The Principalship: Vision to Action

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The PrincipalshipVision to Action

• Fred C. Lunenberg
• Beverly J. Irby

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Table of Contents(Click chapter title to
navigate)

• Chapter 1 Cultivating Community, Culture and
  Learning
• Chapter 2 Creating a Vision for Learning
• Chapter 3 Curriculum Development and
  Implementation
• Chapter 4 Teaching and Learning
• Chapter 5 Professional Development
• Chapter 6 Student Services
• Chapter 7 Organizational Structures
• Chapter 8 The Principal as Decision Maker

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Table of Contents (contd)(Click chapter title
to navigate)
Chapter 9 Developing Effective
Communication Chapter 10 The Principal and
Change Chapter 11 Budgeting and School
Facilities Chapter 12 Creating Safe
Schools Chapter 13 Human Resource
Management Chapter 14 Community
Relations Chapter 15 The Principal and
Ethics Chapter 16 Political and Policy
Context Chapter 17 Legal Issues
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Chapter 1Cultivating Community, Culture and
Learning
Community
Culture
Learning
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Interstate School Leaders Licensure Consortium
(ISLLC) Standards for School Leaders
Chapter 1 Cultivating Culture, Community and
Learning

• Review the language of the seven standards in
  your text book
• Re-write each in plain English
• Discuss the purpose of each standard i.e. Why
  would the Consortium consider this a valuable
  standard?

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The Role of the Principal
Chapter 1 Cultivating Culture, Community and
Learning

• Historically

A NEW APPROACH
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Chapter 1 Cultivating Culture, Community and
Learning
LEADING FROM THE CENTER
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Compare and Contrast the Historic Approach to the
New Approach
Chapter 1 Cultivating Culture, Community and
Learning

• Historic
• Principal rules top-down
• Leadership dispersed according to authority
• A power over approach
• Principal is the leader

• New
• Principal works collaboratively
• Leadership dispersed according to competence
• A power to approach
• Principal is the leader of leaders

Briefly discuss the advantages and disadvantages
of each approach. What factors might have
contributed to the shifting paradigm?
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Creating a Professional Learning Community
Chapter 1 Cultivating Culture, Community and
Learning

• Create a mission statement Why does the school
  exist? What is its purpose?
• Develop a vision What does the school wish to
  become?
• How can schools avoid the following?

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Chapter 1 Cultivating Culture, Community and
Learning
Creating a Professional Learning Community
(contd)

• Develop value statements What attitudes and
  behaviors do stakeholders value and which will
  teachers pledge to demonstrate?
• Establish Goals
• Concrete evidence of implementation of school
  improvement
• Influenced by a districts administrators
• Reflect a desired end result

BENEFITS TO SETTING GOALS
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Setting clearly defined goals benefits all
stakeholders by fostering
Chapter 1 Cultivating Culture, Community and
Learning

• Commitment individuals have a personal stake in
  outcomes
• Standards enable principals to analyze
  performance objectively
• Targets give individuals a concrete outcome,
  rather than a subjective one
• Motivation encourages individuals to perform at
  highest levels

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What is the practical application of the vision
setting process?
Chapter 1 Cultivating Culture, Community and
Learning

• A properly conceived vision serves as a filter
  for the myriad of daily decisions a principal is
  asked to make.

What can be done about truancies?
Decisions that benefit all stakeholders in an
ethical and fair manner
What should we do about poor test scores?
How should I handle Mr. Johnsons yearly review?
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Developing a Culture
Chapter 1 Cultivating Culture, Community and
Learning

• What is culture?
• The most common characteristics of culture

Consider heroes and heroines, traditions and
rituals, and cultural networks
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Maintaining School Culture
Chapter 1 Cultivating Culture, Community and
Learning
REMEMBER If you do not carefully create and
maintain the desired school culture, it will
create itself.

1. Hire staff carefully
2. Train staff in desired school culture
3. Instruct staff in technical aspects of job
4. Reward staff for performances that reflect the
   values of the culture
5. Adhere closely to values of the culture
6. Reinforce rites and rituals of culture
7. Identify and make available staff to serve as
   role models

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The Principal as Instructional Leader
Chapter 1 Cultivating Culture, Community and
Learning

• The focus on results, the focus on student
  achievement, the focus on students learning at
  high levels - can only happen if teaching and
  learning become the central focus of the school
  and the central focus of the principal (Blase
  Blase, 2003 Castallo, 2001 Lambert, 2003).

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Shift instruction from teaching to learning
Chapter 1 Cultivating Culture, Community and
Learning

• Focus on learning What is the difference between
  teaching and learning? What questions do you need
  to consider to facilitate this shift?
• Encourage Collaboration Why is collaboration
  beneficial?
• Analyze Results What type of data should be
  disaggregated and into what categories?

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Shift instruction from teaching to learning
Chapter 1 Cultivating Culture, Community and
Learning

• Provide Support What training do teachers need
  to facilitate this shift? What would the outcome
  of this support and shift look like in the
  classroom?
• Align Curriculum, Instruction, and Assessment
  How does this reflect NCLB? Despite criticisms of
  teaching to a test, what are the clear benefits
  to an assessment driven curriculum?

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Return to Beginning of Current Chapter
Proceed to Next Chapter
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Chapter 2Creating a Vision for Learning

• Standard 2 Candidates who complete the program
  are educational leaders who have the knowledge
  and ability to promote the success of all
  students by promoting a positive school culture,
  providing an effective educational program,
  applying best practices to student learning, and
  designing comprehensive professional growth plans
  for staff.

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Gaining a Perspective on the Vision Considering
the Future
Chapter 2 Creating a Vision for Learning

• In addition to critical thinking and imagination,
  the following factors must be considered in
  creating a vision
• The Global Society (poverty, race, gender,
  assimilation, etc.)
• Challenges in Learning (underachieving minority
  groups, physical and mental abuse, other sources
  of education)

A SOCIALLY RESPONSIBLE VISION CHALLENGES
PRINCIPALS TO EDUCATE ALL CHILDREN
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Bringing the Vision Home to the School Culture
Chapter 2 Creating a Vision for Learning

• Basic tenants of the No Child Left Behind Act of
  2001
• Schools are accountable for achievement of ALL
  students
• Schools must hire highly qualified teachers
• Schools implement research-based programs and
  practices

• How do these criteria impact how you would create
  a vision for your school?

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The Systemic Vision
Chapter 2 Creating a Vision for Learning

• Contextual AND dependent upon relationships

MISSION AND GOALS ACCOMPLISHED
District Vision, Mission, and Goals
Beliefs, Attitudes, and Values (of the leader,
faculty, staff, and community)
Motivated Students
Relationships Built
Deeper Understanding of Individuals and the
Organization
Campus Vision, Mission, and Goals
Collaboratively Developed Action Plan for
Accomplishing Goals
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Creating a Vision
Chapter 2 Creating a Vision for Learning

• The principal must consider
• Where has the school been?
• Where is the school currently?
• Where should the school be in the future?

How do the conditions listed in figure 2-2 help a
principal grow a vision? What roles do personal
beliefs, values, and attitudes play in this
growth?
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The Leadership Framework as a Doorway to Creating
a Vision
Chapter 2 Creating a Vision for Learning

• A leadership framework should include
• Philosophy of education
• Philosophy of leadership
• Vision for learners
• Vision for teachers
• Vision of organization
• Vision of professional growth
• Method of vision attainment

Why is the leadership framework a useful tool for
creating a vision?
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Shepherding the Vision
Chapter 2 Creating a Vision for Learning

• BEWARE OF
• Tradition
• Scorn
• Nay-Sayers
• Complacency
• Weariness
• Short-range thinking

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Shepherding the Vision (contd)
Chapter 2 Creating a Vision for Learning

• Encourage
• Building ownership in the vision
• Thinking of the long-term benefits
• Seeking input from stakeholders
• Building confidence in stakeholders
• Staying with the vision
• Staying focused
• Keeping stakeholders alert to any changes
• Demonstrating how focus results in efficiency,
  effectiveness, and productivity

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Mission Statements vs. Goal Statements
Chapter 2 Creating a Vision for Learning

• Mission Statements
• State the purpose of the school, both generally
  and specifically
• Guide decision-making processes
• Guided by the vision and explain how it will be
  obtained

• Goal Statements
• Break the mission and vision down into specific
  and measurable steps
• The tangible results a school is trying to
  achieve
• Guided by the mission and vision

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Creating Goals to Obtain a Vision
Chapter 2 Creating a Vision for Learning

• Consider the hierarchy of goals A means-end
  analysis can help a principal prioritize and
  organize goals
• What is necessary for the hierarchy shown in
  figure 2-3 to operate cohesively in order to
  achieve a stated vision?

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What Makes an Effective Goal?
Chapter 2 Creating a Vision for Learning

• Clarity and specificity
• Time frame
• Key areas
• Challenging but realistic
• Linked to rewards
• Why are these criteria needed for a goal to be
  considered effective?

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The Goal Setting Process
Chapter 2 Creating a Vision for Learning
Revise and Update
Setting Goals
Developing Action Plans
Recycle
Monitoring Performance
Revise and Update
Evaluating Results
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Common Problems with Goal Setting
Chapter 2 Creating a Vision for Learning

• Lack of top-management support
• Time-consuming
• Excessive paperwork
• Overemphasis on quantitative goals
• Administrative style
• Prepackaged programs

How would you overcome each of these obstacles?
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Tips for Effective Goal Setting
Chapter 2 Creating a Vision for Learning

• Develop a specific organizational structure
• Create a positive leadership climate
• Maintain the means-ends chain of goals
• Train principals
• Emphasize periodic feedback sessions

Once goals have been set, the principal must
determine HOW they will be obtained. This leads
to
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Developing Plans for Attaining Goals
Chapter 2 Creating a Vision for Learning
Operational plans are developed at the lower
levels of the district to specify the means
toward achieving operational goals and supporting
tactical planning activities
Standing plans are predetermined statements that
help decision makers handle repetitive situations
in a consistent manner
Strategic plans define the means by which the
goals of the school are to be attained
Tactical plans are designed to help execute
strategic plans and to accomplish a specific part
of the districts strategy
Operational Plan
Operational Plan
Operational Plan
Operational Plan
Standing Plans
Standing Plans
Standing Plans
Standing Plans
Tactical Plan
Tactical Plan
Strategic Plan
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Return to Beginning of Current Chapter
Proceed to Next Chapter
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Chapter 3Curriculum Development and
Implementation

• Standard 2 Candidates who complete the program
  are educational leaders who have the knowledge
  and ability to promote the success of all
  students by promoting a positive school culture,
  providing an effective educational program,
  applying best practices to student learning, and
  designing comprehensive professional growth plans
  for staff.

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Concepts and Models of Curriculum
Chapter 3 Curriculum Development and
Implementation

• Consider the traditional concepts and models of
  curriculum outlined in the first 15 pages of
  chapter 3.
• Which of these do you most closely align
  yourself? Why? What different visions and goals
  would emerge from each of these models?
• Now, lets look at some more modern curriculum
  models

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Modern Models of Curriculum
Chapter 3 Curriculum Development and
Implementation

• Most have an emphasis on interdisciplinary
  courses, open-ended systems, intergenerational
  and inter-professional relationships, Socratic
  dialogue, multi-dimensional assessments, and
  multiculturalism (McNabb, 1995).
• Most are open educational systems
• Consider the above statements and the late 20th
  century definitions of curriculum in your
  textbook.

How do modern models of curriculum reflect
todays society?
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The Irby and Lunenberg Model
Chapter 3 Curriculum Development and
Implementation

• Curriculum must be
• Led by the principal but developed
  collaboratively
• Considerate of the community
• Responsive to student needs
• Connected to vision and mission of the school
• Reflective of the needs of a global society
• Able to be assessed in terms of student
  performance
• Integrated systematically

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The Ornstein Model
Chapter 3 Curriculum Development and
Implementation

• Systemic approach recognizes that the actions
  within the organization impact curriculum
  decisions
• 7 categories to the model
• Political Forces
• Knowledge Industry
• External Groups
• Content
• Instructional Activities
• Evaluation
• Supervision of Curriculum

Examine Figure 3-6. How do these 7 categories
interact to create a model of curriculum?
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The Eisner Model
Chapter 3 Curriculum Development and
Implementation

• Five dimensions needed for successful schools
• The Intentional
• The Structural
• The Curriculum
• The Pedagogical
• The Evaluative

What is meant by each of these dimensions and how
could they work together to create successful
schools?
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Relationship of Curriculum to Instruction
Chapter 3 Curriculum Development and
Implementation

• Functions of a Curriculum Plan
• To produce a curriculum for an identifiable
  population
• To implement the curriculum in a specific school
• To appraise the effectiveness of the curriculum
  developed

Read the 15 characteristics identified by
Tomlinson and Allan. Why must a principal take
these characteristics into consideration in order
to make positive changes to the curriculum?
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The Principal as the Curriculum and Instructional
Leader
Chapter 3 Curriculum Development and
Implementation

• While the principal does not need to provide ALL
  of the curriculum leadership, the most effective
  ones collect information and use it to facilitate
  curriculum development
• In order to share the responsibility for
  curriculum leadership a principal should
• Allow teachers to take responsibility for
  curriculum
• Arrange schedule to give teachers time to work on
  curriculum
• Provide staff development
• Provide resources
• Create a community of learners (see Figure 13-9)

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Curriculum Goals and Instructional Objectives
Chapter 3 Curriculum Development and
Implementation

• Curriculum Goals broad, general statements to
  help develop programs of instruction
• What you WANT the students to do

• Instructional Objectives required performance,
  conditions for behavior, and level of performance
• What the student actually DOES

• To achieve teacher and staff buy-in a principal
  needs to offer
• Data that support the need for change
• Information that supports the changes in similar
  contexts
• Connection between goals and achievement measures
• Focus on usability, simplicity, and effectiveness
• Clear relationships between changes and the
  vision
• Opportunities for teachers and staff to
  participate in goal and objective creation

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Curriculum Goals and Instructional Objectives
(contd)
Chapter 3 Curriculum Development and
Implementation

• Classifying objectives
• Cognitive
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
• Affective
• Receiving
• Responding
• Valuing
• Organization
• Characterization

• Psychomotor
• Reflex movements
• Basic-fundamental movements
• Perceptual abilities
• Physical abilities
• Skilled movements
• Non-discursive communication

REMEMBER OBJECTIVES MUST CORRELATE WITH THE
CURRICULUM Refer to the 7 principles for
selecting learning experiences to ensure that
they foster active involvement in the learning
process
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Developing a Needs Assessment
Chapter 3 Curriculum Development and
Implementation

• Why a needs assessment?
• Assists with developing or revising curriculum
  and assessment
• Ensures a dynamic and responsive curriculum
• Gives teachers information about learners
• At the curriculum level, a needs assessment
  includes a(n)
• Review and analysis of standards
• Review of curriculum from successful districts
• Interview of students, teachers, and parents
• Review of current students work
• Review of related literature and best practices

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Aligning the Curriculum
Chapter 3 Curriculum Development and
Implementation

• After a needs assessment, curriculum alignment
  shows WHAT will be taught in all subject areas
  and at each grade level
• Curriculum mapping provides scope and sequence of
  WHEN skills will be taught
• Curriculum benchmarking provides periodic
  assessments and minimum standards of achievement
• Curriculum audits help identify strengths and
  gaps in instructional practices
• Instructional differentiation attempts to
  determine which instructional methods are best
  for all learners

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Focusing the Vision and the Schools Mission
through Curriculum
Chapter 3 Curriculum Development and
Implementation
QUALITY EDUCATION

• The principal is the curriculum or instructional
  specialist or leader who does have the
  understanding of philosophy, the clarity of
  vision, and the technical skills to move his/her
  programs toward meaningful activity.
• Consider how the case study of Mauka Lani
  Elementary School exemplifies this alignment and
  call to action.

VISION
CURRICULUM
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49
Chapter 4Teaching and Learning
Standard 2 Candidates who complete the program
are educational leaders who have the knowledge
and ability to promote the success of all
students by promoting a positive school culture,
providing an effective educational program,
applying best practices to student learning, and
designing comprehensive professional growth plans
for staff.
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The Principal and Instructional Planning
Chapter 4 Teaching and Learning

• Instructional planning should be a
  self-reflective tool
• How does the cycle described in Figure 4-1
  promote successful instructional planning?

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Benefits of Instructional Planning
Chapter 4 Teaching and Learning

• Provides a daily map
• Targets learner benchmarks
• Ensures that teacher follows up on identified
  weaknesses
• Reinforces teachers understanding of content
  knowledge
• Intertwined with the curriculum alignment process

Beyond instructional planning, what are the added
positive outcomes of the above listed benefits?
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The Principal and Instructional Planning (contd)
Chapter 4 Teaching and Learning

• Promoting Reflective Planning What questions
  would you pose to a struggling teacher concerning
  goals, objectives, instructional activities,
  assessment, revision, and implementation?

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The Principal and Instructional Planning (contd)
Chapter 4 Teaching and Learning
THIS IS ONE OF THE MAIN MANDATES OF NCLB!

• Using Student Data to Drive Instructional
  Planning What are some of the obstacles that
  educators face in properly using student data to
  aid in instructional planning? How would you
  overcome these obstacles?
• Consider the anecdote of Dr. John Barrera. How
  does this example demonstrate the proper use of
  student data?
• REMEMBER!

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The Principal and Instructional Planning (contd)
Chapter 4 Teaching and Learning

• Using Students Cultural Backgrounds in
  Instructional Planning
• Do not use ONLY student achievement data
• Consider also Ethno-instruction and
  Differentiated Instruction
• Why are these two strategies increasingly
  important in todays classrooms?

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Information Processing
Chapter 4 Teaching and Learning

• Read the various theories of information
  processing as outlined in your text.
• Which theory/theories do you think best explain
  how people process information and why?
• Why is it important for a principal to have a
  working knowledge of these various theories?
• How could you develop these theories into
  practical applications at your school?

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The Effective Schools Model
Chapter 4 Teaching and Learning

• What makes an effective school? Research shows
  the following

CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL LEADERSHIP
HIGH EXPECTATIONS
POSITIVE HOME-SCHOOL RELATIONS
FREQUENT MONITORING
OPPORTUNITY TO LEARN
SAFE AND ORDERLY ENVIRONMENT
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Effective Teaching Practices The 12 Principles
Chapter 4 Teaching and Learning

1. Students can learn best within cohesive and
   caring communities
2. Students learn more when time is allocated to
   curriculum related events
3. All components of curriculum are aligned in a
   cohesive program designed to achieve specific
   goals
4. Teacher can prepare students for learning by
   providing initial structure

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Chapter 4 Teaching and Learning
Effective Teaching Practices The 12 Principles
(contd)

1. Content is explained clearly and developed with
   emphasis on structure and connections
2. Questions are planned to engage students in
   sustained discourse
3. Students receive sufficient opportunities to
   practice and apply what theyve learned and to
   receive feedback
4. Teacher provides assistance to enable students to
   engage in learning activities

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Effective Teaching Practices The 12 Principles
(contd)
Chapter 4 Teaching and Learning

1. Teacher models and instructs students in learning
   and self-regulation strategies
2. Students often benefit from working in pairs or
   small groups
3. Teacher uses variety of formal and informal
   assessment methods
4. Teacher establishes and follows through on
   appropriate expectations for learning outcomes

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Conditions for Learning and Best Practices
Chapter 4 Teaching and Learning

• Conditions for Learning
• School is warm and inviting
• Curriculum includes fine arts
• Students learn to be effective citizens
• Students learn to develop skills for the
  workplace
• School has smaller class sizes
• Support staff is available
• School reviews self
• Data and evidence drive decisions

Why are these (and the other conditions listed)
considered necessary conditions for learning? Can
you think of any others?
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Models of Observation
Chapter 4 Teaching and Learning

• Read the NCTAFs 5 propositions deemed essential
  for accomplished teaching
• Do you agree that these 5 conditions are
  necessary? Why/why not?
• Can you think of any other essential
  propositions?
• How can a knowledge of these 5 propositions help
  a principal improve the effectiveness of teaching
  and learning at his/her school?

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Models of Observation (contd)
Chapter 4 Teaching and Learning

• Formative Evaluation
• Summative Evaluation
• Classroom Observations
• Walk-Through Observations
• Peer Coaching

As a teacher, which of these types of observation
do/did you prefer? Why? As a principal, which of
these types of observation do you think will be
most helpful? Why?
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64
Chapter 5Professional Development

• Standard 2 Candidates who complete the program
  are educational leaders who have the knowledge
  and ability to promote the success of all
  students by promoting a positive school culture,
  providing an effective educational program,
  applying best practices to student learning, and
  designing comprehensive professional growth plans
  for staff.

65
The Mission of Principals Related to Professional
Development (PD)
Chapter 5 Professional Development

• Well read and educated in latest research

• Defines own personal, professional growth needs
  according to data

• Scans needs of teachers, monitors instruction,
  and disaggregates data

• Thinks forward and consequentially

• Solution focused

• Initiates and implements collaboratively driven
  professional development plan

Analyzes impact on campus

• Sensitive to students and community

THE IDEAL PD PRINCIPAL
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The Principals Mission to Teachers PD
Chapter 5 Professional Development
PLAN Work with teachers to develop a
comprehensive PD targeted at individual and
collective needs
PROVIDE Resources (time and money) for teachers
to be reflective about their practices
What is the advantage to this approach to
teachers PD?
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High Quality PD
Chapter 5 Professional Development

• Consider Knowles observations
• Adult learners need to be self-directed
• Adult learners display readiness to learn why
  they have a perceived need
• Adult learners desire immediate application of
  new skills and knowledge

Do you agree with Knowles findings? What are
the implications of these findings on an
effective PD program?
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The Ten Principles of Effective PD
Chapter 5 Professional Development

1. Effective PD focuses on teachers as central to
   student learning, yet includes other members of
   the school community
2. Effective PD focuses on the individual,
   collegial, and organizational improvement
3. Effective PD respects and nurtures the
   intellectual and leadership capacity of teachers,
   principals, and others in the school community
4. Effective PD reflects best available research and
   practice in teaching, learning, and leadership
5. Effective PD enables teachers to develop further
   expertise in subject content, teaching
   strategies, uses of technologies, and other
   essential elements in teaching to high standards

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Chapter 5 Professional Development
The Ten Principles of Effective PD (contd)

1. Effective PD promotes continuous inquiry and
   improvement embedded in the daily life of schools
2. Effective PD is planned collaboratively by those
   who will participate in and facilitate that
   development
3. Effective PD requires substantial time and other
   resources
4. Effective PD is driven by a coherent long-term
   plan
5. Effective PD is evaluated ultimately on the basis
   of its impact on teacher effectiveness and
   student learning and this assessment guides
   subsequent professional development efforts

What would a PD program that utilizes all of
these principles look like?
70
The Principals Mission for Personal Professional
Development
Chapter 5 Professional Development

• Why is it essential that principals develop their
  own PD plan?
• Read the description of the PD Portfolio. What
  are the various components of the Portfolio and
  how do they work together to ensure that the
  principal embarks on a successful and effective
  PD plan?
• Review your own Portfolio (start one if you have
  not already). What components are missing or need
  to be updated?

71
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72
Chapter 6Student Services

• Standard 2 Candidates who complete the program
  are educational leaders who have the knowledge
  and ability to promote the success of all
  students by promoting a positive school culture,
  providing an effective educational program,
  applying best practices to student learning, and
  designing comprehensive professional growth plans
  for staff.

73
Guidance and Counseling Services
Chapter 6 Student Services

• To provide for the realization of student
  potentialities
• To help children with developing problems
• To contribute to the development of the schools
  curriculum
• To provide teachers with technical assistance
• To contribute to the mutual adjustment of
  students and the school

Assess the scope of the guidance and counseling
services offered on your campus.
74
Guidance and Counseling Services (contd)
Chapter 6 Student Services

• Role of the Counselor
• Personal/social issues
• Educational issues
• Career planning

• Major Services
• Assessment
• Information
• Placement and follow-up
• Counseling (Directive, Nondirective, and Eclectic
  Counseling)

75
Guidance and Counseling Services (contd)
Chapter 6 Student Services

• When evaluating the program, consider
• Student needs
• Cooperation
• Process and product
• Balance
• Stability
• Flexibility
• Qualified counselors
• Adequate counselor-student ratio
• Physical facilities
• Records

Using these 10 criteria, evaluate the guidance
and counseling program at your school or one you
have worked at in the past. How can these
characteristics help you plan for an effective
program at your school?
76
Attendance and Student Records
Chapter 6 Student Services

• Cumulative records should contain
• Personal data sheet
• Parents report
• Childs self-concept
• Sociogram
• Behavior reports
• Standardized test data

• What is the purpose of ensuring that these
  artifacts appear in students cumulative record?

77
Evaluating Student Progress
Chapter 6 Student Services

• As NCLB stresses AYP and accountability,
  evaluating student progress has become a critical
  role for the 21st century principal. Assessment
  can serve various purposes
• Help student understand self
• Provide information for education/vocational
  counseling
• Help staff understand student population
• Evaluate the academic progress of students
• Help administrative staff appraise programs
• Facilitate curriculum revision
• Make instructional management decisions
• Make decisions about screening students
• Make program decisions

78
Evaluating Student Progress (contd)
Chapter 6 Student Services

• While many bemoan the NCLBs emphasis on testing,
  assessment clearly has its benefits if the
  testing program is well developed
• Minimum components of testing battery
• Emerging reading tests
• Learning readiness tests
• Intelligence tests
• Achievement tests
• Interest and aptitude tests

79
Reporting to Parents/Family
Chapter 6 Student Services

• Any teacher knows that grading has its
  difficulties. Among them are
• Teacher variability
• Unreliable aptitude scores for all students
• Policy variability
• Variety of alternatives to traditional methods

How can a principal account for and deal with
these difficulties? Compare your solutions with
the following
80
Methods of Reporting Grades
Chapter 6 Student Services

• Percentage method
• Letter method
• Descriptive method
• Percentile method
• Three-group method
• Rank method
• T-score method

What are the benefits and draw-backs to each of
these methods? In what circumstances would you
use one method over another?
81
Extracurricular Activities
Chapter 6 Student Services

• Shouldnt principals be concerned solely with the
  academic program at their school?
• Extracurricular activities are vital to help
  students develop skills and talents not readily
  tapped into in the traditional core subjects.
  Read the texts explanation of the functions of
  these activities. Can you think of any others?

NO
82
Special Education Services
Chapter 6 Student Services

• Key Legislation
• Section 504 of the Rehabilitation Act of 1973
• Education for All Handicapped Act of 1975
• Americans with Disabilities Act of 1990
• Individuals with Disabilities Act (IDEA)
• Key Components of IDEA
• Related Services
• Due Process
• Discipline
• Make sure you are familiar with these terms
  and their legal implications. Remember that a
  principal must ensure the quality education of
  ALL students.

83
Gifted Education
Chapter 6 Student Services

• The area of Gifted Education is growing rapidly
  and principals must be aware of how to best serve
  this special population. Gifted students will NOT
  thrive on their own they need and deserve the
  services, attention, and resources to best
  develop their gifts and talents.
• Refer to Figure 6-2 for a list of options that
  will help to meet the needs of gifted students

84
Bilingual Education
Chapter 6 Student Services

• As with the gifted population, students requiring
  bilingual services are also rapidly growing
• Principals must consider the following when
  creating an ESL program
• State guidelines
• Student population to be served
• District resources

85
Bilingual Education (contd)
Chapter 6 Student Services

• Principals must be aware of the following terms
• Early-exit
• Late-exit
• Immersion
• Dual immersion
• Submersion
• Dual-language
• Two-way

86
Bilingual Education (contd)
Chapter 6 Student Services

• ESL Program Models
• Pull Out
• Class Period
• Shelter English or Content-based Programs
• Structured English Immersion
• High Intensity Language Training Programs

When would it be appropriate to use each of the
above models?
87
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88
Chapter 7 Organizational Structures

• Standard 3 Candidates who complete the program
  are educational leaders who have the knowledge
  and ability to promote the success of all
  students by managing the organization,
  operations, and resources in a way that promotes
  a safe, efficient, and effective learning
  environment.

89
Important Concepts of Organizational Structure
Chapter 7 Organizational Structures

• Job Specialization
• Departmentalization
• Delegation
• Decentralization
• Span of Management

What do each of these terms mean and how do they
help to explain the concept of an organizational
structure?
90
Schools as Open Systems
Chapter 7 Organizational Structures

• Schools are open systems because
  they interact with their environments
• Inputs human, financial, physical, and
  information resources
• Transformation Process combining and
  coordinating resources to attain goals
• Outputs prepared and educated students, staff
  and community satisfaction
• Feedback student, parent, staff, and community
  reaction to output

91
Leadership Functions
Chapter 7 Organizational Structures
Planning
Organizing
Monitoring
Leading
How can an understanding of the interplay between
these functions help a principal to more
effectively manage the organizational structure
of their school?
92
Administrative Roles
Chapter 7 Organizational Structures

• Principal Activities
• Heavy Workload at a Fast Pace
• Variety, Fragmentation, and Brevity
• Oral Communication

Are these activities unique to the role of the
principal? Which of these do you find most
daunting? Which of these comes naturally to you?
93
Management Skills
Chapter 7 Organizational Structures

• Conceptual Skills Ones mental ability to
  acquire, analyze, and interpret information
• Human Skills Ones ability to motivate,
  facilitate, coordinate, lead, communicate, manage
  conflict, and get along with others
• Technical Skills Ones ability to use knowledge,
  methods, and techniques of a specific discipline

Consider Figure 7-3. At what level would you
place yourself? Your current administrators? How
does one move up the hierarchy?
94
Effective Principals
Chapter 7 Organizational Structures

• Task Dimensions Consider Sashkin and Huddles 13
  task dimensions of a principal. How can you
  deliberately design your actions to build
  cultural as well as managerial linkages?
• Human Resource Activities Consider the list of
  traits of ineffective administrators. Why would
  these be detriments to an effective principal and
  how could you correct each of these shortcomings?

95
Effective vs. Successful Administrators
Chapter 7 Organizational Structures

• Effective how well a principal was evaluated by
  subordinates
• Most time on task-related communication
• Human resource management

• Successful rapid promotion
• Little time on human resource management
• Good at networking
• Politically savvy

Are these findings surprising to you? What are
their implications?
96
The Demise of Bureaucracy
Chapter 7 Organizational Structures

• What is the harm of bureaucracy? Explain why each
  of the following are seen as negative features to
  bureaucracy, especially in education.
• Division of labor and specialization
• Reliance on rules and procedures
• Emphasis on hierarchy of authority
• Lifelong careers and evaluation
• Impersonality

So what are the alternatives?
97
Emergent Models of Organizational Structure
Chapter 7 Organizational Structures

• System 4 Design
• Site Based Management
• Transformational Leadership
• Synergistic Leadership Theory
• Total Quality Management (TQM)

Read the description of each model carefully.
Which one appeals to you the most and why?
Regardless of which model you find most
intriguing, consider
98
10 Concepts Helpful in Restructuring the Content
of Schooling
Chapter 7 Organizational Structures

• Heterogeneous grouping
• Cooperative learning
• High expectations for all
• Responsiveness to student diversity
• Emphasis on active learning

• Essential curriculum
• Authentic assessment
• Technology as a tool
• Time as a learning resource
• Diverse pedagogy

99
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100
Chapter 8 The Principal as Decision Maker

• Standard 3 Candidates who complete the program
  are educational leaders who have the knowledge
  and ability to promote the success of all
  students by managing the organization,
  operations, and resources in a way that promotes
  a safe, efficient, and effective learning
  environment.

101
The Nature of Decision Making
Chapter 8 The Principal as Decision Maker
102
The Decision Making Process
Chapter 8 The Principal as Decision Maker

• Identifying the problem

Generating alternatives
Recycle process as necessary
Evaluating alternatives
Choosing an alternative
Implementing the decision
Evaluating decision effectiveness
103
The Rational Decision Maker
Chapter 8 The Principal as Decision Maker

• What is rational decision making?
• Problem is clear
• Single goal is to be achieved
• All alternatives and consequences are known
• Preferences are clear
• Preferences are constant and stable
• No time or cost constraints
• Final choice will maximize economic payoff

Do these assumptions seem applicable to most
school organizations you are aware of?
Rationality seems limited, so
104
Limits to Rationality
Chapter 8 The Principal as Decision Maker

• Bounded Rationality
• Decisions based on incomplete comprehension of
  the problem
• Decision makers will not succeed in generating
  all possible solutions
• Alternatives are evaluated incompletely
• Ultimate decision must be based on criterion
  other than maximization
• Consider Satisfying, Heuristics, Primacy/Recency
  Effect, Bolstering the Alternative, Intuition,
  Incrementalizing, the Garbage-Can Model
• How can these processes compensate for the limits
  to rationality and allow a principal to make
  effective decisions?

105
Shared Decision Making
Chapter 8 The Principal as Decision Maker

• Often committees, teams, councils, etc. must make
  decisions too. In these instances, an
  understanding of the shared decision making
  process is necessary.
• To help involve teachers in the process, consider
  Huddleston, Claspell, and Killions method
• Readiness prepare for shared decision making
• Experimentation build comfort in the decision
  making process
• Refinement share the decision making process
• Institutionalization shared decision making
  becomes norm
• This process is not flawless. What are the
  advantages and disadvantages to shared decision
  making?

106
Advantages and Disadvantages to Shared Decision
Making
Chapter 8 The Principal as Decision Maker

• Greater sum total knowledge
• Greater number of approaches to the problem
• Greater number of alternatives
• Increased acceptance of a decision
• Better comprehension of a problem and decision

• Social pressures toward conformity
• Individual domination
• Conflicting secondary goals
• Undesirable compromises
• Ambiguous responsibility
• More time needed

Obviously, a principal needs to carefully
consider if the shared decision making process is
appropriate for any given situation. Read
Williamss list of skills needed for effective
site-based decision making. Do these tips seem
do-able? Now read through the model provided in
the text. While seemingly esoteric, what are the
practical applications and advantages to this
method?
107
Decision Making Pattern Choice
Chapter 8 The Principal as Decision Maker

• An alternative model to shared decision making,
  this approach focuses on a continuum of
  leadership from boss-centered to
  subordinate-centered
• Review Figure 8-4 for a more detailed look at
  this approach
• The principal must consider the forces in the
  leader, forces in the group members, forces in
  the situation, and long-run goals and strategy

108
Decision Making Pattern Choice (Contd)
Chapter 8 The Principal as Decision Maker

• Forces in the leader that determine which of the
  patterns to choose from
• Value system
• Confidence in group members
• Leadership inclinations
• Feelings of security in uncertain situation
• Forces in the group members that allow for
  greater freedom
• High need for independence
• Readiness to assume responsibility
• High tolerance for ambiguity
• Interested in problem
• Understand goals
• Have necessary knowledge
• Expect to share in process

• Forces in the situation that create pressure
• The problem
• Time constraints
• Long-run goals and strategy to consider
• Raising level of motivation
• Improving quality of decisions
• Developing teamwork and morale
• Furthering individual development
• Increasing readiness to accept change

There is no formula for perfect decision making.
An effective principal must consider the forces
in a given situation and assess which should
influence him or her in a given situation.
109
The Synergistic Decision Making Approach
Chapter 8 The Principal as Decision Maker

• Listening
• Active listening with respect, consideration, and
  no judgment
• Responding
• Paraphrase be respectful assume sincerity
  avoid pre-judgment
• Reinforcing
• Build on previous remarks to encourage a free,
  non-competitive, and diverse discussion
• Clarifying
• When confusion arises, phrase neutral questions,
  avoid condescension, avoid impatience, and do not
  assume you have the answer

Do you think teachers would be receptive to this
process? Why or why not?
110
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111
Chapter 9Developing Effective Communication

• Standard 3 Candidates who complete the program
  are educational leaders who have the knowledge
  and ability to promote the success of all
  students by managing the organization,
  operations, and resources in a way that promotes
  a safe, efficient, and effective learning
  environment.

112
The Communication Process
Chapter 9 Developing Effective Communication

• Communication the process of transmitting
  information from one person to another
• Read the tips in the text on planning a
  successful communication process. What have been
  the positive traits of past communication
  processes you have been involved in? Negative
  traits?

113
Organizational Communication
Chapter 9 Developing Effective Communication

• The following slides will take a closer look at
  different categories of communication
• Downward
• Upward
• Horizontal
• Formal Communication Networks
• Informal Communication Networks

114
Downward Communication
Chapter 9 Developing Effective Communication

• Information transmits from higher to lower levels
• Purposes of downward communication
• Implement goals and strategies
• Job instruction and rationale
• Procedures and practices
• Performance feedback
• Socialization

What situations warrant downward communication?
Which situations would be inappropriate?
115
Upward Communication
Chapter 9 Developing Effective Communication

• Information transmits from lower to higher levels
• Types of information in upward communication
• Problems and expectations
• Suggestions for improvement
• Performance reports
• Grievances and disputes
• Financial and accounting information

Read through the barriers to effective upward
communication and the tips to improve it. What
other barriers have you encountered in upward
communication? What could a principal have done
to overcome those barriers?
116
Horizontal Communication
Chapter 9 Developing Effective Communication

• Information transmits laterally or diagonally
  across lines of formal chain of command
  essential for increasing coordination
• Categories of horizontal communication
• Intradepartmental problem solving
• Interdepartmental coordination
• Staff advice to line departments

117
Communication Networks
Chapter 9 Developing Effective Communication

• The three previous communication patterns can
  combine to form five common networks
• Chain line authority relationships
• Y two or more interacting members report to a
  single supervisor
• Wheel several non-interacting members report to
  a single supervisor
• Circle members interact with adjoining members,
  but not others
• All-Channel members interact with adjoining
  members and all others

What are the advantages and disadvantages to each
of these communication networks?

• Informal network The grapevine flows in all
  directions and is not fixed by any formal
  organizational chart

118
Managing Communication Barriers
Chapter 9 Developing Effective Communication

• Process barriers blocked communication with
  sender, encoding, medium, decoding, receiver, or
  feedback
• Physical barriers concrete and real factors that
  block communication
• Semantic barriers variations and
  misunderstandings of connotations
• Psychosocial barriers factors such as fields of
  experience, filtering, and psychological distance
  that inhibit effective communication

How can you, as a principal, work to overcome
these barriers? What has been the cause of
communication breakdowns you have experienced in
the past? How does your experience compare with
the list of factors listed in the text?
119
Improving Communication Effectiveness
Chapter 9 Developing Effective Communication

• All members of the communication process are
  responsible for improving communication
• What can a sender (a principal) do to improve
  communication with various stakeholders? Consider
  the Ten Commandments listed in the text.
• What can receivers do to improve communication?
  Again, consider the ten suggestions in the text.
• What is active listening?
• What can one do to improve giving responsive
  feedback?
• What types of non-verbal communication should one
  be aware of?

Do the suggestions given in the text seem
practical? Select at least one strategy posited
from the questions posed above and explain how
you would use it to improve your own
communication. Then, go do it!
120
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121
Chapter 10The Principal and Change

• Standard 3 Candidates who complete the program
  are educational leaders who have the knowledge
  and ability to promote the success of all
  students by managing the organization,
  operations, and resources in a way that promotes
  a safe, efficient, and effective learning
  environment.

122
The Nature of Organizational Change
Chapter 10 The Principal and Change

• While most systems tend toward the status quo,
  principals must anticipate and direct change
  positively
• External forces for change the marketplace, laws
  and regulations, technology, labor markets,
  economic changes what else?
• Internal forces for change problems with
  processes or peoplesuch as?
• And yet, there is often strong resistance to
  change

123
Why Is Change Resisted?
Chapter 10 The Principal and Change

• Uncertainty
• Concern over personal loss
• Group resistance
• Dependence
• Trust
• Awareness of weaknesses

Why have you resisted change in the past? What
can a principal do to overcome this resistance?
124
Overcoming Resistance to Change
Chapter 10 The Principal and Change

• Some strategies
• Education and communication
• Participation and involvement
• Facilitation and support
• Negotiation and agreement
• Manipulation and cooptation
• Explicit and implicit coercion

Which of these strategies do you think would be
most effective? Why? In what types of situations
would you use each? What other strategies can you
think of?
125
Getting Reform Right What Works and What Doesnt
Chapter 10 The Principal and Change

• Current research suggests the following
• Change is learning
• Change is a journey, not a blueprint
• Problems are our friends
• Change is resource-hungry
• Change requires the power to manage it
• Change is systematic
• All large-scale change is implemented locally

126
Managing Change
Chapter 10 The Principal and Change

• Types of change agents
• Outside pressure type
• People-change-technology type
• Analysis-for-the-top type
• Organization-development type
• Change agent roles
• Consulting
• Training
• Research

What are some real-world examples of each of
these types?
When would a principal need to play each of these
roles?
127
Managing Change (contd)
Chapter 10 The Principal and Change

• Common characteristics of effective change
• Hemophily
• Empathy
• Linkage
• Proximity
• Structuring
• Capacity
• Openness
• Reward
• Energy
• Synergy

Why are these desired characteristics of a change
agent?
128
The Change Process
Chapter 10 The Principal and Change

• Phase 1 Pressure and arousal
• Phase 2 Intervention and reorient