1. E-101 Section 11 November 28, 2012 School Leadership

2.  Situating Ourselves in the Course (1 minutes)  Reviewing Readings (30 mins)  Student co-leading (20 minutes)  Student paper workshop (30 mins)  School Leadership Structures (remaining time – if any)  Paper 3 details  Housekeeping & Questions (5 minutes) Agenda

3. 1 Introduction to Comparative and International Education 2 The Process of Policy Analysis 3 Education Policy Options Course Overview

4. 3 Education Policy Options –Week 10 – Teacher Education –Week 12 – School Leadership –Week 13 – System Reform

5. Summary Improving School Leadership

6. Summary Finnish Lessons

7. Developing effective teachers and school leaders (Stewart)  “High performing countries build their human resource system by investing energy up front to attract, prepare, and support good teachers, rather than using energy on the back end to reduce teacher attrition and fire weak teachers.”  Developing teachers (“single biggest in-school influence on student achievement”)  Attracting and recruiting  Developing 21 st Century teachers  Professional development  Evaluation and compensation: “working conditions… seem more important to teachers in most countries than salary per se” p.111  Teacher distribution  Career paths and leadership roles

8. Stewart (Cont.)  Developing Effective School Leaders  “When an education system’s performance is weak, strong government intervention is usually needed.” But going from good to great, requires moving away from top-down approaches and building capacity and creativity at the school-level.  Provide training that is different from traditional administrator programs  England: training with 2-year peer support  China: differentiated training for primary and secondary schools  Finland: principals are former teachers and act as lead teachers rather than managers  Singapore: modeled on corporations. Teachers are continually assessed for leadership potential: “select then train” model

9. Stewart (Cont.)  “Educational practices cannot simply be copied wholesale from one country to another; they need to be adapted to different cultural and political settings.” But all high- performing countries:  Invest seriously in human capital  Focus on instructional core and student outcomes  Have created talent identification and development practices  Have established universal systems for continuous improvement

10. Improving School leadership practice (Pont)  Why it matters  Contributes to improved student learning  Bridges educational policy and practice  Links schools to their environments  Challenges  Context matters  Small workforce with high responsibility  Ageing workforce  Unequal gender distribution  An increasingly unattractive job

11. PONT (Cont.)  (Re)define responsibilities:  More autonomy with greater support  Focus on student learning outcomes through goal setting and assessment; supporting, evaluating and developing teacher quality; strategic financial and human resource management; and collaboration with other schools.  Develop school leadership frameworks by defining characteristics and responsibilities of school leaders and developing recruitment, training, and appraisal of these leaders. Should allow room for contextualization.  Distribute school leadership  Encourage and support distribution: broaden concept of school leadership  “leadership teams”. Create incentives for team development and participation, extend training and development to middle-level management, and modify accountability mechanisms.  Support school boards: clarify roles/responsibilities, ensure skills/experience of members fit objectives, provide guidelines for recruitment and selection of members, develop support structures

12. Pont (cont.)  Develop skills  Leadership development as a continuum: initial training, induction programs, in-service training – consider both formal and informal processes  Consistency of provision across institutions: standards, evaluations, and other mechanisms to monitor and regulate training program quality  Appropriate variety of training: experience in real contexts, cohort grouping, mentoring, coaching, peer learning, collaboration between program and schools  Make school leadership an attractive profession  Professionalize recruitment: procedures and criteria should be effective, transparent and consistent and should attract younger candidates with different backgrounds  Provide attractive salaries: competitive with private sector, differentiated from teacher scales  Acknowledge professional organizations of school leaders: dialogue, knowledge sharing, dissemination of best practices  Provide options and support for career development: more flexible and mobile,

13. Exercise 1: 10 minutes  Choose a context (a particular country or region/sector within that country) and develop a job description for the ideal principal. Consider:  The specific challenges facing schools in this particular context  The qualities and qualifications an effective leader must have to produce a successful school environment  The resources the school district will provide to support the success of the new principal

14. EXERCISE 2: 10 minutes  For the same context/sector used in Exercise 1, design a recruiting campaign to attract a new generation of school leaders that fit your ideal qualities outlined in Exercise 1. Things to consider:  Your target audience  The message(s) you want to convey  The media you intend to use  As part of your consultant role on this campaign, you are able to make recommendations to the local/regional school board or national ministry on changes that should be implemented to ensure successful recruitment and retainment of these candidates (salary recommendations, training programs, etc.)

15. Interesting links  The Principal Story documentary: http://youtu.be/kVBep8tcvBIhttp://youtu.be/kVBep8tcvBI  The Do’s and Don’ts of Educational Leadership: http://www.youtube.com/watch?v=upT0oy-kKz4&feature=relmfu http://www.youtube.com/watch?v=upT0oy-kKz4&feature=relmfu  How a Great Leader Motivates: http://youtu.be/KZ3FhXsvOOshttp://youtu.be/KZ3FhXsvOOs  The 10 Differences Between Managers and Leaders: http://youtu.be/8ubRzzirRKs http://youtu.be/8ubRzzirRKs  Singapore’s 21 st Century Teaching Strategies: http://youtu.be/M_pIK7ghGw4http://youtu.be/M_pIK7ghGw4  Principal Mentoring: http://youtu.be/AXv5AkJ75Wchttp://youtu.be/AXv5AkJ75Wc  Recruiting and retaining effective principals: http://www.edutopia.org/freshman-principal http://www.edutopia.org/freshman-principal  Principal recruitment in DC: http://www.washingtonpost.com/wp- dyn/content/article/2008/03/15/AR2008031502083.htmlhttp://www.washingtonpost.com/wp- dyn/content/article/2008/03/15/AR2008031502083.html

16. Interesting LINKS  The Wallace Foundation: http://www.wallacefoundation.org/knowledge- center/school-leadership/Pages/default.aspx http://www.wallacefoundation.org/knowledge- center/school-leadership/Pages/default.aspx  New Leaders: http://www.newleaders.orghttp://www.newleaders.org  SEDL: http://www.sedl.org/change/leadership/welcome.htm l http://www.sedl.org/change/leadership/welcome.htm l

17. Student Co-Leading

18. The Myths and Magic of Education Leadership Meagan MacDonald

19. Warning

20. Leadership in Practice

21. Leadership – Many Opinions!

22. James MacGregor Burns - 1978 “In real life, the most practical advice for leaders is not to treat pawns like pawns, nor princes like princes, but all persons like persons.”

23. This is Leadership

26. Your Perspective?

27. Our perspectives as Leaders are as real and they are strong… Source: Gary Larson (Google Images) ‘What’s a mountain goat doing Way up here in a cloud bank?’

28. Ice Breaker  Focus upon a leader with whom you have associated with and with whom you admire. Think about this person and has set themselves apart from other leaders. Describe the person  Describe an event or an incident that captures the individual’s leadership.  Think about some of the specific attributes possessed by the individual.

29. Case #1 The dress code and its enforcement has been a issue at a K-8 school all year. This year’s grade 7&8 girls have been wearing bandanas, short skirts, midriff revealing and low-cut tops. While the boys have worn sharply studded chains around their neck as well as low slung jeans. Staff are constantly in the office asking for new rulings on new styles. You and your staff feel that the new trends require that the dress code be amended but there is a split on staff as to the direction to go in. This was a scheduled item for the monthly staff meeting and school council meeting, Spring has hit and temperatures have sored. With the hot weather have brought even more transgressions to the dress code. Tops are more revealing and staff are having a difficult time as students try to stay cool. Two students who have consistently and vocally opposed the rule have been given a one day suspension. The monthly meeting is being held just after the suspensions and you know that the parent of one of the students is going to attend the meeting and that she is very angry. You have given your chair a heads up but there was not much time to get together to discuss the issue before the school council meeting. It is item one on the agenda and has been allotted 20mins. On the whole, meetings are relaxed and informal although people are expected to follow basic rules of order. How do you intervene? Do you intervene? Could you have done something differently earlier to stop the escalation of the scenario?

30. Case #2  This scenario comes to mind because of the holiday season: You are the principle of a public school. A parent comes to your office to complain that his son’s Grade 2 teacher is teaching the children Christmas songs. The parent let’s you know that his family does not celebrate Christmas and he believes that this is unacceptable. What do you do?

31. Structures of School/ Education Leadership (Part 1)  Three/Four groups  Pick a country  Map the levels of school/education governance

32.  Texas Education Agency  Texas Board of Education  District Superintendent  Teachers Example: Texas?

33. Structures of School/ Education Leadership (Part 2)  You want to get the country to adopt new textbooks. How do you get this done?

34. Paper 3  Describe a problem and give evidence  Discuss the importance of the problem and its effects  Identify the causes of the problem and give evidence (correlation is fine)  Outlines what could be done about the problem (policy alternatives)  Make s a recommendation of a policy, program, or other national-level initiative that improves education in a specific country  Integrate research and analytic frameworks from the class

35. Paper 3  An exceptional paper will:  Give criteria used to assess the alternatives  May include political mapping  Discuss implementation challenges  Discuss trade-offs  Discuss constraints

36. Paper 3  Frameworks:  BARDACH!! Use it!  LogFrame (recommended)

37. Paper 3  Maximum of 25 pages  Double-spaced pages  40% of the final grade  Due Friday, December 21, 2012 by 5pm.  Unlike papers 1 and 2, this paper cannot be resubmitted.  Groups of up to 3  Final papers receiving an "A" grade will be invited to present their paper at a conference (Thursday, 24 and Friday, 25 January).

38. Housekeeping  Paper 2 has been returned  Only one lecture left!