Leadership Takes Brains, Heart, and Courage E., Klasik, D., & Loeb, S. (2010). Stanford University. Research Questions ... Leadership From a Traditional Approach Principal leads Manage

Leadership Takes Brains, Heart, and CourageDr. Lissa Pijanowski

HMH Core Program-Based Offering template

We’re Not in Kansas Anymore!

Brains Heart Courage

Handout

What knowledge do Leaders and Teachers need?

3

• Lesson Design

• Literacy

• Technology

• Differentiation

• Assessment

How do we reach the hearts and minds of Students?

4Non-Fiction Reading and WritingAuthentic Performance TasksReal-World Problem SolvingSelf-Assessment/Goal Setting

What keeps Leaders and Teachers up at night?

5

Evaluation

Accountability

Assessments

•Create a sense of urgency

•Invest in Leaders and Teachers

•Focus on the ONE big thing

What should we be doing now?

Every Child College,

Career, and Life Ready!

Standards Accountability

Teacher Evaluation

Leader Evaluation

Connecting the Dots . . .

Our Core Work –

Teaching and

Learning!

The Impact of Leadership On Student Outcomes

5 Key Principal Practices

Robinson, V., Lloyd, C., & Rowe, K., 2008

Rank Order these Leadership Dimensions

Leadership Dimensions Rank OrderEstablishing goals and expectationsResourcing strategicallyEnsuring quality teachingLeading teacher learning and developmentEnsuring an orderly and safe environment

Rank Order these Leadership Dimensions

Leadership Dimensions Rank OrderEstablishing goals and expectationsResourcing strategicallyEnsuring quality teachingLeading teacher learning and development

Ensuring an orderly and safe environment

1

2

24

5

Viviane Robinson’s Findings

Leading Teacher Learning and Development

Build Capacity

High Effect Size

Strategies

Data-driven decision making

Academic Rigor

Common Core

Cause and

Effect

Pedagogy

Principal’s Time Use and School Effectiveness

Horng, E., Klasik, D., & Loeb, S. (2010). Stanford University

Research Questions• What do principals do?• Where do principals

spend their time?• How do principals’ roles

vary by school characteristics?

• How are variations in principals’ actions reflected in measurable school outcomes?

Where Do You Think PrincipalsSpent Most of their Time?

Time Categories RankDaily InstructionObserving teaching & giving feedback, attending team meeting and engaging in instructional talks

Organizational ManagementSupervising staff, hiring

External RelationsMeeting with school partners, civic leagues, rotary, etc.

AdministrationReports, emails, central requests, and student discipline

Instructional ProgramCourse scope & sequence, curriculum pacing

Internal RelationsSpeaking with parents, students & staff

Other

Where Do You Think PrincipalsSpent Most of their Time?

Time Categories Rank OrderDaily InstructionOrganizational ManagementExternal RelationsAdministrationInstructional ProgramInternal RelationsOther

6271543

Principals’ Use of Time Results (6-7% to instruction)

School OutcomesPrincipals in schools with higher accountability scores spent more time in day to day instruction than those with lower scores.

Transforming Instructional Leadership

From a Traditional Approach

Principal leadsManage the current system

Use experience to solve problems

Replicate practices with fidelity

Authority

To a Transformed Approach

Look to supervisors for answers

Rely on individual expertise

Team leadsChange the system

Learn new ways to adapt

Choose practices to meet needs

Collaboration

Empower staff to take action

Share each other’s expertise

Elements of Instructional Leadership1. Use research and establish the urgent need for

change to promote higher academic expectations and positive relationships.

2. Develop, implement, and monitor standards-aligned curriculum and assessments.

3. Integrate literacy, math, and technology across all disciplines.

4. Facilitate data-driven decision making to inform instruction.

5. Provide opportunities for professional learning, collaboration, and growth focused on high-quality instruction and increased student learning.

6. Engage family and community in the learning process.

Your Ruby Slippers

Curriculum

Instruction

Assessment

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© 2012 The Leadership and Learning Center All rights reserved. Copy only with permission. www.LeadandLearn.com

Rigorous Curriculum Design

Rigorous Curriculum Design Alignment Diagram

Copyright 2011, The Leadership and Learning Center. 866.399.6019. All rights reserved. Copy with permission.

Unit-Based Common Formative (Pre-) Assessment & Data Teams Process

Effective Instruction, Differentiation, and

Intervention Strategies

Enrichment, Remediation, Intervention Prior to Next

Curricular Unit

Unit-Based Common Formative (Post-) Assessment & Data Teams

Process

Common Core State Standards

Priority CCSS and Supporting CCSS

Scope, Sequence, and Pacing of Curricular Units for Each Content Area, Grade Level, and Course

End-of-Course/ End-of-Grade Summative Assessments

District Benchmark Assessments (Formative or Summative)

State Assessments; National Assessments

Curricular Unit of Study with Engaging Learning Experiences Based on “Unwrapped” Priority

Standards, Big Ideas, and Essential Questions

Informal Progress Monitoring Checks

Mid-Unit Evaluation of Targeted Strategies


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Curricular Unit


Process












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Curricular Unit


Process












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Curricular Unit


Process












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Handout

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Curricular Unit


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Curricular Unit


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Handout

Communication Critical Thinking

Creativity Collaboration

4 Cs for your Staff . . .













Avoid the Flying Monkeys . . .

Implementing and Monitoring

• Communication• Initiative Inventory• Professional Development• Curriculum Design• Quality Instruction• Access and Acceleration• Assessment Inventory• Effective Feedback• Accountability• Systemic Alignment

Weed the G

ardenLead Invest

Weed Evaluate

Low---

Impa

ctonAc

hievem

ent-

--High

Low- - - DegreeofImplementation- - - High

Teaching, Learning, and Leadership

What do we need to do to support teacher

knowledge of standards and

proficiency with instruction and

assessment?

Handout


What do we need to do to promote passionate teaching and learning

within authentic, performance-based

classrooms?

Handout


What do we need to do to create a safe

environment, for both teachers and students, to learn, relearn, and

explore knowledge and understanding?

Handout

Follow Your Yellow Brick Road

Where am I going?

Where am I now?

How can I get there?

Follow the Yellow Brick Road

Documents

Leadership Takes Brains, Heart, and Courage E., Klasik, D., & Loeb, S. (2010). Stanford University. Research Questions ... Leadership From a Traditional Approach Principal leads Manage