Changing Expectations: National Success Unit 1-A Day Two August 10,2010 Facilitators: Patty Garner & Larry Wess

Day Two “Flow”  Instructional Leadership Inventory  The Singapore Experience Case Study  Leadership Challenges—Rudy Crew  Lunch  The Principal’s Challenge  Pasadena Case Study—Judy Codding  Journaling “Take-aways” NISL Unit 1  Closure and Evaluation

What is “instructional leadership?” The guidance, direction and support of sustained instructional improvement leading to higher student achievement

Instructional Leadership Inventory— Your Highest Rating 1.Vision 2.Systems Thinking & Data 3.Effective Instructional Practice 4.Alignment and Coherence 5.Learning Communities and Teams 6.Sustaining Improvement Green = SuperintendentsBlue = Other Central Office-Related Yellow = PrincipalsRed = Assistant Principals

Instructional Leadership Inventory— Your Lowest Rating 1.Vision 2.Systems Thinking & Data 3.Effective Instructional Practice 4.Alignment and Coherence 5.Learning Communities and Teams 6.Sustaining Improvement Green = SuperintendentsBlue = Other Central Office-Related Yellow = PrincipalsRed = Assistant Principals

Case Study The Singapore Experience 1- Singapore as presented in this case study 2-Singapore today 3-What “learnings” can we take away from the case study (a) as a country, (b) for our own school systems?

The Singapore Experience Singapore Education Structure p.7-9 Curriculum p Assessment National Assessment p School Based Assessment p

Singapore Case Study Summary Points  A third world country in 1960, Singapore was the top performing country in the 1995, 1999 and 2003 TIMSS study  Adopted world class standards, curriculum frameworks and examinations  Adopted and created highly aligned instructional materials and technology  Demanded and expected a lot of every student, including minorities and the poor  Assigned best teachers to the lowest performing students  Created many-layered safety net system

Singapore Today  The Singapore Ministry of Education

Singapore “Learnings”???? 1.What in the Singapore experience holds value for the United States in its quest to build a better educational system? 2.What in the Singapore experience can principals in PIL Region 8 translate into their school systems as they seek to build a better educational system?

The Principal’s Challenge

Your List of 5 or 6From Rudy Crew…

The Principal’s Challenge 1.Low Expectations 2.Faculty Capacity 3.Lack of Authority to Get the Job Done 4.Lack of Financial Resources 5.Lack of Time to be an Instructional Leader

Pasadena High School Case Study  What problems did Judy Codding face in changing the goals and expectations at Pasadena High School?  What moral dilemmas did Judy Codding face?  What barriers and challenges would you face at your school if you attempted to institute similar policies and expectations?

Journal Take-Aways  What are some of your learning “take- aways” for today?

NISL Unit 2: Principal As Strategic Thinker -We will need a copy of your District or Building Mission / Vision Statement before Unit 2. Advance organizer

Act 48 Data Sheet & Evaluation Thank you for your participation and cooperation! Patty and Larry

 Extra slides follow if desired

 Marc Tucker on Singapore

The Singapore Experience Then Now

The Singapore Experience Unique to the U.S. Unique to Singapore

Singapore / NCLB What do you think?  What characteristics of our system are successful for us?  What are our barriers to achieving what Singapore did?  What can we learn from Singapore?  What ideological changes would it take to create the same success in the US?

Case Study The Singapore Experience What in Singapore’s experience in raising student achievement might help with your challenges? enhance your growth as a leader? benefit the U.S. education system?

UNIT 1 Rudy Crew Video

 What moral & ethical issues does Rudy Crew identify as challenges for educational leaders?  What does Rudy Crew describe as the basis for moral leadership of our schools?  Describe the current moral & ethical issues that are challenges in your school setting.  What actions & practices can you as a leader use to address them?