1. Presenter Information
Inspiring a Culture of Growth
Additional Information
Enhancing Instructional Capacity
Barbara McGraw Edmondson, Ed.D.
Archdiocese of Galveston-Houston
June 14, 2019
Presenter Information

2. Session Objectives Understand the power of culture
Identify key ideas, strategies, and approaches to build a culture of growth and continuous improvement
Share insights and practices to ignite
on-going conversation and collaboration

3. Vision & Core Belief
“I truly believe that education is the most important profession. I also believe it is the profession with the highest expectations. I believe that the only acceptable standard for education is greatness. . .”
Todd Whittaker

4. Inspiring a Shared Vision
“ a vision is a kind of moral imagination which gives school people, individually and collectively, the ability to see their school not only as it is, but as they would it like it to become.” Roland Barth (1993)

5. Building a Dynamic Culture
Your organization can only become the best-version-of-itself to the extent that the people who are driving your organization are becoming the
better-versions-of-themselves.
Matthew Kelly

6. Dynamic Culture Builders
Help people recognize moments of best-version-of-themselves and help them to multiply those moments
Increase cooperation, collaboration, trust and motivation one moment at a time.
Dynamic cultures builders are intentional
Dynamic Culture builders do something everyday to become better-versions-of-themselves and help the organization do the same

7. What Do You Think ?

8. Are you a dynamic culture builder and leader
or an administrator?

9. Key Motivators Salary and benefits are incentives
Praise, recognition, responsibility, autonomy (intangibles are motivators)
Salary benefits = little control
Intangibles = much control
Herzberg's Motivation-Hygiene Theory

10. Three Kinds of Teachers
Superstars – Can Never Replace
Backbones – Hope to Replace
Mediocres – Easily Replace
Dr. Al Burr (former HS Principal)
Where will we put our efforts?

11. Building Momentum
Start with your most effective people – nurture those who are most positive first
Identify key teachers leaders and involve them in decision making processes
All need not pay for the “sins” of a few – do not impose new policies, practices, professional development, in-service training, etc. to address mediocres behavior!

12. Catch Them Doing Something Great!
Five Characteristics of Effective Praise
Ben Bissell (1992)
Authentic
Specific
Immediate
Clean
Private

13. Instructional Capacity Components
Intellectual ability, knowledge and skill (IA)
Quality and quantity of resources (QQR)
Culture of instruction (ILC)
IA + QQR +ILC = Instructional Capacity
Corcoran & Goetz (1995)

14. Human Capital
Research supports the link between teacher knowledge and student achievement.
Instruction that lends to application and problem solving requires the teacher to possess strong content knowledge
Deep content knowledge fosters instructional adaptability to meet student interests and needs – impacts assessment methods as well

15. In your school who comes to mind?
Strong & Flexible?
Less Prepared?

16. Quantity and Quality of Resources
Time
Materials
Staffing

17. Instructional Capacity Components
A system’s potential can only be realized if there is an instructional culture to support, motivate and, build consensus among school staff.
Talley & Keedy, 2006

18. Instructional Culture
Collaboration and collegiality increase staff morale and work effort – teachers are motivated to reorganize and try new approaches.
Shared decision making “bottom – up” problem solving increases engagement and accountability.
Generational supervision/coaching matters

19. Generations in the Workplace

20. https://youtu.be/hLpE1Pa8vvI

21. Introducing . . . Generation Z – the new college graduate Independent
Technology Natives
Crave work mobility
Want work/life balance

22. Professional Growth for All
School leaders in engage in professional learning alongside teachers
Student needs and aligned professional development is prioritized by teachers
Curriculum and instruction decisions call upon expertise of teachers
Teachers have influence about decisions regarding their own professional learning

23. Setting Stage for Growth
Develop goals grounded in consistent shared vision of effective pedagogy shaped by teachers
Focus on application in context (on the job)
Provide models of targeted instruction/pedagogy (student products)
Evaluate based on goals = Professional Growth PROCESS

24. Setting Stage for Growth
Provide time for collaboration make it valued and sacred
Demonstrate commitment to collaboration through consistent participation as the leader (model)
Form collaborative teams that are representative of an array of skill levels and expertise (internal/external)

25. Leading & Sustaining Change
Instructional leadership is not about improving teachers – it’s about creating conditions where they
can empower themselves.
It’s not about being an expert, it’s about cultivating expertise and a culture of collaboration in your building .
Steele & Whitaker (2019)

26. “Good Reads”

27. Barbara McGraw Edmondson, Ed. D
Barbara McGraw Edmondson, Ed. D. Chief Leadership and Program Officer