Ellen Goldring Department of Leadership, Policy & Organizations Peabody College, Vanderbilt University (see Learning Centered Leadership for Learning-Centered Schools

Agenda What is learning-centered leadership? What is learning-centered leadership? What behaviors and actions can we take? What behaviors and actions can we take? Starting the process: The LEAD Action Planning Cycle Starting the process: The LEAD Action Planning Cycle

“So after a day in which I was part cafeteria manager, registrar, disciplinarian, social worker, procurement officer, nurse, human resources officer, and chief financial officer of a multi-million-dollar budget, I took some time to reflect on the primary job I have ahead of me this year: being the instructional leader of a school that must raise its test scores by 10 percentage points across the board, or face increased sanctions under the federal No Child Left Behind Law.” - Principal Lisa Moreno, one of 170 new principals in the Chicago public school system this year. Since 2004, more than 350 of the school system's principals have retired. Like Chicago, many other school systems across the country are facing the same turnover, as baby boomer principals near retirement age.

Fish is Fish

How do you spend your time? Political Leadership (community) Managerial Leadership (building, finances, paperwork) Instructional Leadership Planning/setting goals Own professional development Other

How principals report spending their time: Spring Based on 5 log reports

Principals spend 12-20% of their time doing instructional leadership S05F05W06S06F06W07S07

“The first step in learning, I decided was unlearning, casting off old habits and assumptions. No one had ever explained this to me... the unlearning happened by necessity, almost by force.” “The first step in learning, I decided was unlearning, casting off old habits and assumptions. No one had ever explained this to me... the unlearning happened by necessity, almost by force.” J. R. Moehringer, The Tender Bar

Leadership Leadership matters. Leadership matters. In difficult times, leadership matters even more. In difficult times, leadership matters even more. In periods of significant organizational transition, leadership is the major controllable factor in explaining organizational performance. In periods of significant organizational transition, leadership is the major controllable factor in explaining organizational performance.

Leadership Instructionally-focused and change- Instructionally-focused and change- oriented leadership are especially oriented leadership are especially effective frames for education. effective frames for education. Team leadership seems to offer promise Team leadership seems to offer promise for enhancing organizational performance. for enhancing organizational performance.

Learning –Centered Leadership Staying consistently focused on learning, teaching, curriculum, and assessment Staying consistently focused on learning, teaching, curriculum, and assessment Making all the other dimensions of schooling (e.g., administration, organization, finance) work in the service of improved student learning Making all the other dimensions of schooling (e.g., administration, organization, finance) work in the service of improved student learning

Learning Centered Leadership I.Vision for Learning II. Instructional Program III. Curricular Program IV. Assessment Program V.Communities of Learning VI.Resource Acquisition and Use VII.Organizational Culture VIII. Social Advocacy

I. Vision for Learning A. Developing vision B. Articulating vision C. Implementing vision D. Stewarding vision

Actions Clearly guides and drives actions and decisions Clearly guides and drives actions and decisions –High standards for all students –Rigorous learning goals –Accountability –Involvement of the whole school community –Measurable goals for student learning and academic progress. –Guides the daily practices and decisions of all stakeholders –Unity and clarity of purpose –Learning focus for all –teachers too

II. Instructional Program A. Knowledge and involvement B. Hiring and allocating staff C. Supporting staff D. Instructional time

Actions Actions Quality Instruction and Time Quality Instruction and Time –Support teachers and provide feedback to improve instruction –Ensure all students have access to high quality instruction; opportunity to learn –Extended and ongoing learning opportunities (after school, Saturday, tutoring) –Focus on actions and strategies (differentiated instruction, flexible grouping and reteaching)

III. Curricular Program A. Knowledge and involvement B. Expectations, standards C. Opportunity to learn D. Curriculum alignment

Actions –Rigorous academic content standards  Provide depth and specificity  High cognitive demand  Coherence and alignment across grade levels and subjects  Coordination  Do not adopt any program or idea—focus on strategies and interventions that connect and are consistent

IV. Assessment Program A. Knowledge and involvement B. Assessment procedures C. Monitoring instruction and curriculum curriculum D. Communication and use of data

Actions: Actions of Frequent Monitoring Identify individual students who need remedial assistance, Identify individual students who need remedial assistance, Tailor instruction to individual students’ needs, identify and correct gaps in the curriculum, Tailor instruction to individual students’ needs, identify and correct gaps in the curriculum, Improve or increase the involvement of parents in student learning, Improve or increase the involvement of parents in student learning, Assign or reassign students to classes or groups. Assign or reassign students to classes or groups. Use data to help teachers identify areas where they need to strengthen content knowledge or teaching skills. In other words, monitoring is used to focus professional development. Use data to help teachers identify areas where they need to strengthen content knowledge or teaching skills. In other words, monitoring is used to focus professional development. What do students need to know and be able to do: (what) What do students need to know and be able to do: (what) How will we know when they know it: Formative assessments and student work How will we know when they know it: Formative assessments and student work

V. Communities of Learning A. Professional development B. Communities of professional practice practice C. Community-anchored schools

Actions Culture of support and responsiveness Culture of support and responsiveness –Collaborative cultures, community of learners –Professional communities focused on student learning, de-privatized practice and reflective dialogue –Effective professional communities are deeply rooted in the academic and social learning goals of the schools

VI. Resource Acquisition and Use A. Acquiring resources B. Allocating resources C. Using resources

Actions Ensures teachers have materials necessary for a rigorous curriculum Ensures teachers have materials necessary for a rigorous curriculum Allocates resources based on needs Allocates resources based on needs Allocates resources to build student learning and culture Allocates resources to build student learning and culture Partners with external agencies to secure resources Partners with external agencies to secure resources Uses resources to develop parent partnerships Uses resources to develop parent partnerships

VII. Organizational Culture A Production emphasis B Learning environment C. Personalized environment D. Continuous improvement

Actions Implements programs to build a culture of learning Implements programs to build a culture of learning Discusses a culture of learning and professionalism with faculty Discusses a culture of learning and professionalism with faculty Monitors the culture through data Monitors the culture through data

VIII. Social Advocacy A Stakeholder engagement B. Diversity C. Environmental context D. Ethics

Actions Promotes avenues for reaching families who are least comfortable at school Promotes avenues for reaching families who are least comfortable at school Challenges others who blame others for student failures Challenges others who blame others for student failures Advocates that all students achieve at high levels Advocates that all students achieve at high levels Challenges faculty to teach a rigorous curriculum to all students Challenges faculty to teach a rigorous curriculum to all students

Leadership Behavior Framework Core Components Key Processes PlanningImplementingSupportingAdvocatingCommunicatingMonitoring High Standards for Student Performance RigorousCurriculum(content) QualityInstruction(pedagogy) Culture of Learning & ProfessionalBehavior Connections to External Communities PerformanceAccountability

Definitions of Core Components High Standards for Student Learning —There are individual, team, High Standards for Student Learning —There are individual, team, and school goals for rigorous student academic and social learning. Rigorous Curriculum (content) —There is ambitious academic content provided to all students in core academic subjects. Rigorous Curriculum (content) —There is ambitious academic content provided to all students in core academic subjects. Quality Instruction (pedagogy) —There are effective instructional practices that maximize student academic and social learning. Quality Instruction (pedagogy) —There are effective instructional practices that maximize student academic and social learning. Culture of Learning & Professional Behavior —There are integrated communities of professional practice in the service of student academic and social learning. There is a healthy school environment in which student learning is the central focus. Culture of Learning & Professional Behavior —There are integrated communities of professional practice in the service of student academic and social learning. There is a healthy school environment in which student learning is the central focus. Connections to External Communities —There are linkages to family and/or other people and institutions in the community that advance academic and social learning. Connections to External Communities —There are linkages to family and/or other people and institutions in the community that advance academic and social learning. Performance Accountability — Leadership holds itself and others responsible for realizing high standards of performance for student academic and social learning. There is individual and collective responsibility among the professional staff and students. Performance Accountability — Leadership holds itself and others responsible for realizing high standards of performance for student academic and social learning. There is individual and collective responsibility among the professional staff and students.

Definitions of Key Processes Definitions of Key Processes Planning—Articulate shared direction and coherent policies, practices, and procedures for realizing high standards of student performance. Planning—Articulate shared direction and coherent policies, practices, and procedures for realizing high standards of student performance. Implementing—Engage people, ideas, and resources to put into practice the activities necessary to realize high standards for student performance. Implementing—Engage people, ideas, and resources to put into practice the activities necessary to realize high standards for student performance. Supporting—Create enabling conditions; secure and use the financial, political, technological, and human resources necessary to promote academic and social learning. Supporting—Create enabling conditions; secure and use the financial, political, technological, and human resources necessary to promote academic and social learning. Advocating—Promotes the diverse needs of students within and beyond the school. Advocating—Promotes the diverse needs of students within and beyond the school. Communicating—Develop, utilize, and maintain systems of exchange among members of the school and with its external communities. Communicating—Develop, utilize, and maintain systems of exchange among members of the school and with its external communities. Monitoring—Systematically collect and analyze data to make judgments that guide decisions and actions for continuous improvement. Monitoring—Systematically collect and analyze data to make judgments that guide decisions and actions for continuous improvement.

Figure 1. Learning-Centered Leadership: Core components & Key processes Key processes Core components PlanningImplementingSupportingAdvocatingCommunicatingMonitoring High Standards for Student Learning Plans rigorous growth targets in learning for all students. Recruits highly qualified faculty to meet performance goals for both academic and social learning. Supports teachers in meeting school goals. Challenges low expectations for students at risk of failure. Discusses information with faculty on progress toward achieving school goals and student learning targets. Uses data from multiple sources to monitor student learning. Rigorous Curriculum (content) Plans the schedule to support a rigorous curriculum for all students. Coordinates teacher collaboration to implement a rigorous curriculum. Supports participation in professional development that deepens teachers’ understandin g of a rigorous curriculum. Advocates that all programs for students with special needs deliver a rigorous curriculum. Discusses state/district curriculum frameworks with faculty. Monitors student work products to assess the rigor of the curriculum. Quality Instruction (pedagogy) Plans opportunities for teachers to improve their instruction through observing each others’ instructional practices. Implements the use of research- based instructional strategies. Allocates instruction al resources to maximize the quality of instruction. Advocates additional instructional opportunities for students most in need. Communicates with individual teachers about the quality of their instruction. Uses data to monitor the quality of instruction.

Core components PlanningImplementingSupportingAdvocatingCommunicatingMonitoring Culture of Learning & Professional Behavior Plans strategies to develop shared beliefs about professional practice. Implements school-wide rules and consequences to manage student behavior. Encourage s teachers to learn from their most effective colleagues. Advocates a culture of learning that respects diversity of students. Communicates with students about the aspects of a positive culture focused on learning. Monitors disciplinary data to make determinations about school culture. Connections to External Communities Plans with social service agencies for safety nets in support of student learning. Implements programs to involve families in the educational mission. Secures additional resources through partnering with external agencies to enhance teaching and learning. Promotes mechanisms for reaching families who are least comfortable at school. Discusses the results of student achievement tests with parents. Collects information about the needs and interests of parents. Performance Accountability Develops a plan for individual and collective accountability among faculty for student learning. Builds behavioral and academic accountability measures with input from faculty. Allocates time to evaluate faculty for student learning. Challenges faculty who attribute student failure to others. Discusses with teachers on an individual basis their students’ achievement test results. Monitors teachers’ procedures for keeping track of student learning.

Leadership Action Goals From each core component select up to 2 or 3 specific leadership behaviors that you and a team can implement that you believe are most important given your school's priorities and needs. Once you have selected these behaviors, rewrite them as behavioral objectives or actions. 1. I will _____________________________________________________. 2. I will ______________________________________________________. 3. I will ______________________________________________________.

Describe Evidence and Data to Monitor Implementation and Change LIST Learning Centered Leadership Behavior Establish Processes for Implementation Articulate Challenges and Needed Supports LEAD Action Planning Cycle

Figure 4. LEAD Action Planning Cycle Guide List Learning Centered Leadership Behavior Establish specific steps for implementation: who will be involved in implementing the behavior, how? Anticipate Challenges and needed supports Describe Evidence and Data to Monitor Implementation and Change Evidence and Data to Monitor Implementation and Change Data We Have Data we need to Collect Who should be involved in data collection and monitoring Plans opportunities for teachers to improve their instruction through observing each others’ instructional practices. Plans opportunities for teachers to improve their instruction through observing each others’ instructional practices.  Meet with teachers to arrive at understanding of quality instruction  Who should we observe  Review master schedule  Work with grade level team leaders to establish protocol and set goals  Teacher resistance  Time  How will we use the information  What are our shared understanding of quality instruction  Current teacher evaluation observations  sharing observatio n protocols  changes in instruction  Teams of teachers

Building Community Taking collaborative action as a school and community Taking collaborative action as a school and community –Need to discuss shared values and aspirations Choosing where to begin is important Choosing where to begin is important –Establish priority and focus direction –Ask questions—inquiry minded Recognize important data Recognize important data –Which data are relevant –How can we use it to keep focused and learn