1. EDA 6061 Organization and Administration in Schools
The Organization of Curriculum & Instruction to Promote Student Achievement

2. Goals for Module 6
Each of you will have the opportunity to gain some idea of how the savvy school leader is directly involved with curriculum, instruction and assessment practices of his or her school.

3. Leadership Quotation
"We will make real progress only when we realize that our problem in education is not one of performance but one of design." Ron Wolk, Founder of Education Week

4. The Six Aspects of School Leadership…
…and the Savvy School Leader

5. Savvy School Leaders Influence Student Achievement
The savvy school leader knows that their school is only successful when student achievement continually improves.
Robert Marzano, in his book What Works in Schools (2003) has found six aspects of school leadership that have a direct positive relationships with improved student achievement.

6. Review: Six Aspects of School Leadership
The six aspects of school leadership found to have a relationship with student achievement:
Whether a school has a clear mission and goals
The overall culture of the school and the climate in individual classrooms
The attitudes of the teachers in the school
The classroom practices of teachers
The organization of curriculum and instruction
Expanding opportunities for students to learn

7. Six Aspects of School Leadership
Would it not make sense for a school leader to focus his or her time, energy and resources on these five aspects of school leadership found through extensive research to have a relationship with student achievement?
This idea of focuses on what has proven to work in improving student achievement.
This idea is what defines the savvy school leader.

8. Organization of Curriculum & Instruction
The 5th component of the
6 aspects of school leadership

9. Curriculum & Instruction: The 5th Component of the 6 aspects of school leadership
“If, at the beginning stages of the 21st century, we are able to identify a small but important set of skills and teach them well, students will be prepared to adapt to the changing conditions of the 21st century.” Robert Marzano

10. Curriculum & Instruction: The 5th Component of the 6 aspects of school leadership
When the entire staff of a school has a common understanding of transformation goals and is working in a common direction, the process becomes clearer.
The establishment of a leadership model that supports principals as instructional leaders with an emphasis on effective teaching and learning-freeing them to leave behind some typical managerial duties that are associated with running a comprehensive school.

11. Curriculum & Instruction: Instructional Leadership
Mackey et al (2006) identified three factors that enable the school leader to make a positive difference in test scores:
The vision of the principal
The educational background of the principal
The principal’s role as an instructional leader

12. Curriculum & Instruction: Instructional Leadership
Although there are differences in the definition of the school principal as the “instructional leader”, Mendez- Morse (1991) identified these core components:
Support teachers‘ instructional methods
Allocate resources and materials
Make frequent visits to classrooms for instructional purposes solicit and provide feedback on instructional methods and techniques
Use data to focus attention on improving the curriculum or instructional approach

13. Curriculum & Instruction: Instructional Leadership
Horng & Loeb (2010) identified these qualities of a traditional instructional leader:
Hands-on leaders or mentors
Often present in classrooms
Works with teachers on curriculum / instruction issues
Observing in classrooms, providing feedback and modeling instruction

14. Curriculum & Instruction: Instructional Leadership
“A different view of instructional leadership emphasizes organizational management for instructional improvement rather than day-to-day teaching and learning.” Horng & Loeb (2010)

15. Curriculum & Instruction: New Instructional Leader
The Savvy School Leader can be an instructional leader by:
Hiring the right teachers with the right qualifications
Assigning teachers effectively
Retaining teachers that should be retained
Supporting teachers through professional development opportunities

16. Curriculum & Instruction: New Instructional Leader
“Principals must tie school improvement strategies to their work at recruiting, selecting, developing and retaining effective teachers.” Steven M Kimball (2011)

17. Curriculum & Instruction: New Instructional Leader
Read the article, “Principals: Human Capital Managers at Every School” by Steven M. Kimball, How does the savvy school leader balance the need to be an instructional leader with the role of organizational leader?

18. Curriculum & Instruction:
“What principals need to accomplish their mission are road maps, not recipes. Recipes prescribe steps that must be followed to achieve a desired result. Road maps, on the other hand, indicate the starting point, the final destination, and various routes to get there.” Daniel L. Duke, 2004

19. Curriculum & Instruction:
Daniel L. Duke, in his 2004 article, “The Turn Around Principal: High Stakes Leadership” identified factors that must be addressed in order to effectively turn around the performance of low performing schools:

20. Curriculum & Instruction
Confront beliefs about teaching and learning
Assess and refine instructional skills
Increase instructional time for struggling students
Improve how students are grouped for instruction
Establish and sustain orderly learning environments
Use various sources of data to monitor progress on a continuing basis.

21. Curriculum & Instruction: Instructional & Organizational Leader
“As instructional and organizational leaders, principals can influence student learning by creating quality teacher learning experiences in systematic and meaningful ways.” Kassissieh & Barton, 2009

22. Curriculum & Instruction: Instructional & Organizational Leader
“As instructional and organizational leaders, principals can influence student learning by creating quality teacher learning experiences in systematic and meaningful ways.” - Kassissieh & Barton, 2009

23. Curriculum & Instruction: Instructional & Organizational Leader
The savvy school leader can create conditions for effective teaching by:
Setting clear expectations
Providing external and internal supports
Organizing the instructional day to create common planning times
Developing tools to help teachers collaborate
Creating mechanisms for instructional program coherence and consistency
Kassissieh & Barton, 2009

24. Curriculum & Instruction: Teachers as Leaders
"Teachers not only exert significant influence on the performance of students, but they also influence the performance of other teachers and school leaders." Reeves, 2008

25. Curriculum & Instruction: Teachers as Leaders
How does the Savvy School Leader recognize the teacher leader and how can they develop, and capitalize on the teacher leadership present in a school?

26. Curriculum & Instruction: Teachers as Leaders
The savvy school leader will identify these characteristics in teachers who are leaders:
Work easily with a variety of peers
Recognize the need for collaboration and are natural collaborators
Effective communicators
Results oriented

27. Universal Design for Learning

28. Curriculum & Instruction: Universal Design for Learning
The premise of UDL is that the learning environment is designed in such a way that all children learn. UDL has its roots in the concept of universal design which is a philosophy of designing and developing products and environments to be useable by all people, to the greatest extent possible, without the need for adaptation or specialized design. (Center for Universal Design)

29. Curriculum & Instruction: Universal Design for Learning
Universal design began in the field of architecture, with the idea that buildings and the physical environment should be made as accessible to as many people as possible starting at the design stage, rather than creating a structure and then considering accommodations and modifications.

30. Curriculum & Instruction: Universal Design for Learning
“Universally designed learning environments consider how children of varying disabilities, linguistic diversities, and varied learning style can access the educational environment, participate meaningfully and benefit through flexibility and creativity. It benefits all children. It is a way for teachers to respond to individual differences.” -Cunconan-Lahr, 2006

31. Curriculum & Instruction: Universal Design for Learning
While accommodations and modification focus on one child and are made to enable the child to “fit” into the environment, UDL creates a learning environment (including curriculum, activities, assessment, and the physical environment) that embraces and supports all children.

32. Curriculum & Instruction: Universal Design for Learning
By considering the range of diversity of learners at the initial planning stages, educators will be able to provide a positive educational experience and reach a greater number of learners with less curricular or programmatic accommodations or modifications.

33. Curriculum & Instruction: Universal Design for Learning
Modifications and accommodations may still have to be made for some children, but for the majority, a universally designed learning program will require much less of these.

34. Curriculum & Instruction: Universal Design for Learning
The Center for Applied Special Technology (CAST) has identified three important principles of UDL:
Multiple means of representation
Multiple means of expression
Multiple means of engagement

35. Curriculum & Instruction: Universal Design for Learning
Multiple means of representation to give learners various ways of acquiring information and knowledge. How do we help children gather facts, identify and sort what they see and hear? Recognition tasks – the “what” of learning.

36. Curriculum & Instruction: Universal Design for Learning
Multiple means of expression to provide learners alternatives for demonstrating what they know. How do they organize what they know and how do they show us what they have learned?

37. Curriculum & Instruction: Universal Design for Learning
Multiple means of engagement to tap into learners' interests, offer appropriate challenges, and increase motivation. Helps learners become motivated, engaged, excited about learning.

38. Curriculum & Instruction: Universal Design for Learning
The savvy school leader understand that teachers may feel overwhelmed when they consider how much teachers are asked to do when in the classroom.

39. Curriculum & Instruction: Universal Design for Learning
“Universal Design for Learning is based on the conviction that a few key classroom accommodations can empower teachers in order for them to manage the needs of a diverse range of learners.” Jim Wright, 2006

40. Curriculum & Instruction: Universal Design for Learning
Read the article “Designing Flexible Instruction”, Harris et al (2007).
How does the savvy school leader implement the concept of UDL in the classroom?
Why is UDL important for all learners, not just those with disabilities?
How does this savvy school leader use UDL to encourage and excite teachers?

41. Complementary Learning
Harvard Family Research Project, 2008

42. Complimentary Learning
Traditional education program operate independently. Under this method of operation, it is easy for the following to occur:
Duplication of efforts and resources
Children can “fall through the cracks”
Not all groups are children are targeted for supports and services
- Harvard Family Research Project, 2008

43. Complimentary Learning
Recognizing that learning occurs in multiple settings, the concept of complementary learning was initiated. Children learn from home activities and community programs, not just the school site.

44. Complementary Learning
“Educators, policymakers, and families increasingly agree: schools cannot do it alone. Complementary learning is a comprehensive strategy for addressing all of these needs and ensuring success for all children and youth. Complementary learning is the idea that a systemic approach—which intentionally integrates both school and non-school supports—can better ensure that all children have the skills they need to succeed.”
- Harvard Family Research Project, 2008

45. Complementary Learning
According to the Harvard Research Project (2008), complementary learning looks like:
Effective Schools
Opportunities to support families
Opportunities to engage families
Early childhood programs
Health & social services
Out-of-school time activities (sports, art, mentoring, etc)
Community based agencies
Cultural centers
Colleges & Universities

46. End of Module Assignment
Professional Self-Reflection on My Practice. Questions to ask yourself. In your current position: How does your school principal function as an instructional leader or an organizational leader? How does your address the needs of all children?

47. - Post an abstract of their school leadership book review
The School Leadership Book, Abstract, Comments and Paper Are Due for the Module 6 PLC
At the completion of this module it is expected that the Module 6 PLC members will:
- Post an abstract of their school leadership book review
- Comment on the abstracts of the members in their PLC
- the school book review paper to the instructor for review and grading.
Module 4

48. Module 6 PLC Members
The members of Module 6 PLC Ocean View Middle School, will be posting their abstracts. Each class member is expected to post their comment for each abstract posted.
The comment is to answer the following reflection question How the main concepts and theories presented in each of the book reviews presented, have the potential to enhance your knowledge and skill as a savvy school leader?
Module 6