Transcript Document

October 30, 2014
Margaret Buckton, Partner
Susie Olesen, School
Improvement Enthusiast
Thinking about School Reform
Wrapping it up through the
Leadership Lens
© Iowa School Finance Information Services, 2014
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September 10 for one hour of admin. license renewal
Dates, Topics and Links to Register
• Thursday, July 17, 2014, 9 AM – What’s happening in school with students?
• Thursday July 31, 2014, 9 AM –What’s happening with teachers?
• Thursday, August 14, 2014, 9AM – What’s happening with school leaders?
• Thursday, August 28, 2014 9 AM – Professional Development
• Thursday, September 4, 2014 9 AM – Collaboration
• Thursday, September 18, 2014, 9 AM – Assessment and Data
• Thursday, October 9, 2014, 9 AM – TLC Model
• Thursday, October 16, 2014, 9 AM – TLC Model
• Thursday, October 30, 2014, 9 AM – What’s next in my
school? Wrapping it all up through the leadership lens
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Using Webinar Information Later
• PPT, Recording and related tools posted on the
Webinar Page and also the Skills Iowa professional
leaning page: http://www.skillsiowa.org/?q=PL
• Itemized list of contents is searchable. Find what you
need when you need it via Google search box
• Use PPT or information with leadership teams or with
PLCs or data teams to get the conversation going
• Content for school improvement meetings
• Or shoot us an email and we’ll send you what you
need.
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Agenda Builds on Wallace
Foundation Practices
Wallace Foundation Practices:
1. Shaping a vision of academic success for all students, one based on high
standards;
2. Creating a climate hospitable to education in order that safety, a cooperative
spirit, and other foundations of fruitful interaction prevail;
3. Cultivating leadership in others so that teachers and other adults assume
their part in realizing the school vision;
4. Improving instruction to enable teachers to teach at their best and students
to learn at their utmost; and
5. Managing people, data, and processes to foster school improvement
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Huh? Seeing through and beyond?
“There’s a concept I call ‘seeing through and beyond,’ which means
looking at all the changes that will be required. The faculty needs to
look through the learning goal to the student performances the
teachers want to see; teachers need to consider what successful goal
attainment would look like for students. Then they need to determine
what teacher behaviors in curriculum, instruction, and assessment are
necessary to promote those student behaviors. Next, they must see
right through the teacher behaviors to what the principal is doing and
what the district office is doing. Having the goal helps us focus; then
we push through it to the things that everyone must be doing to bring
it into reality….Teachers must look beyond the data that’s readily
available, such as standardized test scores and grades, into the specific
student performances they’re trying to develop.” Emily Calhoun
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“…(L)eadership is second
only to classroom
instruction as an influence
on student learning.”
Leithwood, Seashore Louis, Anderson, and Wahlstrom, supported by
the Wallace Foundation
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Wallace Foundation Leadership
Practices
http://www.wallacefoundation.org/knowledge-center/schoolleadership/Pages/default.aspx
1. Shaping a vision of academic success for all students, one
based on high standards;
2. Creating a climate hospitable to education in order that
safety, a cooperative spirit, and other foundations of fruitful
interaction prevail;
3. Cultivating leadership in others so that teachers and other
adults assume their part in realizing the school vision;
4. Improving instruction to enable teachers to teach at their
best and students to learn at their utmost; and
5. Managing people, data, and processes to foster school
improvement
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Ron Edmunds
“We can whenever and wherever we choose,
successfully teach all children whose schooling is
of interest to us. We already know more than we
need in order to do this. Whatever we do, it must
finally depend on how we feel about the fact that
we haven’t so far.”
Some Iowa Data
Condition of Ed Report released in January 2014
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•
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20.2%: Percentage of minority student enrollment, up from 14.9% in 2008-09 and 5.5% in 1990.
41.0%: Percentage of students eligible for free or reduced-price lunch, up from 27% 12 years ago.
89.3%: Four-year graduation rate for the Class of 2012.
40.2%: Percentage of students in the Class of 2013 who enrolled in high-level mathematics
courses, including calculus and trigonometry (up slightly from the year before).
66.4%: Percentage of students in the Class of 2013 who reported taking chemistry; 26.6%
enrolled in physics.
22.1: ACT composite score among 66 percent of students in Iowa’s Class of 2013 who were tested.
The national average was 20.9 out of a possible 36.
36,026: The number of students enrolled concurrently in high school and community college
courses, up from 21,587 in 2006-07.
73,834: The number of concurrent enrollment courses taken in the 2012-13 school year.
5%: Number of ELL students in Iowa in 2012-13, doubled since 2000.
Local Conversation
• What are our vision, mission, and goals?
• Do they drive our work?
• When was the last time we had a real conversation about them?
• Do people think they’re real and possible or phony and unattainable?
What are we doing to build the belief that virtually all kids can learn
well?
• What actions and practices do we engage in at school that either help
or hinder meeting our vision, mission, and goals?
• What support do we need to meet them?
Just a little history…
• In 1870, the earliest date on record, only 2% of 17year-olds in the nation had a secondary-level
education.
• In 1940, for the first time, half of all students finished
high school, although graduation did not become an
established norm until the 1950s.
• The U.S. graduation rate reached its historical high
point at the end of the 1960s, with the graduation
rate peaking at 77% in 1969.
EPE Research Center, USDE
Recent US Graduation Rates…
• In the late 1980s, the rate of graduation had gradually
declined from its historic highs to around 70%.
• The graduation rate fell precipitously during the early
1990s, eventually stabilizing around 66% by the latter
part of that decade.
• The period since then has generally been
characterized by gradual but steady improvements.
The class of 2005 was once again earning diplomas at
a pace last seen in the early 1990s.
• However, two consecutive annual declines since then
have eroded the nation’s graduation rate, which stood
at slightly less than 69% for the class of 2007.
EPE Research Center, USDE
TODAY: Iowa vs USA: NCES
• For the first time, more than 8 out of every 10 American public high school
students are graduating with a diploma. US DOE places the overall graduation
rate at 81% for the class of 2012, according to the agency’s latest Averaged
Freshman Graduation Rate (AFGR) calculations.
• Thirty-three percentage points separate graduation rates in the top and bottom
states.
• In 2012, graduation rates in four states exceeded 90%, a mark no state had
reached five years ago (NE and VT 93%, WI 92%, ND 91%, IA 89%)
• Nationally, graduation rates have improved by 7 percentage points since 2007,
with all racial and ethnic groups seeing gains. The most substantial growth was
found for Latino students, whose graduation rates rose by 14 points over this
five-year period. American Indian and black students experienced gains of 7 and
8 points, respectively
• http://nces.ed.gov/pubs2014/2014391.pdf
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Iowa High School Graduation History
100.00%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
All Students
IEP
Low SES
Class of 2010
ELL
African American
Class of 2011
Class of 2012
Hispanic
Native American
Asian
Class of 2013
https://www.educateiowa.gov/article/2014/03/12/graduation-rate
White
Reading Achievement Iowa Tests by SES
4th
8th
11th
Reading Achievement Iowa Tests by Special Ed
4th
8th
11th
Math Achievement Iowa Tests by SES
8th
4th
11th
Math Achievement Iowa Tests by Special Ed
8th
4th
11th
Coleman Report - 1966
• Commissioned by US Dept. of Health, Education, and Welfare to
determine whether educational opportunity was equal in the nation
• Determined family background played a large role in academic
achievement
• Did NOT say that school quality was unimportant
Elementary and Secondary
Education Act
• Launched in 1965 as part if LBJ’s War on Poverty
• Gaps narrowed through mid-80s, but then started to widen, possibly
due to misused Title I funds (widespread use of non-certified, poorly
educated educational aids, pull-out programs so students missed
significant instruction, etc.)
• 1994 schools had to show that economically disadvantaged students
benefitted from Title I; Iowa received a waiver
No Child Left Behind
• 2000 reauthorization of ESEA
• State-based, so state-by-state comparisons are difficult
• First time all states had to test all kids in grades 3-8 and 11
• Public results calculated for all, including subgroups
• NAEP, given since 1969 voluntarily, becomes mandatory
Are there schools beating the odds and what are
they doing?
Karin Chenoweth, Education Trust
http://www.edtrust.org/sites/edtrust.org/files/publications/files/ThePowerToChange.pdf
• Frankford Elementary School
Frankford, Delaware
• University Park Campus School (7-12)
Worcester, MA
Frankford Elementary School - 2005
• 36% African American (27% 2014) , 28% Latino (38% 2014) ,
36% White (34% 2014), 2% Asian in 2014
• 75% free and reduced food programs
• Rural, a drive-through community to the Atlantic Shore
• Parents work in poultry processing and in service jobs at the
beach resorts
• 1997 new principal faced very low achievement
• By 2003 97.5% of 5th graders met Delaware reading standard,
also 100% of African American and poor 5th graders
• In 2004, “only” 82% proficient in math, so focused on math; in
2005 95% of 5th graders proficient in math
• New principal, yet gains have sustained
• USDE 2007 Blue Ribbon School
2014 Rating compared to
average state, county and
city school ratings:
University Park Campus School Worcester, MA
(Grades 7-12)
• Created as a neighborhood School to spur
economic development in the area; partnership
with Clark University
• 70% free and reduced food programs, 78% speak
English as a second language
• No children of Clark faculty attend
• Kids arrive 2-3 grade levels behind
• All pass the state HS exit exam, 83% in English
and 86% in math at proficient or advanced; all go
to college
• Partner with Clark for university courses and
graduates can go there tuition free
For the last five years, UPCS
has ranked first among urban
schools serving low-income
students on state-mandated
English and math graduation
exams and in the top quartile
of all high schools in the
state. Over 95% of graduates
from its first four graduating
classes have gone on to
college. Nearly all are first
generation college attendees.
What do these schools have in common?
• High Expectations
• School is for all kids
• Role of the teacher to see that all kids learn, no matter the
behavior of parents
• Effective Leadership Focused on Student Learning and
Needs
• Accept no excuses
• Organize school for success
• Focus on student needs
•
•
•
•
Focused, challenging curriculum
Commitment to Improving Instruction
Constant use of data to drive the work
Positive culture
Effective Schools Research
Larry Lazotte
http://www.a2community.org/skyline.home/files/correlates.pdf
• Safe and orderly environment
• Climate of high expectations for success
• Instructional leadership from principals and teachers
• Clear and focused mission
• Opportunity to learn and student time on task
• Frequent monitoring of student progress
• Home/school relations
Doug Reeves: 90-90-90 Schools
http://www.gvsu.edu/cms3/assets/8D75A61E-920B-A470F74EFFF5D49C6AC0/forms/boardmembers/resources/high_performance_in_high_poverty_schools.pdf
Characteristics
• 90% free and reduced food program qualification
• 90% ethnic minority
• 90% of students met high academic standards
What did these schools have in common?
• A focus on academic achievement
• Clear curriculum choices
• Frequent assessment of student progress and multiple
opportunities for improvement
• An emphasis on non-fiction writing
• Collaborative examination and scoring of student work
Inside the Black Box of High Performing, High Poverty
Schools, Kentucky
http://people.uncw.edu/kozloffm/highperforminghighpoverty.pdf
• High Expectations
• Respectful Relationships
• Student Assessment Systems beyond the state test
• Collaborative leadership
• Faculty morale and work ethic, “no whining” culture
• Intentional about recruiting, hiring and assigning
teachers
Creating a Vision
Dave Bowman, Human Resources Professional
http://www.ttgconsultants.com/articles/trustworkforce.html
Establish and maintain integrity.
It is the foundation of trust in any organization.
Communicate vision and values.
Communication is important, since it provides the artery for information and truth..
Consider all employees as equal partners.
Trust is established when even the newest rookie, a part-timer, or the lowest paid employee feels
important and part of the team. This begins with management not being aloof, as well as getting out
and meeting the troops. This should be followed by leaders seeking opinions and ideas (and giving
credit for them), knowing the names of employees and their families and treating one and all with
genuine respect.
Focus on shared, rather than personal goals.
When employees feel everyone is pulling together to accomplish a shared vision, rather than a series of
personal agendas, trust results. This is the essence of teamwork. When a team really works, the players
trust one another.
Do what's right, regardless of personal risk.
“To lead, create a shared vision.”
Harvard Business Review
http://hbr.org/2009/01/to-lead-create-a-shared-vision/ar/1
• Interviewed thousands of workers
• Having a vision of the future was the trait that most distinguished
leaders from their colleagues.
• HOWEVER, the colleagues want visions that reflect their own
aspirations
• “Only visions that take hold are shared visions.”
• What does this mean for a leader?
What next for you?
• Use “Seeing Through and Beyond” as you analyze your vision. Do you
have a concrete view that you can help you communicate of the
future?
•
•
•
•
What are students doing?
What are teachers doing?
What are principals and superintendents doing?
What are parents doing?
Wallace Foundation Leadership
Practices
1. Shaping a vision of academic success for all students, one
based on high standards;
2. Creating a climate hospitable to education in order that
safety, a cooperative spirit, and other foundations of
fruitful interaction prevail;
3. Cultivating leadership in others so that teachers and other
adults assume their part in realizing the school vision;
4. Improving instruction to enable teachers to teach at their
best and students to learn at their utmost; and
5. Managing people, data, and processes to foster school
improvement
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Collaboration Continuum
Judith Warren Little
Scanning and
Storytelling –
Help and
Assistance –
exchanging ideas,
anecdotes and gossip
usually when asked
Sharing – of
Joint Work –
materials and teaching
strategies
where teachers teach,
plan, or inquire into
teaching together
“It is ultimately joint work that leads to
improvement through exploring, challenging
questions about practice together – although
the other kinds of collaboration may be
prerequisites for it. “
Hargreaves and Fullan, 2012
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Michael Fullan writes (2009) in
The Challenge of Change
“Change knowledge has a bias for action. Developing a
climate where people learn from each other within
and across units, and being preoccupied with turning
good knowledge into action, is essential. Turning
knowledge into actionable knowledge is a social
process.”
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Fred Newman of AIW Fame
“Developing instructional program coherence requires
strong leadership which fosters teachers’ professional
community and a shared commitment to the program.
Leadership behaviors include: the decision to adopt or
develop a common framework and to make it a
priority for the school; to insist that the framework be
used by all teachers; to strongly encourage teachers to
work with their colleagues to implement the
framework; and to provide sustained training for staff
in the use of the framework (Newman et al., 2001).”
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Climate – Culture Matrix
July 2012 ISFIS School Improvement Booster, School Leadership: Part II - School Culture
(https://www.myotherdrive.com/dyn/file/374.100016.10072012.26504.6a6afi/July+2012+School+Improvement
+Booster.pdf
• Share with your leadership team
• Are these the right questions for us?
• Where are we on this matrix – comments in the third column
• What one or two steps can we take to address the culture in our
building now and in the future?
• When will we come back to this matrix?
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Sample Culture Matrix
July 2012 ISFIS School Improvement Booster, School Leadership: Part II - School Culture
(https://www.myotherdrive.com/dyn/file/374.100016.10072012.26504.6a6afi/July+2012+School+Improvement+Booster.pdf)
Some
Climates/
Cultures
Hoped for School Where are we?
Climate/Culture
There is little
belief that
improving
instruction will
improve outcomes
for students.
There is a widespread
understanding that
instruction makes a
difference in student
learning and the system and
all who work within it
(school board, supt.,
principals, teachers and
parents) are committed to
and have a plan in place for
improving instruction
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“How to induce more children to grapple
zestfully with academic issues may elude our
most determined efforts. But I strongly suspect
that observing adults honestly wrestling with
intellectual problems might win more youngsters
to the life of the mind than any other experience
the schools could devise.” - Schaefer
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Wallace Foundation Leadership
Practices
1. Shaping a vision of academic success for all students, one
based on high standards;
2. Creating a climate hospitable to education in order that
safety, a cooperative spirit, and other foundations of fruitful
interaction prevail;
3. Cultivating leadership in others so that teachers
and other adults assume their part in realizing the
school vision;
4.
Improving instruction to enable teachers to teach at their
best and students to learn at their utmost; and
5. Managing people, data, and processes to foster school
improvement
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What is shared (collective) leadership?
Collective leadership, as the term is used in this
component of our study, refers to the extent of
influence that organizational members and
stakeholders exert on decisions in their schools.
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What do effective school leaders have?
• Elevated beliefs
• About students
• About teachers
• Understanding of motivation and shared leadership
• Realizing the important role of building technical
skill among instructional staff
• Curriculum
• Instruction
• Assessment
• Hunger for learning
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What does the research
say about collective
leadership?
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Collective Leadership Effects on Teachers and Students (Wallace Foundation,
2010, Karen Seashore Louis, Kenneth Leithwood, Kyla L. Wahlstrom, Stephen E. Anderson et al.)
www.wallacefoundation.org/Pages/1_1-collective-leadership-learning-from-leadership.aspx#key-findings
• Collective leadership has a stronger influence on
student achievement than individual leadership.
• Almost all people associated with high-performing
schools have greater influence on school decisions
than is the case with people in low-performing
schools.
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And more…
• Higher-performing schools award greater influence to teacher teams,
parents, and students, in particular.
• Principals and district leaders have the most influence on decisions in
all schools; however, they do not lose influence as others gain
influence.
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And finally …
• Schools leaders have an impact on student achievement primarily
through their influence on teachers‘ motivation and working
conditions; their influence on teachers‘ knowledge and skills produces
less impact on student achievement
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Sustain the well-being of leaders
…(Hargreaves and Fink)
Sustainable leadership systems know how to take care of
their leaders and how to get leaders to take care of
themselves. Teachers and school leaders who are ‘burned
out’ by excessive demands and diminishing resources have
neither the physical energy nor the emotional capacity to
develop professional learning communities (Byrne, 1994).
The emotional health of leaders is a scarce environmental
resource. Leadership that drains its leaders dry is not
leadership that will last… Even the most motivated and
committed leaders can only sustain themselves for so long.”
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Quotes
“No one person, no matter how competent, is capable of single
handedly developing the right vision, communicating it to vast
numbers of people, eliminating all the key obstacles, generating
short term wins, leading and managing dozens of change
projects, and anchoring new approaches deep in an
organization’s culture.” John Kotter
“Leadership should be born out of the understanding of the
needs of those who would be affected by it.” Marian Anderson
“Leadership and learning are indispensable to each other.”
John Fitzgerald Kennedy
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Wallace Foundation Leadership
Practices
1. Shaping a vision of academic success for all students, one
based on high standards;
2. Creating a climate hospitable to education in order that
safety, a cooperative spirit, and other foundations of fruitful
interaction prevail;
3. Cultivating leadership in others so that teachers and other
adults assume their part in realizing the school vision;
4. Improving instruction to enable teachers to teach
at their best and students to learn at their
utmost; and
5. Managing people, data, and processes to foster school
improvement
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Why focus on instruction?
“This is the value of the teacher, who looks at a face and says there's
something behind that and I want to reach that person, I want to
influence that person, I want to encourage that person, I want to
enrich, I want to call out that person who is behind that face, behind
that color, behind that language, behind that tradition, behind that
culture. I believe you can do it. I know what was done for me.”
—Maya Angelou
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Why focus on instruction continued…
“. . . the results of this study (in Tennessee) well
documents that the most important factor affecting
student learning is the teacher. In addition, the results
show wide variation in effectiveness among teachers.
The immediate and clear implication of this finding is
that seemingly more can be done to improve
education by improving the effectiveness of teachers
than by any other single factor.”
William Sanders, Ph.D.
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Why focus on instruction cont…?
Further analysis of the Tennessee data
indicated that the effects on achievement
of both strong and weak teachers
persisted over three years: subsequent
achievement was enhanced or limited by
the experiences in the classrooms of
strong or weak teachers, respectively.
William Sanders, Ph.D.
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Illustration: Cumulative Effects of Teacher Performance
99.0
89.0
79.0
69.0
59.0
49.0
39.0
29.0
19.0
9.0
(1.0)
2nd
3rd
Students with Highly Effective Teachers
4th
Students with Highly Ineffective Teachers
5th
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Beliefs Important
• Virtually all school boards can learn well.
• Virtually all administrators can learn well.
• Virtually all teachers can learn well.
• Virtually all students can learn well.
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Commitment follows
competence.
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Quotes
“What distinguishes the education practice of the world’s highest performing school
systems is their focus on teachers. The quality of an education system cannot exceed
the quality of its teachers.”
Barber and Mourshed
“The purpose of staff development is not just to implement instructional initiatives;
its central purpose is to build strong collaborative work cultures that will develop long
term capacity for change.”
Michael Fullan
“(T)he training research affirms that teachers are capable learners and are able to
master a wide range of curricular and instructional strategies and to use them
effectively in the classroom.”
Bruce Joyce and Beverly Showers
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Collaboration
for student
learning
Data and
information
Aligned
PD
system
How is this effort __________________ improving instruction?
what evidence do we expect to see?
what do we do if we don’t see it?
Wallace Foundation Leadership
Practices
1. Shaping a vision of academic success for all students, one
based on high standards;
2. Creating a climate hospitable to education in order that
safety, a cooperative spirit, and other foundations of fruitful
interaction prevail;
3. Cultivating leadership in others so that teachers and other
adults assume their part in realizing the school vision;
4. Improving instruction to enable teachers to teach at their
best and students to learn at their utmost; and
5. Managing people, data, and processes to foster
school improvement
58
Leaders and Managers
Leadership begins where management ends and smart
organizations value both and great organizations work hard
to make each a part of their team.
Examples:
Leaders set destinations. Managers navigate the roads to get there.
Leaders cultivate change. Managers cultivate creating stability.
Leaders inspire. Managers comfort.
Leaders appeal to the heart. Managers appeal to the head.
Leadership Freak Blog: http://leadershipfreak.wordpress.com/2011/12/14/leaders-vs-managers/
If the students get sick from hot lunch and the busses are two hours late, you’ll be distracted from your
leadership responsibilities. Management is critical, but it’s important to not overcommit to management.
People, Data, and Processes:
Questions to Consider
1. Does the staff and the community know the mission and vision of
the school district? Do they own it? Believe in it?
2. Do you study what’s happening in classrooms and how students are
performing? Is data used routinely in your school – on a daily basis
– to make decisions? By all stakeholders?
3. What processes do you have in place that support ongoing
improvement at the individual student and teacher level,
as well as the collaborative team level, the school level,
and the district level?
Assignment for Credit Class
We’ve had 8, and for some of you 9, Webinars and an entire day
together. We know you’re working hard and committed to the wellbeing and futures of your students.
Have any of your views changed as a result of our learning together?
Which ones? Or has what we’ve discussed affirmed your beliefs and
knowledge? Describe. Also, tell us a bit about how you will integrate
what you’ve learned or affirmed into your work as a school leader.
Please send your responses to Susie ([email protected]).
Thanks!
Class Information
• Will be submitting grades (pass/fail) on Friday, November 14, so
deadline for assignments is Thursday, November 13 at 5:00 p.m. Hard
date. Several need the credit asap.
• AEA 11 requires all grades be submitted at once.
of this class!
Questions or Comments?
Margaret Buckton , ISFIS – Partner
Cell: 515-201-3755
Iowa School Finance Information Services
[email protected]
1201 63rd Street
Susie Olesen, ISFIS School
Improvement Enthusiast
Cell: 641-745-5284
[email protected]
Des Moines, IA 50311
Office: 515-251-5970
www.isfis.net
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