Title: Leadership Essentials
1Leadership Essentialsfor the Essential Elements
2Overview
- Traditional Leadership
- Instructional Leadership
- Additional Demands at the Middle Level
- Leadership that Works
- How to Get It All Done
- Applications and Examples
3What does aleader look like?
- Traditional Leadership
- Instructional Leadership
- Middle Level Leadership
- Leadership that Works
4Getting things going...
- Warm-up activity Four squares
- Consensograms
- Leadership Tools
5Traditional Leadership
- Task On the roll-paper, draw a picture of the
traditional leader
6Instructional Leadership
- Choose an article from the reader, BUT NOT
BALANCED LEADERSHIP - Read it, discuss
- Group synthesizes individual articles using
sticky notes - Update your leader picture
7The Essential Elements(of Standards-Focused
MiddleLevel Schools and Programs)
8Essential Element 1 Philosophy and Mission
- A philosophy and mission that reflect the
intellectual and developmental needs and
characteristics of young adolescents.
9Essential Element 1 Philosophy and Mission
Status quo and inertia
10Essential Element 1 Philosophy and Mission
An dually-articulated vision for the future
11Essential Element 1 Philosophy and Mission
An dually-articulated vision for the future
Status quo and inertia
12Essential Element 2 Educational Program
- An educational program that is comprehensive,
challenging, purposeful, integrated, and
standards-based.
13Essential Element 2 Educational Program
Standards incidentalism or Standards-referenced
14Essential Element 2 Educational Program
Beginning with the End in Mind all the time.
15Essential Element 2 Educational Program
Standards incidentalism or Standards-referenced
Beginning with the End in Mind all the time.
16Essential Element 3 Organization and Structure
- An organization and structure that support both
academic excellence and personal development.
17Essential Element 3 Organization and Structure
Junior High School
18Essential Element 3 Organization and Structure
Deliberate and intentional design
19Essential Element 3 Organization and Structure
Deliberate and intentional design
Junior High School
20Essential Element 4 Classroom Instruction
- Classroom instruction appropriate to the needs
and characteristics of young adolescents provided
by skilled and knowledgeable teachers.
21Essential Element 4 Classroom Instruction
Traditional Teaching
22Essential Element 4 Classroom Instruction
Best Practice and Research-based Learning
23Essential Element 4 Classroom Instruction
Best Practice and Research-based Learning
Traditional Teaching
24Essential Element 5 Educational Leadership
- Strong educational leadership and a building
administration that encourages, facilitates, and
sustains involvement, participation, and
partnerships.
25Essential Element 5 Educational Leadership
Mis-matched Management
26Essential Element 5 Educational Leadership
Effective Leadership and Situational Match
27Essential Element 5 Educational Leadership
Effective Leadership and Situational Match
Mis-matched Management
28Essential Element 6 A Network of Academic and
Personal Support
- A network of academic and personal support
available for students.
29Essential Element 6 A Network of Academic and
Personal Support
Haphazard Programs and reliance on AIS
30Essential Element 6 A Network of Academic and
Personal Support
Deliberate and Collaborative Network
31Essential Element 6 A Network of Academic and
Personal Support
Haphazard Programs and reliance on AIS
Deliberate and Collaborative Network
32Essential Element 7 Professional Training and
Staff Development
- Professional training and staff development that
are ongoing, planned, purposeful, and
collaborated.
33Essential Element 7 Professional Training and
Staff Development
Disconnected, one-shot, wants-based staff
development
34Essential Element 7 Professional Training and
Staff Development
Aligned and Distributed Professional Learning
35Essential Element 7 Professional Training and
Staff Development
Disconnected, one-shot, wants-based staff
development
Aligned and Distributed Professional Learning
36Essential Elements Activity
- Task make a poster advertisement
- Take a walking tour of essential elements
- Update your leader picture
37Essential Elements Tools
- The Elements
- The Research
- The rubrics
- The pamphlets
- nysmsa.org
38What does aleader look like?
- Traditional Leadership
- Instructional Leadership
- Middle Level Leadership
- Leadership that Works
39Lunch
40Classroom Instruction That Works
- Marzano,
- Pickering,
- Pollock
41Classroom Instruction That Works(Marzano,
Pickering, Pollock) Research Based Strategies
for Improving Student Achievement
- Identifying Similarities and Differences
- Comparing looking at similarities and
differences between or among things - Graphic organizers
- Comparison matrix
- Classifying grouping things that are alike on
the basis if these characteristics - Venn diagrams and other graphic organizers
- Creating metaphors identifying a general or
basis pattern in a specific topic, then finding
another topic that appears to be different but
has the same general pattern - See Starship example
42Identifying Similarities and Differences
- Creating analogies identifying relationships
between pairs of concepts, relationships - Oxygen is to humans as carbon dioxide is to
plants - Eighty is to eight as dime is to ______
- Thermometer is to temperature as odometer is to
distance
43Metaphor Example
- Two science students were standing in front of
the class pointing to the diagram of the Starship
Enterprise (from Star Trek) as they presented
their project. Their assignment was to identify
the major structures of a cell and describe the
function of each. They were then to restate the
information in more general, abstract terms, and
finally, to identify another system that is
similar to the cell, at an abstract level. These
two students had selected the Enterprise as the
second element of the metaphor, and identified
the following abstract pattern connecting a cell
with the starship. - Cell General,Abstract Enterprise
- Nucleus Part that runs the The bridge
- system_______________________
- Selectively Part that keeps out
Transporter - Permeable bad things and lets in Room
- Membrane the good
- In a detailed and articulate way, students
described how each aspect of the cell was like a
feature of the Enterprise
44Classroom Instruction That Works(Marzano,
Pickering, Pollock) Research Based Strategies
for Improving Student Achievement
- Summarizing and Note Taking
- To effectively summarize, students must delete
some information (trivial, redundant
information), substitute some information (
super ordinate terms such as flowers, for a
listing of flowers), and keep some information - Frame questions to assist students in summarizing
- To practice summarizing in the classroom ask
students to verbally summarize silent or oral
reading, utilize reciprocal teaching with a
student leader ( questioning, clarifying,
predicting.)
- Considered a work in progress
- Teach various note taking strategies webbing,
outline format, etc.
- The more notes that are taken, the better
- Teach various note taking strategies webbing,
outline format, etc.
45Classroom Instruction That Works(Marzano,
Pickering, Pollock) Research Based Strategies
for Improving Student Achievement
- Reinforcing Effort and Providing Recognition
- Teach about effort share personal examples
- Have students track their effort and achievement
- (see achievement rubric)
- Deliver effective praise citing specifics of the
accomplishment, for note worthy effort or
success in difficult tasks - Personalize recognition
- Pause, Prompt, and Praise
46Effort Achievement Rubric
47Classroom Instruction That Works(Marzano,
Pickering, Pollock) Research Based Strategies
for Improving Student Achievement
- Homework and Practice
- The amount of homework assigned should be
different from elementary to middle to high
school. - High School 24 percentile points
- Middle School 12 percentile points
- Elementary School 6 percentile points
- The purpose of homework should be identified and
articulated. Is it practice, to prepare new
information, or to elaborate on information that
has been introduced? - Parent involvement in homework should be kept to
a minimum - If homework is assigned, it should be commented
on. Vary approaches in providing feedback on
homework
48Classroom Instruction That Works(Marzano,
Pickering, Pollock) Research Based Strategies
for Improving Student Achievement
- Nonlinguistic Representations (Creating graphic
representations) - Making physical models
- Generating metal pictures
- Drawing pictures and pictographs
- Engaging in kinesthetic activity
- (I..to measure degrees, represent angles, etc.).e
body math - Using multiple means to help students visualize
the content (various organizers to show
concepts, effects, generalizations, episodes,
etc.)
49Classroom Instruction That Works(Marzano,
Pickering, Pollock) Research Based Strategies
for Improving Student Achievement
- Cooperative Learning
- Organizing groups based on ability levels should
be done sparingly - Cooperative Learning groups should be kept small
in size (3-4) - Cooperative learning should be applied
consistently and systematically, but not overused - Five defining elements
- Positive interdependence (sink or swim together)
- Face to face promotive interaction (helping each
other learn, applauding success and efforts) - Individual Group accountability ( each of us
must to contribute to the group achieving its
goals) - Interpersonal and Small group skills
(communication, trust, leadership,
decision-making, conflict resolution) - Group processing (reflecting on how well the team
is functioning and how o function better
50Classroom Instruction That Works(Marzano,
Pickering, Pollock) Research Based Strategies
for Improving Student Achievement
- Setting Objectives and Providing Feedback
- Goal setting is important. Instructional goals
should narrow what students focus on. (I.e goal
might be that students understand how a cell
functions.) - Instructional goals should not be too specific
but should include performance, conditions,
criterion) - Students should be encouraged to personalize the
teachers goals. - Feedback
- Should be corrective in nature
- Should be timely
- Should be specific to a criterion
- Students can effectively provide some of their
own feedback
51Classroom Instruction That Works(Marzano,
Pickering, Pollock) Research Based Strategies
for Improving Student Achievement
- Questions, Cues, and Advance Organizers
- Help students organize and use what they already
know about a topic - Are at the heart of classroom practice
generally accounts for 80 of what goes on in
classrooms - Should focus on what is important, rather than
unusual - Higher level questions produce deeper learning
Ask the question before the instruction to frame
a mental set. - Advance organizer could be skimming, narrative
(story related to the learning), expository
(describes the content to which students will be
exposed), or graphic.
52Instructional Leadership
Susan Allen Asst. Superintendent for
Instruction Hilton Central School District 225
West Avenue Hilton, New York 14468 sallen_at_hilton.k
12.ny.us
53Instructional Leadership
- Primary Areas of Focus
- 90/90/90 Schools Research Doug Reeves
- Ruby Payne strategies
- Balanced Leadership Waters, Marzano, McNulty
54The 90/90/90 Schools
- From Accountability in Action by Douglas Reeves
55What Are They?
- Inner-city urban schools, suburban schools, and
rural schools - 228 buildings and more than 130,000 students
- More than 90 of students eligible for free and
reduced lunch - More than 90 from ethnic minorities
56Common Characteristics of High Achievement
Schools
- Focus on Academic Achievement
- Clear curriculum choices
- Frequent assessment of student
- progress and multiple opportunities for
improvement - Emphasis on writing
- External scoring
57Focus on Academic Achievement
- Laser-like focus
- Displays of exemplary student work in trophy
cases, etc. - Charts, graphs, and tables all over the school
displaying student achievement. - Obvious to all that academic performance is
highly prized. - Comprehensive accountability system
- School focus on a few indicators of improvement
- How you finish is what counts
- Substantial interventions for students who were
deficient in reading and writing.
58Curriculum Choices
- More time spent on core subjects of reading,
writing and mathematics demonstrated student
achievement improvement in other content areas.
59Frequent Assessment of Student Progress with
Multiple Opportunities for Improvement
- Student performance that is less than proficient
is followed by multiple opportunities to improve. - Weekly assessments
- Constructed and administered by classroom
teachers - You can do better next week
- Active coaching vs. final evaluation model
60Emphasis on Writing
- High emphasis on informative writing
- Single scoring guide to evaluate every piece of
written work used across content areas. - No compromises on expectations for quality
- Association between writing and performance in
other academic disciplines was striking
61External Scoring
- Common assessment practices that were reinforced
through exchange of student papers - Teacher to teacher
- Building to building
- Principal as evaluator
- Need uniform basis on which to evaluate student
work
62What are we doing now?What could we be doing?
- Techniques are replicable
- Techniques are consistent-focus is clear
- Techniques are persistent more than 90 of the
students involved in these studies continue to
meet or exceed state - standards.
63What We Are Doing
- Focusing on one area at each cabinet meeting
discussions on what we are currently doing and
what we should be doing - Principals are holding discussions with faculty
at department meetings and/or faculty meetings
64Ruby Payne Strategies
65Helping Individual Students
- Building administrators are working with
individual teachers, using a grid-like format to
identify where each child is academically on
major assessments. A plan is then developed to
move each child up by at least one quartile by
the end of the year.
66Disabled ESL Transfer students White males
75-100 (4th quartile) Greg Mark Ed Tom
50-74 (3rd quartile) George Marissa Lydia
25-49 (2nd quartile) James Karen Joe Ken
0-24 (1st quartile) Mary Tim Maria Dave Steve Brian Mike
67Balanced Leadership
- What 30 years of research tells us about the
effect of leadership on student achievement
68ASSUMPTIONS
- We need to get the most possible out of our
schools. - In light of the resource, social, political, and
design realities facing our schools and their
leaders, our schools (the current model of
schooling in the USA) are not likely to meet the
expectation that no child is left behind. - We need educational leaders who can initiate and
sustain the improvement efforts required to
accomplish 1, and who are prepared to deal with
the 2nd order changes implied by 2.
69Factors Influencing Achievement
- Guaranteed and Viable Curriculum
- Challenging Goals and Effective Feedback
- Parent and Community Involvement
- Safe and Orderly Environment
- Collegiality and Professionalism
School
6. Instructional Strategies 7. Classroom
Management 8. Classroom Curriculum Design
Teacher
9. Home Environment 10. Learning
Intelligence/Background Knowledge 11. Motivation
Student
70A Composite Model of the Research on School and
Teacher Effectiveness
School and Teacher Combinations Percentile Score Upon Entering Percentile Score Upon Leaving 2 Years Later
Average School Average Teacher 50th 50th
Highly Ineffective School Highly Ineffective Teacher 50th 3rd
Highly Effective School Highly Ineffective Teacher 50th 37th
Highly Ineffective School Highly Effective Teacher 50th 63rd
Highly Effective School Highly Effective Teacher 50th 92nd
Highly Effective School Average Teacher 50th 78th
71OPERATIONAL DEFINITIONS
LEADERS
Effective leaders influence individuals and
organizations. At the individual level, leaders
support learning that leads to individual and
organizational goals. At the organizational
level, leaders develop a shared vision and broad
goals. Leaders accept responsibility for
achieving results and create the necessary
environments that contribute to individual and
organizational success.
72Background of McRELs Study of Leadership
- 3000 Dissertation citations
- 2000 Other study citations
- 70 Studies met our criteria for inclusion
- Quantitative data
- Achievement as the dependent variable
- Standardized scores
- Teacher perceptions
- 80 of these 70 studies found no significant
relationship
73The Benefit of Meta-Analysis
In the 70 studies
- 2894 schools
- 1.1 million students
- 14,000 teachers
74The average correlation between principal
leadership behavior and school achievement is .25
which means A one standard deviation increase
in principal leadership is associated with a 10
percentile point gain in school achievement.
75Characteristics of 1st Order Change
- An extension of the past
- Within existing paradigms
- Consistent with prevailing norms and values
- Focused
- Bounded
- Linear
- Marginal
- Problem and solution-oriented
- Implemented by experts
76Characteristics of 2nd Order Change
- A break with the past
- Outside of existing paradigms
- Conflicted with prevailing norms and values
- A disturbance to every element and aspects of a
system - Emergent
- Unbounded
- Nonlinear
- Neither problem nor solution oriented
- Implement by community
- Complex
77Leadership for Incremental Change
- Emphasize relationships
- Establish strong lines of communication
- Be an advocate for the school
- Provide resources
- Maintain visibility
- Protect teachers from distractions
- Create culture of collaboration
- Look for and celebrate successes
78Leadership for 2nd Order Change
- Shake up the status quo
- Hold everyones feet to the fire
- Propose new ideas
- Operate from strong beliefs
- Tolerate ambiguity and dissent
- Talk research and theory
- Create explicit goals for change
- Define success in terms of goals
79Principal Characteristics and Behaviors
Average r and 95 Confidence Intervals
Characteristic/ Behavior Ave r N (Schools) N (Studies) 95 (CI)
Communication .23 245 10 (.10 to .30)
Outreach .28 478 14 (.19 to .35)
Input .30 504 13 (.21 to .38)
Relationship .19 497 12 (.10 to .24)
Affirmation .25 345 7 (.14 to .35)
CIA .16 636 19 (.08 to .24)
Contingent Reward .15 420 7 (.05 to .24)
Focus .24 1109 30 (.18 to .29)
Knowledge of CIA .24 327 8 (.13 to .35)
Visibility .16 432 11 (.06 to .25)
80Principal Characteristics and Behaviors
Average r and 95 Confidence Intervals
Characteristic/ Behavior Ave r N (Schools) N (Studies) 95 (CI)
Change Agent .30 479 7 (.22 to .38)
Optimizer .20 444 9 (.11 to .29)
Situational Awareness .33 91 5 (.11 to .51)
Intellectual Stimulation .32 321 5 (.22 to .42)
Ideas/Beliefs .25 526 8 (.17 to .33)
Monitor/Evaluate .28 1071 30 (.23 to .34)
Flexibility .22 151 2 (.05 to .37)
Culture .29 709 13 (.23 to .37)
Order .26 456 17 (.17 to .35)
Discipline .24 397 10 (.14 to .33)
Resources .26 570 17 (.18 to .34)
81Balancing Leadership for Change
Leadership responsibilities and Effect Sizes (ES) 1st Order 2nd Order
Culture (.29) - Promotes cooperation among staff - Promotes a sense of well being - Promotes cohesion among staff - Develops shared understanding of purpose - Develops a shared vision of what the school could be like
Order (.26) - Provides and enforces clear structure, rules and procedures for students - Provides and enforces clear structure, rules and procedures for staff - Establishes routines regarding the running of the school that staff understand and follow
82Leadership responsibilities and Effect Sizes (ES) 1st Order 2nd Order
Discipline (.24) - Protects instructional time from interruptions - Protects/shelters teachers from distractions
Resources (.26) - Ensures that teachers have necessary materials and equipment - Ensure that teachers have necessary staff development opportunities that directly enhance their teaching
Curriculum Instruction Assessment (.16) - Is involved in helping teachers design Curricular activities - Is involved with teachers to address instructional issues in their classrooms - Is involved with teachers to address assessment issues
83Leadership responsibilities and Effect Sizes (ES) 1st Order 2nd Order
Focus (.24) - Establishes high concrete goals and expectations that all students meet them - Establishes concrete goals for all curriculum, instruction and assessment. - Establishes concrete goals for the general functioning of the school - Continually keeps attention on established goals
Knowledge of CIA (.24) - Is knowledgeable about instructional practice - Is knowledgeable about assessment Practices - Provides conceptual guidance for teachers regarding effective classroom practice
Visibility (.16) - Makes systematic and frequent visits to classrooms - Maintains high visibility around the school - Has frequent contact with students
84Leadership responsibilities and Effect Sizes (ES) 1st Order 2nd Order
Contingent Rewards (.15) - Recognizes individuals who excel - Uses performance vs. seniority as the primary criterion for reward and advancement - Uses hard work and results as the basis for reward and recognition
Communication (.23) - Is easily accessible to teachers - Develops effective means for teachers to communicate with one another - Maintains open and effective lines of Communication with staff
Outreach (.28) - Assures that the school is in compliance with district and state mandates - Advocates on behalf of the school in the community - Advocates for the school with parents of students - Ensures that the central office is aware of the schools accomplishments
85Leadership responsibilities and Effect Sizes (ES) 1st Order 2nd Order
Input (.30) - Provides opportunity for input on all important decisions - Provides opportunities for staff to be involved in developing school policies - Uses a leadership team in decision making
Affirmation(.25) - Systematically and fairly recognizes and celebrates accomplishments of teachers - Systematically and fairly recognizes and celebrates accomplishments of students - Systematically acknowledges failures and celebrates accomplishments of the school
Relationships (.19) - Remains aware of personal needs of teachers - Maintains personal relationships with teachers - Is informed about significant personal issues within lives of staff - Acknowledges significant events in the lives of staff
86Leadership responsibilities and Effect Sizes (ES) 1st Order 2nd Order
Change Agent (.30) - Consistently challenges the status quo - Is comfortable with leading change initiatives with uncertain outcomes - Systematically considers new and better ways of doing things
Optimizer(.20) - Inspires teachers to accomplish things that might seem beyond their grasp - Portrays a positive attitude about the ability of the staff to accomplish substantial things - Is a driving force behind major initiatives
Ideals/Beliefs (.25) - Holds strong professional beliefs about schools, teaching and learning - Shares beliefs about schooling, teachers and learning with staff and parents - demonstrates behaviors that are consistent With belief
87Leadership responsibilities and Effect Sizes (ES) 1st Order 2nd Order
Monitors/Evaluates (.28) - Monitors and evaluates the effectiveness of Curriculum, instruction and assessment
Flexibility (.22) - Is comfortable with major changes in how things are done - Encourages people to express opinions contrary to those in authority - Adapts leadership style to needs of specific situation - Can be directive or non-directive as the situation warrants
Situational Awareness (.33) - Is aware of informal groups and relationships among staff of the school - Is aware of issues in the school that have not surfaced but could create discord - Can predict what could go wrong from day to day
88Leadership responsibilities and Effect Sizes (ES) 1st Order 2nd Order
Intellectual Stimulation(.32) - Keeps informed about current research and theory regarding effective schooling - Continually exposes staff to cutting edge ideas about how to be effective - Systematically engages staff in discussions about current research and theory - Continually involves the staff in reading articles and books about effective practices
89Closure
- What does a leader look like?
- What are the barriers to leadership?
- Examples of Strategies
- Action Planning
90ProfessionalLearningCommunity
91If schools want to enhance their capacity to
boost student learning, they should work on
building a collaborative culture
92When groups, rather than individuals, are seen as
the main units for implementing curriculum,
instruction, and assessment, they facilitate
development of shared purposes for student
learning and collective responsibility to achieve
it. -Fred Newmann
93ProfessionalLearningCommunity
94PLC Characteristic 1 Shared Mission Vision
- Effective mission and vision provides direction
to guide daily operations and improvement
initiatives.
95PLC Characteristic 1 Shared Mission Vision
Status quo and inertia
96PLC Characteristic 1 Shared Mission Vision
An articulated vision for the future
97PLC Characteristic 1 Shared Mission Vision
An articulated vision for the future
Status quo and inertia
98PLC Characteristic 1 Shared Mission Vision
An articulated vision for the future
Status quo and inertia
99PLC Characteristic 2 Collective Inquiry
- The process of searching for answers enables team
members to view the world differently and to make
significant changes in the school culture.
100PLC Characteristic 2 Collective Inquiry
Whatever it is its good enough.
101PLC Characteristic 2 Collective Inquiry
The deep learning cycle is engrained
102PLC Characteristic 2 Collective Inquiry
The deep learning cycle is engrained
Whatever it is its good enough.
103PLC Characteristic 2 Collective Inquiry
The deep learning cycle is engrained
Whatever it is its good enough.
104PLC Characteristic 3 Collaborative Teams
- The basic structure of a PLC is a group of
collaborative teams that share a common purpose.
105PLC Characteristic 3 Collaborative Teams
Individual classrooms united by a common parking
lot
106PLC Characteristic 3 Collaborative Teams
Learning teams for everything
107PLC Characteristic 3 Collaborative Teams
Individual classrooms united by a common parking
lot
Learning teams for everything
108PLC Characteristic 3 Collaborative Teams
Individual classrooms united by a common parking
lot
Learning teams for everything
109PLC Characteristic 4 Action Orientation
- Learning always occurs in a context of action
engagement and experience are the best teachers.
110PLC Characteristic 4 Action Orientation
This too shall pass.
111PLC Characteristic 4 Action Orientation
Intolerance for inaction willingness to
experiment
112PLC Characteristic 4 Action Orientation
Intolerance for inaction willingness to
experiment
This too shall pass.
113PLC Characteristic 4 Action Orientation
Intolerance for inaction willingness to
experiment
This too shall pass.
114PLC Characteristic 5 Continuous Improvement
- A persistent discomfort with the status quo and a
constant search for a better way.
115PLC Characteristic 5 Continuous Improvement
Just another directive.
116PLC Characteristic 5 Continuous Improvement
A way of life innovation and experimentation
forever.
117PLC Characteristic 5 Continuous Improvement
A way of life innovation and experimentation
forever.
Just another directive.
118PLC Characteristic 5 Continuous Improvement
A way of life innovation and experimentation
forever.
Just another directive.
119PLC Characteristic 6 A Results Orientation
- Efforts are based on an assessment of the results
rather than intentions.
120PLC Characteristic 6 A Results Orientation
One initiative to the next.
121PLC Characteristic 6 A Results Orientation
Focus on results rather than just intentions.
122PLC Characteristic 6 A Results Orientation
Focus on results rather than just intentions.
One initiative to the next.
123PLC Characteristic 6 A Results Orientation
Focus on results rather than just intentions.
One initiative to the next.
124ProfessionalLearningCommunity
125Leadership Essentialsfor the Essential Elements