Instructional Leadership in Low-Performing Schools Nikolai Vitti September 21, 2009 Florida Association of Staff Developers Tampa, FL

Political Leadership Managerial Leadership Instructional Leadership

Managerial Leadership Political Leadership

Selection of Principals Record of achievement as teacher, teacher leader, and/or administrator in a similar learning environment Record of achievement as teacher, teacher leader, and/or administrator in a similar learning environment Must have ability to talk through: curriculum, instruction, data, use of coaches, use of common planning time, monitoring systems, using funds to drive instructional reform, and challenges/realities of students and families who are being served. Must have ability to talk through: curriculum, instruction, data, use of coaches, use of common planning time, monitoring systems, using funds to drive instructional reform, and challenges/realities of students and families who are being served.

What do “turnaround principals” do? Create a culture with children at the core, not adults. Create a culture with children at the core, not adults. Develop a vision AND plan to achieve it. Develop a vision AND plan to achieve it. Clear with expectations and plan of action. Clear with expectations and plan of action. Work harder than anyone else. Work harder than anyone else. Empower the best teachers; provides assistance to the worst and then documents if improvement is not demonstrated. Empower the best teachers; provides assistance to the worst and then documents if improvement is not demonstrated. Devote the majority of their time to instruction. Devote the majority of their time to instruction. -Assist in development of SIP and master schedule. -Assist in development of SIP and master schedule. -Know Instructional Focus. -Know Instructional Focus. -Visit classrooms AND provide feedback to teachers. -Visit classrooms AND provide feedback to teachers. -Actively communicates and supports coaches. -Actively communicates and supports coaches. -Analyzes data and conducts data chats. -Analyzes data and conducts data chats. -Protects instructional time. -Protects instructional time. -Advocate for literacy. -Advocate for literacy.

What do “turnaround principals” do (continued)? Create a culture of solutions and not excuses. Create a culture of solutions and not excuses. Creates a synergy between new and veteran teachers. Creates a synergy between new and veteran teachers. Responsive to teacher requests. Responsive to teacher requests. Visible. Visible. Deep belief in children and parents. Deep belief in children and parents. Creates alternatives to suspensions. Creates alternatives to suspensions. Holds everyone accountable to their jobs and then some. Holds everyone accountable to their jobs and then some. Inspire some to do more. Inspire some to do more. Understand how to use meeting time for teachers and students. Understand how to use meeting time for teachers and students. Listen and know how to ask the “right” questions. Listen and know how to ask the “right” questions.

What training is required of low- performing principals? Qualities and characteristics of good teaching and learning BEYOND a checklist Qualities and characteristics of good teaching and learning BEYOND a checklist Use of coaches Use of coaches Debriefing with teachers after walkthroughs Debriefing with teachers after walkthroughs Project management Project management Actively supporting coaches Actively supporting coaches Benchmarks for the three major subject areas Benchmarks for the three major subject areas Florida’s Continuous Model (Data chats, lesson study, and creation of Instructional Focus Calendars) Florida’s Continuous Model (Data chats, lesson study, and creation of Instructional Focus Calendars) Creation of SIP Creation of SIP Vision Development Vision Development

How Districts Can Help (long term)? Use data to place and replace principals Use data to place and replace principals Reduce red tape and paperwork Reduce red tape and paperwork Allow principals to remove and recruit teachers Allow principals to remove and recruit teachers Provide incentives for recruitment and performance pay when successful Provide incentives for recruitment and performance pay when successful Create time in the master schedule or after school for planning Create time in the master schedule or after school for planning Revamp principal and teacher evaluation tools Revamp principal and teacher evaluation tools Ensure IPDPs are created, implemented, and monitored Ensure IPDPs are created, implemented, and monitored

How Districts Can Help (long term)? Establish a monitoring process for schools at the district level Establish a monitoring process for schools at the district level Link PD initiatives to the school site...follow up with evaluation, and results through student achievement Link PD initiatives to the school site...follow up with evaluation, and results through student achievement Create quality control process and training for coaches Create quality control process and training for coaches Establish a curriculum cycle that includes FCIM (benchmark focus, lesson plan, assessment, coaching) Establish a curriculum cycle that includes FCIM (benchmark focus, lesson plan, assessment, coaching) Develop a succession management process for urban schools that includes principal, assistant principals, and coaches Develop a succession management process for urban schools that includes principal, assistant principals, and coaches

Race to the Top Application for Struggling School

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