing for your principals to learn and do?

What is the most important thing for your central office to learn and do?

What do you need to learn and do?

Principal must be directly involved in the professional learning of their staffSchool leaders should be actively involved as the lead learner of their school.

Robinson(2007, 2008, 2012)Direct participation in the learning enables principals to more fully understand the challenges, opportunities, and conditions teachers need to be successful.

Robinson (2007, 2008, 2012)Principals modeling the specific learning (e.g.) teaching strategies or teacher teams) demonstrates that this learning is a priority to everyone.

Robinson (2007, 2008, 2012)At the same time, principals become stronger instructional leaders and teachers see them as more knowledgeable as a source of instructional advice.

Robinson(2007, 2008, 2012)Effective leadership of professional learning involves using evidence of student learning.

Robinson (2007, 2008, 2012)Becoming learning leaders*Identify a recorder*Conduct a Whip-Around:-Identify one way that a principal /administrator / instructional coach in your district has lead teacher learning and development.

*Go around the table one person at a time each person share one example

*Record

*Report outBecoming the Lead Learner*What is one way you have publically demonstrated your learning to staff?

*Go around the table and share your examples

*Report outThe most important part of this leadership responsibility is creating high-quality collaborative opportunities for teachers to improve their teaching.

Robinson (2007, 2008, 2012)How are your principals providing active oversight and coordination of the instructional program?Are your principals actively involved in collegial discussion of instruction?Do your principals, instructional coaches, & central office Administrators have a clear understanding of what high quality instruction looks like?Do they provide formative feedback?The degree of leader involvement in classroom observations and feedback is also associated with higher performing schools.

Robinson (2007, 2008, 2012)Theres a greater emphasis in higher performing schools in ensuring that staff systematically monitor student progress and use assessment results for program improvement.

Robinson (2007, 2008, 2012)Principal instructional leadershipLeithwood & Seashore Louis, (2012)

Two Primary FindingsCollective leadership has a stronger influence on student achievement than individual leadership.

High-performing schools award greater influence to teacher teams.

Leithwood and Seashore-Louis, 2012When principals serve effectively as instructional leaders, student achievement increases

Instructional leadership includes two complementary approaches and both are necessary:A focus on classroom practice

Share leadership (through teacher teams PLCs , Data Teams)to create a learning organization.

*****Both of these factors were significant in terms of the schools overall achievement.Leithwood and Seashore Louis, 2012Leithwood and Seashore Louis, 2012Leadership and effects on student achievement occur largely because effective leadership strengthens professional community, where teachers work together to improve their practice and improve student learning.

Professional communityProfessional community, in turn, is a strong predictor of instructional practices that are strongly associated with student achievement.Teacher-based teams are the only in-school source of collective leadership related to achievement.

Leithwood and Seashore-Louis, 2012

Research shows that consistent, well-informed support from the principal makes a difference.

Leithwood and Seashore Louis, 2012

High Scoring Principals Do Three Things:He/She has an acute awareness of teaching and learning in their schools (One way is collecting and examining lesson plans, low-scoring principals described a hands-off approach.)

Leithwood and Seashore Louis, 2012High Scoring PrincipalsHe/She has direct and frequent involvement with teachers providing them with formative assessments of teaching and learning.

Both high and low scoring principals said they frequently visit classrooms and are very visible, however, the difference was the reason for making classroom visits.

Leithwood and Seashore Louis (2012)High scoring principals did 3 things:3. High-scoring principals have the ability and interpersonal skills to empower teachers to learn and grow and provide differentiated opportunities for them to learn and grow (including individual and team feedback and support.).

High scoring principals*High scoring principals frequently observed classroom instruction for short periods of time, making 20-60 observations weekly, and most of their observations were spontaneous.

*These visits enabled them to make formative observations that were clearly about learning and professional growth coupled with immediate feedback.

High-scoring principals meet each teacher where they are by finding something good and providing feedback in an area that needs growth.How many classroom walkthroughs and observations do your principals make per week?

How many do you make?What do your principals do on their walk-throughs and observations?

During your walk-through:What do you see as a strength?What did you see that you have a question about?What are the students doing?(60-70% of a principals time should be in classrooms)

If principals are going to lead the instructional work in their buildings.Then they need to:Develop a deeper understanding and working knowledge of what good instruction looks like, andThey need to spend more time in their PLCs/data teams/teacher teams and classrooms providing formative feedbackTeachers need to work together to improve instruction.........But principals, administrators, and central office staff must also be a part of the process.

Leithwood and Seashore-Louis, 2012If principals are going to be successful at this work.*There needs to be leadership and consistent support from the Central Office

Leaders in high performing districts were more likely than others to promote and support the implementation of particular instructional strategies regarded as effective.Leithwood and Seashore Louis, 2012The role of the superintendent & central office in leading instruction*When principals serve effectively as instructional leaders, student achievement increases. Leithwood and Seashore Louis, 2012

*Improving building level leadership is one of the most promising approaches districts can take to foster change. Leithwood and Seashore Louis, 2012

*Increased accountability must be matched with increased commitment to build the capacity of staff to meet new performance expectations.Robinson, 2011In higher performing districts, central office leadersSet expectations for implementation of specific sets of leadership practices.

(e.g. classroom observations and walk-throughs, the use of student performance data, clinical supervision, and school improvement planning.)One of the most important strategies for district improvement is investing in the professional development of school leaders.

Leithwood and Seashore Louis, 2012.........however, this will have a limited effect on the principals efficacy and on student achievement unless the district also has clear goals for improvement.

District leaders striving to improve the effectiveness of principal instructional leadership should take two actions.

Strengthen teacher professional community

Provide direct efforts to develop the principals competence and confidence.

Leithwood and Seashore Louis, 2012School leaders who believe they are working collaboratively toward clear and common goals with district personnel, other principals, and teachers in their schools are more confident about their leadership.

Leithwood and Seashore Louis, 2012

Districts contribute most to school leaders sense of efficacy by:Unambiguously assigning priority to the improvement of student achievement and instruction.

Making significant investments in the development of instructional leadership.

Ensuring that personnel policies support the selection and maintenance of the best people for each school.

Emphasizing teamwork and professional community.

Worthwhile programs of professional development.

Leithwood and Seashore Louis, 2012 PRINCIPALS CAN BENEFIT FROM SUPPORT (E.G. PROFESSIONAL DEVELOPMENT)Those who do get support are more likely than others to enact this leadership role consistently.

Leithwood and Seashore Louis, 2012District professional development*Coherent leadership development program*Grounded in data*Aligned with district improvement targets

Districts must also consistently emphasize the improvement of instruction as the primary goal and means for improving student performance in the district. (So what does this mean for the Superintendent and central office staff?)Leithwood and Seashore Louis, 2012Leaders in higher performing districts*Communicate explicit expectations for principal leadership

*Provide learning experiences in line with these expectations

*Monitor principal follow-through

*Intervene with support when neededLeithwood and Seashore Louis, 2012

Principal development*Clear goals for improvement

*A focus on instructional improvement and instructional leadership

*Differentiated professional development and support

*Clear leadership expectationsLeithwood and Seashore Louis, 2012Changes in central office*From enforcing procedures*to building school capacity*From managing compliance*to managing improvement*From rewarding staff for following orders and doing things right*to rewarding staff for getting results by doing the right thingsDarling-Hammond, 2010Dont expect other people in the organization to change if you are not changing, learning, and acting differently, too.There is one final thing you should remember

the concept of collective capacity

Collective Capacity is the hidden resource we fail to understand and cultivate.

Fullan, 2010And the One that Ultimately Counts is.*Collective,

*Collaborative capacity

Fullan, 2010Collective Capacity BuildingOnly collective action will be strong enough to change the system.

Fullan 2010All of the successful school systems have come to come to trust and respect teachers.

Improving practice can only be done by teachers, not to teachers.

Fullan 2010The Least I can do is care.Cause I hear screaming on the leftYelling on the rightIm sitting in the middleTrying to live my lifeCause I cant stop the warShelter homeless, feed the poorI cant walk on waterI cant save your sons and daughtersWell, I cant change the worldAnd make things fairThe least that I can do is care

http://www.youtube.com/watch?v=2Ccjjt5OihM