1. Angela M. Rios EDU 660 September 12, 2015

2.  Shared decision making leads to better decisions  Shared instructional leadership includes ◦ the supervisor providing time and resources for teachers to engage in leadership activities ◦ Supervisor facilitating groups of teachers working together to improve instruction  Examples of Teacher Leadership Teams: ◦ Peer Coaching, PLCs, Action Research, Study Groups, Curriculum Development

3.  In dynamic schools, teachers complement each other by working together for student learning  A common cause based on shared beliefs and core values. It can be referred to as the school’s vision that is developed over a period of time through shared leadership, collaborative work and collegiality.  A school’s vision must connect to the universal purpose of all schools: student learning.

4.  Effective PD is critical for dynamic schools  PD should be focused on the school’s vision and integrated with leadership, collaborative work and collegiality.  PD should be ongoing and job embedded.  PD should involve teachers in the planning, delivering and assessing of learning activities and provide follow up for adapting new learning to the classroom.  PD program for assistance for new teachers  PD should be differentiated to provide assistance for teachers at all career stages and with different learning needs

5. Four Categories  Safe Environment ◦ Examples: School is clean and well maintained, Anti Bullying policies are in place & adhered to, adults monitor student behavior, procedures to manage conflict  Moral Tone ◦ Students are treated fairly & with respect, adults listen and take their concerns seriously  Relationships ◦ Students feel connected with the school, they have a sense of welcome, they associate school with their family and community.  Sense of Empowerment ◦ Allowing students to participate in decisions about their learning environment, what they learn and how they learn it.

6.  Authentic curriculum should go beyond external mandates.  Authentic Instruction has 4 Principles: ◦ Higher Order Thinking – differentiate, synthesize, generate new meaning ◦ Deep Knowledge – discover relationships ◦ Substantive Conversation between teacher and students or students to students that leads to new knowledge ◦ Connection of New Knowledge to Students Lives beyond School  Authentic Assessment students applying new learning to the world outside of schools through projects, service learning, portfolios, presentations, and performance tasks

7.  Democracy is an essential component of the dynamic school and for continuous improvement.  Three Characteristics of a Strong Democracy ◦ Inclusion: involving all groups in discussion, inquiry, decision making and service. ◦ Integration: embedding democracy in all aspects of school & classroom life. ◦ Internalization: becoming interwoven into the school culture

8.  Dynamic Schools use Collaborative Inquiry  Action Research is a form of Inquiry usually by teachers, but can also be done by students ◦ Example of Student Action Research: ◦ Survey on School climate, reviewing the data, identifying the problem areas, presenting assessment results to the faculty, and working with teachers and administrators to develop and implement improvement plans

9.  Respect and celebrate diverse cultures  Cultural Responsiveness is integrated across the curriculum by incorporating values, customs and languages  Dynamic schools do not have ability tracks, they believe all students can succeed and are determined that students will not only master basic skills but also achieve higher order thinking  Students learn about other cultures and get involved in service learning and social action projects  Teachers converse with students about their lives outside of school  Culturally sensitive assessments are used to measure students progress and diagnose learning problems.

10.  Parent-School ◦ Parents will become involved if the school invites and encourages them to join, if the partnership has a clear and specific purpose, and if parents are directly involved in activities  School-Community ◦ Involves school improvement, student interaction with community service and learning, and community development.  District-School ◦ Need to collaborate to decide what decisions will be made by the district vs the school vs shared. Some schools may want and be ready for more independence  School-University ◦ Examples: Teacher induction programs, collaborative action research, school improvement projects, and professional development programs  School-Business ◦ Principles should be established to protect students, families and communities. Services rendered by the business should go beyond providing the school with resources. Can include on-site business experiences for either teachers or students

11. ◦ Can be regional, national,or international. ◦ They have a clear, single focus. ◦ Can be made up of school or individual educators ◦ Flexible/Adaptable to a changing environment ◦ The focus may be on a particular subject, role, process, concern or approach to learning ◦ Can be entirely online or combined ◦ Promotes individual professional growth, collaboration, collegiality by members sharing resources, experiences and ideas ◦ Recognizes the achievement of their members and celebrate their accomplishments

12. Carl D. Glickman, S. P.-G. (2014). Supervision and Instructional Leadership. In S. P.-G. Carl D. Glickman, Supervision and Instructional Leadership (pp. 33 - 47). Pearson.