dr. richard jones dr. kathy weigel · a mental model for becoming a stronger instructional leader...
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A Mental Model for Becoming a Stronger Instructional Leader
Dr.RichardJonesSeniorConsultantNYSCTETechnicalAssistanceCenterDick@spnet.us
Dr.KathyWeigelDean,[email protected]
“Changeineducationdependsuponwhatteachersdoandthink-it'sassimpleandcomplexasthat..”
MichaelFullan
Instruc>onalLeadershipisComplex,
Challenging,andImportant
Rigor/RelevanceFramework
QuadrantDLeadership
QuadrantDLeadership
BenefitsofUsing4QuadrantLeadershipModelforInstruc>on
• Simplementalmodeltoguideadmin/teacher/studentacJons
•ConnectmanyiniJaJves•Commonlanguageonleadership• Elevateteacher/studentleadership• Followingproceduresandrequirementsisabeginningstepnotanendgoal
QuadrantDLeadership
Director Mentor
FacilitatorProducer
BoosterSupervisor
Characteris*csofPrincipals
AdventurerPlanner
Independent InterdependentOpen/SharingTurf ProtectorIntrospectiveHabitualProactiveReactive
Characteristics of StaffBecome Less: Become More:
Quadrant D Leadership
“Nobodycareshowmuchyouknow,untiltheyknowhowmuchyoucare.”–TheodoreRoosevelt
RelaJonships
•KnowingStaff•Behaviors•FrequencyofContact•“BeingThere”•AcJveListening•ObservaJons•PosiJve
RelaJonshipBuilding
• Shortphysicalandmentaltasks• UniquetasksputeveryoneonequalfooJng• Sillytasksaddhumorandfun• CompeJJondrivesteamstowork• Alwaysreflectonlessonslearnedaboutteamwork
• Letstafftakethelead
TeamBuildingAcJviJes
Withoutreflection,wegoblindlyonourway,creatingmoreunintendedconsequences,andfailingtoachieve
anythinguseful.MargaretJ.Wheatley
ReflecJon
•PointofView•Reference•EmoJonalEngagement
•Silence•Experience•Trigger
CondiJons-PRESET
• Feedback&Though[ulQuesJons• Surveys• PeerObservaJons• SiteVisits• PeerReviewofLearning/StudentWork• VideoAnalysis• BookStudy• PersonalWriJng
ReflecJonStrategies
ThreeReflecJveQuesJonsforInstrucJonalLeaders
•Areteachersteachingthe“right”skillsandknowledge?•Areteachersteachinginawaythatyieldsresults?•Areteachersseekingtoimprove?
Resources
ResourcestoSupportInstructionalLeadership
• AniBookorganizedaroundmostsignificantchallengestoCTEInstructionalLeadershipwithideas,resourcesandactivities.
CTEInstructionalLeadership
Page!
!International!Center!for!Leadership!in!Education!January!2010!
2!
Solicit feedback on performance as a leader (M) Assign deadlines to be sure assignments are completed on time (D) Provide staff development to staff (P)
Make time to listen to parents, staff and students (F)
Personally follow up on assignments to staff (Mo)
Experiment with new concepts and procedures (I)
Use committee to analyze problems and brainstorm solutions (Pl)
Be willing to tackle the most difficult assignments(A)
Support and reward most productive staff (P) Involve staff in solving workplace problems (F) Plan professional development to ensure all staff have necessary skills (D) Recognize staff for exemplary work (M) Frequently present school vision to community (P) Strive for a high level of trust among staff and students (F) Introduce new ideas (A) Consider the needs of staff when analyzing any change (Pl) Align the school goals with the district goals (D) Help staff identify their aspirations and goals. (M) Scan school community noticing where change is needed (I) Require progress reports from team meetings (Mo) Explore models of success in other schools and other business sectors. (A) Use project plans and milestones to clarify assignments (Pl) Be willing to take risks and allow staff to try new initiatives (I) Follow up on expectations through classroom walkthroughs (Mo) Delegate responsibilities to develop leadership in others (F) Arbitrate conflicts among staff (P) Provide data to staff on student performance (Mo) Look for new opportunities within what appears to be problems (I)
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QuadrantDLeadershipStyles
Inventory
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!International!Center!for!Leadership!in!Education!January!2010!!
Quadrant D Leadership Survey Personal Leadership Characteristics
Person Completing Survey ____________________________________
Completed on, (Circle one): Self Supervisor Subordinate
Directions: This survey is about your personal characteristics and tendencies as a leader. Check the item in each pair of statements that best describes the action you are most likely to do most comfortable acting as a leader.
Clearly define areas of responsibilities for staff (D) Listen to the concerns and needs of staff (M) Serve as a role model for staff (P) Facilitate teambuilding activities among staff (F) Search for innovations and potential improvements (I) Compare student achievement to other schools (Mo) Ensure there are adequate resources to support initiatives (Pl) Support staff that are willing to take risks (A) Make sure everyone is committed to the school vision (D) Coach staff in improving their skills (M) Follow “chain of command” directives (Pl) Solve problems in creative and clever ways (A) Use student data to measure progress (Mo) Bend “the rules” if it is in the interests of students (I) Build consensus among staff teams (F) Take actions when staff are feeling overworked and stressed (P) Clarify priorities and direction (D) Provide time for staff collaboration (M) Ensure district policies are followed when solving a problem (Pl) Persevere even when faced with initial setbacks (A)
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Reflecting on Data
CareerReadinessDataHandbook–MeasuringWhatMatters
Dr.RichardJonesDr.CraigMertler
Career Readiness Data Handbook — Measuring What Will Matter Most for Students
Leadership for College and Career Readiness - White Paper
LeadershipforCollegeand
CareerReadinessDr.RichardJonesDr.KathleenWeigel
Realunderstandingrequiresandleadstoashiftinone’smentalmodel.”RenateNummelaCaine
MaketheComplexSimple
A Mental Model for Becoming a Stronger Instructional Leader
Dr.RichardJonesSeniorConsultantNYSCTETechnicalAssistanceCenterDick@spnet.us
Dr.KathyWeigelDean,[email protected]