Presenter Information Inspiring a Culture of Growth Additional Information Enhancing Instructional Capacity Barbara McGraw Edmondson, Ed.D. Archdiocese of Galveston-Houston June 14, 2019 Presenter Information

Session Objectives Understand the power of culture Identify key ideas, strategies, and approaches to build a culture of growth and continuous improvement Share insights and practices to ignite on-going conversation and collaboration

Vision & Core Belief “I truly believe that education is the most important profession. I also believe it is the profession with the highest expectations. I believe that the only acceptable standard for education is greatness. . .” Todd Whittaker

Inspiring a Shared Vision “ a vision is a kind of moral imagination which gives school people, individually and collectively, the ability to see their school not only as it is, but as they would it like it to become.” Roland Barth (1993)

Building a Dynamic Culture Your organization can only become the best-version-of-itself to the extent that the people who are driving your organization are becoming the better-versions-of-themselves. Matthew Kelly

Dynamic Culture Builders Help people recognize moments of best-version-of-themselves and help them to multiply those moments Increase cooperation, collaboration, trust and motivation one moment at a time. Dynamic cultures builders are intentional Dynamic Culture builders do something everyday to become better-versions-of-themselves and help the organization do the same

What Do You Think ?

Are you a dynamic culture builder and leader or an administrator?

Key Motivators Salary and benefits are incentives Praise, recognition, responsibility, autonomy (intangibles are motivators) Salary benefits = little control Intangibles = much control Herzberg's Motivation-Hygiene Theory

Three Kinds of Teachers Superstars – Can Never Replace Backbones – Hope to Replace Mediocres – Easily Replace Dr. Al Burr (former HS Principal) Where will we put our efforts?

Building Momentum Start with your most effective people – nurture those who are most positive first Identify key teachers leaders and involve them in decision making processes All need not pay for the “sins” of a few – do not impose new policies, practices, professional development, in-service training, etc. to address mediocres behavior!

Catch Them Doing Something Great! Five Characteristics of Effective Praise Ben Bissell (1992) Authentic Specific Immediate Clean Private

Instructional Capacity Components Intellectual ability, knowledge and skill (IA) Quality and quantity of resources (QQR) Culture of instruction (ILC) IA + QQR +ILC = Instructional Capacity Corcoran & Goetz (1995)

Human Capital Research supports the link between teacher knowledge and student achievement. Instruction that lends to application and problem solving requires the teacher to possess strong content knowledge Deep content knowledge fosters instructional adaptability to meet student interests and needs – impacts assessment methods as well

In your school who comes to mind? Strong & Flexible? Less Prepared?

Quantity and Quality of Resources Time Materials Staffing

Instructional Capacity Components A system’s potential can only be realized if there is an instructional culture to support, motivate and, build consensus among school staff. Talley & Keedy, 2006

Instructional Culture Collaboration and collegiality increase staff morale and work effort – teachers are motivated to reorganize and try new approaches. Shared decision making “bottom – up” problem solving increases engagement and accountability. Generational supervision/coaching matters

Generations in the Workplace

https://youtu.be/hLpE1Pa8vvI

Introducing . . . Generation Z – the new college graduate Independent Technology Natives Crave work mobility Want work/life balance

Professional Growth for All School leaders in engage in professional learning alongside teachers Student needs and aligned professional development is prioritized by teachers Curriculum and instruction decisions call upon expertise of teachers Teachers have influence about decisions regarding their own professional learning

Setting Stage for Growth Develop goals grounded in consistent shared vision of effective pedagogy shaped by teachers Focus on application in context (on the job) Provide models of targeted instruction/pedagogy (student products) Evaluate based on goals = Professional Growth PROCESS

Setting Stage for Growth Provide time for collaboration make it valued and sacred Demonstrate commitment to collaboration through consistent participation as the leader (model) Form collaborative teams that are representative of an array of skill levels and expertise (internal/external)

Leading & Sustaining Change Instructional leadership is not about improving teachers – it’s about creating conditions where they can empower themselves. It’s not about being an expert, it’s about cultivating expertise and a culture of collaboration in your building . Steele & Whitaker (2019)

“Good Reads”

Barbara McGraw Edmondson, Ed. D Barbara McGraw Edmondson, Ed. D. Chief Leadership and Program Officer bedmondson@ncea.org