1. CSA Retreat July 2012 LEADERSHIP AT THE TOP

2. Focus District leadership Building leadership Coaching of principals Developing a culture dedicated to improvement

3. CONNECTING MISSION AND VISION TO STANDARDS AND RUBRICS ISSLC STANDARD 1 o FUNCTIONS  Strategic planning  Improvement  Results

4. The Magic Question How Can I Help ? o What is REALLY important? o How am I doing? o How is our team doing? o Do you care? o What difference do we make? o Are you worth following?

5. Capacity for leadership o Moving past resistance o Distributed leadership Solution oriented Instructional leader o Change agent o Knowledgeable  Research and practice Re-culturing Schools for Collaboration Focus on the Principal… adapted from ERS Spectrum Fall 2011

6. continued Monitoring and evaluation o Impact of practice Flexible o Relationships with all staff o Seeks opinions Strong ideals and beliefs o Moral purpose o Advocate

7. Roles Under the Regents Reform Agenda What Superintendents Do: Build Principals' Capacity and hold them accountable for implementing: CCLS, DDI and Evidence based Observation Foster the use of district-wide, common interim assessments aligned to CCLS Demand that principals foster systems for test-in-hand analysis of interim assessment data to drive changes in teacher practice Implement effective & aligned professional development at all levels of the district Demand and protect principal time in classrooms What Principals Do: Build teacher awareness and establish common language around the Shifts in Instruction demanded by adoption of the CCLS Protect teacher time to plan units which adhere to the Shifts demanded by the CCLS Have a laser-like focus on teaching and learning and build a culture of reflection and continuous improvement Spend as much time as possible in classrooms to collect evidence and artifacts to drive improvements in teacher planning and practice Engage in evidence-based, action oriented conversations with teachers; build teacher capacity & hold them accountable Foster systems for test-in-hand analysis of interim assessment data to drive changes in teacher practice

8. The Magic Question The team with the best leader usually wins The best leaders have developed skills to understand people and how to get results through the efforts of other people

9. What is REALLY important? Mission, Vision, Values and Goals ISLLC Standards Principal and Teacher Evaluation Rubrics

10. What is REALLY important? Focus-eliminate what can get in the way of important things Confusion, CADD, HSPS Contradictions-when mission, vision, values and goals do not align Unclear Expectations---Clarity

11. How am I doing? Coach-to bring someone from where they are to where they want to be

12. How am I doing? Myths of Coaching: People do not want to be held accountable Solely about working with your lowest performers Silence sends the signal that your team is doing just fine Annual performance reviews are enough coaching

13. How am I doing? Five Coaching Tips 1.Candor 2.Two-way process that involves talking and listening 3.Scheduled and in the moment sessions 4.Active feedback 5.Freedom

14. How is our team doing? Define what the goal is Regularly communicate progress Coach Keep the focus and eliminate obstacles Celebrate success

15. Do you care? Build relationships Listen Time Hiring

16. What difference do we make? What is our business? How is business? How I contribute to the larger good?

17. Are you worth following? Great leaders aren't born..they develop! How do you as superintendents develop great leaders? Understanding Learners Great people Courage

18. How can I help? Set a meaningful course of action (Mission and RRA) Stay committed (minimize distractions) Monitor progress (Set goals and report results) Be present and available (coach, feedback) Engage in learning

19. Roles Under the Regents Reform Agenda What Superintendents Do: Build Principals' Capacity and hold them accountable for implementing: CCLS, DDI and Evidence based Observation Foster the use of district-wide, common interim assessments aligned to CCLS Demand that principals foster systems for test-in-hand analysis of interim assessment data to drive changes in teacher practice Implement effective & aligned professional development at all levels of the district Demand and protect principal time in classrooms What Principals Do: Build teacher awareness and establish common language around the Shifts in Instruction demanded by adoption of the CCLS Protect teacher time to plan units which adhere to the Shifts demanded by the CCLS Have a laser-like focus on teaching and learning and build a culture of reflection and continuous improvement Spend as much time as possible in classrooms to collect evidence and artifacts to drive improvements in teacher planning and practice Engage in evidence-based, action oriented conversations with teachers; build teacher capacity & hold them accountable Foster systems for test-in-hand analysis of interim assessment data to drive changes in teacher practice