1. West Virginia Institute for 21st Century Leadership
Superintendent’s Center for 21st Century Schools
Leadership Development Group

2. Our work today: Curriculum Expectations for each Class
Institute Action Search
Best Practices

3. Why this Institute?
Rarely, does an organization improve without knowledgeable, capable and visionary leadership.
Leaders face challenges and find solutions..they operate upon a vision of what the future can be for their organization….incumbent when working on that desired future state the encounter great challenges,,,
Kennedy

4. Leadership Leadership matters.
In difficult times, leadership matters even more.
In periods of significant organizational transition, leadership is the major controllable factor in explaining organizational performance.

5. Learning Centered Leadership for Learning-Centered Schools

6. Learning Centered Leadership
Staying consistently focused on learning, teaching, curriculum, and assessment
Making all the other dimensions of schooling (e.g., administration, organization, finance) work in the service of improved student learning

7. Leadership for Learning
20th Century Leadership
Observed Teaching looking at Teacher Behaviors
Studied Best Teaching Practices in Graduate School
Assumed learner needs were known work skills for business and industry
21st Century Leadership
Observe Learning by looking at Learner Engagement
Study Learning via Curr & Assess. that guide Teaching and Re-teaching
Intellectually stimulate and challenge staff to teach for unknown work and life skills (critical-thinking; problem-solving; creativity)

8. 48,743 32, 972 101, 131 Sharon stress that this is a draft
looking to High School principals in the state to refine this document and make it even better
Talk to you a little later about your assistance in the process
Important beginning to creating a common vision. The more you are involved and share in its creation and refinement, the more meaningful it will be for you.

9. The Frameworks for High Performing Schools
are the basis of the Institute Curriculum

10. Framework Overview Graduates Prepared for the 21st Century
. This graphic represents the foundation blocks for creating a high performing school systems. High performing High School level schools employ these same elements of systemic improvement.
High performing High School schools have four broad components.

11. Culture is a Powerful Force
School culture influences
how people think, feel, and act.
Culture is a key determinant of staff
focus, commitment, motivation, and productivity.

12. Cultural Field Trip

13. Correlates of Effective Schools

14. School Effect? Classroom? Teacher? The Student?
Consistent-Coherent-Planned
School-wide priorities, culture, practices, procedures, programs –everywhere, everyplace everyone
NOT pockets of excellence

15. How?
Shared understanding and learning: Professional learning community
Collect Data: Where are we? How are we doing?
School improvement processes and strategic planning around each
NOT A CHRISTMAS TREE APPROACH
Pervasive practices
Consistent, unwavering focus

16. Developing 21st Century Leaders Who Can Lead 21st Century Schools
21st Century Curriculum
Developing 21st Century Leaders Who Can Lead 21st Century Schools

17. The West Virginia Standards for 21st Century Learning include 21st century content standards and objectives as well as 21st century standards and objectives for learning skills and technology tools. This broadened scope of curriculum is built on the firm belief that quality engaging instruction must be built on a curriculum that triangulates rigorous 21st century content, 21st century learning skills and the use of 21st century technology tools.
Policy

18. Principal’s Rubric for Evidence of Standards- based Instruction
Standard: The principal assures that a rigorous standards-based curriculum is implemented for all students and that it is aligned with the WV Content Standards and Objectives.
Indicators:
Demonstrates understanding of “depth of knowledge”.
Reads and understands the revised WV 21st Century CSO’s; Technology Tools and learning Skills; and can use that understanding to monitor the design and delivery of a standards-based 21st century lesson in the content areas.
Uses the data/results from a 21st century balanced assessment approach to adjust instruction.
Evaluates student learning using a 21st century balanced assessment approach.

19. Student Support Family Connections
To provide a network
of support for
ALL students and families
so that they master the WV CSO’s.

20. Rachel’s Challenge Students have the power to make PERMANENT, POSITIVE, CULTURAL CHANGE in their schools and communities by accepting the challenge of Rachel Scott to start a chain reaction of kindness and compassion.

21. Expectations: Provide a supportive culture for ALL students and families.

22. data/results of assessments to improve instruction
Expectations for Participants
Culture:
Assess current culture in your school
Design interventions for toxic cultural elements
Core beliefs—collaboratively developed
Mission---collaboratively developed
Effective Schools:
Know what the correlates are
Work on implementing aspects of the 7
Curriculum:
Communicate understanding to faculty of:
the revisions of the new CSO’s
depth of knowledge
balanced assessment
data/results of assessments to improve instruction

23. Expectations for Participants
Instruction:
Know what is meant by engagement—monitor
instruction to assure engagement of students with tools, skills with a new level of rigor in the lesson design and delivery.
Understand the standards based project/problem based
learning model assist faculty to learn to use this delivery
methodology.
Student Support/Family Connections:
Create structures to support all students and
families.
Understand that the basic need to “belong” must be met
in order for achievement goals to be obtained.

24. topics of the Institute?
Discuss some of the initiatives you have undertaken in your county regarding the
topics of the Institute?
Culture
Effective Schools Correlates
Curriculum
Instruction
Student Support
How do you utilize the Institute participants in your county?

25. Distributed Leadership
And
Strategic Planning

26. Institute Objectives
Develop leaders who can lead schools of adults and students in a collaborative way that will transform schools into engaging and rigorous 21st century learning environments.
Sharon
stress that this is a draft
looking to High School principals in the state to refine this document and make it even better
Talk to you a little later about your assistance in the process
Important beginning to creating a common vision. The more you are involved and share in its creation and refinement, the more meaningful it will be for you.

27. DISTRIBUTIVE LEADERSHIP
Creating density, BUILDING AND SUSTAINING LEADERSHIP CAPACITY THROUGHOUT THE ORGANIZATION. People in many different roles can lead and affect the performance of schools in many different ways.
LEADING SCHOOL IMPROVEMENT THROUGH CHANGE!! 1ST AND 2ND ORDER CHANGE
1ST ORDER CHANGE MAY BE A SCHEDULE CHANGE, NEW TEXT BOOK ADOPTION ETC…
2ND ORDER CHANGE IS CHANGE THAT REQUIRES A NEW MIND SET. PROFESSIONAL DEVELOPMENT

28. Expectations for Participants Distributed Leadership
Leading Students into the 21st Century
Setting Direction:
Vision Building—What is our preferred future
Developing and Communicating expectations of teacher leadership
Developing relationships of trust, cooperation and respect among teachers and principal
Developing People:
Provide Authentic responsibilities for teachers to lead
Providing Opportunities for teachers to lead
Create legitimate opportunities for teachers to assume leadership roles
Provide direct support
Professional Development
Redesigning the Organization:
Manage teacher leadership process at the school level by identifying both formal and informal leaders among the staff
Create a collaborative process at school
Talk to you a little later about your assistance in the process
Important beginning to creating a common vision. The more you are involved and share in its creation and refinement, the more meaningful it will be for you.

29. Expectations for Participants
STRATEGIC PLANNING
Visioning
Stakeholder involvement
Data sources and use of data
Prioritizing strategic issues
Goals, objectives, and action steps
Monitoring the plan (making it live)
Adjusting the plan
Communicating the plan
Principals transition from Distributive Leadership and building a collaborative culture to strategic planning and the importance of a collaborative process. Participants are provided with a problem based learning scenario which is a fictitious school and its data. The groups collaboratively develop a strategic plan for the school and then communicate this plan to the BOE.

30. Professional Learning Communities

31. PLC Characteristics Shared Mission, Vision, and Goals
Collaborative Teams
Collective Inquiry
Action Orientation/Experimentation
Commitment to Continuous Improvement
Results Focus

32. Three Big Ideas
The professional learning community model requires the school staff to:
Focus on learning rather than teaching
Work collaboratively on matters related to learning
Hold itself accountable for the kind of results that fuel continual improvement
Dr. Richard DuFour

33. Professional Learning Communities
Expectations
Active Engagement and Participation in PLC groupings during the Institute
Monthly Electronic Communication with Programmatic Group PLC between Institute Sessions using Google Communities

34. Professional Learning Communities Discussion Questions
What examples of Professional
Learning Communities do we currently have in our county?
What supports do we have in place to exemplify our commitment to Continuous Improvement?

35. Integrated Technology Expectations
Utilize Web Top Tools
Electronic Communication
between sessions
Professional/ Personal Productivity
Google Sites
Google Community
Google Docs
Google Community Monthly Posts
E-Portfolio due in May
Electronic Notes
Video/Photo Editing
E-Portfolio

36. Purpose and Goal of the ePortfolio
Document Leadership Growth
Enhance Goal Setting with Superintendent
Reflect 21st Century Skills, Tools and Assessments
Integration with TLI

37. http://wvde.state.wv.us/sc2008 E-Portfolio Electronic Portfolio
Archive Institute Resources
21st Century Teaching/Learning Artifacts
Reflections of Personal Growth
Artifacts to Support Goals

38. Discussion
1. Discuss Some Of The Initiatives You Have Undertaken in Your County Regarding Making the Strategic Plan a Living Document
2. How Do You Use the Institute Principals from Your County to Distribute Leadership?
Principals transition from Distributive Leadership and building a collaborative culture to strategic planning and the importance of a collaborative process. Participants are provided with a problem based learning scenario which is a fictitious school and its data. The groups collaboratively develop a strategic plan for the school and then communicate this plan to the BOE.

39. Integrated Technology
Discussion Questions
How may I support the principals in their Electronic Portfolio Process?
How may I utilize the technology expertise of my Institute Principals?

40. Institute Technology Tools
Exploring
Institute Technology Tools
e Portfolios
Institute Search