1. CAPSTONE PRESENTATION: PRINCIPAL LEADERSHIP GOAL-SETTING
PRESENTED BY CHRIS PEARSON MAY 9, 2015 LEADERSHIP FOR LEARNING DOCTORAL PROGRAM UNIVERSITY OF WASHINGTON

2. CAPSTONE PRESENTATION: PRINCIPAL LEADERSHIP
CURRENT ROLES:
PRINCIPAL AT WEST VIEW ELEMENTARY IN THE BURLINGTON-EDISON SD
PRINCIPAL LEADERSHIP COACH WITH THE NORTHWEST ESD189

3. CAPSTONE PRESENTATION: PRINCIPAL LEADERSHIP
MY LEARNING GOALS:
Utilize a Teaching and Learning Stance to Demonstrate my L4L Standards-aligned leadership skills within the context of principal leadership and professional growth planning.

4. AUDIENCE Principals in the Northwest Region
‘August Retreat’ w/ administrators from around the region
Could this be a handout – could this be more personalized

5. CAPSTONE PRESENTATION: PRINCIPAL LEADERSHIP
STANDARDS ADDRESSED
STANDARD THREE: THE IMPROVEMENT OF TEACHING & LEARNING
B) … Use instructional frameworks … to optimize student and adult professional learning.
C) Engage relevant players collaboratively … in instructional improvement work.
STANDARD FOUR: STRATEGIC & COLLABORATIVE GOVERNANCE AND DECISION-MAKING
D) Build the capacity of educators and community members to collaborate in ongoing systemic improvement to ensure a high-quality education for every student

6. Lesson objectives Members of the audience will…
Be able to develop a student-centered, learning-focused, equity-based professional growth goal.
Be able to apply this goal to the AWSP Instructional Framework.
Be able to take a ‘teaching and learning’ stance in their support of their own staff members’ professional growth goal-setting.

7. SUCCESS CRITERION
By the end of this lesson, each participant will have one professional growth goal that is:
Grounded in best practice research
Reflects inquiry-based, equity-focused practices, and models and teaching and learning stance.
Is easily applied to the AWSP Leadership Framework
How do I create a sense of inspiration before going into the process

8. opening REMEMBERING THE ‘WHY’
Libni and Francis

9. reflecting on past leadership practices

10. Reflecting on past leadership Practices

11. Reflecting on past leadership practices

12. Reflecting on past leadership practices

13. Leadership Reflection
TABLE TALK
Each person has 2 minutes to share out which slide best describes their previous leadership experience, including a brief examination of causes for/reasons why they had this experience.

14. Professional Goal-Setting So how do I begin?
“Currently, principals find themselves trapped and overwhelmed with the tremendous tasks of their jobs. While it is true that urgency can help bring about great changes, urgency without focus turns out to be frenetic energy.
This frenetic energy doesn’t motivate people. Rather, it is when effective actions replace ineffective ones that people are motivated to do even more” (Fullan, 2014).
(Table Talk Activity)
Where do I spend my time? Color-out what’s important

15. THE RESEARCH-BASED ‘WHY’ & ‘HOW’ for principal leadership support
Supovitz, Sirinides, May (2010)
‘importance of principals work for student learning … through the fostering of collaboration and communication around instruction.’
Blase & Blase (1999)
‘promoting reflection & professional growth through inquiry, modeling, feedback etc.’
Honig (2012)
Best practices in principal support, including ‘joint work’, ‘modeling’ and ‘brokering’
Fullan (2014)
‘Principal as ‘lead learner’ who models learning and shapes the conditions for all to
learn
Bold statement, bigger statement, leave rest; Eliminate OSPI, Marzano; Highlight key elements – to focus later critical friends;

16. The goal-setting context
AWSP LEADERSHIP FRAMEWORK
Creating a Culture
Ensuring Student Safety
Planning with Data
Aligning Curriculum
Improving Instruction
Managing Resources
Engaging Communities
Closing the Gap

17. Guided Goal-Setting Activity
How do we write, student-centered,
learning-focused, equity-focused goals?
Finding the “through-line”
Problem of Student Performance
Problem of Teacher Practice
Problem of Leadership Practice

18. Problem of Student Learning
Quick Write (Yellow Card):
Think about your students
What is problem of student learning that keeps you up at night?

19. Problem of Adult Practice
Quick Write (Purple Card):
Think about your teacher’s instructional practice.
What are the problems of adult practices that contribute to the problem of student learning?

20. Problem of Leadership Practice
Quick Write (Green Card):
Think about your leadership practice.
What do you need to grow in your leadership practice …
… that will improve adult instructional practices …
… in order to improve student achievement?

21. Critical Friends Activity (Pairs)
Protocol:
Presenter will have the chance to share their responses (3 minutes)
‘Critical Friend’ will have the opportunity to ask questions, provide suggestions etc. (2 minutes)
Presenter will have the chance to adapt/revise their cards based on the feedback (3 minutes)

22. Writing your goal INDIVIDUAL QUICK WRITE (Pink Card):
Review your cards and consider your feedback
Attempt to Capture your thoughts in one or two sentences
Write this Sentence down on the card

23. Application to AWSP Leadership Framework
With a Partner, Consider:
To what Criterion does your goal statement best apply?
Quick Write
1. Identify the Criterion,
2. Write it down on the card, below the goal
statement
(Framework Handout)

24. 1. Write these examples down on your card.
IDENTIFYING Evidence
What evidence can you collect to show that you have demonstrated growth towards your goal?
Quick Write
1. Write these examples down on your card.

25. Finding your ‘Workout Buddy’
Who will I count on to support me in my professional growth?
What will I need from him/her?
Quick Write
Identify your ‘workout buddy’
Write his/her name on the card

26. “Do the next thing first”
Taking the first step….
“Do the next thing first”
What is the first thing I need to do to reach this goal?
1. Write it down on your card

27. Whole group share-out
Volunteers will have the opportunity to share their goal statements with the whole group

28. CLOSING
“The passion for stretching yourself and sticking to it, even (or especially) when it’s not going well, is the hallmark of the growth mindset. This is the mindset that allows people to thrive during some of the most challenging times in their lives.” ― Carol S. Dweck