1. 1. Staffing 2. Expectations 3. Instructional Leadership

2.  Kindergarten – First Grade – 22:1  Second Grade – Fourth Grade – 24:1  Fifth Grade – 27:1

3.  Two Non-Negotiables:  Be There  Be Accessible

4.  Safe and Orderly Environment  High Expectations  Time  Monitor Students Progress  Home-School Relations

5.  Leadership has significant effects on student learning, second only to the effects of the quality of curriculum and teachers' instruction.effects on student learning  Currently, administrators and teachers provide most of the leadership in schools, but other potential sources of leadership exist.leadership in schools  A core set of leadership practices form the "basics" of successful leadership and are valuable in almost all educational contexts. "basics" of successful leadership

6.  Successful school leaders respond productively to challenges and opportunities created by the accountability-oriented policy context in which they work. accountability-oriented policy context  Successful school leaders respond productively to the opportunities and challenges of educating diverse groups of students. educating diverse groups of students

7.  Setting Directions  Developing People  Developing the Organization

8. Practices  Identifying and articulating a vision.  Creating shared meanings.  Creating high performance expectations.  Fostering the acceptance of group goals.  Monitoring organizational performance.  Communicating.

9. Practices  Offering intellectual stimulation.  Providing individualized support.  Providing an appropriate model

10. Practices  Strengthening school culture.  Modifying organizational structure.  Building collaborative processes.  Managing the environment.

11. Practices  Creating and sustaining a competitive school.  Empowering others to make significant decisions.  Providing instructional guidance.  Strategic planning.

12. Practices  Building powerful forms of teaching and learning.  Creating strong communities in school.  Expanding the proportion of students' social capital valued by the schools.  Nurturing the development of families' educational cultures.