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INSTRUCTIONAL LEADERSHIP

COMPONENTS

ORGANIZATIONAL FOCUS

SUPERVISION TECHNIQUES

CURRICULUM SKILLS

TEACHING TECHNIQUES

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ORGANIZATIONAL FOCUS

LEARNING COMMUNITIES

TURNAROUND PRINCIPALS

BALDRIDGE AWARD FACTORS

STRATEGIC PLANNING

HIGH-PERFORMING SCHOOLS AND DISTRICTS

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Superintendent who energized others to focus onand work hard on higher achievement

System restructuring to better link people toresults and new roles for central office

extensive work on aligning curriculum with statetests

Training on more effective teaching strategies-extensive use of interim assessments to ensuremastery

More work on trying ideas

rewarding changes Specific plans for dealing with failing schools

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BALDRIDGE AWARD FACTORS

1 - SUPERINTENDENTS LEADERSHIP

2 - MANAGEMENT INFO SYSTEM-ON THE

PERFORMANCE OF THE SCHOOLS

3 - STRATEGIC PLAN

4 - PROCESS MANAGEMENT (plan-do-study-act)

5 - HUMAN RESOURCE DEVELOPMENT

6 - MEASURABLE GOALS

7 - CUSTOMER SATISFACTION

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HIGH-PERFORMING SCHOOLS

PRINCIPALS FOCUSING ON RESULTSHAVE POWER TO DO IT STUDENTSPARENTS-TEACHERS SIGN PLEDGE

(DO WHATEVER IT TAKES ADDITIONAL TIME: DAYWEEK-YEAR

COLLEGE PREP CURRICULUM

HIGH EXPECTATIONS FOR ACHIEVEMENT AND CONDUCT

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Early contributors were Peter Senge,Tom Peters, and W. Edward Deming

Places responsibility for qualityimprovement in the hands of teachers

What do we want students to learn?How will we know each has learned it?How will we respond when a studentexperiences difficulty?

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1. Provide time for teams to meet

2. Identify critical questions to guide the work ofteams

3. Ask teams to produce products4. Insist that teams identify and purse specific

goals

5. Provide teams with relevant data and info

THE DRIVING FORCE BEHIND ACOLLABORATIVE CULTURE MUST BEIMPROVED RESULTS!

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SUPERVISING INSTRUCTION

CLINICAL SUPERVISION

TEACHER EVALUATION

WALK THROUGHS

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BEGINNING TEACHER-NOVICE

EXPERIENCED TEACHER

TENURED

TEACHER NEEDING EXTENSIVE HELP

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CURRICULUM SKILLS

TAXONOMY OF EDUC. OBJECTIVES

PRINCIPLES OF CURRIC. & INSTRUCTION

CURRICULUM AUDIT-ALIGNMENT

UNDERSTANDING BY DESIGN

FORMATIVE-SUMMATIVE ASSESSMENT

BALANCED CURRICULUM

LEARNING FOR THE 21STCENTURY

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1. KNOWLEDGE define, recall, who, what,when

2. COMPREHENSION compare, contrast,

rephrase, main idea3. APPLICATION -classify, apply, solve

4. ANALYSIS identify causes, drawconclusions, support

5. EVALUATIONjudge the merit of an idea,

offer opinion on issue, evaluate work of art

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Financial, Economic and Business Literacyunderstanding business processes

Civic Engagement understand and participate in -Global Awareness understanding different cultures,

languages Government

Learning Skills think critically, analyze information,collaborate, solve problems

Information and Communication Technology Literacywww.21stcenturyskills