Forward Moving Districts Information Summarized by Iowa Support Team as they Study Identified Buildings and Districts Actions in those Buildings and Districts that Created Comprehensive Systemic Change to Increase Student Achievement Role of the Principal in that Process

Key Actions of Principals in “Forward-Moving” Districts Articulate a clear vision Communicate high expectations for student learning Promote a positive learning environment Deal with change Share leadership Use data to drive decisions, set direction, and determine actions Live the plan Promote collaboration Use data to monitor, adjust, and evaluate implementation of professional development and learning of students Celebrate learning

Clear Vision Consciously challenge the status quo Develop and share vision of learning with students, staff, families, and the community Evaluate all proposals for change and requests for resources based on their impact of achieving the vision of learning Be willing to lead the change the initiatives that will achieve the vision. Allocate resources, time, people, $, based on achievement of the vision

Communicate High Expectations for Student Learning Develop and advocate a sense of purpose focused on learning among students, staff, parents/families, and community Possess knowledge about effective CIA Inspire teachers and students to accomplish things that might be beyond their grasp. Portray positive attitude about the ability of staff and students to accomplish high expectations. Frequent visitor to classrooms, constantly gathering evidence of achievement of the expectations.

Positive Learning Environment Share a purpose of school with staff and students Share the vision of the school should look like Protect instructional time Establish goals for learning Know and expect quality in CIA Be continually aware of the impact of the practices and procedures on student achievement. Provide routines and structures that promote learning and teaching

Dealing With Change Challenge the status quo, always considering new and better ways of doing things. Prepare yourselves for understanding and dealing with the change process (both 1 st and 2 nd order change) Be willing to operate at the edge versus the center of competence Stay focused on the vision and the high expectations for learning Recognize that buy-in will come when teachers see that their actions are impacting student achievement.

Shared Leadership Learn how to collect, analyze, and report data Provide professional development in the areas that staff is expected to work (data analysis, professional development, school improvement, systems thinking) Be an active participant of the team Know and be able to recognize quality instruction and learning

Use of Data to Drive Decisions, Set Direction, and Determine Actions Become skilled at using data to make decisions Develop the skills of the leadership team and the entire staff in data analysis Allocate resources- time, people, and money- based on data Align curriculum, instruction, and assessment with the standards of the learning.

Do the Plan Know quality curriculum, instruction, and assessment Allocate resources to assure the implementation of the plan. Systematic and frequent visits to the classroom. Be visible during the implementation of professional development. Monitor the implementation and adjust plans based on the needs of students.

Collaboration Learn and teach collaboration skills Become aware of personal aspects of teachers and staff, focusing on the development of relationships. Allocate time for collaboration; it assures communication and cohesion among staff about teaching and learning Be present and a part of collaboration times of teachers in order to monitor and adjust the focus, to provide needed support to teachers, and to celebrate accomplishments.

Use of Data to Monitor, Adjust, and Evaluate Become proficient in using both formative and summative assessments to determine next steps in increasing student achievement. Provide PD for the leadership team and the teachers in using data to make decisions Take part in PD that develops skills in structured walk-throughs and inventories of instructional practices Continually monitor the effectiveness of the school’s curricular, instructional, and assessment practices. Examine student work; question students about their learning Make frequent and systematic visits to classrooms. Be continually aware of the impact of the school’s practices on student achievement.

Celebration Systematically and fairly recognize and celebrate the accomplishments of students. Systematically and fairly recognize and celebrate the accomplishments of teachers Be highly visible to staff, students, and parents Inspire teachers and students to accomplish things that might be beyond their grasp. Portray a positive attitude about the ability of staff and students to accomplish substantial things.