WHAT ISINSTRUCTIONAL LEADERSHIP?

Gordon Cawelti for Academy of Pacesetting States

INSTRUCTIONAL LEADERSHIP COMPONENTS

• ORGANIZATIONAL FOCUS

• SUPERVISION TECHNIQUES

• CURRICULUM SKILLS

• TEACHING TECHNIQUES

ORGANIZATIONAL FOCUS

• LEARNING COMMUNITIES

• TURNAROUND PRINCIPALS

• BALDRIDGE AWARD FACTORS

• STRATEGIC PLANNING

• HIGH-PERFORMING SCHOOLS AND DISTRICTS

Characteristics of High-Performing School Districts

Superintendent who energized others to focus on and work hard on higher achievement

System restructuring to better link people to results and new roles for central office

extensive work on aligning curriculum with state tests

Training on more effective teaching strategies-extensive use of interim assessments to ensure mastery

More work on trying ideas – rewarding changes Specific plans for dealing with failing schools

BALDRIDGE AWARD FACTORS

1 - SUPERINTENDENT’S LEADERSHIP

2 - MANAGEMENT INFO SYSTEM-ON THE PERFORMANCE OF THE SCHOOLS

3 - STRATEGIC PLAN

4 - PROCESS MANAGEMENT (plan-do-study-act)

5 - HUMAN RESOURCE DEVELOPMENT

6 - MEASURABLE GOALS

7 - CUSTOMER SATISFACTION

HIGH-PERFORMING SCHOOLS

• PRINCIPALS FOCUSING ON RESULTS – “HAVE POWER TO DO IT”

• STUDENTS –PARENTS-TEACHERS SIGN PLEDGE

• (“DO WHATEVER IT TAKES…”

• ADDITIONAL TIME: DAY –WEEK-YEAR

• COLLEGE PREP CURRICULUM

• HIGH EXPECTATIONS FOR ACHIEVEMENT AND CONDUCT

“LEARNING COMMUNITY”

Early contributors were Peter Senge, Tom Peters, and W. Edward Deming

Places responsibility for quality improvement in the hands of teachers

What do we want students to learn? How will we know each has learned it? How will we respond when a student experiences difficulty?

Learning Community Team Activities

1. Provide time for teams to meet

2. Identify critical questions to guide the work of teams

3. Ask teams to produce products

4. Insist that teams identify and purse specific goals

5. Provide teams with relevant data and info

THE DRIVING FORCE BEHIND A COLLABORATIVE CULTURE MUST BE IMPROVED RESULTS!

SUPERVISING INSTRUCTION

• CLINICAL SUPERVISION

• TEACHER EVALUATION

• “WALK THROUGHS”

CLINICAL SUPERVISION

Pre-observation Conference –purpose of lesson, etc

Classroom Observation-record events

Data Analysis and Strategy – plan conference

Conference – clarify activities observed

Post conference analysis – feedback to supervisor

TEACHER EVALUATION:THREE APPROACHES

BEGINNING TEACHER-NOVICE

EXPERIENCED TEACHER – TENURED

TEACHER NEEDING EXTENSIVE HELP

SOURCES OF INFORMATIONON TEACHING

CLASSROOM OBSERVATIONS TEACHER SELF-ASSESSMENT PLANNING DOCUMENTS TEACHING ARTIFACTS SAMPLES OF STUDENT WORK STUDENT, PARENT, COLLEAGUE

FEEDBACK

CURRICULUM SKILLS

• TAXONOMY OF EDUC. OBJECTIVES

• PRINCIPLES OF CURRIC. & INSTRUCTION

• CURRICULUM AUDIT-ALIGNMENT

• UNDERSTANDING BY DESIGN

• FORMATIVE-SUMMATIVE ASSESSMENT

• BALANCED CURRICULUM

• LEARNING FOR THE 21ST CENTURY

TAXONOMY OF EDUCATIONAL OBJECTIVES

1. KNOWLEDGE define, recall, who, what, when

2. COMPREHENSION – compare, contrast, rephrase, main idea

3. APPLICATION -classify, apply, solve

4. ANALYSIS – identify causes, draw conclusions, support

5. EVALUATION –judge the merit of an idea, offer opinion on issue, evaluate work of art

How Can We Best Prepare Students for the 21st Century?

Financial, Economic and Business Literacy understanding business processes

Civic Engagement –understand and participate in -Global Awareness – understanding different cultures, languages

Government Learning Skills –think critically, analyze

information, collaborate, solve problems Information and Communication Technology

Literacy –

www.21stcenturyskills

UNDERSTANDING BY DESIGN

THREE STAGE BACKWARD DESIGN PROCESS FOCUSING ON BIG IDEAS, ESSENTIAL QUESTIONS

1. What are the big ideas and core processes students should come to understand?

2. What will teachers look for as evidence that students understand big ideas and apply them to novel situations?

3. What teaching strategies will help students make meaning of such a curriculum?

IMPROVING TEACHING

• ELEMENTS OF LESSON PLANNING

• CLASSROOM MANAGEMENT SKILLS

• TEACHING TO STANDARDS

• HABITS OF THE MIND –THINKING SKILLS

• MOTIVATING STUDENTS

• DIFFERENTIATED INSTRUCTION

• RESEARCH-BASED STRATEGIES

Elements of Lesson Planning-Madeline Hunter

1. Discuss objective for lesson

2. Set standard

3. Anticipatory set-get students’ interest

4. Teaching – input, modeling, check for understanding

5. Guided practice

6. Closure – questions – cues to wrap up

7. Independent practice

CLASSROOM MANAGEMENT SKILLS

1. A FEW NON-NEGOTIABLE RULES-AS AN EXAMPLE – “BRING ALL MATERIALS YOU WILL NEED AND BE READY TO WORK”

2. SPECIFIC PROCEDURES NEEDED – EXAMPLE.. GREET TEACHER AT DOOR, SMILE, GOOD MORNING, EMPTY BACKPACK ETC.

3. CONSEQUENCES – FOR NOT FOLLOWING PROCEDURES

Research-based Teaching Strategies

TUTORING EARLY CHILDHOOD PROGRAMS PARENTAL INVOLVEMENT CLASSROOM MANAGEMENT SKILLS TIME ON TASK STAFF DEVELOPMENT – (SPECIFIC

TEACHING ACTIVITIES-CLEAR GOALS)

HABITS OF THE MIND

1. What is the evidence for what we think we know?

2. Whose perspective on this issue are we seeing and what other viewpoints are there on it?

3. How is one idea or concept connected to another?

4. What else might have been…what if?

5. Why is this matter or issue important anyway?

KEY ISSUES TO DECIDE

1. WHO WILL PROVIDE TRAINING?

2. HOW TO DETERMINE PARTICIPATION?

3. MAKING EXPERIENCE POWERFUL?

4. INCENTIVES FOR PARTICIPATION?

5. ENCOURAGING UTILIZATION?

WHAT DO LEADERS DO?

1. FACE REALITY!

2. MAKE DECISIONS

3. GARNER SUPPORT FOR DECISIONS

GOOD TO GREAT

“Greatness is not a question of implementing a new program or addressing the latest trend, but is rather a question of unrelenting perseverance in continuing improvement, a perseverance that is often lacking in school systems.”

- Jim Collins

“I CHOOSE ONLY TO TAKE ON WHAT IS MANIFESTLY IMPORTANT AND VERY NEARLY IMPOSSIBLE TO ACHIEVE.”

-EDWIN LAND