April 3, 2009 PIRLL  Jeanne Cowan  Janet Hensley Mentors

8:00 Welcome Icebreaker: “Did You Know?” 8:15-9:00PIRLL – Focus Goals – logic model—roadmap 9:00 – 9:30Overview of Balanced Leadership Model 9:30 – 10:00Leadership Responsibilities & Purposeful Community 10:00 – 10:15Balanced Leadership Profile 10:15BREAK 10:30 – 11:30Mentoring Group discussion of items sent in by mentors 11:30 –12:00Lunch (served on-site) 12: :30Technology 12:30 – 1:30Action Plans: Evidence & Analysis 1:30 - Next Steps: April-May & ‘09-’10

Understand PIRLL focus Review PIRLL Logic Model, Goals & Objectives, and SDI+ Roadmap Review Balanced Leadership Responsibilities Focus on Purposeful Community Identify Effective Mentorship Practices Improve the Use of Technology in Our Work Determine Evidence of Effectiveness in LAPs Outline Work Plan for April-May and ‘09-’10 Network and Reconnect with Mentors

  Did you know???

  Go to PIRLL wiki Download powerpoint Take notes on powerpoint.

Logic Model

SDI+ Concept Plan – Leadership Academy

Balanced Leadership -- Review  Find your partner A.Hank / Larry /Butch B.Ella / Richard B./ Coly C-D. Marly / Dan E. Dawn / Richard D.

 Read section of Balanced Leadership: A Brief Overview ◦ Discuss with partner ◦ Chart major points  Share out

PLC

Purposeful Community The Balanced Leadership Framework ™ Leadership MAGNITUDE Create demand Implement Manage transitions Monitor & evaluate FOCUS School practices Classroom practices Student characteristics

Eight Leadership Responsibilities to Create Purposeful Communities A principal’s role is to initiate, facilitate, support and defend the following: Eight Leadership Responsibilities to Create Purposeful Communities A principal’s role is to initiate, facilitate, support and defend the following:

 Affirmation  Communication  Culture  Ideals/beliefs  Input  Relationships  Situational awareness  Visibility Eight Leadership Responsibilities Associated with Purposeful Community

 What are some characteristics of a “purposeful community”?  What is the difference between a “purposeful community” and a “professional learning community”? Purposeful Community

Affirmation The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Recognizes and celebrates school accomplishments and acknowledges failures Systematically and fairly recognizes the accomplishments of teachers and staff Systematically and fairly recognizes and celebrates the accomplishments of students Systematically and fairly recognizes the failures of and celebrates the accomplishments of the school as a whole

Communication The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Establishes strong lines of communication with teachers and among students Is easily accessible to teachers and staff Develops effective means for teachers and staff to communicate with one another Maintains open and effective lines of communication with teachers and staff

Culture The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Fosters shared beliefs & a sense of community and cooperation Promotes a sense of well being among teachers and staff Promotes cohesion among teachers and staff Develops an understanding of purpose among teachers and staff Develops a shared vision of what the school could be like Promotes cooperation among teachers and staff

Ideals/beliefs The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Communicates and operates from strong ideals and beliefs about schooling Possesses well-defined beliefs about schools, teaching, and learning Shares beliefs about school, teaching, and learning with the teachers and staff Demonstrates behaviors that are consistent with beliefs

Input The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Involves teachers in the design and implementation of important decisions Provides opportunities for teacher and staff input on all important decisions Provides opportunities for teachers and staff to be involved in developing school policies Uses leadership teams in decision-making

Relationships The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Demonstrates awareness of the personal aspects of teachers and staff Is informed about significant personal issues within the lives of teachers and staff. Maintains personal relationships with teachers and staff. Is aware of the personal needs of teachers and staff. Acknowledges significant events in the lives of teachers and staff.

Situational Awareness The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Is aware of the details and the undercurrents in the running of the school and uses this information to address current and potential problems Is aware of informal groups and relationships among teachers and staff Is aware of the issues in the school that have not surfaced but could create discord Accurately predicts what could go wrong from day to day

Visibility The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Has quality contacts and interactions with teachers and students Makes systematic and frequent visits to the classroom. Is highly visible to students, teachers, and parents. Has frequent contact with students.

 Mentors need to collect copies of the principals’ initial (fall) summary profile for each person.  Mentors will work with principals to complete and print a second (year end) profile.  Mentors collect both and send to Janet by May 1. Balanced Leadership Profiles

Break

 Mentoring is: Getting Mentoring Right ::  Mentoring is not :

 An effective mentor: ◦ sets high expectations for self-development in high quality professional growth opportunities. ◦ has knowledge of and utilizes mentoring and coaching best practices. ◦ is active in instructional leadership. ◦ respects confidentiality and a code of ethics in the mentor protégé relationship. ◦ contributes to the body of knowledge as it pertains to principal and administrative mentoring. ◦ fosters a culture that promotes formal and informal mentoring relationships. NAESP Mentor Standards

 Be low key in your approach  Always be positive and supportive  Let the principal determine how much help you can be  Be willing to back off  Don’t take rejection of ideas personally  Continually reinforce the confidential nature of the relationship  Be there for them  Be careful about discussing the principal with superintendents or others  Motivate principals to think for themselves  From Extra Support for Principals (ESP), Albuquerque, NM Principles for Mentoring Principals

 Mentoring is: Getting Mentoring Right ::  Mentoring is not :

 Topics submitted: 1.Principals' action plans - over time process vs. more event driven 2.How are mentors addressing their conversations differently with experienced principals and new/relatively new principals? 3.How do you change patterns in principals that have been ‘doing it for a long time?’ 4.Balanced LeadershipThat Works and how it is working for us in the schools with our mentees 5.Small group discussion Discussion

 What resources are available through the TIE office and what we are using (have them available for review and checkout) EX: I have given about three resources out and have found other mentees would like/need the same material.  Discussion on what happens if a principal leaves or takes a different job within the district for the following year? If it takes place before school is out, do we continue our efforts?  How do you work on the leadership responsibility communication if the "team" feels left out and there is no open communication?  How do you handle mentees that don't see that changing and don't feel they can have a honest open communication without "personal fall out“?  What line do you walk when all the principals say the say thing. How do you respond when the criticism is toward the CEO of the district? This is "touchy" and a confidentiality issue-sharing it with anyone. Maybe a communication discussion in small groups with sharing. More discussion items

 1. Get into teams of 3, select a timekeeper and number or from 1 to 3.  2. Participant 1 has 3 minutes to share his or her most important thoughts from the article.  3. Participants 2 and 3 have 1 minute each to respond to what Participant 1 has shared.  4. Participant 1 has 1 minute to respond, wrap up or summarize the dialogue.  5. Repeat the process two more times. Conversation Protocol

Lunch

 Downloading forms  Creating filing system  Filling out forms / saving /filing  Sending forms electronically  Other Technology

Time sheets - mileage

 Need to collect their first profile. (7/4/3 report) ◦ Discuss  Have them take 2 nd profile and you send it to Janet by May 1.  Mentors collect both and send to Janet by May 1. Profile

 Do evidence of effectiveness  Have them look at their people’s action plans. Balanced Leadership Action Plan

 In same groups ◦ Discuss goals and evidence of effectiveness ◦ See if there is one thing you can suggest to add by the end of the year to show effectiveness of work.  Keep notes to go over with your principal.  Discuss at their table.  Have them look at their own and make notes of ideas to discuss with their principal for improvement  Fill out the action plan analysis/reflection with your principal. Be thorough. Turn in to Janet  by May 15. Evidence of Effectiveness

 Do reflection page with principal – answer questions that go over evidence of effectiveness. ◦ Send to Janet by _______

Goal (based on Leadership Responsibilities) Strategies and ActionsPerson(s) Responsible TimelineEvidence of Effectiveness Leadership Action Plan Principal ’ s Name __________________ Mentor ’ s Name ________________ Date _____________ School ____________________________________

 Take online survey April 27 – May 1  Must be completed by May 1  Principals receive $  Starting in April, turn in mentor logs with time sheet – on the 10 th of each month to Janet (electronically) Survey – mentors – principals

1) Profile a) Print McRel profile results from fall. b) Have principal take profile again and print results. c) Turn in to Janet by May 1. 2) Survey a) Mentor survey b) Principal survey c) Due to Janet by May 1. 3) Action Plan analysis/reflection a) Work on together. b) Be detail oriented c) Submit to Janet by May 15 electronically. Three assignments

Summer Institute – August 10,11 in Pierre Access PIRLL wiki for handouts Send mentor logs and time sheets electronically to Janet by the 10 th of the month –