1. Schooling by Design Chapter 7: What Is the Job of an Academic Leader?

2. “Our goal is to be the #1 comprehensive high school in the state of California.”

3. If you are going to “lead” people anywhere, you must have a specific and worthy destination in mind…

4. Mission Vision

5. We need far more “leadership” and less “management” ….if schools are to honor their obligations and close the huge gap between vision and reality.

6. You said what?

7. Job 1: Responsibilities Related to Mission and Learning Principles Academic leaders have a primary responsibility to – Reinvigorate the Mission Statement – Make it central to decision making – Ensure staff continually explore it & – It’s meaning and implications

8. What is our mission? To prepare students to become first class citizens with a world class education

9. What is our mission? College Prep for all students with 21 st century career skills

10. What will this vision look like? Proficiency scores on CST A-g completion rates College admissions rates soar Powerful instruction in all classrooms Research based instruction (Marzano) Engagement of students Rigor/Relevance/Relationships Framework Effective use of instructional time Student-centered school culture

11. How will we get there? “Good to Great” “The enemy of great is good” “To continue to do what we always have done and expect different results is the definition of insanity” The Plan? Right Curriculum, Right Instructional Framework, Right Relationships = Right Results We create a high performance school – culture of excellence with full buy in of staff

12. What are the desired classroom behaviors ? Teachers prepared with dynamic lessons daily Each lesson is aligned to an unpacked high priority standard Use of research based instructional strategies to engage all students Rigorous lessons made relevant to students

13. The long-term obligation of academic leaders is to ensure that staff members operate as professionals… …basing decisions on defensible criteria and best practice in their respective curricular areas.

14. Job 2: Responsibilities Related to Curriculum Directing the Analysis and “Unpacking” of Standards – Are your academic standards “checked off” OR – Are your academic standards “unpacked”

15. Unpacking Standards? Identifying the Big Ideas worth understanding Identifying the Essential Questions needed for student inquiry into those ideas

16. Facilitating Curriculum Reviews and Troubleshooting Non instructional roles for teachers… – “critical friend” peer reviews of curriculum units – Course maps – Cornerstone assessments – Companion rubrics Orchestration of such reviews falls to leaders.

17. Reform “by design” means that the actions taken are deliberate and focused on a clear and defensible end result.

18. REQUIRED for Reform 1.Unwavering commitment to core principles 2. Constant willingness to change direction, approach, and personnel based on feedback.

19. New structures must be in place that demand and encourage constant review of educational decisions by getting and using feedback.

20. …is a function of constant and deliberate self correction, mindful of clear and agreed- upon goals while unflinchingly seeking out feedback and thus dealing with reality

21. … wanting to learn why students are bored or made to feel stupid, and it takes action to correct conduct at odds with the mission. … wanting to know how schools can be learning organizations if faculty resist learning.

22. Make mandatory for staff to collect data and feedback by asking questions 1.What is working in mathematics, writing, foreign language, and other subjects? 2.What isn’t working? 3.What do you propose to do about it? 4.What resulted from your action research?

23. Job 4: Responsibilities Related to Personnel Clarifying Job Expectations Providing training, supervision and evaluation guided by results-focused criteria

24. Hiring and Placement Getting the right people on the bus and in the right seats.

25. Hiring and Placement Interview protocol – “think-aloud” about big ideas in your content area – “So tell me, if you were going to teach such a unit, what would you be looking for in your assessment?” – “What would you do to move kids beyond a naïve response?” – “What would you do instructionally to move the less sophisticated answers along?” – “What would you do to make this more fair, more differentiated, more successful for more kids?”

26. Professional Development Schooling by design implies that the topics and structures for staff development are determined by what is needed to close the gaps

27. Professional Development Educational leaders need to support new teachers during their formative early years through carefully sequenced induction programs and mentorships.

28. Professional Development Educational leaders use available time proactively to help teachers keep abreast of current information about teaching and learning

29. Feedback and Appraisal Ensuring that the job is done well – Instead of fixation on the actions and behaviors of the teacher learning-focused supervision concentrates on the desired results of teaching— Purposeful engagement of learners Learners evidence of understanding and transfer

30. Is everyone in your school on the bus? Are the people on the bus in the right seats?

31. Job 5: Responsibilities Related to Structure, Policies and Resources Policies Decision-making and governance mechanisms Organizational routines Schedules Incentives Resources

32. Time & Mission What is the best use of our time together? Do current uses of time get the job done most effectively and efficiently? How much “new” time do we need to accomplish identified tasks?

33. Teaming and Mission

34. Job 6: Responsibilities Related to Culture The academic leaders job is to ensure that the culture of the school is mission focused

35. Job 6: Responsibilities Related to Culture Criteria of a positive school culture – Mission focused on student and teacher learning – Sense of history and purpose – Core values – Positive beliefs & assumptions about student & staff potential for growth – Strong professional community – Positive communication flow – Shared leadership – Rituals and ceremonies – Celebrations of success – Physical environment that symbolizes job and pride – Shared sense of respect and caring

36. Becoming a Learning Organization Only if academic leaders model, invite, and demand learning about learning regularly and formally Translation: The leader’s job is not to pose solutions but to raise questions and demand thoughtful analysis of problems, leading to solutions “owned” by all parties affected.

37. Why? Sustainability ….

38. Questions?