1. SCHOOL &SYSTEM LEADERSHIP: KEYS TO MAXIMIZING INNOVATION IN EDUCATION Dr. Joanne Robinson

2. EXTRAORDINARY LEADERSHIP FOR EXTRAORDINARY TIMES “Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school.” (The Wallace Foundation – Learning from Leadership Project) “...because principals can have an impact on student achievement, improving the quality of school leadership is more important than improving the quality of a single teacher’s practice.” (Andreas Schleicher, Schools for 21 st -Century Learners, 2015)

3. IDEALLY… When teachers and principals work together, great things happen for kids.

4. Elementary Outcomes: Achievement Results Over 170,000 more students at provincial standard Overall Elementary Achievement Growth: 2002-03 to 2013-14 4 key levers for elementary reform: 1.Improving classroom teaching and learning 2.Improving school effectiveness 3.Leadership capacity building 4.Research and evaluation

5. High standards and expectations: Provincial Graduation Rate Five Year Cohort Graduation Rate – Provincial 2003/04 to 2013/14 6 key levers for secondary reform: 1.Leadership infrastructure 2.Engaging and relevant programming 3.Effective instruction 4.Focused Interventions for students at risk of not graduating 5.Legislation and policy development 6.Research, monitoring and evaluation Grand Rates No. of Graduates (Approximate) No. of Students (Estimated) 68% 102,00 0 150,00 0 71% 106,00 0 150,00 0 73% 109,50 0 150,00 0 75% 112,50 0 150,00 0 77% 115,50 0 150,00 0 79% 118,50 0 150,00 0 81% 121,50 0 150,00 0 82% 123,00 0 150,00 0 83% 124,50 0 150,00 0 83% 124,50 0 150,00 0 84% 132,00 0 157,00 0 163,000 Additional Graduates Graduation rates have increased from 68% to 84% 163,000 more students have graduated than would have had rate remained at 68% *2013-14 data is based on actual numbers (not estimates) and does not include students who are deceased of moved out of province.

6. Leadership and capacity building related to instruction – Focus, alignment and coherence

7. LEADERSHIP Leadership is the exercise of influence on organizational members and diverse stake- holders toward the identification and achievement of the organization’s vision and goals. (Ontario Leadership Framework, 2013) Turn and talk to discuss who the leaders are in your organization.

8. Growth Mindsets Carol Dweck Mindsets are just beliefs. They’re powerful beliefs but they’re just something in your mind, and you can change your mind. …think about where you’d like to go and which mindset will take you there (p. 16). …with the growth mindset, success is about stretching and becoming smarter (p. 17). … a fixed mindset success is about proving you’re smart or talented – validating yourself (p. 15).

9. WHAT DOES “EFFECTIVE LEADERSHIP” MEAN, LOOK LIKE…? Promoting Effective School Leadership: “Effective school leaders are those who can make evidence-informed decisions, provide the instructional leadership that teachers need to help all their students succeed in school, and create a collaborative school environment in which teachers take part in school decisions.” (OECD 2015 – Andreas Schleicher)

10. SEVEN LEADERSHIP COMPETENCIES Challenges the Status Quo Builds Trust Through Clear Communication and Expectations Creates a Commonly Owned Plan for Success Focuses on Team over Self Has a High Sense of Urgency for Change and Sustainable Results in Improving Student Achievement Has a Commitment to Continuous Improvement for Self and Organization Builds External Networks and Partnerships

11. ONTARIO LEADERSHIP FRAMWORK (OLF) Ontario Leadership Framework Domains Setting Goals Building Relationships and Developing Others Developing the Organization to Support Desired Outcomes Improving the Instructional Program Securing Accountability

13. PERSONAL LEADERSHIP RESOURCES Cognitive Problem-solving expertise Knowledge of effective school and classroom practices that directly affect student learning Systems Thinking Social Perceiving emotions Managing emotions Acting in emotionally appropriate ways Psychological Optimism Self-efficacy Resilience Proactivity

14. Setting Goals Aligning Resources with Priorities Promoting Collaborative Learning Cultures Using Data FIVE CORE LEADERSHIP CAPACITIES Engaging in Courageous Conversations

15. LEVERS TO SUCCESSFUL IMPROVEMENT SYSTEMS 1.A small number of ambitious goals 2.A guiding coalition at the top 3.High standards and expectations 4.Investment in leadership and capacity building related to instruction 5.Mobilizing data and effective practices as a strategy for improvement 6.Intervention in a non-punitive manner 7.Reducing distractions 8.Being transparent, relentless and increasingly challenging

16. LEADERSHIP DNA: DYNAMIC NETWORKED AUTHENTIC Most jurisdictions across the globe are having their own conversations about the challenges of describing the 21 st century graduate, yet there is common agreement that the status quo is no longer enough. How do we create learning environments where our students are ready for their future?

17. WHAT MOTIVATES OUR STUDENTS? Social learning with others Links to students’ own interests Cultural connections Physical activity Relevance to the larger world Competition Element of choice and sheer curiosity Intriguing puzzles Kathleen Cushman

18. Partnership for 21 st Century Skills 1.Learning and Innovation Skills Critical thinking and problem-solving Communication and collaboration Creativity and innovation 2.Information Media & Technology Skills Access information efficiently and effectively Evaluate information critically and competently Use information accurately and creatively 3.Life and Career Skills Flexibility and adaptability Initiative and self direction Social and cross-cultural interaction Productively and accountability Leadership and responsibility Conference Board of Canada 1.Fundamental Skills Communicate Manage information Use numbers Think and solve problems 2.Personal Management Skills Demonstrate positive attitudes and behaviors Be responsible Be adaptable Learn continuously Work safely 3.Teamwork Skills Work with others Participate in projects and tasks Tony Wagner in the Global Achievement Gap 1.Critical thinking and problem-solving; 2.Collaboration across networks and leading by influence; 3.Agility and adaptability; 4.Initiative and entrepreneurialism; 5.Effective oral and written communications; 6.Accessing and analyzing information; and, 7.Curiosity and imagination. Human Resources and Skills Development Canada (HRSDC) 1.Reading 2.Writing 3.Document use 4.Numeracy 5.Computer use 6.Thinking 7.Oral communication 8.Working with others 9.Continuous learning The ‘Innovation Mind-Set’ Critical Thinking/Problem- Solving Creativity Curiosity Collaborative Approaches

19. DEEPER LEARNING Innovation is defined as the generation and realization of new-to-the-world ideas that add value to people’s lives. Innovation demands a positive mindset that values understanding the world from another person’s perspective (Ontario Ministry of Education, 2014).

20. DEEPER LEARNING Creativity is a process of generating ideas, making connections and imagining what could be and demands a growth mindset that believes there are multiple possibilities that can be created (Ontario Ministry of Education, 2014).

21. DEEPER LEARNING Entrepreneurship is defined as a set of activities for building and scaling an idea sustainably. The inspired mindset needed reflects the confidence to develop strategies to implement and sustain the idea; willingness to take smart risks and learn from them; belief in learning from ideas and strategies regardless of their success; and the ability to understand and consider the impact and consequences of innovations developed (Ontario Ministry of Education, 2014).

22. THE IMPACT OF SCHOOL LEADERSHIP

23. STUDENT- CENTRED LEADERSHIP The ability to apply relevant knowledge to the appropriate situation Taking complex problems and seriously engaging others in solutions Mentoring and coaching others to lead complex problem-solving processes Building relational trust and building trust while tackling tough situations

24. EXTRAORDINARY LEADERSHIP Grit: your capacity to dig deep and do whatever it takes – even sacrifice, struggle and suffer – to achieve your most worthy goals in the best way LEADERSHIP GRIT: your capacity to get your team, or followers in general, to dig deep and do whatever it takes – even sacrifice, struggle and suffer – to achieve their most worthy goals in the best ways

25. DIMENSIONS OF GRIT Growth Your propensity to seek and consider new ideas, additional alternatives, different approaches, and fresh perspectives. Every leader would agree with the importance of thinking differently, the challenge is doing so ‘in the heat of battle’. Leader to Leader Fall 2015 Paul G Stolz p. 50

26. DIMENSIONS OF GRIT Resilience Your capacity to respond constructively to – and ideally make good use of – all kinds of adversity. This means you harness adversity – using it to propel you to a place you never would have arrived at without the adversity. Leader to Leader Fall 2015 Paul G Stolz p. 51

27. DIMENSIONS OF GRIT Instinct Your gut-level capacityto pursue the right goals in the right ways. Instinct, when used in this sense,is pivotal to good leadership. Wasting time and energy by pursuing less than optimal goals in less than optimal ways can be counter-productive to moving forward. Leader to Leader Fall 2015 Paul G Stolz p. 51

28. The degree to which you persist, commit to, stick with, and relentlessly work at whatever you choose. Without it, when it comes to long-term, difficult goals, nothing much happens. The more robust you are as a leader, the better you hold up, and ideally the stronger and better you become. The same is true for the people on your team(s). Leader to Leader Fall 2015 Paul G Stolz p. 52 DIMENSIONS OF GRIT Tenacity and Robustness

29. DEEPENING IMPACT AND DIMENSIONS OF STUDENT- CENTERED LEADERSHIP 1.Establishing goals and expectations 2.Strategic resourcing 3.Planning, coordinating and evaluating teaching and the curriculum 4.Promoting and participating in teacher learning and development 5.Ensuring a safe and orderly environment

30. THE TIME FOR LEADERSHIP IS NOW “The greatest influence on student progression in learning is having highly expert, inspired and passionate teachers and school leaders working together to maximize the effect of their teaching on all students in their care.” -John Hattie What Works Best in Education: The Politics of Collaborative Expertise (2015)

31. REFERENCES Fullan, M. And Quinn, J. (2015) Coherence, Corwin. (Fullan, M. (2014) Moving from Great to Excellent: Ontario’s Journey, International School Leadership: www.internationalschoolleadership.com www.internationalschoolleadership.com Fullan, M. (2013). Motion Leadership in Action, Corwin. Hattie, J. (2015). What works best in education: The politics of collaborative expertise. London, UK: Pearson. Leithwood, K., Azah, Vera N. (2015) Leading Student Achievement: networks for Learning. Leithwood, K., Seashore Louis, K., Anderson, S. And Wahlstrom, K. (2004) How Leadership Influences Student Learning, The Wallace Foundation. Schleicher, A. (2015). Schools for 21 st -Century Learners: Strong Leaders, Confident Teachers, Innovative Approaches, International Summit on the Teaching Profession, OECD Publishing.) Schleicher, A. (2015) Students, Computers and Learning: Making the Connection. OECD Webinar.

32. CONTACT INFORMATION International School Leadership (A Subsidiary of the Ontario Principals’ Council) www.internationalschoolleadership.com Dr. Joanne Robinson jrobinson@principals.ca