1 Novice Principals Academy 2018-2019
2 VISION 2 All students will have the knowledge, skills and confidence necessary to thrive in our city, our nation, our world. MISSION We educate and empower every student, in every community, every day, to build a stronger Detroit.
3 Purpose of this Academy • The sessions in the Novice Principals Academy are designed to expand the practical knowledge of first and second-year principals to increase their instructional leadership capacity and the overall building leadership capacity in the school district. • The topics selected will strategically help principals to increase student achievement on their campuses.
4 Agenda 1. Opening & Objectives 2. Instructional Leadership Research & Best Practices 3. Quality Instruction 4. Instructional Shifts 5. Next Steps & Closure
The Why… 5 “Our problems are man- made ; therefore, they can be solved by man. No problem of human destiny is beyond human beings.” - John F. Kennedy
6 Objectives • This session will explore the nuts and bolts in the area of instructional leadership through an examination of research and best practices. • This session will provide a foundation for participants to change teacher practices, which will result in an increase in student achievement. • This session will explore the three instructional shifts in ELA and MATH, which are required for a school to effectively implement the Common Core. • This session will also help participants to improve the quality of instruction on their campuses.
7 Agenda 1. Opening & Objectives 2. Instructional Leadership Research & Best Practices 3. Quality Instruction 4. Instructional Shifts 5. Next Steps & Closure
8 What is Instructional Leadership? Activity #1: Individual Reflection Write down your definition of Instructional Leadership • What does this term mean to you and your current practice?
9 Instructional Leadership Research According to Leithwood et al. (2004), what conclusions do you have after reviewing this graphic on principal practice quality? 9
10 Instructional Leadership Research • Multiple studies have postulated as much as a 25% positive variation in student achievement on standardized tests and two months of additional learning in one school year under the leadership of a strong instructional leader (Leithwood et al., 2004; Branch, Hanushek & Rivkin, 2013). • Educational leadership is the changing of school culture . School turnarounds should include realigning the curriculum to the assessment and focusing on the needs of students through data analysis and team building (Eilens & Camacho, 2007). 10
11 Instructional Leadership Research • Educational leadership is only second to classroom teaching as a major influence on improving student achievement (Leithwood et al., 2008; Spillane et al., 2004). • Good inner-city schools are led by teams with both managerial and instructional leadership skills (Hallinger, 2003). • If principals show a little sense of urgency when it comes to instruction, the same is true of many teachers (Payne, 2008). 11
Principal Leadership Research 12 According to Loeb, Beteille & Kalogrides (2010), principals actually spend their time on the following tasks: Most time spent on Least time spent on Disciplining students External relationships Supervising students Coaching teachers Observing classrooms Using data and assessments Internal relationships Professional development for teachers Compliance requirements Professional development for themselves Managing budgets Teaching students
Principal Leadership 13 Activity #2: Turn & Talk Using the research of Loeb, Beteille & Kalogrides (2010) as a guide, predict how principals in effective schools spend their time. Please list your five predictions in the space provided in your participant packet.
Principal Leadership Research 14 According to Loeb, Beteille & Kalogrides (2010) , effective schools and their principals spend their time in these five areas: 1. Instructional management (e.g., using assessments results, providing instructional feedback, implementing PD). 2. Internal relations (e.g., handling staff conflicts, counseling students and teachers). 3. Organizational management (e.g., budgeting and hiring personnel). 4. Administration (e.g., records, attendance, SPED requirements). 5. External relations (e.g., communicating with central office and the community; fundraising). 14
15 John Wooden “We must get our players to believe that the best way to improve the team is to improve themselves , and, in doing so, we must not lose sight of the fact that the same principle holds true in regards to the coach .”
16 What is Instructional Leadership? Activity #3: Turn & Talk After reviewing the research on Instructional Leadership thus far, please turn and talk with your neighbor and revise your previous definition of Instructional Leadership.
Professional Development 17 • Establishing a structure to have relevant and meaningful professional development for teachers using student data (e.g., test scores, teacher surveys, etc.) will allow you to have more engaging professional development meetings (Payzant & Horan, 2007). • Ideally, a year-long professional development calendar should be thoughtfully created prior to the start of the school year which will allow for more buy-in from teachers, especially if it deals with instruction. (Payne, 2008). 17
18 Observation and Feedback According to Hattie & Timperley (2007), feedback is one of the most powerful influences on learning and achievement. Observation and feedback cycles should be continuous where informal and formal observations occur on regular basis . • Purpose: to reduce discrepancies between current understandings/performance and desired goals. If multiple people observe teachers, then calibration meetings should occur throughout the school year. • Feedback (driving towards improved outcomes) • Where are your teachers going? How are you going to motivate struggling teachers and teachers who are not struggling? • How are you going to help your teachers to improve? What are the next steps? 18
19 PLCs According to DuFour & Eaker (2005), effective PLCs doing the following: 1. Understand what students need to learn (i.e., standards, skills and knowledge); 2. Determine whether students have learned the content (i.e., how will students be assessed); and 3. Determine what to do for students who learned the content and those who did not (i.e., interventions, re-teaching, and acceleration). 19
20 Goals Goals: provide specific targets and timelines for results to hold everyone accountable . How will standardized testing data inform goals for teachers? 1. How is the data trending in your school? 2. How is the data trending in each grade level? 3. How is the data trending in ELA and Math? 4. How is data trending in similar schools and districts? 5. How is data trending across the state? 6. What does the research state about your impact on student achievement data? 7. How can your impact on student achievement data influence goals for teachers? 8. How will individual teachers be held accountable for their data? How will every teacher be held accountable for the school’s data? 9. 20
21 Instructional Leadership E F F E C T I V E P R I N C I PA L S • Ensure all decision-making is centered around student learning. • Establish meaningful goals to drive towards continuous school improvement. • Ensure all staff shares a common vision for excellence for management, culture and climate, rigorous content, academic ownership and demonstration of learning. • Ensure that materials and instruction in schools are aligned to the curriculum and promote high student achievement and sound personal growth.
22 Instructional Leadership E F F E C T I V E P R I N C I PA L S • Use instructional data to drive staff supports, professional development, and program interventions. • Set high expectations and organize high levels of support to accelerate teacher improvement and growth toward the common vision. • Analyze student achievement data to understand whether students are on track, assess the health of school programs, and initiate and manage data-driven change.
23 Self-Reflection Activity #4: Self Reflection Based upon the district’s vision for effective Instructional Leaders, where would you rate yourself based upon these seven factors? Red = 3 or fewer Yellow = 4 to 6 Green = all seven Please annotate the areas you need to improve upon. • How can your principal leader help you in these areas of development? • How can the research and best practices presented thus far help you as an instructional leader?
24 Sticky Messages #1 • Effective principals directly impact teacher quality and instructional quality. Therefore, principals can positively impact student achievement through their actions, practices, and systematic structures around teaching and learning. • Effective principals spend a great deal of their time on instructional management . • Structures that can support and improve teacher practices are data-driven PLCs , data-driven professional development , and routine classroom observations and instructional feedback .
25
26 Agenda 1. Opening & Objectives 2. Instructional Leadership Research & Best Practices 3. Quality Instruction 4. Instructional Shifts 5. Next Steps & Closure
Recommend
More recommend
