1. Leading for learning Rocky view schools * ALP2 – February 26, 2018
Todd Hennig
Principal, Cooper’s Crossing School

2. Opening Question
What do you believe has the biggest positive impact on the learning that takes place in a school?
What do you believe has the biggest negative impact on the learning that takes place in a school?

3. Big idea Leading for learning in a school is all about…
Shaping culture
Influencing practice, and
Leveraging resources.

4. Assumptions we all carry
We all come to our roles with assumptions about what’s important, what works, and what success looks like.
Here are three short videos. Watch one, and then talk with your group about the assumptions about teaching, learning and school that are revealed by what you see.

5. Schein’s Model of Organizational Structure

6. Our Personal Assumptions
Finish the sentences:
To thrive at school, students need…
Students learn best when...
When I walk into a classroom, I want to see…
Success for a student looks like...
Rich instruction means that the students will be...
Rich instruction means that the teachers will be...
A teacher will know that a student has achieved deep understaning when...
HOW WE FINISH THESE SENTENCES BEGINS TO REVIEL OUR ASSUMPTIONS ABOUT TEACHING, LEARNING AND SCHOOL.

7. From PERSONAL ASSUMPTIONS TO PERSONAL PHILOSOPHY
Once you reflect on and clarify your own assumptions and beliefs, there is value in articulating them.
Examples:
A culture of compassion and grace, where people are allowed to risk and learn from mistakes without fear, is empowering and allows people to become their best. 
Students experience success by actively “doing”, reflecting on experience, adjusting their own learning approaches, self-assessing, and applying their knowledge and understanding in practical, meaningful, real-world ways. 
(Sample Learning and Leading Philosophy)

8. From PERSONAL ASSUMPTIONS TO PERSONAL PHILOSOPHY
How variant do you do believe the assumptions/philosophies of the teachers in your current building are? How would you know? Is this a problem? Do your assumptions/beliefs about learning evolve over time? What has caused your assumptions/beliefs to change? What does this tell you about leading a learning culture in your school?

9. Espoused Values/ The power of a School Narrative
Personal Philosophies can be discussed, debated and are not necessarily shared with others. Espoused values are articulated with the expectation of aligning practice. One valuable tool do espouse these values is through the development of a school narrative. Sample Narrative from Cooper’s Crossing: Explore the broad structure of the narrative.

10. Espoused Values/ The power of a School Narrative
How might a clear school narrative help you as an administrator? List ways you as an administrator could use this. How many of these ways would impact learning for your students and teachers?

11. Artifacts The visible nuts and bolts
In the role of school administrator, what do you have control over?
What do you have influence over?

12. Artifacts The visible nuts and bolts
Factors you control:
Budget
Scheduling
Staff allocations/assignments
Learning Support Models
Professional Learning priorities
(Hint: Control without consultation and communication of the “why” behind the choices made erodes trust and expends valuable leadership currency. Always be aware of the currency you are spending.)

13. Artifacts The visible nuts and bolts
Factors you Influence:
Teacher Practice
Modeling
Staff meetings
Collaboration time
Accountability structures
One-on-one formal conversations
Informal conversations
Relationship building
Modeling a culture of joy

14. Artifacts The visible nuts and bolts
Factors you Influence

15. Artifacts The visible nuts and bolts
Explore the nitty gritty of the sample narrative website:
Questions? Insights?

16. Wrapping Up: What Teachers Wish…
I asked my teachers this:
What would you want future administrators to know about how they can be effective leaders of learning in schools?
They Said…

17. Wrapping Up: What Teachers Wish…
They Said…
 walking around and sharing/ being a part of our learning. For the students to see you and be able to share their learning with you is very beneficial.
Principals should pay close attention to positive school culture. When the school culture is positive, vibrant learning can take place.  
“Trust” is paramount. Where there is “trust” there is no fear. There are contributory factors that promote a healthy and trusting relationship between school leaders and stakeholders, especially teachers!
Respect (need to listen deeply)
Personal regard (need to care personally and professionally)
Personal integrity (words and actions of leaders must match)
Competence (leader must be good at the work of school leaders) 
Understand Literacy Piece, Know the students, be aware of shortcoming and fill gaps

18. Wrapping Up: What Teachers Wish…
They Said…
Trust the opinions of those around you – check in when people are overwelmed
 Empower your staff. Each building has leaders so give them the opportunity to lead instead of looking for people from the outside
Nurture teacher strengths and support their professional learning with resources
Invest in building common language and programs – this is huge for success
Meeting with us one-on-one to support and hold accountable
Don’t forget what it was like to be in the classroom
Still be human
Give positive feedback based on what you see as you walk about informally
Know your staff as people
Be supportive and trust teachers
Strategically support classrooms to help students build independence and success
Value all teachers, whether you chose them or not

19. Wrapping Up: Reflection
Things that maDe you go hmmm?
Things that maDe you go grrrr?
Things you want to think more about?
Things you want to learn more about?
Something you plan to do/change/adapt because of what we did together today?