1. DL #15 Afternoon Agenda June 12th, 2013
Directing Your Personal & Professional Success
in the ALPS Principal Licensure Program
for PBA 1: Leadership
DL#15 Students & Dr. Connie

2. Expected Afternoon Outcomes
Students will explore performance-based assessments related to PBA 1: Leadership and be able to locate (and create) LiveText Templates and other related learning resources In CANVAS for the following PBAs listed below –
PBA 1.1: Leadership A – E
1.1: A Core Values : B Personal Mission Statement : C Leading Change : D Distributing Leadership
1.1: E Managing and Resolving Conflict PBA 1.2: School Culture
PBA 1.3: Family Community Engagement
PBA 1.4: Mission-Vision
2. Students will work in a small group to produce sample/practice responses for Reflective Justification Criteria Elements: (a) RJ-C Use of Standard, (b) RJ-C2 – Relevant Literature,(c) RJ-C3 – Context of My School, (d) RJ-C4 – Response Repertoire (“I” Statements).
Students will indicate at morning’s end a level of confidence in their ability not only to survive but to thrive and be SUCCESSFUL in this ALPS Principal Licensure Program.

3. Expected Afternoon Outcomes (continued)
Principal candidates will explore details of PBA 1.1: A Core Values, and PBA 1.1: B Personal Mission Statement, and PBA 1.2: School Culture Study in small groups and prepare for a whole-group discussion regarding of each PBA listed above and the expectations for each section of associated LiveText Templates.
Principal candidates will complete the Core Values Activity.
Students will work individually on writing their own Personal Mission Statement.
Students will indicate at afternoon’s end a level of confidence in their ability not only to survive but to thrive and be SUCCESSFUL in this ALPS Principal Licensure Program.

4. Leadership Books
Deal & Peterson
Reeves
Thomas Kilmann
Epstein

5. 10 ALPS Templates Available in LIVETEXT for PBA 1 and PBA 3.
ALPS Templates Available in LIVETEXT for PBA 1 through PBA 5.

6. Let’s Make LiveText Templates
As shown above, click on the documents tab.

7. Let’s Make LiveText Templates
Click on New to create an ALPS TEMPLATE

8. Let’s Make LiveText Templates
Use the Folder dropdown menu to select ALPS.
Use the Template dropdown menu to select TEMPLATE
Give it a name (I recommend that you type in the title of the template).
Save this new TEMPLATE.
Click on any of the EDIT buttons to begin working.
Always SAVE an FINISH after adding to the TEMPLATE.
To find this TEMPLATE later, look under MY WORK.
Drop the Folder menu, and under University of Colorado Denver, choose ALPS
Drop the template menu, and choose the appropriate “ALPS TEMPLATE”
Give it a title. It’s often a good practice to include your name in the title.
Don’t forget to click on Save as New Document. Your document will open, and you can begin working. To return to it
later, click on the documents tab again and you will find the document listed under “my work”.

9. Let’s Make LiveText Templates
~ Use the Folder dropdown menu to select ALPS.
~ Use the Template dropdown menu to select TEMPLATE
~ Give it a name (I recommend that you type in the title of the ALPS template).
~ Save this new TEMPLATE.
~ Click on any of the EDIT buttons to begin working.
~ Always SAVE an FINISH after adding to the TEMPLATE.
~ To find this TEMPLATE later, look under MY WORK.
Use the Folder dropdown menu to select ALPS.
Use the Template dropdown menu to select TEMPLATE
Give it a name (I recommend that you type in the title of the template).
Save this new TEMPLATE.
Click on any of the EDIT buttons to begin working.
Always SAVE an FINISH after adding to the TEMPLATE.
To find this TEMPLATE later, look under MY WORK.
Drop the Folder menu, and under University of Colorado Denver, choose ALPS
Drop the template menu, and choose the appropriate “ALPS TEMPLATE”
Give it a title. It’s often a good practice to include your name in the title.
Don’t forget to click on Save as New Document. Your document will open, and you can begin working. To return to it
later, click on the documents tab again and you will find the document listed under “my work”.

10. LEARNING AND ASSESSMENT
In fact, the picture is not real. It is a digital composite by Ralph Clevenger, a nature and underwater photographer who finds the stories circulating about his "impossible" picture amusing.
Four separate images were used; the sky, the background, the top iceberg (shot in Antarctica), and the underwater iceberg (shot above water in Alaska and flipped upside down).
The picture does, however, accurately represent the amount of an iceberg that is hidden underwater. It was designed to illustrate the concept of "what you see is not necessarily what you get".

11. Emergent Proficient Exemplary
CRITERIA ELEMENTS & PROFICIENCY LEVELS of RUBRICS for GRADING LEARNING NARRATIVES AND REFLECTIVE JUSTIFICATIONS
Use of Standard (CDE)
Reference to Relevant Literature
Discussion of Specific School Context
Proposed Response Repertoire - “I” Statements
Emergent
Proficient
Exemplary
Not Acceptable … please redo and resubmit
Acceptable
Polished by including all Six Facets of Understanding

12. Design Principles of Program
Backward Design *
Six Facets of Understanding * 1. Explanation
2. Interpretation
3. Application
4. Perspective
5. Empathy
6. Self-Knowledge
Uncoverage vs. Coverage *
State and National Standards
Technical, Contextual, Critical Perspectives
* Wiggins. G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: ASCD.

13. REFLECTIVE JUSTIFICATIONS FOR CDE STANDARDS

14. Let’s Practice These RJ Criteria Elements
RJ-C Use of Standard
RJ-C Relevant Literature
RJ-C Context of My School
RJ-C Response Repertoire (or “I” Statements)
How I look and feel when I don’t know what is expected of me !

15. 1.3: Leading Change: Principals collaboratively develop a vision and implementation strategies for improvements and changes which result in improved achievement and developmental outcomes for all students. Principals demonstrate the ability to effectively manage organizational change, developing and fostering a collaborative culture that inspires innovation, creativity, and continuous school improvement. They model self-awareness, reflective practice, transparency and ethical behavior. Principals analyze organizational practices and make changes as necessary based on a review of data. They understand the implications of changes for the school community, and demonstrate flexibility and adaptability. Principals can clearly define and communicate challenges to all stakeholders in their school community and can implement problem-solving strategies to seek positive solutions to school challenges.

16. Standards for PBA 1.1: Leadership
1.3: Leading Change 1.4: Distributive Leadership 5.2: Managing and Resolving Conflict

17. 1.4. Distributive Leadership: Principals create and utilize processes to distribute leadership and decision making throughout the school. Where appropriate, they involve staff, parent/guardians and students in decisions about school governance, curriculum and instruction. Principals build internal capacity by creating opportunities for staff to demonstrate leadership, by assuming decision-making roles both inside and outside of the school.

18. 5.2. Conflict Management and Resolution: Principals effectively and efficiently manage the complexity of human interactions and relationships, including those among and between parents/guardians, students, and staff. They demonstrate awareness of potential problems and areas of conflict within the school, and create processes to resolve areas of conflict which allows diverse interests to be heard and respected. Using a creative problem-solving approach, principals resolve conflicts to ensure he best interest of students and the school.

19. Standards for PBA 1.2: School Culture Study
3.1: Intentional and Collaborative School Culture

20. 3.1: Intentional and Collaborative School Culture: Principals articulate and model a clear vision of the school’s culture, and involve students, families, and staff in creating a climate that supports it. Principals articulate a strong and clear vision for the school’s culture, and foster broad ownership among the school community for that vision. Principals deploy school structures in a manner the supports the culture. They build relationships that create a trusting, collaborative, innovative, respectful and supportive school culture where teachers want to work, students want to learn and all families feel welcomed and empowered to help their students succeed.

21. Standards for PBA 1.3: Family, Community Engagement
5.3: Systematic Communication 6.1: Family Community Involvement and Outreach

22. 5.3. Systematic Communication: Principals facilitate the design and utilization of various forms of formal and informal communication with all school stakeholders. Principals communicate the school’s distinctive learning environment and student learning results in an open and transparent manner, in order to attract parent and community support.

23. 6.1. Family and Community Involvement and Outreach: Principals design structures and processes which result in family and community engagement, support, and ownership of the school. They create a culture of engagement and communication with families and community to build relationships that support students and families to improve student learning, achievement and healthy development, and school performance. Principals engage parents/guardians in understanding and taking part in activities to improve their student’s learning, and partner with school- and community-based resources to support students and their families. They build and sustain school-community partnerships with businesses and other civil and social rganizations to ensure multiple learning opportunities for students.

24. Standards for PBA 1.4: Mission-Vision
5.3: Systematic Communication 6.1: Family Community Involvement and Outreach

25. 2. 1. Vision, Mission, and Strategic Goals: 2. 1
2.1. Vision, Mission, and Strategic Goals: 2.1. Curriculum, Instruction, Learning, and Assessment: Principals enable school-wide conversations about standards for curriculum, instruction, assessment, and data on student learning based on research and best practices, and ensure that the ideas developed are integrated into the school’s curriculum and instructional approaches. Principals demonstrate current knowledge of research in teaching, learning and child development, and ensure that their schools provide a comprehensive education that promotes cognitive, physical, mental, social emotional health and growth. They ensure that an age-appropriate curriculum consistent with the Colorado Academic Standards is taught and monitored through effective formative assessment practices, and the use of summative assessments. They engage staff in developing knowledge about student development, curriculum, instruction, assessment, and analysis and use of data in order to establish and achieve high expectations for students. Principals ensure high expectations for all students, including students identified as gifted, students with disabilities, and students considered “at risk” of school failure.

26. Performance Based Assessments Leadership

27. 1.1 A: Core Values Due June 24, 2013
1. Create LiveText template (individual).
Review description of PBA in CANVAS and identify any learning resources (individual).
Discuss in small group and share plans to complete learning activities.
List any unanswered questions.
Whole group discussion of expectations for each section of the LiveText Template.

28. 1.1 B: Personal Mission Statement Due July 10, 2013
1. Create LiveText template (individual).
Review description of PBA in CANVAS and identify any learning resources (individual).
Discuss in small group and share plans to complete learning activities.
List any unanswered questions.
Whole group discussion of expectations for each section of the LiveText Template.

29. 1.2: School Culture Study A: Panning Check - Due July 18, 2013 B: Complete Study - Due September 25, 2013
1. Create LiveText template (individual).
Review description of PBA in CANVAS and identify any learning resources (individual).
Discuss in small group and share plans to complete learning activities.
List any unanswered questions.
Whole group discussion of expectations for each section of the LiveText Template.

30. Keep on Going

31. Sticky Notes, Questions and Plus Deltas