School Building Leader and School District Leader exam Some tips to assist you along the way!!

Meeting purpose Information Preparation Pass rate

Testing Site http://www.nystce.nesinc.com/ http://www.nystce.nesinc.com/PDFs/NYELA_TestDesign_Fra meworks_100-101.pdf http://www.nystce.nesinc.com/NY_PM.asp?t=107

General requirements Schools Building Leader Exam: Go to: http://eservices.nysed.gov/teach/certhelp/CertRequir http://www.nystce.nesinc.com/NY_testinfo_SLA.asp?t=103e mentHelp.do

Voices of Experience Student information Students report Craig Dreeves assistance http://www.k12.wa.us/research/pubdocs/districtimprovemen treport.pdf

School District Leadership   Focus on student learning High expectations for all students Supt sets stage and tone for school district improvement Improve instruction Involve families and community Consistently communicate centrality of focus on student learning Dynamic and Distributed Leadership Establish and communicate focus, priorities, and expectations No single stakeholder can tackle district improvement on their own Include teacher leaders, assistant principals, central office staff, etc. Publicly acknowledge low student achievement / accept responsibility Clarify that all stakeholders must participate in improvement Commit to long term efforts and innovations Mobilize efforts along one pathway Help others assume and exercise leadership

Sustained improvement efforts over time Stay the course / persevere and persist Changing practice, which involves changing people’s minds, requires steady and persistent work Encourage practitioners to try new ideas and don’t expect immediate results Sustain it long enough for people to internalize it Engage in committed problem solving   High expectations and accountability for adults Apply consistent pressure on schools for improved outcomes High expectations influence hiring decisions Keep expectations for principals clear Supt personally accountable for progress towards district goals Set targets, establish deadlines and hold schools accountable Take action to deal with ineffective staff Coordinated and aligned curriculum and assessment Use professional development to foster alignment in curriculum Curriculum alignment is the single greatest factor in improved test results Teachers collaborate to ensure that each grade level is teaching the same thing

Policy and Program coherence Districts create policy and interpret and implement state policy Use district vision as a means for establishing policy Reject initiatives that distract from vision Strategic planning Aligned and coherent policies and programs Unity of purpose and shared values Align activities with resources and vision Create structures and incentives for system learning   Clear and Collaborative Relationships Interpret and manage the external environment by inviting stakeholder participation Buffer classrooms from distractions Professional learning communities Trust between school board and district leaders allows for new programs, key personnel changes, and start new initiatives. Trust facilitates conversations and instructional reform Teachers will make a greater commitment if they have authority to make decisions Horizontal and vertical communities to foster relationships

Effective Use of Data Data driven decision making Create a data driven culture Data generates a sense of urgency for change Identify problem areas Use data as feedback Data from multiple assessments Use data as a tool for seeking solutions not for laying blame Data must be clear and manageable   Strategic allocation of resources Resources include time, personnel, facilities and materials Human capital is commitment, disposition and knowledge of local reforms Social capital is professional networks and trusting collegial relationships Teachers provided time and opportunity to meet together, analyze data, plan curriculum, discuss students, and observe other teachers. Time, space and staff allocated to support programs Districts must recruit, retain, evaluate and remediate staff

Coordinated and Embedded Professional Development Strategies that reflect researched practices Building of teachers’ knowledge and skills is crucial Greatest strides occur where adults also have a chance to learn Peer mentoring and teacher leaders Site based resources that reflect best thinking Move beyond the traditional one time PD approach Implementation of Continuous Improvement Plans Use of assessments to monitor effectiveness Professional learning community Bring teachers out of isolated classrooms and engage them in learning collaboratively Create structures and schedules that sustain interaction amongst teachers   Quality Classroom Instruction Attention focuses on classroom instruction Communicate ambitious expectations for instruction, support it with professional development Clear expectations for instruction as well as student learning Must become more than empty slogans Infuse a reflective and evidence based approach to teaching Students learn what they are taught, they will learn more if they are taught well. Shift central office from managing dollars, programs and people, to one focused on leading and supporting quality instruction.

Interpreting and Managing the External Environment Seek collaborative relationships with community Buffer from outside pressures Access and interpret state and federal policies and implement them appropriately Leaders learn the policy and, in turn, teach it within the district Decipher what a policy means to decide whether to ignore, adapt, or adopt it Make efforts to understand community and policy environment   Anticipate resistance and manage conflict

http://www.stonybrook.edu/spd/edleadership/sbl_exam_videos

Testing Practice Materials http://www.nystce.nesinc.com/NY_PM.asp?t=107 http://www.nystce.nesinc.com/NY_PM.asp?t=201 http://www.nystce.nesinc.com/NY_flds103- 104_PG_opener.asp

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