1. School Leadership Program Webinar Seminar for October 20
Just Do It!!!
This workshop is about instructional leadership. Getting into classrooms to support teachers in being more effective teachers and support students in their learning.
Purpose:
Present the key components of the School Leadership Program (SLP)
To build leadership capacity
To apply key learnings to your current reality
Learning:
Leadership Audit
The Leadership Challenge
Principal Quality Practice Guideline
Enduring Understandings
Instructional Leadership
Individual Leadership Action
Motivation:
Practical
Active engagement
Experienced based
Transfer:
Respects current reality
Research based bh

2. Intended Learner Outcomes
To develop leadership capacity
To build our community of practice
To explore leadership strands
To articulate leadership actions to your current reality

3. Learning Sequence Leadership Audit Leadership Strands
Instructional Leadership
Shared Vision of Exemplary Teaching
Supervision
Leadership Action

4. TASK: Think, Write, Pair, Share
When I am thinking of the school leadership program I’m excited about...
When I am thinking of school leadership program I’m concerned about…
One of my strengths I have as a school leader is……
My question(s) about school leadership program are…
This activity it in your handouts.
Directions:
Think about each of the stems,
Record your responses to each stem
Share your responses with a partner
Post questions on the Parking Lot - Make sure we have stickies.
Choose two or three people to share an interesting insight they heard from their partner. bh

5. Leadership Audit Purpose and current reality Leadership values Style
Leadership Framework
Dot will share why she decided to go apply for the principalship of the middle school.
Felt I had something to offer – experience, education (MSc), community, belief in middle school philosophy
Had been encouraged and enjoyed several leadership opportunities, but bottom line for me has always been – Can help? What can I bring to the party? When do I need to move on?
This activity it in your handouts. dn

6. Five Leadership Challenges Principal Quality Practice Guidelines
Leadership Strands
Five Leadership Challenges
Principal Quality Practice Guidelines

7. Warren will review
One key aspect of the SLP is the book study. K&P provides five critical leadership behaviours which we believe for the foundations for all leaders, including those that work in school.
In the webinar we provided examples from our experiences in education and you shared your own examples. We will continue to relate the Leadership Challenge model to education.
As the diagram indicates, the central practice is the ability to form and inspire a shared vision. You, as a school leader, must envision and articulate a vision of the “preferred future, creating an ideal image of the organization or project…leadersare able to bring their vision to everyone’s level, breathing life into other individuals’ hopes and dreams.” (A Coach’s Guide to Developing Exemplary Leaders, p. 7)
The remaining four practices are equally important:
Model the Way – Leaders must demonstrate that they stand behind their values and demonstrate that them mean what they say with action. The principles that leaders establish, espouse and live become the standards of excellence for others to follow. (p. 7)
Challenge the Way - Leaders look for ways to improve processes, for better, faster, less-expensive ways to get the work done, and they encourage the strengths of the team to do it….Leaders challenge themselves to ensure that they grow and learn.” (p. 8)
Enable Others to Act – Leaders involve others in making decisions about how to do their work and they support the ultimate actions. These actions build cooperation across the team. (pgs. 8, 9)
Encourage the Heart – Leaders bring hope and satisfaction; they bring encouragement and support; and most of all they bring praise and appreciation. People will accomplish extraordinary things when hey know someone cares and appreciates their dedication.(p. 9) wp

8. The Principal Quality Practice Guideline
Promoting Successful School Leadership in Alberta
Warren
Developed in response to the Alberta Commission on Learning Recommendation by an all-stakeholder committee.
Released by Alberta Education in February, 2009
The purpose is to ensure “that Alberta Schools are led by qualified, dedicated and effective leaders.” (p. 1) wp

9. Introduction – The Changing Role of the Principal
From…
To…
Excerpts from the Introduction:
The principal’s role has become more focused on the management of teaching and learning within the school….
School mission and goal development, issue identification, priority-setting, school improvement planning, financial and human resource management and development, information gathering and data-based decision-making, public and community relations and educational accountability and reporting system requirements are now key expectations of the Alberta school principal…
…the school principal is required to focus more than ever on the core purpose of the school – providing all students with the best possible opportunities to learn. Consequently, school principals must have a deep and thorough knowledge of teaching and learning so that hey are able to serve as instructional, educational and organizational leaders focused on the school’s core purpose. (p.3)
(2002)
(2007)

10. Principal Quality Practice
The principal is an accomplished teacher who practices quality leadership in the provision of opportunities for optimum learning and development of all students in the school. TASK: Think about this statement. What are the key ideas embedded in it?

11. Leadership Dimensions
In accepting the legislated and school authority mandated leadership responsibilities, all school leaders are expected to commit to fulfilling the leadership dimensions contained in the PQPG throughout their careers.

12. Leadership Dimensions
1. Leadership Dimension - Fostering Effective Relationships
2. Leadership Dimension - Embodying Visionary Leadership
3. Leadership Dimension - Leading a Learning Community
4. Leadership Dimension - Providing Instructional Leadership
5. Leadership Dimension - Developing and Facilitating Leadership
6. Leadership Dimension - Managing School Operations and Resources
7. Leadership Dimension - Understanding and Responding to the Larger Societal Context
A copy of the Principal Quality Practice Guideline and the Leadership Dimensions is included in the workshop binder.
The Professional Quality Practice Guideline contains descriptors for each of the 7 Leadership Dimensions. You are encouraged to review both the 7 leadership dimensions and the descriptors.

13. Instructional Leadership
Changing role of the school leader
Bill will provide insight bh

14. School Leaders Role (1970s)
In the 70 and 80s the focus was on instruction in single classrooms with desks in a row.
The principal was the manager and evaluator. Each teacher was evaluated every year. Principal did spend time in the classroom.
Instructional Focus
Principal
Manager and Evaluator

15. Changing role…. Principal as decision maker and resource provider
Throughout the 80 and 90. The focus became on getting computers and associated resources. SBDM changed the role of the leader to decision maker and resource provider.
Evaluation was only for first year teachers and problematic teachers.
Principals did not have time to get to classrooms.
Increase autonomy and increased accountability: planning and reporting
1980s:Effective Schools Research
: Decade of Decline
Struggle to keep the focus on instructional leadership;
Management and organizational structures are the key issues (SBDM; school councils, decentralization, consortia, CEU funding)
Role of the principal has managerial focus
Principal as decision maker and resource provider
Focus on resources

16. Transformational Leadership
AISI
D.I.
PLC
Early 21 century instructional focus returns to instruction with AISI and professional developments
Principal seen as a change agent and resource provider.
2001-present:
Refocusing on teaching/learning (AISI, PLC, Assessment for learning, TQS, PQS)
Professional development is moving from off-site to on-site (school)
Next step is to move P.D. directly to the classroom
Role of instructional leader emerging (whose job is it? Principal? Teacher leaders?)
AFL
Principal as collaborator and change agent

17. Changing Role over time
Educational Emphasis
This is a great time for the educational leader because the focus has returned to instruction. The challenge is for school leaders for focus on managing change and instruction.
Exemplary teaching is becoming more well defined: TQS and PQPG.
School Leader Role

18. Enduring Understandings of Instructional Leadership
Student Learning Improved Teaching Practice
These are the “big ideas”
The goal is improved student learning
Improved teacher learning usually means improved student learning
Improved teacher learning is based upon a shared vision of exemplary teaching
Superintendent, principal, and teacher are the key positions
Instructional Leadership main points:
Instructional leadership is a key component of the role of the principal
Instructional leadership is the leverage point for improved teacher learning and improved student learning.
Instructional leadership is based on a shared understanding of effective teaching and learning.
Instructional leadership is enhanced when supported by coaching.
Shared Vision of Exemplary Teaching
Instructional Leadership makes it happen!

19. School Leader
One who works collaboratively with a school’s formal leadership to plan, implement and assess school change initiatives to ensure alignment and focus on intended results
Dot
Roles of Instructional Leader
School Leader
Catalyst for Change
Learning Facilitator
Resource Provider
Data Coach
Instructional Specialist
Curriculum Specialist
Classroom Supporter
Mentor
Learner
Main Speaking Notes:
These roles are shared in the school.
School leader is not a role that should be delegated. The principal is the school leader and is aware of who in the school is the lead person for each role.
The roles are not distinct and there is overlap
One person may fulfill more than one role

20. 2. Catalyst for Change
One who creates disequilibrium with the current state as an impetus to explore alternatives to current practice

21. 3. Learning Facilitator
A key player in designing collaborative, job-embedded, standards-based professional learning communities

22. 4. Resource Provider
One who provides colleagues with resources that will help them reach their desired outcomes

23. 5. Data Coach
One who ensures that student achievement data drive decisions in classrooms as well as the oval school

24. 6. Instructional Specialist
One who is responsible for aligning instruction with curriculum to meet the needs of all students (i.e. differentiates instruction)

25. 7. Curriculum Specialist
One who ensures implementation of adopted curriculum and has a strong understanding of the intended learner outcomes of the Programs of Study.

26. 8. Classroom Supporter
One who looks for opportunities to increase the effectiveness of classroom instruction

27. 9. Mentor
An advisor who works to increase the instructional skills of the novice teacher and supports school-wide induction activities

28. 10. Learner
Learners model continual improvement, demonstrates lifelong learning, and use what they learn to help all students achieve.

29. TASK: Think
On your own - Assess the instructional leadership roles in your school. Which roles are active? Which roles are inactive?
See Handout
This activity it in your handouts.

30. Closure Reflection: Application: Implication: What have I learned?
What surprized me? Inspired me? Interested me?
Application:
How may I use these concepts/ideas to develop my leadership capacity?
Implication:
To what am I committing? What do I need to do? When and how am I going to do it?
You can do this now or at the end of the webinar
We will be posting these questions on Facebook for you. Warren has provided you with information as to how to join the Facebook group. If you would rather your responses to Warren, Dot or Bill, that is fine. However, we hope you will join the Community of Practice dedicated Facebook page for this group. Your superintendents will be dropping in to post on the page and engage with participants as well.
Facebook
How to sign up – Warren review
Join Facebook community; post short bio
Who are you (e.g. “Hi, I’m Ken!”)
What school do you work with, how long you have been in the position you hold and where you are located
Homework.
Part A: We would ask that you answer the following questions:
Reflection: think about how you approach leadership. The questions are designed to challenge your thinking and help you become more conscious about how well you engaged in each of the five practices.
Community of Practice:
We encourage you to post the your responses to the questions on SLP Facebook and/or you may wish to send them to your coach. Keep a record of your comments because they will assist at the first workshop in October as you articulate your leadership action plan. In particular we ask you to think of where and how you can apply what you are learning.
Or to Bill, Dot or Warren bh

31. School Leadership Program Webinar Seminar for October 21, 2011
Just Do It!!!
This workshop is about instructional leadership. Getting into classrooms to support teachers in being more effective teachers and support students in their learning.
To Know:
Increase understanding of the Teaching Quality Standard
Increase ability to articulate exemplary teaching
Increase understanding of Growth, Supervision and Evaluation Policy
To be able to do:
Help teachers grow professionally
Supervise teachers by providing constructive positive feedback
Motivation:
Practical
Active engagement
Experienced based
Transfer:
Respects current reality
Research based

32. Intended Learner Outcomes
To develop leadership capacity
To build our community of practice
To articulate leadership actions to your current reality

33. Intended Learner Outcomes
Based on the TQS articulate the essential elements of exemplary teaching
Within the framework of Growth, Supervision and Evaluation policy, examine three supervision tools

34. The Leaders

35. Leadership Strands

36. Leadership Influence

38. Leadership Direction: The Top Line of Leadership

39. Leadership Direction and Influence

40. Individual Leadership Action
We need to change the dates re: the various plans. I think these were done in a different program, as I can’t access the text.

43. Teacher Quality Standard
Ministerial Order (#016/97)
The TQS was passed by the Minister of Education in 1997, and as such, has the same legal status as the School Act.

44. Meanings of Leadership
Leadership can be described by reference to two core functions:
Providing direction
Exercising influence.
(Leithwood and Riehl, 2003)
Before we look at the Teaching Quality Standard, here is some background work on School Leadership based on the work of Kenneth Leithwood and others.
Leaders do not merely impose goals on followers, but work with others to create a shared sense of purpose and direction. In public education, the ends are increasingly centered on student learning, including both the development of academic knowledge and skills and the learning of important values and dispositions.
Leaders primarily work through and with other people. They also help to establish the conditions that enable others to be effective. Thus, leadership effects on school goals are indirect as well as direct.
Leadership is a function more than a role. Although leadership is often invested in – or expected of – persons in positions of formal authority, leadership encompasses a set of functions that may be performed by many different persons in different roles throughout a school.
Formal leaders - those persons in formal positions of authority - are genuine leaders only to the extent that they fulfill these functions.
Although there are many and varied definitions of school leadership, Leithwood has continued to define leadership in this manner for the past decade.

45. A Model of Teaching
Teaching as Professional Judgment – This model suggests that the key component of quality teaching is the ability to make a professional judgment related to the conditions that will best enable the student to learn. It recognizes that the teacher works from a myriad of decisions, rather than a pre-determined script.
The Teaching Quality Standard emphasizes the importance of professional judgment.
This model is from a literature review commissioned by Alberta Education, prior to the development of the Teaching Quality Standard. You will see the influence in this model in the TQS.

46. The Teaching Quality Standard
Quality teaching occurs when the teacher’s ongoing analysis of the context, and the teacher’s decisions about which pedagogical knowledge and abilities to apply result in optimum learning by students.
All teachers are expected to meet the Teaching Quality Standard throughout their careers.
However, teaching practices will vary because each teaching situation is different and in constant change. Reasoned judgment must be used to determine whether the Teaching Quality Standard is being met in a given context.
Elaboration (from the TQS)
Associated with the Standard are two sets of Descriptors of Knowledge, Skills and Attributes.
One is related to Interim Certification and
One is related to Permanent Certification
The descriptors provide clarity to what is meant by “Quality teaching”.

47. School Leadership
“School leadership is second only to classroom teaching as an influence on learning”. Workshop Speaker Ken Leithwood
Dot – speaks to this

48. Exemplary Teaching
This activity it in your handouts.
What does it look like? What does it sound like? Think about the best teachers you have had or with whom you have worked?

49. TASK: Create a Picture of Exemplary Teaching
What do exemplary teachers do before the class, during the class, and after the class? Before During After Planning Delivery Assessment

50. Expert versus Non-expert Teachers
Studies related to teaching expertise identifies three areas in which experts share common characteristics:
Knowledge
Efficiency in problem solving
Insight with respect to solving educational problems.
The work related to Expert Vs Non-Expert Teachers is based on finding and articles of David Berliner

51. Knowledge
Expert teachers have greater content knowledge, and so can see relationships and connections more easily.
Expert teachers have greater pedagogical knowledge – knowledge of teaching and learning principles.

52. Efficiency
Well-practiced and highly effective routines enable expert teachers to:
better monitor the flow of their lessons,
Anticipate problems,
Evaluate their teaching, and
Modify their teaching activities.

53. Insight Expert teachers:
Reflect on understanding and evaluating the teaching-learning process and how to improve it.
Are able to find more creative or insightful solutions to educational problems
Can apply unobtrusive solutions.

54. Inspiring a Shared Vision of Exemplary Teaching
Envision your future
Enlist others
To what extent is there a shared vision of exemplary teaching at your school?
What strategies have you used to inspire a shared vision in your current school leader role?
Last year on the LPI school leaders rated themselves the lowest. Others rated school leaders higher than school leaders rated themselves.
Dot, here are some suggested approaches to the topic that I got from the workbook that goes with the K&P book. Maybe we can do some of this work in the webinar:
Have participants talk about a personal best time
When your project, strategy or initiative is done, what do you want people to say about your contribution? What will “finish” look like, sound like? What will be different? How will it impact teacher practice and student learning?
Where is the common ground between your current reality and your preferred future?
What metaphor could you use to help people understand the vision and the direction?
Is there an “early win” that you do get to illustrate the vision and the direction?

55. Teacher Growth, Supervision and Evaluation
Provincial Policy

56. Key Definitions from the Provincial Policy
Evaluation
Supervision
Teacher Professional Growth
Evaluation – the formal process of gathering and recording information or evidence over a period of time and the application of reasoned professional judgment by a principal in determining whether one or more aspects of the teaching of a teacher exceeds, meets or does not meet the teaching quality standard.
Personal Interpretation - a process of collecting data or evidence from a wide variety of sources over a period of time in order to make a sound professional judgment related to the quality of the teacher’s ongoing teaching performance.
Supervision – the on-going process by which a principal carries out duties in respect to teachers and teaching required under section 20 of the School Act and exercises educational leadership.
Personal Interpretation - a process of gathering information to become aware to the teacher’s teaching practices; the information gathered can be used to engage the teacher in ongoing discussions about the art and craft of teaching.
Teacher Professional Growth – the career-long learning process whereby a teacher annually develops and implements a plan to achieve professional learning objectives or goals that are consistent with the teaching quality standard.
Personal Interpretation - the on-going professional growth that results through reflection, discussion of professional practice, reading professional articles and participation in professional development activities.

57. Teacher Growth
A teacher … is responsible for completing an annual teacher professional growth plan that:
Reflects goals and objectives based on an assessment of learning needs by the individual teacher
Shows a demonstrable relationship to the teaching quality standard, and
Takes into consideration the education plans of the school, the school authority and the Government.

58. Supervision of Teachers
Includes:
Providing support and guidance to teachers
Observing and receiving information from any source about the quality of teaching a teacher provides to students; and
Identifying the behaviours or practices of a teacher that for any reason may require an evaluation.
We are not going to spend time on the evaluation of teachers, as that requires more time than is available in this workshop.

59. Relationship of T G S & E Professional Growth (On-going learning)
Supervision
(Awareness)
Teacher Evaluation
(Reasoned judgment)

60. Developing Supervisory Skills
What
How
Walk Throughs are a must. You can’t be an instructional leader without doing walk through.
Leaders monitor what matters. Exemplary teaching makes a difference so leaders monitor for it.
Leaders provide a balance of pressure and support that results in improved performance.
Ask questions that cause people to be reflective and think about what they are doing
Provide constructive feedback
Be honest enough to tell people in a respectful and private manner when their performance may not meet TQS standards.
Tools and approaches

61. Task: Building Tools Review the tools in your package.
Think about how your could use or adapt these tools or create new tools.
These should be practical ideas or tools that you can implement before the next workshop or coaching visit.
This activity it in your handouts.
Quote from Louis et tal
“About the concept of instructional leadership, a clear distinction appeared in our data, suggesting a missing nuance in much of the existing scholarship. It is a distinction between principals who provided support to teachers by “popping in” and “being visible” as compared with principals who were very intentional about each classroom visit and conversation, with the explicit purpose of engaging with teachers about well-defined instructional ideas and issues.”
Investigating the Links to Improved Student Learning
Karen Seashore Louis, Kenneth Leithwood, Kyla L. Wahlstrom, Stephen E. Anderson

62. Task: Individual Leadership Action
Using the template provided, complete the following:
Develop approaches, strategies and tools to add value to your supervisory practices.
Outline your commitments to apply your learnings to your current reality.
(Apply the KISS principle.)

63. Onsite Coaching Support
Reflection:
What are you learning about leadership?
What does your coach need to know about your current reality?
Application:
What leadership actions have you taken?
What has been the result?
What questions do you have?
What decisions do you need to make?
School Tour
Central Question: What are you learning in the SLP online component and workshops?
How are you applying these ideas at your school? Think about the leadership map and the ten roles.
What support do you need from Warren and/or Bill?
Review schedule to ensure availability

64. Instructional Leader’s Checklist
Regular Classroom Observations with discussion/feedback
Priority Focused Professional Development with clear intended learner outcomes
Develop a shared vision of exemplary teaching

65. Instructional Leader’s Checklist
Create staff teams (PLC) in teams to determine what and how to teach
Focus the school on literacy (read, discussion, write, present in all subject content areas)
Focus school culture on improved student learning and caring trusting relationships (Academic Press)

66. Closure Reflection: Application: Implication: What have I learned?
What surprized me? Inspired me? Interested me?
Application:
How may I use these concepts/ideas to develop my leadership capacity?
Implication:
To what am I committing? What do I need to do? When and how am I going to do it?
We will be posting these questions on Facebook for you. Warren has provided you with information as to how to join the facebook group. If you would rather your responses to Warren, Dot or Bill, that is fine. However, we hope you will join the Community of Practice dedicated facebook page for this group. Your superintendents will be dropping in to post on the page and engage with participants as well.
Facebook
How to sign up – Warren review
Join Facebook community; post short bio
Who are you (e.g. “Hi, I’m Ken!”)
What school do you work with, how long you have been in the position you hold and where you are located
Homework.
Part A: We would ask that you answer the following questions:
Reflection: think about how you approach leadership. The questions are designed to challenge your thinking and help you become more conscious about how well you engaged in each of the five practices.
Community of Practice:
We encourage you to post the your responses to the questions on SLP Facebook and/or you may wish to send them to your coach. Keep a record of your comments because they will assist at the first workshop in October as you articulate your leadership action plan. In particular we ask you to think of where and how you can apply what you are learning.
Or to Bill, Dot or Warren bh