1. Instructional Leadership The instructional leader is responsible for for raising the academic achievement of all students in their building. In Walled Lake this is measured by BA scores, MEAP, ACT/SAT, AP scores, Terra Nova.

2. How Is This Accomplished? High Expectations School Leadership Group Relationships, Relationships, Relationships Fullan, DuFour, Marzano, Glickman, Darling- Hammond, McTighe, Wiggins, Stiggins, Supovitz & Poglinco(America’s Choice Schools), Friedkin & Slater

3. High Expectations High Expectations Everyone is EXPECTED to teach the curriculum, administer the BA’s, participate in BA analysis, and use the results of the analysis to plan. This is NOT a CHOICE – Common Core Curriculum – Standards Based Assessments – Consistent Implementation – Consistent Analysis – School/District mission and beliefs must regularly communicated to staff…principal's must be in classrooms. – You will meet resistance, but you must have the courage and commitment to see it through.

4. School Leadership Group School Leadership Group …you can’t do it alone …but you must LEAD the way …with staff who believe in the vision Remember…the ONLY power is in your ability to influence

5. School Leadership Group Must be accessible and attentive to matters of concern for teachers Must engage in collaborative problem solving and decision making on instructional issues in the context of mutual respect – Friedkin & Slater

6. School Leadership Group Defines academic expectations for the school Seeks input from colleagues Demonstrates their importance by listening and acting upon what they’ve heard Analyzes results plans based on trend analysis Sets performance targets Develops Safety Nets Structured in the school day (preferably) or outside the school day Provides students extensive support and multiple opportunities to achieve the benchmarks

7. School Leadership Group Behaviors associated with an effective leader Behaviors not associated with an effective leader Makes formal observationsHas frequent staff meetings Is accessible to discuss ideasUses formal rewards for good teaching Seeks teacher input for key decisions Reviews teachers’ lesson plans Portrays confidence in teachers Helps solve specific instructional problems Monitors the continuity of the curriculum Gives feedback on specific lessons FrlaterFrlater Friedkin & Slater

8. Relationships, Relationships, Relationships Optimism Nonnegative thinking Nothing is insurmountable We control the conditions we can control and don’t make excuses for the conditions we can’t control Particularly important in tough times Net Effect…Increased teacher self-esteem and motivation Marzano

9. Relationships, Relationships, Relationships Honesty Truthfulness and consistency between words and action Keep staff informed of events that will impact them Net Effect….Energizes staff and builds Trust Marzano

10. Relationships, Relationships, Relationships Consideration Show concern for all teachers Nondiscriminating Understanding Flexible Cooperative Net Effect…Builds Friendship and Trust Marzano

11. District Benchmarks Benchmark Assessments Teaching Assessments Analysis Teacher Learning Lesson Design Based on Trend Analysis and New Learning NCA TPD’s Curriculum Hours Identification of Trends It’s all about relationships ( teaching behavior impacts student learning) Is it an individual student issue? – Re-teach/Re-assess Is it a whole class issue? – Restructure – TPD Is it a school-wide issue? – Restructure – NCA Plans – TPD

12. District Benchmarks Benchmark Assessments Teaching Assessments Analysis Teacher Learning Lesson Design Based on Trend Analysis and New Learning NCA TPD’s Curriculum Hours Identification of Trends It’s all about relationships ( teaching behavior impacts student learning) Is it an individual student issue?  Re-teach/Re-assess Is it a whole class issue?  Restructure  TPD Is it a school-wide issue?  Restructure  NCA Plans  TPD