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Principal Leadership for School Improvement
Leading in the 21st Century
Session 1Learning Outcomes
Participants will:
Identify the challenges facing education leaders in the 21st century; Increase and enrich their understanding of the role of the 21st
century school and district leader; and Identify and apply key leadership actions to support student achievement and school improvement.
Leading into the 21st Century
“ Leadership is second only to effective teaching among all school –related factors that impact student learning”
Wallace Foundation
The Best Educational Leaders
Think about the skills of a highly effective leader in the 21st century.
Complete the Extended Nametag template.
Organization for Economic Co-operation and Development - Preparing Teachers and Developing School Leaders for
the 21st Century (OECD 2012)
Vision and Goal Setting
Accountability
Collaboration
Distributed Leadership
Leadership Beyond School Walls
Strategic Resource Management
ISL Image of School Leader
Conversation with Michael Fullan and Ken Leithwood
Increased Accountability
Whole System Responsibility
Collaborative Culture
Differentiated Professional Learning
Management and Leadership
Developing Other Leaders
Internal & External Accountability
Internal and External
Accountability
Walk the Talk
Responsibilities and Roles Expectations
Learning Leader
Prescriptive and Autonomous
Prescriptive Autonomous
Commitment
Sustainability
Variations
Compliance
Level of Ownership
Level of Creativity
Innovation
“Innovation distinguishes between a leader and a follower.”
Steve Jobs
Whole System Responsibility
System Focus
Collaborative Competition
Team Building
Expectations
Culture
Professional Development
Learning is the Work
Horizontal & Vertical Learning
Organization Structures
Developing Other Leaders
Early Identification
Management and Leadership
“ The tasks typically associated with both concepts make potentially important contributions to the achievement of
organizational goals. So one defining attribute of effective leaders is their ability to carry out even the most routine and
seemingly trivial tasks in such a way as to nudge their organizations toward their purposes”
Management and Leadership
Influence
“Leadership is not about titles, positions or flowcharts. It is about one life influencing another.”
John C. Maxwell
Session 2Learning Outcomes
Participants will:
Become familiar with Vivane Robinson’s research on the Impact of Leadership on Student Outcomes;; Increase and enrich their understanding of the five leadership dimensions identified by Robinson; Increase their understanding of the three leadership capabilities; Identify and apply key leadership actions to support the five dimensions.
Leaders Impacting Students
Introduction by Viviane Robinson
Student Centred Leadership
Viviane Robinson defines Student Centred Leadership as
Leadership that makes a difference to the equity and excellence of student outcomes and is measured by the impact on the students rather than the impact on
the adults.
Five Dimensions
Student Centred
Leadership
Goals and Expectations
Strategic Resourcing
Quality Teaching
Leading Teacher
Learning
Orderly and Safe
Environment
Five Dimensions of Student-Centred LeadershipDerived from Quantitative Studies Linking Leadership with
Student Outcomes
0.27
0.84
0.42
0.31
0.42
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
5. Ensuring an Orderly andSupportive Environment
4. Promoting and Participating inTeacher Learning and
Development
3. Planning, Coordinating andEvaluating Teaching and the
Curriculum
2. Resourcing Strategically
1. Establishing Goals andExpectations
Effect Size
Viviane Robinson 2008
I Wonder …
Looking at the research data on the five dimensions, are there any surprises?
Are there any dimensions that you thought would be there but are not included?
Dimension 1 – Establishing Goals and Expectations
• Thinking about goal setting, what do you believe is the one most important consideration when setting goals.
Goals and Expectations
Clear & Concise SMART Communication
Commitment Value & Vision Consensus
Capacity Knowledge Skills
Dimension 2 – Strategic Resourcing
“Strategic resourcing is not an ad hoc process, but rather, a process guided
by clear goals and purposes.”
Robinson, Hohepa and Lloyd (2009)
Resources
What are some examples of resources available to school and district leaders?
Strategic Resourcing
People
Money
Time
Goal Focused
What is resourced and not resourced?
Dimension 3 – Ensure Quality Teaching
“Teachers who know a lot about teaching and learning and who work in environments that
allow them to know students well are the critical elements of successful learning. “
Linda Darling - Hammond
Dimension 3 – Ensure Quality Teaching
Quality Teaching
Planning
Coordinating
Evaluating
Planning
Culture of Inquiry
Instructional Time
Curriculum Alignment
Dimension 4 – Teacher Learning & Development
Dimension 4 – Teacher Learning & Development
Teacher Development & Professional Development
What is being taught and what is being
learning?
Voluntary or Compulsory?Experts
Evidence Based Content
Leadership Actions
Promoting – Learning as Leader
Participating – Learning as Learner
Dimension 5 – Orderly & Supportive Environment
Buffers
Student Engageme
nt
Norms & Relationships
Learning Capabilities
Relational Trust
Solving Complex Problems
Creating and Mobilizing Knowledge
Effective Problem Solvers
Solution FocusesLink problem to school goalsClearly communicate own version with reasonsOpen to alternate perspectives
Understands tensions and anticipates obstaclesStays positive Collaborative
Creating and Mobilizing Knowledge
Teacher Appraisals
Cla
ssr
oom
Obser
vati
ons
Student Groupings
Assessment & Reporting
Current Knowledge Application of the
Knowledge
Relational Trust
“Effective educational leadership is not about getting the relationships right and then tackling the difficult work challenges. It is about doing both simultaneously so that the relationships are strengthened through doing the hard, collective work of improving teaching and learning.”
Open to Learning Conversations will be explored further in the Instructional Leadership session.
The Leadership Team
The scope of the work is too great, and the expertise required too broad, to reasonably expect a single leader to demonstrate high or even moderate levels of competence in all five dimensions”
Viviane Robinson
Reflection
Thinking about the five dimensions of student centred leadership, identify the dimension that is the strongest for your school .
Identify the dimension that is the area of need for your school. As a leader what is one leader action that you can initiate in the next three months to strength this dimension ?
Session 3Learning Outcomes
Participants will: Increase and enrich their understanding including the
barriers and enablers of instructional leadership; Increase the participants’ repertoire of leadership actions
associated with instructional leadership; and Become more familiar with strategies that will assist in
making time for instructional leadership.
Focus
The focus on results; the focus on student achievement; the focus on students’ learning at high levels, can only happen if teaching and learning become the central focus of the school and the central focus of the principal.
Blankstein, Bulach, Lunenburg& Potter
Instructional Leadership
Instructional Leadership is like a ….o pianoo set of drumso violino trombone
.
.
Instructional Leadership Today
Manager to Leader
Adults to Students
Innovation to Evidence Based
School to District
Style to Practices
Research says…
•Goals•Strategic Resourcing•Quality Teaching•Teacher Learning•Safe and Supportive Climate
Mendels
•Vision•Climate•Cultivate Leaders•Improve Instruction•Manage People, Data and Processes
Leithwood
•Set Direction•Build Relationships •Develop the Organization•Improve Instructional Program •Secure Accountability
The Instructional Leader is a ..
Visionary
Communicator
Data Manager
Developer of PeopleSupervisor
Climate Controller
Teacher / Learner
The Instructional Leader
Leads
Learning
Is
a
System
Player
Is
a
Change
Agent
Leading Learning
Leading Learning
Professional Capital
Human Capital Social CapitalDecisional
Capital
System Player
System Player
Horizontal Networks
Vertical Networks
Change Agent
Challenge the status quo
Build trust through communication and expectations
Create a commonly owned plan
Focus on team over self
Sense of urgency
Commitment to continuous improvement
Build external networks and partnershipsLyle Kirtman: Leadership and Teams: The Missing Piece of the Education Reform Puzzle ( 2013)
Barriers to Instructional Leadership
In the chat box, record one of the barriers to demonstrating optimal instructional leadership
in your current role as a leader?
Barriers
Lack of KnowledgeExpectation
s
Multiple Role
s
Time
Tools for Instructional Leadership Tomorrow
1. Set Priorities2. Urgent and Important3. Delegate 4. Persistence x Passion x Practice x Patience5. Courageous / Open to Learning Conversations
Instructional Leadership is Priority #1
“The key is not to prioritize what is on your schedule, but to schedule your priorities” Covey
Big Rock- Instructional Leadership
Clear expectations
Plan
Recordkeeping
Routinize and establish protocols
Urgent and Important
“What is important is seldom urgent and what is urgent is seldom important. “
Eisenhower
“Most of us spend too much time on what is urgent and not enough time on what is important.”
Steven R Covey
Urgent and Important
Important activities have an outcome that leads to the achievement of your school improvement goals whereas urgent activities demand immediate attention (unforeseen or left to the last minute) and are often associated with the achievement of goals less aligned to the school improvement goals.
HighImportance
Important Critical
LowImportance
Distractions Interruptions
Low Urgency High Urgency
Delegating
“ Delegation is an ethical responsibility leaders owe to themselves, their followers and their organization …
delegating is about prompting others to get involved by capitalizing on a group’s broad talents and
experiences.”
Lovely 2006
Delegating
Passion x Persistence x Practice x Patience
Passion
Persistence
Practice
Patience
Courageous- Open to Learning Conversations
DialogueDiscussion
“”””” “Courageous conversations are about being true to oneself, doing what is right for students
and shaping an environment that supports learning.” AbramsAbrams
Courageous Conversations
Courageous
Conversation
Confront & Appreciate
Two -sidedResistancePreparation
Alignment
Curriculum Instruction Assessment
Instructional
Leadership
Final Thoughts
Instructional leadership is learning-focused, learning for both students and adults which is measured by improvement in instruction and in the quality of student learning.
Instructional leadership must reside with a team of leaders of which the principal serves as the “leader of leaders.”
A culture of public practice and reflective practice is essential for effective instructional leadership and the improvement of instructional practice.
Centre for Educational Leadership, University of Washington, College of Education
Learning Outcomes
Participants will: Enrich their understanding of different types of leadership; Enhance their understanding of the Ontario Leadership Framework
as one example of research based leadership practices; Develop their understanding of the personal leadership resources
that enable effective leaders to enact the practices; Apply the leadership domains to real life scenarios; and Self assess, acknowledge leadership strengths, identify areas for
growth and identify next steps in their leadership development.
Leadership is ..
Leithwood describes leadership as the exercise of influence on organizational members and diverse stakeholders toward the identification and achievement of the organization’s vision and goals.
Ontario Leadership Framework
Leadership Practices
Leadership practices are bundles of activities exercised by a person which reflect the circumstances in which he/ she finds themselves whereas competencies are underlying characteristics of an individual that are related to performance in a job.
Direct and Indirect Approaches to Leadership Practices
Elementary and Secondary Schools
Organizational Size
Culture
Middle Managers
Curriculum Complexity
Contingent Leadership
Contingent leadership is taking the practices and applying them to a leader’s specific situation- considering the setting and people .
Scenario 1
You have been asked to lead your team in developing a plan for implementing new curriculum.
How would you apply the idea of “contingent leadership” to this task?
Shared Leadership
Culturally Responsive Pedagogy
Knowledge
Circumstances
Domains of Practice
Domains of Practice
Setting Goals
Building Relationships &
Developing People
Developing the Organization to Support Desired
Practices
Improving the Instructional
ProgramSecuring
Accountability
Enacting the Practices
Time
A leader is one who knows the way, goes the way, and shows the way.
—John Maxwell
Setting Direction
Shared Vision
Specific, Shared, Short –
term Goals
High Performance Expectations
Communicate Vision and
Goals
Self Assessment
Think about your current role as a teacher leader, school leader or district leader and using the leadership practices associated with Setting Direction- rank yourself using the following:
My actions reflect the four practices: 4 Always 3 Most of the time2 Sometimes 1 Seldom
in my interactions with those I lead.
The key to successful leadership today is influence, not authority.
Kenneth Blanchard
Building Relationships & Developing People
Support & Consideration for Individual Staff
Members
Stimulate Growth in Professional Capacities of
Staff
Model School Values & Goals
Building Trusting Relationships
Productive Working Relationships with teacher
unions
Self Assessment
Think about your current role as a teacher leader, school leader or district leader and using the leadership practices associated with Building Relationships & Developing People - rank yourself using the following:
My actions reflect all five practices: 4 Always 3 Most of the time2 Sometimes 1 Seldom in my interactions with those I lead.
Leaders think and talk about the solutions. Followers think and talk about
the problems.Brian Tracy
Developing the Organization
Collaborative Cultures & Distributing Leadership
Structures to Facilitate Collaboration
Relationships with Families and Communities
Connect school to wider climate
Safe and healthy school environment
Allocate resources to support vision and goals
Self Assessment
Think about your current role as a teacher leader, school leader or district leader and using the leadership practices associated with Developing the Organization- rank yourself using the following:
My actions reflect all five practices: 4 Always 3 Most of the time2 Sometimes 1 Seldom in my interactions with those I lead.
Effective leadership is putting first things first.
S. Covey
Instructional Program
Staffing
Provide Instructional Support
Monitoring Student Learning and School
Improvement Progress
Buffering Staff from Distractions
Self Assessment
Think about your current role as a teacher leader, school leader or district leader and using the leadership practices associated with Improving the Instructional Program- rank yourself using the following:
My actions reflect all five practices: 4 Always 3 Most of the time2 Sometimes 1 Seldom in my interactions with those I lead.
in my interactions with those I lead.
Effective leadership is not about making speeches or being liked; leadership is
defined by results not attributes. Peter Drucker
Securing Accountability
Internal Accountability
External Accountability
Self Assessment
Think about your current role as a teacher leader, school leader or district leader and using the leadership practices associated with Securing Accountability- rank yourself using the following:
My actions reflect all five practices: 4 Always 3 Most of the time2 Sometimes 1 Seldom in my interactions with those I lead.
in my interactions with those I lead.
Scenario 2
• As a school leader of a committee, you are aware that two of your team members do not agree on the next steps.
• Look at the leadership practices in the Leadership Framework and pick out several that you think are the most critical to solving this problem effectively.
Domains of Practice
Domains of Practice
Setting Direction
Building Relationships &
Developing People
Developing the Organization to Support Desired
Practices
Improving the Instructional
ProgramSecuring
Accountability
Personal Leadership Resources
Cognitive Resources
Social Resources
Psychological Resources
Cognitive Resources
Problem Solving
Knowledge about School & Classroom
Conditions with Direct Effects on Student
Learning
Systems Thinking
Social Resources
Perceiving Emotions
Managing Emotions
Acting in Emotionally Appropriate Ways
Psychological Resources
Challenging Times
Resilience
Self-efficacy
Optimism
District Level Resources
Proactivity
• Ability to stimulate and manage change on a large scale under complex circumstances
• Show initiative and perseverance in bringing about change
Self Assessment
Think about your current role as a teacher leader, school leader or district leader and using the dispositions associated with each (Cognitive, Social, Psychological) of the Personal Leadership Resources:
My actions reflect all five practices: 4 Always 3 Most of the time2 Sometimes 1 Seldom in my interactions with those I lead. in my interactions with those I lead.
Final Thoughts
The leaders who work most effectively, it seems to me, never say “I.” And that’s not because they have trained themselves not to say “I.” They don’t think “I.” They think “we”; they think “team.” They understand their job to be to make the team function. They accept responsibility and don’t sidestep it, but “we” gets the credit…. This is what creates trust, what enables you to get the task done. Peter Drucker
Stoplight Reflection