WHAT IS INSTRUCTIONAL LEADERSHIP?

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WHAT ISINSTRUCTIONAL LEADERSHIP?

• Gordon Cawelti for Academy of Pacesetting States

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INSTRUCTIONAL LEADERSHIP COMPONENTS

• ORGANIZATIONAL FOCUS
• SUPERVISION TECHNIQUES
• CURRICULUM SKILLS
• TEACHING TECHNIQUES

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ORGANIZATIONAL FOCUS

• LEARNING COMMUNITIES
• TURNAROUND PRINCIPALS
• BALDRIDGE AWARD FACTORS
• STRATEGIC PLANNING
• HIGH-PERFORMING SCHOOLS AND DISTRICTS

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Characteristics of High-Performing School
Districts

• Superintendent who energized others to focus on
  and work hard on higher achievement
• System restructuring to better link people to
  results and new roles for central office
• extensive work on aligning curriculum with state
  tests
• Training on more effective teaching
  strategies-extensive use of interim assessments
  to ensure mastery
• More work on trying ideas rewarding changes
• Specific plans for dealing with failing schools

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BALDRIDGE AWARD FACTORS

• 1 - SUPERINTENDENTS LEADERSHIP
• 2 - MANAGEMENT INFO SYSTEM-ON THE PERFORMANCE OF
  THE SCHOOLS
• 3 - STRATEGIC PLAN
• 4 - PROCESS MANAGEMENT (plan-do-study-act)
• 5 - HUMAN RESOURCE DEVELOPMENT
• 6 - MEASURABLE GOALS
• 7 - CUSTOMER SATISFACTION

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HIGH-PERFORMING SCHOOLS

• PRINCIPALS FOCUSING ON RESULTS HAVE POWER TO
  DO IT
• STUDENTS PARENTS-TEACHERS SIGN PLEDGE
• (DO WHATEVER IT TAKES
• ADDITIONAL TIME DAY WEEK-YEAR
• COLLEGE PREP CURRICULUM
• HIGH EXPECTATIONS FOR ACHIEVEMENT AND CONDUCT

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LEARNING COMMUNITY

• Early contributors were Peter Senge, Tom Peters,
  and W. Edward Deming
• Places responsibility for quality improvement in
  the hands of teachers
• What do we want students to learn? How will we
  know each has learned it? How will we respond
  when a student experiences difficulty?

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Learning Community Team Activities

• 1. Provide time for teams to meet
• 2. Identify critical questions to guide the work
  of teams
• 3. Ask teams to produce products
• 4. Insist that teams identify and purse specific
  goals
• 5. Provide teams with relevant data and info
• THE DRIVING FORCE BEHIND A COLLABORATIVE CULTURE
  MUST BE IMPROVED RESULTS!

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SUPERVISING INSTRUCTION

• CLINICAL SUPERVISION
• TEACHER EVALUATION
• WALK THROUGHS

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CLINICAL SUPERVISION

• Pre-observation Conference purpose of lesson,
  etc
• Classroom Observation-record events
• Data Analysis and Strategy plan conference
• Conference clarify activities observed
• Post conference analysis feedback to supervisor

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TEACHER EVALUATIONTHREE APPROACHES

• BEGINNING TEACHER-NOVICE
• EXPERIENCED TEACHER TENURED
• TEACHER NEEDING EXTENSIVE HELP

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SOURCES OF INFORMATIONON TEACHING

• CLASSROOM OBSERVATIONS
• TEACHER SELF-ASSESSMENT
• PLANNING DOCUMENTS
• TEACHING ARTIFACTS
• SAMPLES OF STUDENT WORK
• STUDENT, PARENT, COLLEAGUE FEEDBACK

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CURRICULUM SKILLS

• TAXONOMY OF EDUC. OBJECTIVES
• PRINCIPLES OF CURRIC. INSTRUCTION
• CURRICULUM AUDIT-ALIGNMENT
• UNDERSTANDING BY DESIGN
• FORMATIVE-SUMMATIVE ASSESSMENT
• BALANCED CURRICULUM
• LEARNING FOR THE 21ST CENTURY

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TAXONOMY OF EDUCATIONAL OBJECTIVES

• 1. KNOWLEDGE define, recall, who, what, when
• 2. COMPREHENSION compare, contrast, rephrase,
  main idea
• 3. APPLICATION -classify, apply, solve
• 4. ANALYSIS identify causes, draw conclusions,
  support
• 5. EVALUATION judge the merit of an idea, offer
  opinion on issue, evaluate work of art

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How Can We Best Prepare Students for the 21st
Century?

• Financial, Economic and Business Literacy
  understanding business processes
• Civic Engagement understand and participate in
  -Global Awareness understanding different
  cultures, languages
• Government
• Learning Skills think critically, analyze
  information, collaborate, solve problems
• Information and Communication Technology Literacy
  
• www.21stcenturyskills

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UNDERSTANDING BY DESIGN

• THREE STAGE BACKWARD DESIGN PROCESS FOCUSING ON
  BIG IDEAS, ESSENTIAL QUESTIONS
• 1. What are the big ideas and core processes
  students should come to understand?
• 2. What will teachers look for as evidence that
  students understand big ideas and apply them to
  novel situations?
• 3. What teaching strategies will help students
  make meaning of such a curriculum?

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IMPROVING TEACHING

• ELEMENTS OF LESSON PLANNING
• CLASSROOM MANAGEMENT SKILLS
• TEACHING TO STANDARDS
• HABITS OF THE MIND THINKING SKILLS
• MOTIVATING STUDENTS
• DIFFERENTIATED INSTRUCTION
• RESEARCH-BASED STRATEGIES

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Elements of Lesson Planning-Madeline Hunter

• 1. Discuss objective for lesson
• 2. Set standard
• 3. Anticipatory set-get students interest
• 4. Teaching input, modeling, check for
  understanding
• 5. Guided practice
• 6. Closure questions cues to wrap up
• 7. Independent practice

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CLASSROOM MANAGEMENT SKILLS

• 1. A FEW NON-NEGOTIABLE RULES-AS AN EXAMPLE
  BRING ALL MATERIALS YOU WILL NEED AND BE READY
  TO WORK
• 2. SPECIFIC PROCEDURES NEEDED EXAMPLE.. GREET
  TEACHER AT DOOR, SMILE, GOOD MORNING, EMPTY
  BACKPACK ETC.
• 3. CONSEQUENCES FOR NOT FOLLOWING PROCEDURES

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Research-based Teaching Strategies

• TUTORING
• EARLY CHILDHOOD PROGRAMS
• PARENTAL INVOLVEMENT
• CLASSROOM MANAGEMENT SKILLS
• TIME ON TASK
• STAFF DEVELOPMENT (SPECIFIC
• TEACHING ACTIVITIES-CLEAR GOALS)

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HABITS OF THE MIND

• 1. What is the evidence for what we think we
  know?
• 2. Whose perspective on this issue are we seeing
  and what other viewpoints are there on it?
• 3. How is one idea or concept connected to
  another?
• 4. What else might have beenwhat if?
• 5. Why is this matter or issue important anyway?

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KEY ISSUES TO DECIDE

• 1. WHO WILL PROVIDE TRAINING?
• 2. HOW TO DETERMINE PARTICIPATION?
• 3. MAKING EXPERIENCE POWERFUL?
• 4. INCENTIVES FOR PARTICIPATION?
• 5. ENCOURAGING UTILIZATION?

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WHAT DO LEADERS DO?

• 1. FACE REALITY!
• 2. MAKE DECISIONS
• 3. GARNER SUPPORT FOR DECISIONS

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GOOD TO GREAT

• Greatness is not a question of implementing a
  new program or addressing the latest trend, but
  is rather a question of unrelenting perseverance
  in continuing improvement, a perseverance that is
  often lacking in school systems.
• - Jim Collins

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• I CHOOSE ONLY TO TAKE ON WHAT IS MANIFESTLY
  IMPORTANT AND VERY NEARLY IMPOSSIBLE TO ACHIEVE.
• -EDWIN LAND