Webinar: Leadership Teams October 2013: Idaho RTI

The principal makes sure everyone understands the school’s mission, clear goals, and their roles in meeting the goals. The principal develops the leadership capacity of others in the school. The principal communicates the likelihood of success based on the plan and hard work. The principal models and communicates the expectation of improved student learning through commitment, discipline, and careful implementation of sound practices. The principal participates actively with the school’s teams. The principal keeps a focus on instructional improvement and student learning outcomes. The principal monitors curriculum and classroom instruction regularly. The principal spends at least 50% of his/her time working directly with teachers to improve instruction including classroom observations. The principal challenges unsound teaching practices and supports and monitors the correction of them. The principal celebrates individual, team, and school successes, especially related to student outcomes. The principal provides incentives for teacher and school accomplishment. The principal engages parents and the community in the improvement process. The principal offers frequent opportunities for the critique of the school’s progress and suggestions for improvement. The principal compiles reports from classroom observations showing aggregate areas of strength and areas in need of improvement without revealing the identity of individual teachers. The principal plans opportunities for teachers to share their strengths with other teachers. Standard 1 An administrator provides leadership for an educational organization. Standard 2 …guides instruction and supports an effective learning enviornment Standard 3 …oversees the implementation of curriculum. Standard 4 …coordinates services that support student growth and development. Standard 5 …provides for staffing and professional development to meet student learning needs. Standard 6 … uses assessment and evaluation information about students, staff, and the community in making decisions. Standard 9 …understands the influences of social, cultural, political, and economic forces on the educational environment and uses this knowledge to serve the need of children, families, and communities. AFFIRMATION CHANGE AGENT COMMUNICATION CONTINGENT REWARDS REALLY?...21 RESPONSIBILITIES???? CULTURE Standard 10 …facilitates the participation of parents and families as partners in the education of children. FLEXIBILITY DISCIPLINE FOCUS Standard 8 …acts in accordance with established laws, policies, and good business practices. IDEALS/BELIEFS INPUT SERIOUSLY? INTELLECTUAL STIMULATION INVOLVEMENT IN CURRICULUM INSTRUCTION AND ASSESSMENT KNOWLEDGE OF CURRICULUM, INSTRUCTION AND ASSESSMENT MONITOR/EVALUATE ORDER OUTREACH RELATIONSHIPS RESOURCES SITUATIONAL AWARENESS VISIBILITY 8 THINGS THAT GREAT PRINCIPALS DO DIFFERENTLY 6 SECRETS FOR LEADING SUCCESSFUL CHANGE Standard 7 …communicates with diverse groups and individuals with clarity and sensitivity. 7 HABITS OF HIGHLY STRESSED OUT PRINCIPALS 14 STRATEGIES TO TURN AROUND YOUR SCHOOL 3 EASY STEPS TO IMPROVE STUDENT ACHIEVEMENT THE 5 THINGS ALL GOOD LEADERS SHOULD KNOW THE 753 EXPERIENCES YOU SIMPLY MUST HAVE BEFORE YOU DIE 6 Domains of Effective Schools & Districts Assessment Instruction Supportive Learning Environment Professional Development Leadership AND DON’T FORGET… 66 PRACTICES… OPTIMIZE Curriculum 2

“Shared leadership is a process of taking collective action, responsibility, and accountability for achieving common goals while cultivating the conditions needed to promote change. It is a condition that can be enabled and sustained through organizational authority.”

School Leadership Team

The Essential Supports for School Improvement ; Consortium on Chicago School Research, 2006:

Leadership Team (LT) What is the Leadership Team? Goal Setting Resource Management Shared Leadership Leadership Team

Goal Setting The principal and leadership team collaborate to establish and communicate instructional goals for school success. The principal leads the school community in creating and revising a vision for the school that is informed by the community context. The leadership team sets high expectations for teaching, learning, and leading and fosters an environment where staff work collaboratively to meet the needs of students. The principal and leadership team are knowledgeable about instructional best practices and research; they expect and support high-quality instruction in every classroom

Resource Management The leadership team allocates and manages resources to support the school’s instructional program. The leadership team effectively allocates and manages the school’s resources – people, time, funds, and materials – to address school priorities and students’ needs. The school community evaluates and plans school programs and policies based on their contribution toward reaching school goals. Teachers use other staff, classroom volunteers, and family resources at home to maximize the amount of individualized instruction students receive.

Shared Leadership School staff share leadership responsibilities and participate in decision making that advances the school’s mission. The leadership team empowers staff and holds them accountable for results, developing a plan for leadership succession. Teachers and students assume leadership roles outside of the classroom, actively participate in the school improvement process, and take ownership of resulting setbacks and successes. The leadership team reflects the varied perspectives in the school; the principal taps into staff members’ interests and areas of expertise to strengthen school programs.

Establishing a Leadership Team Consists of the principal, teachers who lead instructional teams, and other instructional staff and meets regularly Serves as a conduit of communication to the faculty and staff. Shares in decisions of real substance pertaining to curriculum, instruction, and professional development. Regularly looks at school performance data and aggregated classroom data and uses that data to make decisions about school improvement and professional development needs. 10

Where Does the Leadership Team Fit? Consider these questions when defining where the LT fits in the school’s structure: –What authority does the leadership team have? –With which teams is the leadership team on the same “level”? –How does information flow among groups? –Is the leadership team a subset of another team? –What is the leadership team’s relationship to the principal? What immediate steps can be taken to strengthen the work of your leadership team? 11

Where Does the Leadership Team Fit? Consider these questions when defining where the LT fits in the school’s structure: –What authority does the leadership team have? –With which teams is the leadership team on the same “level”? –How does information flow among groups? –Is the leadership team a subset of another team? –What is the leadership team’s relationship to the principal? What immediate steps can be taken to strengthen the work of your leadership team? 12

Getting Membership Right 13

Overall Membership 4 to 10 members gives the team external legitimacy in the staff. represents a diversity of experiences. represents a diversity of perspectives. possesses the capacity to provide leadership outside meetings represents key groups within the structure of the school. provides for communication throughout the school possesses the capacity to function effectively internally. 15

Individual Members Demonstrate… a willingness to collaborate a willingness to promote a shared vision for the school a desire to change themselves and the school for the better successful practice and outcomes in the classroom a belief that all students can learn at high levels the ability to lead individuals and small groups habits and skills of reflection 16

Core Instruction questions to analyze Are core instruction and the core curriculum being implemented with fidelity? How do we know? Is core instruction explicit, systematic, and scaffolded? Are math concepts being taught to mastery? Are there sufficient examples, explanations, and opportunities for practice to support new learning? In terms of differentiating the core, what thoughts arise with regard to the strengths and needs of this current grade? Is professional development or supports needed with core curriculum or instruction?

Closing