The Development of Collaborative Educational Leaders: Performance on PA and National Leadership Standards The Development of Collaborative Educational Leaders: Performance on PA and National Leadership Standards Educational Administration Program The School of Education, Drexel University

Transformational School Leaders What kind of leader is needed in today’s schools? Leaders who can transform schools:  around a consensus vision for students’ 21st century learning  and can establish a learning/collaborative culture throughout the school and community. Leaders who can transform schools:  around a consensus vision for students’ 21st century learning  and can establish a learning/collaborative culture throughout the school and community.

Drexel’s Educational Leadership Program How does Drexel’s School of Education develop transformational leaders? How does Drexel’s School of Education develop transformational leaders?

With a Leadership Standards Framework National Leadership Standards  Vision  School Culture  Management  School/Community  Ethics, Integrity  Wider Contexts  Internship National Leadership Standards  Vision  School Culture  Management  School/Community  Ethics, Integrity  Wider Contexts  Internship

National and State Standards Framework  In the Drexel Program, students must perform on the national leadership standards (ISLLC, ELCC). Aspiring leaders in PA must perform on the PA Leadership Standards (PIL)  What is the alignment of the PA Leadership Standards to the National Leadership Standards?  In the Drexel Program, students must perform on the national leadership standards (ISLLC, ELCC). Aspiring leaders in PA must perform on the PA Leadership Standards (PIL)  What is the alignment of the PA Leadership Standards to the National Leadership Standards?

The alignment of PA Leadership Standards to the National Standards  Vision The leader..creates an organizational vision around personalized student success. The leader..creates an organizational vision around personalized student success. The leader is the architect of standards-based reform in the school. The leader is the architect of standards-based reform in the school. The leader uses appropriate data to inform decision-making at all levels of the system. The leader uses appropriate data to inform decision-making at all levels of the system.  School Culture The leader creates a culture of teaching and learning with an emphasis on learning. The leader creates a culture of teaching and learning with an emphasis on learning.  Management The leader manage resources for effective results. The leader manage resources for effective results.  Vision The leader..creates an organizational vision around personalized student success. The leader..creates an organizational vision around personalized student success. The leader is the architect of standards-based reform in the school. The leader is the architect of standards-based reform in the school. The leader uses appropriate data to inform decision-making at all levels of the system. The leader uses appropriate data to inform decision-making at all levels of the system.  School Culture The leader creates a culture of teaching and learning with an emphasis on learning. The leader creates a culture of teaching and learning with an emphasis on learning.  Management The leader manage resources for effective results. The leader manage resources for effective results.

The alignment of PA Leadership Standards to the National Standards  School/Community/Parents The leader collaborates, communicates, engages and empowers others inside and outside of the organization - to pursue excellence in learning. The leader collaborates, communicates, engages and empowers others inside and outside of the organization - to pursue excellence in learning.  Ethics, Integrity The leader operates in a fair and equitable manner with personal and professional dignity. The leader operates in a fair and equitable manner with personal and professional dignity.  Wider Contexts The leader advocates for students in the larger political, social, economic, legal and cultural contexts The leader advocates for students in the larger political, social, economic, legal and cultural contexts  Internship The leader supports professional growth of self and others through practice and inquiry. The leader supports professional growth of self and others through practice and inquiry.  School/Community/Parents The leader collaborates, communicates, engages and empowers others inside and outside of the organization - to pursue excellence in learning. The leader collaborates, communicates, engages and empowers others inside and outside of the organization - to pursue excellence in learning.  Ethics, Integrity The leader operates in a fair and equitable manner with personal and professional dignity. The leader operates in a fair and equitable manner with personal and professional dignity.  Wider Contexts The leader advocates for students in the larger political, social, economic, legal and cultural contexts The leader advocates for students in the larger political, social, economic, legal and cultural contexts  Internship The leader supports professional growth of self and others through practice and inquiry. The leader supports professional growth of self and others through practice and inquiry.

Leadership Standards Framework How does using a Leadership Standards Framework create a transformational school leader? How does using a Leadership Standards Framework create a transformational school leader?

A Comparison  The answer to this question can be seen in a comparison between a school leader who does not use a standards framework (traditional) and one who does (transformative).

Traditional Educator Leadership Model A more traditional model that does not use a standards’ framework for leadership often uses “management” as its core organizing principle. A more traditional model that does not use a standards’ framework for leadership often uses “management” as its core organizing principle.

Results of using a traditional model Though it is necessary to manage an organization well, Constant rapid change and external accountability requirements (such as NCLB), can result in a feeling of being over-whelmed by events outside of one’s control. Though it is necessary to manage an organization well, Constant rapid change and external accountability requirements (such as NCLB), can result in a feeling of being over-whelmed by events outside of one’s control.

Stress Factors in Leadership  A teacher describes his observations of external pressures on a school leader.   Click on “Under Pressure”  This video clip and others in this ppt. are from: “ED/Online, Inside Leadership: A Toolkit for new and aspiring principals.” This website resource is an outgrowth of Thirteen's award-winning documentary series “A Year of Change: Leadership in the Principal's Office,” National Broadcasting System, 2005, Funded by the Wallace Foundation.  A teacher describes his observations of external pressures on a school leader.   Click on “Under Pressure”  This video clip and others in this ppt. are from: “ED/Online, Inside Leadership: A Toolkit for new and aspiring principals.” This website resource is an outgrowth of Thirteen's award-winning documentary series “A Year of Change: Leadership in the Principal's Office,” National Broadcasting System, 2005, Funded by the Wallace Foundation.

Results of using a traditional leadership model  If one places this traditional school leadership model within the standards framework, one sees the use of the Management Standard as the basis for organization and control.  The other standards of: school culture, vision, ethics, parents/community, wider networks and lifelong professional growth, are addressed through the Management Standard.  If one places this traditional school leadership model within the standards framework, one sees the use of the Management Standard as the basis for organization and control.  The other standards of: school culture, vision, ethics, parents/community, wider networks and lifelong professional growth, are addressed through the Management Standard.

Traditional School Leadership viewed within a Standards Framework Vision School Management Parents/ Ethics Wider Internship Culture Community Contexts Management

What happens when the standards framework is used ? Two things happen.  First, the Vision Standard (which describes a school or district and community’s plan for students’ 21st Century learning/performance) becomes the organizing and sustaining principle through which the school’s mission gets accomplished and evaluated. becomes the organizing and sustaining principle through which the school’s mission gets accomplished and evaluated. Two things happen.  First, the Vision Standard (which describes a school or district and community’s plan for students’ 21st Century learning/performance) becomes the organizing and sustaining principle through which the school’s mission gets accomplished and evaluated. becomes the organizing and sustaining principle through which the school’s mission gets accomplished and evaluated.

What happens when the standards framework is used ? Secondly, a school culture of learning, is established to support the work. Secondly, a school culture of learning, is established to support the work.

Standards Framework The school or school district becomes a learning organization. The school or school district becomes a learning organization.

Transformational School Leadership Standards Framework School Mgt Parents/ Ethics Wider Internship Culture Community Contexts Visio n Vision/ Mission

Constant Change is the Norm  How will school leaders respond to change?  In the traditional model, change is incremental and often done in a crisis mode as a reaction to an outside event.  In the transformational model, leaders facilitate and manage change as they serve the school’s vision.  This is called, “2nd order change.” It transforms the entire organization.  How will school leaders respond to change?  In the traditional model, change is incremental and often done in a crisis mode as a reaction to an outside event.  In the transformational model, leaders facilitate and manage change as they serve the school’s vision.  This is called, “2nd order change.” It transforms the entire organization.

Standards Framework  Standard 1 VISION The leader..creates an organizational vision around personalized student success. The leader..creates an organizational vision around personalized student success. The leader is the architect of standards-based reform in the school. The leader is the architect of standards-based reform in the school. The leader focuses on school improvement and acts as an agent of school reform. The leader focuses on school improvement and acts as an agent of school reform.  Standard 1 VISION The leader..creates an organizational vision around personalized student success. The leader..creates an organizational vision around personalized student success. The leader is the architect of standards-based reform in the school. The leader is the architect of standards-based reform in the school. The leader focuses on school improvement and acts as an agent of school reform. The leader focuses on school improvement and acts as an agent of school reform.

Example of a leader facilitating a consensus vision/mission A School leader talks about how she first shares her personal school vision with the staff and community; then works with them to create a collective mission. html Click on “A Collective Mission” A School leader talks about how she first shares her personal school vision with the staff and community; then works with them to create a collective mission. html Click on “A Collective Mission”

Standard 2: School Culture and Student Learning The School Culture Standard has two parts: 1.Establishing a learning culture to support the school’s vision of students’ 21st Century learning goals -- The School Culture Standard has two parts: 1.Establishing a learning culture to support the school’s vision of students’ 21st Century learning goals --

Standard 2: School Culture and Student Learning And secondly, Providing needed resources, commitment and time for learning, collaborative work and building leadership capacity throughout the system. And secondly, Providing needed resources, commitment and time for learning, collaborative work and building leadership capacity throughout the system.

Standard 2: School Culture and Student Learning New York Chancellor, Joel Klein, explains how important school cultures are in shaping high expectations for both staff and students. This happens through staff-wide instructional leadership.  New York Chancellor, Joel Klein, explains how important school cultures are in shaping high expectations for both staff and students. This happens through staff-wide instructional leadership.  al.html al.html  Click on “A Culture of Success” New York Chancellor, Joel Klein, explains how important school cultures are in shaping high expectations for both staff and students. This happens through staff-wide instructional leadership.  New York Chancellor, Joel Klein, explains how important school cultures are in shaping high expectations for both staff and students. This happens through staff-wide instructional leadership.  al.html al.html  Click on “A Culture of Success”

Standard 3: Mangagement of finances, facilities and resources to serve the school’s vision  Dr. Sandra Stein talks about the need to be strategic in managing the work of the school -- so that all staff, parents, students and community can be a part of the important work to reach the instructional goals (vision).   Click on “The Strategic Principal”  Dr. Sandra Stein talks about the need to be strategic in managing the work of the school -- so that all staff, parents, students and community can be a part of the important work to reach the instructional goals (vision).   Click on “The Strategic Principal”

Standard 4: School, Parents and Community The leader collaborates, communicates, engages and empowers others inside and outside of the organization to pursue excellence in learning.” “The leader collaborates, communicates, engages and empowers others inside and outside of the organization to pursue excellence in learning.” (PIL Standard)  Rafaela Espinal-Pacheco talks about engaging the community through conversations to build on “what works” toward a consensus about student learning goals.   Click on “Struggling with Inheritance” The leader collaborates, communicates, engages and empowers others inside and outside of the organization to pursue excellence in learning.” “The leader collaborates, communicates, engages and empowers others inside and outside of the organization to pursue excellence in learning.” (PIL Standard)  Rafaela Espinal-Pacheco talks about engaging the community through conversations to build on “what works” toward a consensus about student learning goals.   Click on “Struggling with Inheritance”

Standard 5: Integrity, Fairness and Equitable Manner  “The leader operates in a fair and equitable manner with personal and professional dignity.” (PIL standard)  Alexandra Anormaliza talks about the importance of building trust with the staff  Alexandra Anormaliza talks about the importance of building trust with the staff.   Click on “Trusting by Example”  “The leader operates in a fair and equitable manner with personal and professional dignity.” (PIL standard)  Alexandra Anormaliza talks about the importance of building trust with the staff  Alexandra Anormaliza talks about the importance of building trust with the staff.   Click on “Trusting by Example”

Standard 6: A leader is a student advocate within the larger contexts: political, legal, social, economic and cultural  A school leader will need to continue learning about, deal with and influence others in all the wider contexts that affect schools.  In this video clip, a mentoring principal, Neil Opramalla, describes how he helps a new principal with that learning process.   Click on “Managing Regulations.”  A school leader will need to continue learning about, deal with and influence others in all the wider contexts that affect schools.  In this video clip, a mentoring principal, Neil Opramalla, describes how he helps a new principal with that learning process.   Click on “Managing Regulations.”

Standard 7: Internship and Lifelong Learning  PIL standard: The leader supports professional growth of self and others through practice and inquiry.” “The leader supports professional growth of self and others through practice and inquiry.”  PIL standard: The leader supports professional growth of self and others through practice and inquiry.” “The leader supports professional growth of self and others through practice and inquiry.”

A Mentoring Administrator  A mentoring administrator provides an invaluable learning experience for principal interns.  Larry Wilson talks about the effective ways his mentoring principal supported and helped him to grow in leadership. Click on “A Rewarding Relationship”  A mentoring administrator provides an invaluable learning experience for principal interns.  Larry Wilson talks about the effective ways his mentoring principal supported and helped him to grow in leadership. Click on “A Rewarding Relationship”

A Reform Principal describes his school leadership within a standards’ framework of practice.  Dr. Anthony Irvin, Principal University City High School Philadelphia School District  Dr. Irvin is an Adjunct Professor in the ED ADMIN program at Drexel University.  Dr. Anthony Irvin, Principal University City High School Philadelphia School District  Dr. Irvin is an Adjunct Professor in the ED ADMIN program at Drexel University.