1. Waterloo Community Schools Leadership for Learning
Part One

2. “LEAVING A LEGACY of Student Achievement”

3. Upon leaving a school Upon retirement Or even upon death
What do I want my LEGACY to be and what IMPACT will I have made in the final analysis?
Upon leaving a school
Upon retirement
Or even upon death

4. My Legacy

5. Passion (will, determination, belief, desire)
Today, we will explore:
Passion (will, determination, belief, desire)

6. Knowledge (Specific skill sets, understanding of research)
Today, we will explore:
Knowledge (Specific skill sets, understanding of research)

7. Today, we will explore:
Support (Resources, governance—involvement, clear communication and direction)

8. Performance (Coaching, teamwork, collaboration, disposition)
Today, we will explore:
Performance (Coaching, teamwork, collaboration, disposition)

9. Do I really want to be a part of a district that Closes the achievement gap?
No, I mean really!
What does it look like?
What do you believe it will take?

10. Can it be done?

14. What would that look like? What do you believe that would that take?
Do I really want to be a part of a district that Prepares each student to become a responsible and productive citizen in a complex world?
What would that look like?
What do you believe that would that take?

15. …a pathway for success…
Health Science
Hospitality & Tourism
Human Services
Information Technology
Law, Public Safety & Security
Manufacturing
Marketing, Sales & Service
Science, Technology, Engineering & Mathematics
Transportation, Distribution & Logistics 
Agriculture, Food,
& Natural Resources
Architecture & Construction
Arts, A/V Technology & Communications
Business, Management & Administration
Education & Training
Finance
Government & Public Administration

16. Do we really want to Increase student achievement?
What does that look like?
What does it take?

17. …hard work…
Infuse Rigor, Relevance and Relationships into all aspects of instruction
Align written, taught and tested curriculum
Monitor instructional practices
Create smaller, personalized learning environments responsive to individual needs.
Implement district assessment practices and provide “state of the art” teaching tools to ensure data supports instructional decision making.

18. What is my role in ‘Leaving a Legacy of Achievement’ for the students in this great community?”
How can we make sure it REALLY happens?

19. We have a rare opportunity this year to explore and create our desired LEGACY, plan for the future and implement the exact steps that it will take to insure our success.

20. Values and Structures (to prevent uneven instructional practices)
Waterloo Community Schools
Values and Structures (to prevent uneven instructional practices)

21. In the field of educational leadership…
nationally, state-wide, and locally

22. …we have a lot on our plates right now!

23. District Strategic Plan
Collaborative Planning
Iowa Core
District Strategic Plan
Raising the bar!
School Improvement Plans
Red Tape
New Superintendent’s Expectations
ITBS
Hoops

24. Learning for all students…whatever it takes!
That should cause us to be very strategic as we continue toward a very new paradigm.
Learning for all students…whatever it takes!

25. Some of you may be anxious to get going?
So am I

26. NOT SO FAST!

27. We must be patient!

28. No! I mean patient!

29. To be really effective, we have to all be on the same page!
Team Waterloo
Stop! Do not turn the page!
To be really effective, we have to all be on the same page!

30. We all need to be rowing in the same direction!!!!!!!

31. Today, and in the future, we must put our heads together…
Principals for collaboration!

32. Where am I right now???
Can you only see one or two trees…or can you see…

34. …are you focused on the details, or…
Can you see the “Big Picture?”

35. What are we trying to achieve?
Improve student achievement through a total systems approach focusing on classroom instruction that is supported by a professional learning communities model and distributive leadership.

36. What are we trying to achieve?
Improve student achievement through a total systems approach focusing on classroom instruction that is supported by a professional learning communities model and distributive leadership.

37. What are we trying to achieve?
Improve student achievement through a total systems approach focusing on classroom instruction that is supported by a professional learning communities model and distributive leadership.

38. What are we trying to achieve?
Improve student achievement through a total systems approach focusing on classroom instruction that is supported by a professional learning communities model and distributive leadership.

39. What are we trying to achieve?
Improve student achievement through a total systems approach focusing on classroom instruction that is supported by a professional learning communities model and distributive leadership.

40. Improve student achievement
Improved academic performance from all children in Reading, Mathematics and Science
Schools setting and achieving targets
and making Adequate Yearly Progress
Measured by ITBS Assessments and District Curriculum Assessments, etc.
Achievement will resemble Brazzosport, TX

41. Do you think… The students deserve it? Parents want it to happen?
Employers need it to happen?
Our country depends on it?

42. What will it take?

43. a total systems approach
Use of all available resources and personnel—we will likely even re-direct some resources and some personnel.
The entire organization (all departments and curricular areas) supports the mission.
“That’s not my job” mentality disappears.
“Whatever it takes” mentality appears.

44. focusing on classroom instruction
Focusing on the Iowa Core Curriculum
Reviewing building, classroom, individual student data
Looking for gaps
Adjusting instruction
Planning lessons which point to objectives, reveal strategies, and determine assessment

45. focusing on classroom instruction--Review building, classroom, individual student data
In collaborative planning groups including
Faculty
District personnel
Parent support groups
Community

46. supported by a professional learning communities model
Utilizing Collaboration
Sharing successes
Recognizing the value of teamwork
Developing ownership
Embracing healthy competition
Growing and learning from each other
Depending on job embedded staff development

47. and distributive leadership
Defining Roles
Principles of Large-Scale Inst. Improvement
“Undistributed” Leadership Implications
What the Research Says
The role of the Leadership Team

48. My goal: By May 2009, every Waterloo teacher will…
Have had some positive experiences with collaborative planning.
Learned to trust a few of their colleagues for instructional advice.
Realized the benefit of sharing teaching strategies with other teachers.
Begin to realize benefits in their classroom.

49. To get us all on the same page…

50. We must enhance “Leadership for Learning”
Monthly:
Move LFL from 2 hours after the day to 4 hours during the day
2nd Tuesday at 8:00 AM
Become True Instructional Leaders
Optional: Continue credit Granting after school work on First Monday
Provide similar development for Assistant monthly meetings

51. We must enhance “Leadership for Learning”
Annually:
Conduct a summer retreat/institute
Assess year yearly progress
Plan for next school year
Refine our skills
Benefit from collaboration

52. The district administrators and school board are here to:
Support you
Provide advice
Provide you with collaborative opportunities with your peers
Listen if you need to blow off steam
Commiserate with you during difficult times
Celebrate with you when you have successes

53. DO:
Take your time
Involve others: Parents, Improvement Team, Faculty (read distributive leadership)
Understand that school improvement takes time and involves periods of frustration
Try to see the whole forest
Remind yourself of the power of collaboration with YOUR peers

54. My commitment to you:
I will work with each of you to make sure we have one of the most desirable school systems in the country—in every way.