School Leadership Program Webinar Seminar for October 20 Just Do It!!! This workshop is about instructional leadership. Getting into classrooms to support teachers in being more effective teachers and support students in their learning. Purpose: Present the key components of the School Leadership Program (SLP) To build leadership capacity To apply key learnings to your current reality Learning: Leadership Audit The Leadership Challenge Principal Quality Practice Guideline Enduring Understandings Instructional Leadership Individual Leadership Action Motivation: Practical Active engagement Experienced based Transfer: Respects current reality Research based bh

Intended Learner Outcomes To develop leadership capacity To build our community of practice To explore leadership strands To articulate leadership actions to your current reality

Learning Sequence Leadership Audit Leadership Strands Instructional Leadership Shared Vision of Exemplary Teaching Supervision Leadership Action

TASK: Think, Write, Pair, Share When I am thinking of the school leadership program I’m excited about... When I am thinking of school leadership program I’m concerned about… One of my strengths I have as a school leader is…… My question(s) about school leadership program are… This activity it in your handouts. Directions: Think about each of the stems, Record your responses to each stem Share your responses with a partner Post questions on the Parking Lot - Make sure we have stickies. Choose two or three people to share an interesting insight they heard from their partner. bh

Leadership Audit Purpose and current reality Leadership values Style Leadership Framework Dot will share why she decided to go apply for the principalship of the middle school. Felt I had something to offer – experience, education (MSc), community, belief in middle school philosophy Had been encouraged and enjoyed several leadership opportunities, but bottom line for me has always been – Can help? What can I bring to the party? When do I need to move on? This activity it in your handouts. dn

Five Leadership Challenges Principal Quality Practice Guidelines Leadership Strands Five Leadership Challenges Principal Quality Practice Guidelines

Warren will review One key aspect of the SLP is the book study. K&P provides five critical leadership behaviours which we believe for the foundations for all leaders, including those that work in school. In the webinar we provided examples from our experiences in education and you shared your own examples. We will continue to relate the Leadership Challenge model to education. As the diagram indicates, the central practice is the ability to form and inspire a shared vision. You, as a school leader, must envision and articulate a vision of the “preferred future, creating an ideal image of the organization or project…leadersare able to bring their vision to everyone’s level, breathing life into other individuals’ hopes and dreams.” (A Coach’s Guide to Developing Exemplary Leaders, p. 7) The remaining four practices are equally important: Model the Way – Leaders must demonstrate that they stand behind their values and demonstrate that them mean what they say with action. The principles that leaders establish, espouse and live become the standards of excellence for others to follow. (p. 7) Challenge the Way - Leaders look for ways to improve processes, for better, faster, less-expensive ways to get the work done, and they encourage the strengths of the team to do it….Leaders challenge themselves to ensure that they grow and learn.” (p. 8) Enable Others to Act – Leaders involve others in making decisions about how to do their work and they support the ultimate actions. These actions build cooperation across the team. (pgs. 8, 9) Encourage the Heart – Leaders bring hope and satisfaction; they bring encouragement and support; and most of all they bring praise and appreciation. People will accomplish extraordinary things when hey know someone cares and appreciates their dedication.(p. 9) wp

The Principal Quality Practice Guideline Promoting Successful School Leadership in Alberta Warren Developed in response to the Alberta Commission on Learning Recommendation by an all-stakeholder committee. Released by Alberta Education in February, 2009 The purpose is to ensure “that Alberta Schools are led by qualified, dedicated and effective leaders.” (p. 1) wp

Introduction – The Changing Role of the Principal From… To… Excerpts from the Introduction: The principal’s role has become more focused on the management of teaching and learning within the school…. School mission and goal development, issue identification, priority-setting, school improvement planning, financial and human resource management and development, information gathering and data-based decision-making, public and community relations and educational accountability and reporting system requirements are now key expectations of the Alberta school principal… …the school principal is required to focus more than ever on the core purpose of the school – providing all students with the best possible opportunities to learn. Consequently, school principals must have a deep and thorough knowledge of teaching and learning so that hey are able to serve as instructional, educational and organizational leaders focused on the school’s core purpose. (p.3) (2002) (2007)

Principal Quality Practice The principal is an accomplished teacher who practices quality leadership in the provision of opportunities for optimum learning and development of all students in the school. TASK: Think about this statement. What are the key ideas embedded in it?

Leadership Dimensions In accepting the legislated and school authority mandated leadership responsibilities, all school leaders are expected to commit to fulfilling the leadership dimensions contained in the PQPG throughout their careers.

Leadership Dimensions 1. Leadership Dimension - Fostering Effective Relationships 2. Leadership Dimension - Embodying Visionary Leadership 3. Leadership Dimension - Leading a Learning Community 4. Leadership Dimension - Providing Instructional Leadership 5. Leadership Dimension - Developing and Facilitating Leadership 6. Leadership Dimension - Managing School Operations and Resources 7. Leadership Dimension - Understanding and Responding to the Larger Societal Context A copy of the Principal Quality Practice Guideline and the Leadership Dimensions is included in the workshop binder. The Professional Quality Practice Guideline contains descriptors for each of the 7 Leadership Dimensions. You are encouraged to review both the 7 leadership dimensions and the descriptors.

Instructional Leadership Changing role of the school leader Bill will provide insight bh

School Leaders Role (1970s) In the 70 and 80s the focus was on instruction in single classrooms with desks in a row. The principal was the manager and evaluator. Each teacher was evaluated every year. Principal did spend time in the classroom. Instructional Focus Principal Manager and Evaluator

Changing role…. Principal as decision maker and resource provider Throughout the 80 and 90. The focus became on getting computers and associated resources. SBDM changed the role of the leader to decision maker and resource provider. Evaluation was only for first year teachers and problematic teachers. Principals did not have time to get to classrooms. Increase autonomy and increased accountability: planning and reporting 1980s:Effective Schools Research 1994-2004: Decade of Decline Struggle to keep the focus on instructional leadership; Management and organizational structures are the key issues (SBDM; school councils, decentralization, consortia, CEU funding) Role of the principal has managerial focus Principal as decision maker and resource provider Focus on resources

Transformational Leadership AISI D.I. PLC Early 21 century instructional focus returns to instruction with AISI and professional developments Principal seen as a change agent and resource provider. 2001-present: Refocusing on teaching/learning (AISI, PLC, Assessment for learning, TQS, PQS) Professional development is moving from off-site to on-site (school) Next step is to move P.D. directly to the classroom Role of instructional leader emerging (whose job is it? Principal? Teacher leaders?) AFL Principal as collaborator and change agent

Changing Role over time Educational Emphasis This is a great time for the educational leader because the focus has returned to instruction. The challenge is for school leaders for focus on managing change and instruction. Exemplary teaching is becoming more well defined: TQS and PQPG. School Leader Role

Enduring Understandings of Instructional Leadership Student Learning Improved Teaching Practice These are the “big ideas” The goal is improved student learning Improved teacher learning usually means improved student learning Improved teacher learning is based upon a shared vision of exemplary teaching Superintendent, principal, and teacher are the key positions Instructional Leadership main points: Instructional leadership is a key component of the role of the principal Instructional leadership is the leverage point for improved teacher learning and improved student learning. Instructional leadership is based on a shared understanding of effective teaching and learning. Instructional leadership is enhanced when supported by coaching. Shared Vision of Exemplary Teaching Instructional Leadership makes it happen!

School Leader One who works collaboratively with a school’s formal leadership to plan, implement and assess school change initiatives to ensure alignment and focus on intended results Dot Roles of Instructional Leader School Leader Catalyst for Change Learning Facilitator Resource Provider Data Coach Instructional Specialist Curriculum Specialist Classroom Supporter Mentor Learner Main Speaking Notes: These roles are shared in the school. School leader is not a role that should be delegated. The principal is the school leader and is aware of who in the school is the lead person for each role. The roles are not distinct and there is overlap One person may fulfill more than one role

2. Catalyst for Change One who creates disequilibrium with the current state as an impetus to explore alternatives to current practice

3. Learning Facilitator A key player in designing collaborative, job-embedded, standards-based professional learning communities

4. Resource Provider One who provides colleagues with resources that will help them reach their desired outcomes

5. Data Coach One who ensures that student achievement data drive decisions in classrooms as well as the oval school

6. Instructional Specialist One who is responsible for aligning instruction with curriculum to meet the needs of all students (i.e. differentiates instruction)

7. Curriculum Specialist One who ensures implementation of adopted curriculum and has a strong understanding of the intended learner outcomes of the Programs of Study.

8. Classroom Supporter One who looks for opportunities to increase the effectiveness of classroom instruction

9. Mentor An advisor who works to increase the instructional skills of the novice teacher and supports school-wide induction activities

10. Learner Learners model continual improvement, demonstrates lifelong learning, and use what they learn to help all students achieve.

TASK: Think On your own - Assess the instructional leadership roles in your school. Which roles are active? Which roles are inactive? See Handout This activity it in your handouts.

Closure Reflection: Application: Implication: What have I learned? What surprized me? Inspired me? Interested me? Application: How may I use these concepts/ideas to develop my leadership capacity? Implication: To what am I committing? What do I need to do? When and how am I going to do it? You can do this now or at the end of the webinar We will be posting these questions on Facebook for you. Warren has provided you with information as to how to join the Facebook group. If you would rather email your responses to Warren, Dot or Bill, that is fine. However, we hope you will join the Community of Practice dedicated Facebook page for this group. Your superintendents will be dropping in to post on the page and engage with participants as well. Facebook How to sign up – Warren review Join Facebook community; post short bio Who are you (e.g. “Hi, I’m Ken!”) What school do you work with, how long you have been in the position you hold and where you are located Homework. Part A: We would ask that you answer the following questions: Reflection: think about how you approach leadership. The questions are designed to challenge your thinking and help you become more conscious about how well you engaged in each of the five practices. Community of Practice: We encourage you to post the your responses to the questions on SLP Facebook and/or you may wish to send them to your coach. Keep a record of your comments because they will assist at the first workshop in October as you articulate your leadership action plan. In particular we ask you to think of where and how you can apply what you are learning. Or email to Bill, Dot or Warren bh

School Leadership Program Webinar Seminar for October 21, 2011 Just Do It!!! This workshop is about instructional leadership. Getting into classrooms to support teachers in being more effective teachers and support students in their learning. To Know: Increase understanding of the Teaching Quality Standard Increase ability to articulate exemplary teaching Increase understanding of Growth, Supervision and Evaluation Policy To be able to do: Help teachers grow professionally Supervise teachers by providing constructive positive feedback Motivation: Practical Active engagement Experienced based Transfer: Respects current reality Research based

Intended Learner Outcomes To develop leadership capacity To build our community of practice To articulate leadership actions to your current reality

Intended Learner Outcomes Based on the TQS articulate the essential elements of exemplary teaching Within the framework of Growth, Supervision and Evaluation policy, examine three supervision tools

The Leaders

Leadership Strands

Leadership Influence

Leadership Direction: The Top Line of Leadership

Leadership Direction and Influence

Individual Leadership Action We need to change the dates re: the various plans. I think these were done in a different program, as I can’t access the text.

Teacher Quality Standard Ministerial Order (#016/97) The TQS was passed by the Minister of Education in 1997, and as such, has the same legal status as the School Act.

Meanings of Leadership Leadership can be described by reference to two core functions: Providing direction Exercising influence. (Leithwood and Riehl, 2003) Before we look at the Teaching Quality Standard, here is some background work on School Leadership based on the work of Kenneth Leithwood and others. Leaders do not merely impose goals on followers, but work with others to create a shared sense of purpose and direction. In public education, the ends are increasingly centered on student learning, including both the development of academic knowledge and skills and the learning of important values and dispositions. Leaders primarily work through and with other people. They also help to establish the conditions that enable others to be effective. Thus, leadership effects on school goals are indirect as well as direct. Leadership is a function more than a role. Although leadership is often invested in – or expected of – persons in positions of formal authority, leadership encompasses a set of functions that may be performed by many different persons in different roles throughout a school. Formal leaders - those persons in formal positions of authority - are genuine leaders only to the extent that they fulfill these functions. Although there are many and varied definitions of school leadership, Leithwood has continued to define leadership in this manner for the past decade.

A Model of Teaching Teaching as Professional Judgment – This model suggests that the key component of quality teaching is the ability to make a professional judgment related to the conditions that will best enable the student to learn. It recognizes that the teacher works from a myriad of decisions, rather than a pre-determined script. The Teaching Quality Standard emphasizes the importance of professional judgment. This model is from a literature review commissioned by Alberta Education, prior to the development of the Teaching Quality Standard. You will see the influence in this model in the TQS.

The Teaching Quality Standard Quality teaching occurs when the teacher’s ongoing analysis of the context, and the teacher’s decisions about which pedagogical knowledge and abilities to apply result in optimum learning by students. All teachers are expected to meet the Teaching Quality Standard throughout their careers. However, teaching practices will vary because each teaching situation is different and in constant change. Reasoned judgment must be used to determine whether the Teaching Quality Standard is being met in a given context. Elaboration (from the TQS) Associated with the Standard are two sets of Descriptors of Knowledge, Skills and Attributes. One is related to Interim Certification and One is related to Permanent Certification The descriptors provide clarity to what is meant by “Quality teaching”.

School Leadership “School leadership is second only to classroom teaching as an influence on learning”. Workshop Speaker Ken Leithwood Dot – speaks to this

Exemplary Teaching This activity it in your handouts. What does it look like? What does it sound like? Think about the best teachers you have had or with whom you have worked?

TASK: Create a Picture of Exemplary Teaching What do exemplary teachers do before the class, during the class, and after the class? Before During After Planning Delivery Assessment

Expert versus Non-expert Teachers Studies related to teaching expertise identifies three areas in which experts share common characteristics: Knowledge Efficiency in problem solving Insight with respect to solving educational problems. The work related to Expert Vs Non-Expert Teachers is based on finding and articles of David Berliner

Knowledge Expert teachers have greater content knowledge, and so can see relationships and connections more easily. Expert teachers have greater pedagogical knowledge – knowledge of teaching and learning principles.

Efficiency Well-practiced and highly effective routines enable expert teachers to: better monitor the flow of their lessons, Anticipate problems, Evaluate their teaching, and Modify their teaching activities.

Insight Expert teachers: Reflect on understanding and evaluating the teaching-learning process and how to improve it. Are able to find more creative or insightful solutions to educational problems Can apply unobtrusive solutions.

Inspiring a Shared Vision of Exemplary Teaching Envision your future Enlist others To what extent is there a shared vision of exemplary teaching at your school? What strategies have you used to inspire a shared vision in your current school leader role? Last year on the LPI school leaders rated themselves the lowest. Others rated school leaders higher than school leaders rated themselves. Dot, here are some suggested approaches to the topic that I got from the workbook that goes with the K&P book. Maybe we can do some of this work in the webinar: Have participants talk about a personal best time When your project, strategy or initiative is done, what do you want people to say about your contribution? What will “finish” look like, sound like? What will be different? How will it impact teacher practice and student learning? Where is the common ground between your current reality and your preferred future? What metaphor could you use to help people understand the vision and the direction? Is there an “early win” that you do get to illustrate the vision and the direction?

Teacher Growth, Supervision and Evaluation Provincial Policy

Key Definitions from the Provincial Policy Evaluation Supervision Teacher Professional Growth Evaluation – the formal process of gathering and recording information or evidence over a period of time and the application of reasoned professional judgment by a principal in determining whether one or more aspects of the teaching of a teacher exceeds, meets or does not meet the teaching quality standard. Personal Interpretation - a process of collecting data or evidence from a wide variety of sources over a period of time in order to make a sound professional judgment related to the quality of the teacher’s ongoing teaching performance. Supervision – the on-going process by which a principal carries out duties in respect to teachers and teaching required under section 20 of the School Act and exercises educational leadership. Personal Interpretation - a process of gathering information to become aware to the teacher’s teaching practices; the information gathered can be used to engage the teacher in ongoing discussions about the art and craft of teaching. Teacher Professional Growth – the career-long learning process whereby a teacher annually develops and implements a plan to achieve professional learning objectives or goals that are consistent with the teaching quality standard. Personal Interpretation - the on-going professional growth that results through reflection, discussion of professional practice, reading professional articles and participation in professional development activities.

Teacher Growth A teacher … is responsible for completing an annual teacher professional growth plan that: Reflects goals and objectives based on an assessment of learning needs by the individual teacher Shows a demonstrable relationship to the teaching quality standard, and Takes into consideration the education plans of the school, the school authority and the Government.

Supervision of Teachers Includes: Providing support and guidance to teachers Observing and receiving information from any source about the quality of teaching a teacher provides to students; and Identifying the behaviours or practices of a teacher that for any reason may require an evaluation. We are not going to spend time on the evaluation of teachers, as that requires more time than is available in this workshop.

Relationship of T G S & E Professional Growth (On-going learning) Supervision (Awareness) Teacher Evaluation (Reasoned judgment)

Developing Supervisory Skills What How Walk Throughs are a must. You can’t be an instructional leader without doing walk through. Leaders monitor what matters. Exemplary teaching makes a difference so leaders monitor for it. Leaders provide a balance of pressure and support that results in improved performance. Ask questions that cause people to be reflective and think about what they are doing Provide constructive feedback Be honest enough to tell people in a respectful and private manner when their performance may not meet TQS standards. Tools and approaches

Task: Building Tools Review the tools in your package. Think about how your could use or adapt these tools or create new tools. These should be practical ideas or tools that you can implement before the next workshop or coaching visit. This activity it in your handouts. Quote from Louis et tal “About the concept of instructional leadership, a clear distinction appeared in our data, suggesting a missing nuance in much of the existing scholarship. It is a distinction between principals who provided support to teachers by “popping in” and “being visible” as compared with principals who were very intentional about each classroom visit and conversation, with the explicit purpose of engaging with teachers about well-defined instructional ideas and issues.” Investigating the Links to Improved Student Learning Karen Seashore Louis, Kenneth Leithwood, Kyla L. Wahlstrom, Stephen E. Anderson

Task: Individual Leadership Action Using the template provided, complete the following: Develop approaches, strategies and tools to add value to your supervisory practices. Outline your commitments to apply your learnings to your current reality. (Apply the KISS principle.)

Onsite Coaching Support Reflection: What are you learning about leadership? What does your coach need to know about your current reality? Application: What leadership actions have you taken? What has been the result? What questions do you have? What decisions do you need to make? School Tour Central Question: What are you learning in the SLP online component and workshops? How are you applying these ideas at your school? Think about the leadership map and the ten roles. What support do you need from Warren and/or Bill? Review schedule to ensure availability

Instructional Leader’s Checklist Regular Classroom Observations with discussion/feedback Priority Focused Professional Development with clear intended learner outcomes Develop a shared vision of exemplary teaching

Instructional Leader’s Checklist Create staff teams (PLC) in teams to determine what and how to teach Focus the school on literacy (read, discussion, write, present in all subject content areas) Focus school culture on improved student learning and caring trusting relationships (Academic Press)

Closure Reflection: Application: Implication: What have I learned? What surprized me? Inspired me? Interested me? Application: How may I use these concepts/ideas to develop my leadership capacity? Implication: To what am I committing? What do I need to do? When and how am I going to do it? We will be posting these questions on Facebook for you. Warren has provided you with information as to how to join the facebook group. If you would rather email your responses to Warren, Dot or Bill, that is fine. However, we hope you will join the Community of Practice dedicated facebook page for this group. Your superintendents will be dropping in to post on the page and engage with participants as well. Facebook How to sign up – Warren review Join Facebook community; post short bio Who are you (e.g. “Hi, I’m Ken!”) What school do you work with, how long you have been in the position you hold and where you are located Homework. Part A: We would ask that you answer the following questions: Reflection: think about how you approach leadership. The questions are designed to challenge your thinking and help you become more conscious about how well you engaged in each of the five practices. Community of Practice: We encourage you to post the your responses to the questions on SLP Facebook and/or you may wish to send them to your coach. Keep a record of your comments because they will assist at the first workshop in October as you articulate your leadership action plan. In particular we ask you to think of where and how you can apply what you are learning. Or email to Bill, Dot or Warren bh