1. 1 Margaret Mead " Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.” “The leaders of the past had to know how to tell, the leaders of today need to know how to ask.” Peter Drucker

2. Instructional Leadership Dr. Richard Jones Student of Learning

3. 18th Annual Model Schools Conference Monday, June 14 – Thursday, June 17, 2010 Orlando www.ModelSchoolsConference.com

4. 4 46 Agenda Lessons Learned on Instructional Leadership Lessons Learned on Instructional Leadership Review Leadership Model Review Leadership Model Changing the Paradigm for Instructional Leadership Changing the Paradigm for Instructional Leadership Case Study Analysis Case Study Analysis Data Resources Data Resources

5. 5 46 Master Teachers 21st Century Learning 21st Century Learning Rigor/Relevance Framework Rigor/Relevance Framework Curriculum Matrix Curriculum Matrix Gold Seal Lessons Gold Seal Lessons Assessment Assessment Reading Strategies Reading Strategies Implementing RRR Implementing RRR

6. 6 46 Lessons Learned - Model Schools Structure vs. Instruction Structure vs. Instruction Conversation about Learning more than Teaching Conversation about Learning more than Teaching Collaboration Collaboration Persistent in Improvement Persistent in Improvement No One Style of Leader No One Style of Leader

7. Quadrant D Leadership

8. 8 Leadership Model Describe your mental model of effective leadership

9. Quadrant D Leadership A model for effective and sustained school leadership learned from America’s most rapidly improving schools.

10. 10 Aspire to Higher Levels of Leadership

11. 11 46 Why a Leadership Model? Simplify leadership complexities Simplify leadership complexities Schools have unique DNA and effective leaders have subtly different ways of operating Schools have unique DNA and effective leaders have subtly different ways of operating Most current models imply one best way to be a leader Most current models imply one best way to be a leader Connect principal, teacher and student leadership Connect principal, teacher and student leadership Judge leadership by looking at the school not the person Judge leadership by looking at the school not the person

12. 12 Margaret Mead " Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.” School leadership is not a position but a disposition for taking action. One role of school leaders is to broaden the acceptance of leadership among many staff who share a common vision. Quadrant D Leadership is the collaborative responsibility for taking action to reach the future oriented goal of the intellectual, emotional and physical needs of each student. Leadership Definition

13. 13 © International Center for Leadership in Education Evaluation 6 Assimilation C Adaptation D Synthesis 5 Analysis 4 Application 3 Acquisition A Application B Comprehension 2 Knowledge/ 1 Awareness Rigor 1 Knowledge in one discipline 2 Apply knowledge in one discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real-world predictable situations 5 Apply knowledge to real-world unpredictable situationsRelevance From: the International Center for Leadership in Education Rigor and Relevance Framework

14. 14 46 Similarities of Leadership with Teaching and Learning There are basic levels of leadership – necessary but not sufficient, aspire for higher levels There are basic levels of leadership – necessary but not sufficient, aspire for higher levels R/R Framework shifts thinking to learning from teaching. We need to shift thinking of leadership from individual to organization R/R Framework shifts thinking to learning from teaching. We need to shift thinking of leadership from individual to organization Using a simple model will facilitate reflective conversations about improving leadership just as R/R Framework helps to reflect on teaching and learning. Using a simple model will facilitate reflective conversations about improving leadership just as R/R Framework helps to reflect on teaching and learning.

15. 15 APPLICATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE Quadrant D Leadership D D C C A A B B

16. 16 APPLICATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE Quadrant D Leadership D D C C A A B B Greater Knowledge Future Needs of Students Higher Expectations

17. 17 46 Increasing from A/B to C/D Become more data-driven in decision. Become more data-driven in decision. Broaden student achievement indicators (Learning Criteria for 21st Century Learners). Broaden student achievement indicators (Learning Criteria for 21st Century Learners). Raise student expectations. Raise student expectations. Commit to rigor and relevant learning for every student. Commit to rigor and relevant learning for every student. Develop curriculum around whole student needs. Develop curriculum around whole student needs. Become more future-focused on student learning needs. Become more future-focused on student learning needs. Quadrant D Leadership

18. 18 APPLICATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE Quadrant D Leadership D D C C A A B B Greater leadership action through staff empowerment and collaboration Greater leadership action through student involvement and responsibility

19. 19 46 Increasing from A/C to B/D Create and empower leadership teams around groups of students and school functions. Create and empower leadership teams around groups of students and school functions. Facilitate team building activities. Facilitate team building activities. Be open to new possibilities. Be open to new possibilities. Credit others for success. Credit others for success. Involve and listen to students in school practices. Involve and listen to students in school practices. Consistently tap and develop future school leaders. Consistently tap and develop future school leaders. Quadrant D Leadership

20. 20 46 Comparing Leadership Quadrant D Leaders Change the System Adapt to Unique Situations Blend experience with Mental Model Create New Practices to Meet Needs Look to Staff Take Actions Rely on Each Other Traditional Leaders Manage the Current System Promote Standard Procedures Use Past Experience to Solve Problems Replicate Practices w/ Fidelity Look to Superiors for Answers Rely on Expertise Quadrant D Leadership

21. 21 46 Comparing Leadership Quadrant D Leaders Change the System Adapt to Unique Situations Blend experience with Mental Model Create New Practices to Meet Needs Look to Staff Take Actions Rely on Each Other Quadrant D Leadership

22. 22 APPLICATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE Quadrant D Leadership C C A A B B Authoritative Leadership Collaborative Leadership Creative Leadership Adaptive Leadership D D

23. 23 APPLICATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE Quadrant D Leadership C C A A B B Authoritative Leadership Collaborative Leadership Creative Leadership Adaptive Leadership D D

24. 24 APPLICATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE Quadrant D Leadership C C A A B B D D Primary Director Secondary Producer Adventurer Primary Innovator Secondary Facilitator Adventurer Primary Monitor Secondary Producer Planner Primary Mentor Secondary Facilitator Planner Contrasting Roles of Leaders

25. 25 APPLICATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE Quadrant D Leadership C C A A B B D D Independent Turf Protective Proactive Initiative Takers Open/Sharing Proactive Compliant Turf Protective Reactive Interdependent Open/Sharing Reactive Characteristics of Staff by Leadership Quadrant

26. 26 APPLICATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE Quadrant D Leadership C C A A B B D D School Driving Forces Rule-driven School Tradition-driven School Conflict-driven School Culture-driven School

27. 27 APPLICATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE Quadrant D Leadership C C A A B B D D Student Achievement Level or Declining Partial Traditional Success Islands of Innovation Rapidly Improving

28. 28 APPLICATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE Quadrant D Leadership C C A A B B D D Professional Learning? Leader Knowledgeable Little New Learning All Staff Learn Internal to School Leader Learns External to School All Staff Learn External to School

29. 29 APPLICATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE Quadrant D Leadership C C A A B B D D Sports Metaphor of Individual Leader Referee Cheerleader Player Coach

30. Three Spheres of Leadership Capacity Building Skills and Abilities Mental Models Tools and Processes

31. Leadership Skills and Abilities Personal/Social/Emotional Coherent Vision Instruction Empowerment Community Organization/Management Political/Finance/Legal 10 ICLE Expertise

32. Quadrant A – Authoritative Traditional Leadership School Manager Leaders decide, others act Authoritarian Traditional Leadership School Manager Leaders decide, others act Authoritarian

33. 33 © International Center for Leadership in Education Situations Where Quadrant A Leadership Is Effective Student safety and security issues Compliance with ethical and legal requirements Dismissal of staff Significant student behavior disruptions Introduction of new state mandates School maintenance issues Student safety and security issues Compliance with ethical and legal requirements Dismissal of staff Significant student behavior disruptions Introduction of new state mandates School maintenance issues

34. Quadrant B – Collaborative Empowerment - Application of leadership by administration and staff The staff works in a highly collaborative setting Positive, supportive work environment Empowerment - Application of leadership by administration and staff The staff works in a highly collaborative setting Positive, supportive work environment

35. 35 © International Center for Leadership in Education Situations Where Quadrant B Leadership Is Effective Situations Where Quadrant B Leadership Is Effective Conditions of low morale, such as layoffs or fiscal cuts Conditions of low morale, such as layoffs or fiscal cuts Hiring and mentoring new staff Hiring and mentoring new staff Changes in school community such as changing demographics Changes in school community such as changing demographics Introduction of new programs, such as a new reading programs Introduction of new programs, such as a new reading programs Frequent turnover in school leadership Frequent turnover in school leadership Conditions of low morale, such as layoffs or fiscal cuts Conditions of low morale, such as layoffs or fiscal cuts Hiring and mentoring new staff Hiring and mentoring new staff Changes in school community such as changing demographics Changes in school community such as changing demographics Introduction of new programs, such as a new reading programs Introduction of new programs, such as a new reading programs Frequent turnover in school leadership Frequent turnover in school leadership

36. Quadrant C – Creative Reflective and Innovative Visionary Anticipation of the Future Student Needs Drive Action Reflective and Innovative Visionary Anticipation of the Future Student Needs Drive Action

37. 37 © International Center for Leadership in Education Situations Where Quadrant C Leadership Is Effective Situations Where Quadrant C Leadership Is Effective Gaps in achievement among different groups of students Staff clinging to status quo and traditional instruction Poor student achievement Low student expectations Gaps in achievement among different groups of students Staff clinging to status quo and traditional instruction Poor student achievement Low student expectations

38. Quadrant D – Adaptive Adaptive leadership Creative and Collaborative Reflective and Innovative Staff and Students are Empowered to Take a Significant Leadership Role Adaptive leadership Creative and Collaborative Reflective and Innovative Staff and Students are Empowered to Take a Significant Leadership Role

39. 39 © International Center for Leadership in Education Situations Where Quadrant D Leadership Is Effective Situations Where Quadrant D Leadership Is Effective Need for innovative approach Moving from good to great school Sustaining school improvement efforts Low student engagement Shortage of prospective leaders New school planning Need for innovative approach Moving from good to great school Sustaining school improvement efforts Low student engagement Shortage of prospective leaders New school planning

40. Quadrant D Leaders function in each Quadrant, continually striving to facilitate school actions and decision consistent with Quadrant D Leadership

41. Quadrant D Leadership International Center’s unique model in the field of educational leadership Anchored by the philosophy and principles of the Rigor/Relevance Framework Influenced by practitioner’s in the nations most successful and rapidly improving schools Emphasizes staff and student empowerment coupled with high expectations for all students

42. 42 KNOWLEDGEKNOWLEDGE KNOWLEDGEKNOWLEDGE Quadrant D Leadership APPLICATION AABB D C Authoritative Leadership Collaborative Leadership Creative Leadership Adaptive Leadership

43. 43 Applying Quadrant D Leadership Compare and Contrast Quadrant A and D in one of the Components of Excellence

44. 44 Components to School Excellence 6. Adapt Organizational Structures 7. Monitor Progress/Improve Support Systems 5. Adopt Effective Instructional Practices 8. Refine Process on an Ongoing Basis 1.Embrace Common Vision and Goals for Rigor Relevance/Relationships for ALL Students 2.Inform Decisions through Data Systems 3.Empower Leadership Teams to Take Action and Innovate 4.Clarify Student Learning Expectations

45. Quadrant A Quadrant D

46. 46 1. Embrace a Common Vision and Goals Quadrant A LeadershipQuadrant D Leadership Set vision by top leadership Set vision with wide contributions Define vision in few academic measures Define vision in terms of whole student needs Place priority on short- term results Place priority on long- term improvement Limit goals to best students Expand goals to all students See vision as top leaders initiative Embrace vision universally Instill fear with goalsInspire passion with goals

47. 47 4. Clarify Student Learning Expectations Quadrant A LeadershipQuadrant D Leadership Define learning in terms activities required to teach Define learning in terms of skills and knowledge as results Define learning from specific skills up to total student Define learning from “whole” student down to specific skills Cover as many topics as possible. Help students learn priority skills deeply Break apart curriculumIntegrate curriculum Entire curriculum mandatory Curriculum includes some student choice

48. 48 5. Adopt Effective Instructional Practices Quadrant A LeadershipQuadrant D Leadership Teach skills in isolationTeach skills in context Focus is on deficienciesFocus is on proficiencies Look for evidence of good teaching Look for evidence of good learning Standardize proceduresShare best practices Give separate assessments Give embedded assessments Isolate instruction from community Connect instruction to community

49. 49 KNOWLEDGEKNOWLEDGE KNOWLEDGEKNOWLEDGE Quadrant D Leadership APPLICATION AABB D C Authoritative Leadership Collaborative Leadership Creative Leadership Adaptive Leadership

50. Instructional Leadership

51. ★ Context ★ Agenda ★ Practices Instructional Leadership

52. 52 Context for Instructional Leadership

53. 53 Context for Instructional Leadership Opportunity to Collaborate Relationship Building Sense of Purpose and Urgency

54. 54 Relationship Building 54

55. 55 Relationship Model 55 0.Isolated 1.Known 2.Receptive 3.Reactive 4.Proactive 5.Sustained 6.Mutually Beneficial

56. 56 School Climate and Culture Characteristics for Engagement Voice Belonging Choice Freedom Imagination Success Voice Belonging Choice Freedom Imagination Success Human Needs

57. 57 School Climate and Culture Characteristics for Engagement Voice Belonging Choice Freedom Imagination Success Voice Belonging Choice Freedom Imagination Success Human Needs Schools Need to Provide Equity Community Opportunity Responsibility Challenge Expectations Equity Community Opportunity Responsibility Challenge Expectations

58. 58 Opportunity

59. ★ Team Responsibilities (e.g., grade level, improvement, data, academy, literacy) ★ Structured meeting times ★ Established norms ★ Comfortable and convenient ★ Accountable Opportunities to Collaborate

60. 60 Communicaton Ratios Sixty Business Teams, Losada and Heaphy, 2004 Success Levels Positive to Negative Inquiry to Advocacy Talk about Self vs. Others High Performing 5.8 to 11 to 1 Medium Performing 1.8 to 12 to 3 Low Performing 1 to 201 to 31 to 30

61. 61 Sense of Purpose and Urgency

62. ★ Future-focused ★ Changing World - 21st Century Skills ★ Student-focused ★ Coherence - measure what matters ★ Passionate Sense of Purpose and Urgency

63. 63 Context for Instructional Leadership Checklist Activity International Center for Leadership in Education

64. 64 Agenda for Instructional Leadership

65. 65 Content for Instructional Leadership Student Engagement Rigor/Relevance Framework “Begin with the end in mind” Planning Priority Standards Personalization

66. 66 Priority Standards

67. Teachers struggling to teach an overloaded curriculum!

68. ★ Not all standards are created equal ★ Focus on priority - Curriculum Matrix NESS Study Priority Standards

69. Using the Curriculum Matrix  Determine priority standards  Objective data on community expectations  Reference as to what is tested  Agenda for conversations with teachers

70. 70 Rigor/Relevance Framework

71. © International Center for Leadership in Education

72. 72 RI G O R RELEVANCE A B D C Rigor/Relevance Framework High HighLow Low

73. 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation 1. Knowledge of one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real world predictable situations 5. Application to real world unpredictable situations KnowledgeApplication Low High

74. 74 12345 Application Knowledge 1 2 3 4 5 6 Rigor/Relevance Framework 13 Relevance Rigor

75. RI G O R RELEVANCE AB DC Rigor/Relevance Framework RoutineMemorization Four Quadrants of Learning ComplexAnalytical Challenging Real World PracticalApplication High Low Acquisition A Application B Adaptation D Assimilation C

76. RI G O R RELEVANCE A B D C Rigor/Relevance Framework Teacher Work Teacher/Student Roles Student Think Student Think & Work Student Work High Low

77. ★ Design Gold Seal Lesson - culminate w/ performance ★ Modify existing lesson - add high RR performance - adapt Gold Seal Lessons change strategies change assessments ★ Interdisciplinary instruction ★ Integrate academics in CTE and Arts ★ Use “D” Moments Ways to Increase Rigor/Relevance

78. 78 “Begin with the end in mind” Planning

79. Student Learning Rigorous and Relevant Instruction Actual Student Performance Rigor/Relevance Feedback Reflection Instruction Assessment Expected Student Performance Rigor/Relevance

80. Instructional Planning : Rigor and Relevance is a Forethought NOT an Afterthought

81. RI G O R RELEVANCE A B D C Rigor/Relevance Framework ID conflicts and issues in a scene. Romeo and Juliet Write a letter to Romeo on how to deal with conflict. Design brochure on dealing with family crises. Act out a scene High Low

82. 82 Student Engagement

83. Engagement-based Learning and Teaching Build Relationships Attend to Classroom Environment Reflect on Grading and Rewards Commit to Guiding Principles Practice Student Habits Develop Foundation Skills Build Relationships Attend to Classroom Environment Reflect on Grading and Rewards Commit to Guiding Principles Practice Student Habits Develop Foundation Skills PreconditionsPreconditions

84. Engagement-based Learning and Teaching Design for Rigor/Relevance Personalize Learning Use Active Learning Strategies Have Literacy Focus Design for Rigor/Relevance Personalize Learning Use Active Learning Strategies Have Literacy Focus PedagogyPedagogy

85. 85 Observation of Student Engagement Walkthrough Checklist Observe Positive Body Language Consistent Focus Verbal Participation Student Confidence Fun and Excitement Observe Positive Body Language Consistent Focus Verbal Participation Student Confidence Fun and Excitement Perceive Individual Attention Clarity of Learning Meaningfulness of Work Rigorous Thinking Performance Orientation Perceive Individual Attention Clarity of Learning Meaningfulness of Work Rigorous Thinking Performance Orientation

86. 86 Personalize Learning

87. Make each student feel unique. Connect to the youth culture. Recognize cultural differences. Consider the student point of view. Be aware of different learning styles. Differentiate instruction. Attend to students with special needs. Intervene early.

88. Daggett Graduate School of Education Curriculum and Instruction

89. Program Course Offerings Required Courses (9 courses, 3 credit hrs each) Using Assessment for Instruction Bodybrain-Compatible Teaching The Teacher Leader Brain Health Curriculum & Instruction in K-12 Transformation Using Data to Inform Instruction Contemporary Issues in Education Personalized Instruction Effective Instruction: Theory and Practice Specialized Courses (3 courses 3 credit hrs each in either) Teaching and Learning or Educational Technology School Literacy Plans I nstructional Design for Technology Integrating Academics/CTE Using Information/Communication Technology Research Seminar in Teaching/Learning Research Seminar in Instructional Technology

90. 90 Your Agenda for Instructional Leadership Activity International Center for Leadership in Education

91. 91 Developing the Right Regard for State Testing Activity International Center for Leadership in Education

92. 92 Low Expectations - High School Activity International Center for Leadership in Education

93. 93 Practices for Instructional Leadership

94. Activity How do you influence instruction in your school? Activity

95. Quadrant D Leadership Instructional Leadership Practices Management Staff Reviews and Evaluation Student Achievement Data Analysis Policies and Procedures Balanced Assessments Personnel and Budgets Master Schedule/Teacher Assignments Staff Meetings

96. Quadrant D Leadership Instructional Leadership Practices Management Staff Reviews and Evaluation Student Achievement Data Analysis Policies and Procedures Balanced Assessments Personnel and Budgets Master Schedule/Teacher Assignments Staff Meetings

97. KNOWLEDGEKNOWLEDGE AB D C Quadrant D Leadership HighLow High APPLICATION Instructional Leadership Practices Management Staff Reviews and Evaluation Student Achievement Data Analysis Policies and Procedures Balanced Assessments Personnel and Budgets Master Schedule/Teacher Assignments Staff Meetings

98. Quadrant D Leadership Instructional Leadership Practices Empowerment Mentoring Leadership Teams Teacher Incentives and Rewards Teacher Observations/Stu dy Tours Co- teaching/Team teaching Individualized Professional Learning

99. Quadrant D Leadership Instructional Leadership Practices Empowerment Mentoring Leadership Teams Teacher Incentives and Rewards Teacher Observations/Stu dy Tours Co-teaching/Team teaching Individualized Professional Learning

100. KNOWLEDGEKNOWLEDGE AB D C Quadrant D Leadership HighLow High APPLICATION Instructional Leadership Practices Empowerment Mentoring Leadership Teams Teacher Incentives and Rewards Teacher Observations/Stu dy Tours Co-teaching/Team teaching Individualized Professional Learning

101. Quadrant D Leadership Instructional Leadership Practices Vision Needs Assessment/ Strategic Planning Professional Development Workshops Classroom Walkthroughs R/R Framework Instructional Focus Vision/Missi on/Goals

102. Quadrant D Leadership Instructional Leadership Practices Vision Needs Assessment/ Strategic Planning Professional Development Workshops Classroom Walkthroughs R/R Framework Instructional Focus Vision/Missio n/Goals

103. KNOWLEDGEKNOWLEDGE AB D C Quadrant D Leadership HighLow High APPLICATION Instructional Leadership Practices Vision Needs Assessment/ Strategic Planning Professional Development Workshops Classroom Walkthroughs R/R Framework Instructional Focus Vision/Missio n/Goals

104. Quadrant D Leadership Instructional Leadership Practices Professional Learning Community Culture Peer Review of Student Work Instructional Coaching Academic Intervention Grading Celebrations

105. Quadrant D Leadership Instructional Leadership Practices Professional Learning Community Culture Peer Review of Student Work Instructional Coaching Academic Intervention Grading Celebrations

106. KNOWLEDGEKNOWLEDGE AB D C Quadrant D Leadership HighLow High APPLICATION Instructional Leadership Practices Professional Learning Community Culture Peer Review of Student Work Instructional Coaching Academic Intervention Grading Celebrations

107. KNOWLEDGEKNOWLEDGE AB D C Quadrant D Leadership HighLow High APPLICATION Instructional Leadership Practices Management Staff Reviews and Evaluation Student Achievement Data Analysis Policies and Procedures Balanced Assessments Personnel and Budgets Master Schedule/Teacher Assignments Staff Meetings Vision Needs Assessment/ Strategic Planning Professional Development Workshops Classroom Walkthroughs R/R Framework Instructional Focus Vision/Missio n/Goals Empowerment Mentoring Leadership Teams Teacher Incentives and Rewards Teacher Observations/Stu dy Tours Co-teaching/Team teaching Individualized Professional Learning Professional Learning Community Culture Peer Review of Student Work Instructional Coaching Academic Intervention Grading Celebrations

108. KNOWLEDGEKNOWLEDGE AB D C Quadrant D Leadership HighLow High APPLICATION Instructional Leadership Practices Staff Reviews and Evaluation Student Achievement Data Analysis Policies and Procedures Balanced Assessments Personnel and Budgets Master Schedule/Teacher Assignments Staff Meetings Needs Assessment/ Strategic Planning Professional Development Workshops Classroom Walkthroughs R/R Framework Instructional Focus Vision/Missio n/Goals Mentoring Leadership Teams Teacher Incentives and Rewards Teacher Observations/Stu dy Tours Co-teaching/Team teaching Individualized Professional Learning Professional Learning Community Peer Review of Student Work Instructional Coaching Academic Intervention Grading Celebrations

109. 109 Margaret Mead " Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.” School leadership is not a position but a disposition for taking action. One role of school leaders is to broaden the acceptance of leadership among many staff who share a common vision. Quadrant D Leadership is the collaborative responsibility for taking action to reach the future oriented goal of the intellectual, emotional and physical needs of each student. Definition of Leadership

110. 110 KNOWLEDGEKNOWLEDGE KNOWLEDGEKNOWLEDGE Quadrant D Leadership APPLICATION AABB D C Authoritative Leadership Collaborative Leadership Creative Leadership Adaptive Leadership

111. Data and Tools for Curriculum Planning Data Driven Insttruction

112. 112 Types of Data 112

113. Analyze Driving Forces of Change on Education Identify Student Learning Needs Set Student Learning Goals Set School Goals Set Individual Goals Analyze Patterns in School Practices Test Hypotheses Quantify Perceptions of Students, Staff and Community Data Strategies

114. Learning Criteria for 21st Century Learners Lexile Framework for Reading Data Strategies WE Surveys Curriculum Matrix R/R Framework Efficiency and Effectiveness Framework Student Learning Perceptions School Processes

115. International Center’s Curriculum Matrix for Wisconsin

116. CM Publications