 Jeanne Cowan  Janet Hensley PIRLL Partnership for Improvement in Rural Leadership and Learning February 9, 2010

PIRLL - Partnership for Improvement in Rural Leadership and Learning  Objective 1: To provide intensive professional development for 60 practicing principals and assistant principals that is embedded in their local practice and responsive to the needs of students served and the culture of their community.  Objective 2: To recruit, instruct and support 50 aspiring school leaders who will become prepared and credentialed to serve high needs schools.

Agenda 8:30 Welcome (Reconnect) 9:00 Update from Washington DC Visit Professional Development “Sustaining the Professional Learning Community Journey” Education Leadership Professional Learning Communities: School Leaders’ Perspectives Culturally Proficient Learning Communities 10:45 Results of Mentor Survey Action Plans / McRel resources Mentorship – Connecting / Questions / Suggestions Mentor / Principal Checklist/ Role of Mentor 11:30 Lunch 12:15360 Brainstorm Survey Monkey for Principals (Spring) Leadership Model Alignment 3:00

Outcomes Share learnings from School Leadership conference in Washington DC. Provide professional development for mentors / principals Discuss procedures for implementing the NASSP 360. Provide time for networking and collaboration Align leadership models in use in South Dakota

Update

Chapter 15 Dangerous Detours – Partners Implementation

Going Deeper: 3 Keys 3 learnings from this chapter 3 key quotes or comments from this chapter 3 key questions after reading the chapter

Professional Learning Community? – Exactly what does that mean? – Discuss differences from a Purposeful Learning Community

According to DuFour, schools need to address these crucial questions. 1.What do we want each student to learn? 2.How will we know when each student has learned it? 3.How will we respond when a student experiences difficulty in learning? 4.How will we respond when a student experiences difficulty in learning? Article: Professional Learning Communities: School Leaders’ Perspectives

 Principals must allot time for teachers to meet regularly.  Grade level  By discipline  Representatives from each grade level (or discipline)  Teachers identify outcomes  Teachers develop assessments  Discuss in small groups ways you can designate time for various groups to meet. The focus MUST be on student learning. (How do we meet the needs of every kid?) Article: Professional Learning Communities: School Leaders’ Perspectives

Discuss: – How you analyze data Do you look at each student and match their low standards? Do you then make plans to address those low areas with each student? Do you use emetrics to assist you in these processes? Do you use achievement series to assess students per standard along the way? Do you encourage teachers to change their method of instruction so that each student can be successful? Focus: How do kids learn – not if the kids learn.

According to Vesco, Ross and Adams in their review of the research note: “...when teachers participate in a learning community, students benefit as well, as indicated by improved achievement over time.”

WorkTime

Leadership Profile 360 – Changed to NASSP Gathers information from three perspectives: principals, teachers, principals' supervisors The 360-degree feature enables principals to identify differences among their own leadership behaviors and the perceptions of staff members and supervisors. The 67-item survey also includes items designed to gauge how teachers perceive improvement efforts underway in their schools. PrincipalsTeachersSupervisors

Partners – Read a section and share out patterns or themes

Brainstorm Ideas

Questions? Clarifications? Discussion

Mentorship – Connecting / Questions / Suggestions Mentor / Principal Checklist/ Role of Mentor/ Results of Mentor

Upcoming Dates: April 14 - Rapid City, mentor meeting ? Discuss Summer Institute – July 27, 28 Rapid City Leadership Academy – tentatively Sept. 28 Chamberlain (Indian Education Summit)

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