Angelina SaloomAmy Bobak Angelina SaloomAmy Bobak Kimberly Carthy-Pierre Tina Pavy

 focus on school climate and culture  principal leadership questionnaire – improve leadership skills  school climate survey  build trust and respect among teachers through PLC  teambuilding exercises and activities –like the ropes course or workshops  implement basic technology usage

(Leithwood, 2008)

 “Leadership that moves individuals toward a level of commitment to achieve school goals by identifying and articulating a school vision, fostering the acceptance of group goals, providing individualized support, providing intellectual stimulation, providing an appropriate model, and having high performance expectations.” (Jantzi & Leithwood, 1996 as cited by Mees, & Valentine, 2008).

Effective leaders believe being visible around a school is more important than paperwork.

 Identifies a vision  Models appropriate behavior  Acceptance of group goals  Provides individualized support  Promotes intellectual stimulation  Holds high performance expectations for staff members (Leithwood, 2008)

 Principals can only impact the school culture if they understand it.

 Principal O’Connor must evaluate the current school culture at Hickory Ridge High School. (Gruenert & Valentine, 1998)

 Collaborative leadership  Professional leadership  Professional development  Collegial support  Unity of purpose  Learning partnerships (Gruenert & Valentine, 1998)

 Recreate a new school vision done through a collaborative approach and open communication.  This shared decision- making becomes part of the culture, increasing teacher motivation.

 With a clear understanding of where they are and where they want to be, the principal, administrators, and teachers are able to develop an appropriate course of action to move the school forward. (Change Toolkit, 2002)

 Attributes of High-Achieving Schools are:  academic rigor and high expectations for all students,  effective curriculum and instruction,  a common focus,  a healthy, supportive school culture and climate,  small, safe, personalized learning communities,  flexible structures, and  learning partnerships (Seattle School District, 2002)

 Design a team of stakeholders that identify needs of the school and develop ways to solve those needs in a collaborative nature. H.R.H.S. Unity

 Team-teaching positions  Create groups of willing participants to collaborate and pilot new programs  “Expert” teachers in certain aspects of the curriculum develop workshops to present to their peers

 Principal O’Connor provides time for teams to meet regularly to exchange ideas, set team goals, and develop plans

 Creating a democratic school community, including shared decision making through a representative leadership team and involving all faculties in making decisions about high impact issues affecting learning, teaching, and assessment.  Fostering the skills and practices of strong leadership among administrators and teachers to manage and facilitate change, and to stay focused on teaching and learning.

 Establishing regular common planning time to talk about learning and teaching.  Embedding professional development in the daily practices of the school, through practices such as action research to explore important classroom questions, peer observation to promote collegial feedback, and looking at student work.  Building the faculty's capacity to look critically and constructively at teacher work. (Center for Collaborative Education, 2003)

 Conduct workshops that build on spirit of teamwork.... moving people away from their normal routine will create a meaningful experience that will have a positive lasting impact on awareness of collaboration and the effects of organizations working as teams.

Shared vision/mission Collective Inquiry Collaborative Teamwork Action ORientation Continous Improvement Results Orientation

trust

Action Orientation Collaborative Teamwork Continuous Improvement Results Orientation Shared vision/mission Collective Inquiry

 “A Professional Learning Community is defined as a school in which the professionals (administrators and teachers) continuously seek and share learning to increase their effectiveness for students, and act on what they learn.” (Cowan, 2000, p.1)

Collective Inquiry Collaborative Teamwork Action Orientation Continuous Improvement Results Orientation Shared vision/mission

S – specific M – measurable A – achievable R – realistic T – time frame

Shared vision/mission Collaborative Teamwork Action Orientation Continuous Improvement Results Orientation Collective Inquiry

Shared vision/mission Collective Inquiry Action Orientation Continuous Improvement Results Orientation Collaborative Teamwork

Shared vision/mission Collective Inquiry Collaborative Teamwork Continuous Improvement Results Orientation Action Orientation

Shared vision/mission Collective Inquiry Collaborative Teamwork Action Orientation Results Orientation Continuous Improvement

Shared vision/mission Collective Inquiry Collaborative Teamwork Action Orientation Continuous Improvement Results Orientation

 Shared responsibility  both learn  Powerful learning  increased knowledge  Great teaching  higher learning gains  smaller gaps

Focus on learning

Strong leadership

Community

Resources aimed to lead, learn, and teach

 Listen first  Lead by example  Be patient

 Survey used to gauge teachers’ understanding of technology

 Administrator  Technology Department Members  Staff Member from each department in the school  One member from the Guidance Department

NETS Standards for Teachers NETS Standards for Students

 Non-readiness  Little knowledge of how to use  Often dismiss the value of technology  Survival  Focus on own personal learning  Does not use in the classroom

 Mastery  Teachers have understanding  Use in the classroom  Comfortable using one particular technology application  Impact  Use in teaching  Use a variety of hardware and software

 Innovation  Experts in technology  Highly trained  Train peers (Holland, 2001)

Teacher Software  Share Point  OnCourse Systems  Achievement Series  SnapShot  Pinnacle Analytics Student Software  Blogging  Power Point  Web pages  Video conferencing  Live video

 Professional Learning Community  Site Based Management  Yearly teambuilding reinforcements  Continue staff development in technology  Any reform will take several years to implement

Center for Collaborative Education. (2003). A design for whole school change: Building leadership capacity and a professional collaborative culture. Retrieved from Cowen, D. (2000). Launching Professional Learning Communities: Beginning Actions. Retrieved October 30, 2009, from Goodmeasure Inc. (2002). Change toolkit: Reinventing education.org. Retrieved October 31, 2009, from Holland, P.E. (2001) Professional development in technology: catalyst for school reform. Journal of Technology and Teacher Education 9. Retrieved from G00NBU3QA3DIKSFGOADUNGIIV0 Mees,G. & Valentine, J. (2008). The relationships among principal leaderships, school culture, and student achievement in Missouri middle schools. Retrieved October 29, 2009 from Middle Level Leadership Center, University of Missouri. (2009). School improvement surveys. Retrieved October 30, 2009 from Seattle School District. (2002). School Design Process. October 31, 2009,