csi and principal pa admin sept 2011

8/3/2019 CSI and Principal PA ADMIN Sept 2011

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About the Author: Dr. PaulaA.Calabrese transitioned romasslsfanfexecutive director ofthe Education Division of theAl egheny Inte mediate Un t #3,the largest intermediate unit inPe nn sylvan a, to i n dependenteducationalconsultant n 2003.Dr. Calabrese s the presidentand founder of Cardinal Con-sulting Group, lnc. which con-nectspeople, resources andresu ts th ough profession adevelopment or adm n strators,teache s and pa aprofessiona/s.Her area of focus s formativesupervision of teachers, appli-cation of the Charlotte Danielsonframework for professional de-ve opment a n d d fferentiatedsupervisionmodel and process.She served as a DistinguishedEducator or the PennsylvaniaDepartmentof Education orthreeyears and in this capacity,she workedwith teachersandadministrators n the DuquesneCity and Wilkinsburg BoroughSchoo/Dlsfrlcfs.Dr. Calabresebegan her educationalcareer nthe CatholicDiocese of Pi tts-burgh Schoolsas an elementaryteacher. She ater took posrtionsof reading specialistn the PIumBorough and Woodland HillsSchool Districts.

What's he Gonnection etweenC.S.l. nda Day n the Lifeof a Principal? By Dr. Paula A. Calabrese

C.S.r.,CrimeScene nvestigation,s a popularelevision erieswhosepremisehasdirect pplicationo the roleof heschool rincipal.hespecial gents reconsistentlyortrayeds nsatiablexaminersf crime cenes eeking bjective,irrefutablevidenceo dentifyheperpetratorndbring he nvestigationo aclose...al lwithin60-minuteimeperiodncludingommercials.lf therewerea televisionerieseaturinghedailyworkofprincipals,t might ecalledL.S.r., earningScene nvestigation. lthough rincipals eardozens fhats: heyarecounselors, bdiators,isciplinarians,anagers,eaders,acilita-tors,andmost mportantly, aster eachers. heyare alsoLearning cene nvestgators.Inhat ole, t sparticularlymportantor hemnotonly o knowandunder-stand estpracticesn eaching nd earning,utalso odemonstrate astery fthosepracticess heysuperviseheir lassroomeachers.nd hegoodnews sthat heyhaveat east180days,without ommercials,o conductheir nvestiga-tions, dentifyhe needs f their eachers, rovide ifferentiatednterventionsndimprove tudent chievement.Although astereacher nd nstructionaleader re he op hats, heprimaryresponsibilitiesf principals,hese oles reoften etasideo managehecrisesthatwreak avocwitheveryprincipal'simemanagementlananddaily to-do"istUnfortunately.S.l., lsoknown s ormativeupervisionf eachers,s he askmost requentlyeglectedue o circumstanceshichoften ppearo be beyondthecontrol f principals.So,howdo principalson heir nvestigativeatsas L.S.l., scapeheconfinesof heiroffices nd akecontrol f these istractionshatseparatehem rom heirmost mportantesponsibilityndcritical hallenge:rovidingnformativeeedbacto teacherso ensure tudent chievementnd o retain roficienteachers?Offering timemanagementlan, uggestingto-do is tand ecommendingget-organized-quickormula ouldbe heeasywayout.Formostprincipals,hoseideas reuntenable.n act,mostprincipalsnowandpracticehese oncepts.Thecatch s hatstudents,arents,acilities,entral ffice dministration,ommunitymembers ndotherpeople, laces nd hings eryoftenmake heprincipal's"to-do"is ta "no-can-doist." notherwords, choolifegets n heway.That's otto say hatschoolife s notamongheprincipals'esponsibilities,ut ather,heyveryoften eemmoreurgent ndappearo needaddressedmmediately.o,formativeupervisiongain ites hedust.Howcanprincipalsrulybecome n L.S.l.?Howcan heymakea differencenthe ives f studentshroughormativeupervisionf teachers?heverysimple,bu tchallengingnswers o setandmaintain riorities.Develop Leadership esultsand Evidence istGeta yellowegalpadandmake wocolumns. abelhe eftcolumnhe Resu/fsof Beinga Visible .S./.Label he rightcolumn he Resu/fs f Being nvisible. ou'l

Continuedon next pagAdministrator September 2011 2

C,S.r. s only a television sez'es,but L.S.l. s a reality series in whichprincipalstake a leading roleamong a diverse casf of characterswho often require hem to go off script and ad lib to make t throughthe instructionalday.


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S.,Ll:gfr',\idj$ii{Be...t,!:|a:,3jih. ';N,$i"r,f.{t**i,j,r{tifF34{"u,$$*i8!'tbit,{1"li4N {*r{iat$f,g&i;}-!toi{.i,;tt;.;iJ-'1*iiEra"Continued rom previousPageget esultsn both olumns, utwhich esults oyoureallywant o achieve? etyourprioritiesased nthestudent utcomesouwant o achieveoryourschool. ook or heevidencehatproduceshere-sufts ouhope o achieve.SeeFigure1 below)

portant ndurgqnttems.Howdo you eelwhen ouspendhemajority f your ime nQuadrant? Workingconsistentlyn hisquadrantauses tress hatcan esultnmental ndphysicalfatigue.ow, hinkaboutQuadrantl. Theactivitiesisted re hemostimportanroles ndresponsitiesof theprincipalTheyaretheonesthat,whendonewellprovideobsatisfactiandbuilda positiveschool n-vironmenfor every-one.WhedutiesnQuadranll aren'taddresseover ime,theymoveintoQuadrant andbecomeurgent ndforce hepr incipaworkundestress nd

GatherEvidence f DailyTimeUsageln hisbestsellingook,TheSevenHabits f HighlyEffective eople, uthorStephenCoveyasks hequestion,Howdo I spendmy ime?"Hegoeson oanswert through timequadranthart. hepurposeof hechart s o analyze ow ime s spent hrough-out heday n ermsof activitieshatareurgent, oturgent,mportantndnot mportantndanycombi-nationhereof.Examinehe imequadranthart.Reviewhe istsof activitieshatare ypical f a principal'sorkday.Addotherasks hatarea regular artof thedailyschedule. here o hey it?Take ome ime o ana-lyze heamount f imespent nactivitieshatap-pear o be mportant,utare eally ot mportantndarenoturgent. hose re he imewasters. eletethem o the ullest xtent ossible. heck ut he m-28 Administrator eptember011

perhapseducehequality f hework.Procrasti-nating nQuadrantl items reatesQuadrantcri-ses.Decide hatpercentagesf your imeyouspein eachquadrant,hendetermine here ou eallyshould ndneed o spend our ime.Setyourpri-orities ased n hestudent utcomesouwantto achieveoryourschool.Visithttp://www.paess .o glimag es/stoi es/doc ments/adm n stratorlquad ant-cha rt3.pdf to down oadFigure2 - TimeQuadrantChart)Empower eacherso Also BecomeL.S.l.Now hatyourprioritiesreset, et'sget hem ntoaction y starting itha facultymeetingo explainhowyourpriorities il lgovern our imeandactionsAffirmhatyourpriority s a principals o create nenvironmentnwhich eachersan each uccessfContinuedon next pa

Figure 1Resultr ol Belngo VisibleL.5.1.:Evidence l Engogement

Results ol Belng Invlsible:No Evidence f Engagement

1 Teachersee ne ace-to-face 1 Teacherson't seemeveryoften2 Students eeme ace-to-face 2 Students on'tseemeoutside nyoffice3 Parentseemeout andabout ndviewmeasapproachable 3 Parentsmay iewmeas

aloofor unin-formed

4 lappeartobeengagedn he i feof heschool4 I appearo bedisengagedrom schoolif e

5 I informallyearnmoreabout he eachersandstudents

5 I miss ut on nforrnalnteractions ithteachers ndstudents6 Studentsnowthat ' l lbe n heirclass-roomso monitorheirbehavior

6 Studentsmaybehavenappropriatelynclassroomsnd nterfere it h others' earn-ing1 Studentsnowthat ' l lbe n hecorr idorsandwil lsee hemas heymove bout

Students i l l th ink hat won'tsee hem,won'tknow hemanddon'tcare boutthem8 I canaverta crisis y nterveningt an earlystage

8 A minor ssuemightbecome majorcrisiswithoutea ly ntervention9 I cananswer uestions uicklyha twill re-solve ssues efore heyescalate

9 Simple uestions ndconcerns ay esterwithout mmedat eanswers10 I provide videncethat'mavailable,'mengaged,'m nterested,'m suppottive ndl' m consistentlyathering vidence f effec-

t ive eachingnd earningn myschool

10 I provide videncehat l'm not available,'r nno tengaged,'m not nterested,'m notsuppofive...evenhough n rnyheart wantto be,but here'sno realevidenceo showthat am.


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Figure 2 Time Quadrant Chart

URGENT NOT URGENT

IMPORTANT

? DECIDE WHAT TO TAKE ON BASEDON EVIDENCE, NECESSITIES

OBLIGATIONS Manage crises

Address pressing problems

Deal with emergencies

Complete deadline driven projectsAttend required meetings

Resolve student discipline issues

Mediate parent and community issues

GO! QUALITY LEADERSHIP LONG TERMTIME SAVERS

Prepare for supervisory visitsCollect and analyze student and teacher data

Prevent crises by proactive stance

Plan for student achievement

Build relationships within whole community

Empower teachers

Conduct formative supervision of teachers

Conduct summative evaluation of teachers

Be visible to students, teachers, parents

Build a Professional Learning Community

Keep up with professional reading

Participate in professional organizations

Grow professionally; be a lifelong learner

Take care of own health and well-being

NOTIMPORTANT

CAUTION!

DECEPTIVE ACTIVITIES THAT APPEARIMPORTANT AT THE TIME BUT ARENOT PRODUCTIVE

Interruptions in person, by phone, byemail

Some phone calls

Some U.S. mail and email

Unplanned meetings

STOP!

NON CONSTRUCTIVE TIME WASTERS,TIME ABUSERS

Trivia

Busywork

Escape activities

Irrelevant mail

Excessive TV

I % of time spent % of timespent II

% of time spent IVIII % of time spent


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Continued romprevious pageandstudents an earn.Explainhatyou'll o hisby Principals ayweardozens f different ats, utengagingeachersn moreopportunitiesor ormative none smore riticalhan hatof L.S.l.Gatheringsupervision. evidence f effectiveeadership,imemanagementTake he ime o help eachersecognizehediffer- and eacher mpowermentanmakea principalences etweenormativeupervisionndsummative veryspecial gentndeed.evaluationn erms f purposesndoutcomes. uide Formore nformation,ontactheauthor tthem ngatheringvidence f effectiveeaching nd [email protected],SeeFigure below)

Figure 3SUPE V S ON FormativeAssessm nt EVATUATION:umm tiveAssessmentFocusesn eacher rowthanddevelopment;ninstructive rocess

Assessesveral,comprehensveperformace;aregulated,a idation rocessRecognizeshe complexi ty f teaching Fulf i l ls ornmonweal th'sbl igat iono protect hi l-

d ren rom harm

H ghightsnstructionastrategies lncludesoth nstructionaandnon instructionadutiesEncouragesollegiarelat ionshpwithsuperui so r Relateso evaluatornhierarchical,uthoritat ivemannerAcknowledgeshe expertfse f both partfes Viewsevaluator s havinggreaterexpetise and

knowledge

Dif ferent iatesased n teacher 'sndividual eeds Holdso standardizedneasuresnd sduepro-cess rientedViewsobseruer s a suppofterwith strategiesosha e; nform s nstruction

Viewsobseruer sa dramacritic; eachersplayarole

Allowseacher nd upervisortoollaboratesL,S.l.artnersngatheringndanalyzingvidenceof eachingnd earnngRequireseacherto eprimary ,S,l, hogathers,analyzesndpresentsvidencef competenceotheevaluator

ReferencesCovey, Stephen.(1996).The Seven Habitsof Highly EffectivePeople.New YorkCity,NY: Simon and Shuster.Danielson,Charlotteand Thomas L. McGreal. (2000).TeacherEvaluationTo Enhance ProfessionalPracflce.Alexandria,VA: Association orSupervision nd CurriculumDevelopment.Nolan,J. and Hoover, . (2008).TeacherSupervision nd Evaluation: heory nto Practice 2"dEdition)Hoboken,NJ: Wiley and Sons.Sarver,EdwardJ. (2003).Friend,Colleague nd FormerSuperintendent f the SouthernLehighSchoolDistrict. ttribution f the analogybetweenC.S.l. nd L.S.l.

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csi and principal pa admin sept 2011

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