leadership in terms of bloom's tax
TRANSCRIPT
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Margaret MeadMargaret Mead
" Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.”
“The leaders of the past had to know how to tell, the leaders of today need to know how to ask.”
Peter DruckerPeter Drucker
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Instructional Leadership
Dr. Richard JonesDr. Richard JonesStudent of LearningStudent of Learning
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18th Annual Model Schools ConferenceMonday, June 14 – Thursday, June 17, 2010
Orlandowww.ModelSchoolsConference.com
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AgendaAgenda•Lessons Learned on Lessons Learned on Instructional LeadershipInstructional Leadership
•Review Leadership ModelReview Leadership Model•Changing the Paradigm Changing the Paradigm for Instructional for Instructional LeadershipLeadership
•Case Study AnalysisCase Study Analysis•Data ResourcesData Resources
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Master TeachersMaster Teachers•21st Century Learning21st Century Learning•Rigor/Relevance Rigor/Relevance FrameworkFramework
•Curriculum MatrixCurriculum Matrix•Gold Seal LessonsGold Seal Lessons•AssessmentAssessment•Reading StrategiesReading Strategies•Implementing RRRImplementing RRR
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Lessons Learned - Model Lessons Learned - Model SchoolsSchools
•Structure vs. InstructionStructure vs. Instruction•Conversation about Conversation about Learning more than Learning more than TeachingTeaching
•CollaborationCollaboration•Persistent in ImprovementPersistent in Improvement•No One Style of LeaderNo One Style of Leader
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Quadrant D Leadership
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Leadership ModelLeadership Model
Describe your mental model of effective
leadership
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Quadrant D Quadrant D LeadershipLeadership
A model for effective and A model for effective and sustained school leadership sustained school leadership learned from America’s most learned from America’s most rapidly improving schools.rapidly improving schools.
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Why a Why a LeadershipLeadership Model? Model?• Simplify leadership complexities Simplify leadership complexities • Schools have unique DNA and effective Schools have unique DNA and effective
leaders have subtly different ways of leaders have subtly different ways of operatingoperating
• Most current models imply one best way Most current models imply one best way to be a leaderto be a leader
• Connect principal, teacher and student Connect principal, teacher and student leadershipleadership
• Judge leadership by looking at the Judge leadership by looking at the school not the person school not the person
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Margaret MeadMargaret Mead
" Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.”
School leadership is not a position but a disposition for taking action. One role of school leaders is to broaden
the acceptance of leadership among many staff who share a common
vision. Quadrant D Leadership is the collaborative responsibility for taking action to reach the future oriented
goal of the intellectual, emotional and physical needs of each student.
Leadership DefinitionLeadership Definition
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© International Center for Leadership in Education
Evaluation 6
AssimilationC
AdaptationD
Synthesis 5
Analysis 4
Application 3
AcquisitionA
ApplicationB
Comprehension 2
Knowledge/ 1 Awareness
Rigor
Rigor
1 Knowledge in
one discipline
2Apply
knowledge in one discipline
3Apply
knowledge across
disciplines
4Apply
knowledge to real-world
predictable situations
5Apply
knowledge to real-world
unpredictable situationsRelevanceRelevance
From: the International Center for Leadership in Education
Rigor and Relevance Framework
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Similarities of Leadership with Teaching Similarities of Leadership with Teaching and Learningand Learning
• There are basic levels of leadership – There are basic levels of leadership – necessary but not sufficient, aspire for higher necessary but not sufficient, aspire for higher levelslevels
• R/R Framework shifts thinking to learning from R/R Framework shifts thinking to learning from teaching. We need to shift thinking of teaching. We need to shift thinking of leadership from individual to organizationleadership from individual to organization
• Using a simple model will facilitate reflective Using a simple model will facilitate reflective conversations about improving leadership just conversations about improving leadership just as R/R Framework helps to reflect on teaching as R/R Framework helps to reflect on teaching and learning. and learning.
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APPLICATIONAPPLICATION
KKNNOOWWLLEEDDGGEE
Quadrant D Leadership
DC
A B
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APPLICATIONAPPLICATION
KKNNOOWWLLEEDDGGEE
Quadrant D Leadership
DC
A B
Greater Knowledge
FutureNeeds of Students
Higher Expectations
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Increasing from A/B to C/D
• Become more data-driven in decision.Become more data-driven in decision.• Broaden student achievement indicators Broaden student achievement indicators
(Learning Criteria for 21st Century (Learning Criteria for 21st Century Learners).Learners).
• Raise student expectations.Raise student expectations.• Commit to rigor and relevant learning for Commit to rigor and relevant learning for
every student.every student.• Develop curriculum around whole Develop curriculum around whole
student needs.student needs.• Become more future-focused on student Become more future-focused on student
learning needs.learning needs.
Quadrant D Leadership
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APPLICATIONAPPLICATION
KKNNOOWWLLEEDDGGEE
Quadrant D Leadership
DC
A BGreater leadership action through
staff empowerment and collaboration
Greater leadership action through student involvement and
responsibility
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Increasing from A/C to B/D
• Create and empower leadership teams Create and empower leadership teams around groups of students and school around groups of students and school functions.functions.
• Facilitate team building activities.Facilitate team building activities.• Be open to new possibilities.Be open to new possibilities.• Credit others for success.Credit others for success.• Involve and listen to students in Involve and listen to students in
school practices.school practices.• Consistently tap and develop future Consistently tap and develop future
school leaders.school leaders.
Quadrant D Leadership
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APPLICATIONAPPLICATION
KKNNOOWWLLEEDDGGEE
Quadrant D Leadership
C
A BAuthoritativeLeadership
Collaborative Leadership
CreativeLeadership
Adaptive Leadership
D
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APPLICATIONAPPLICATION
KKNNOOWWLLEEDDGGEE
Quadrant D Leadership
C
A BAuthoritativeLeadership
Collaborative Leadership
CreativeLeadership
Adaptive Leadership
D
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APPLICATIONAPPLICATION
KKNNOOWWLLEEDDGGEE
Quadrant D Leadership
C
A B
DPrimary•DirectorSecondary•Producer•Adventurer
Primary•InnovatorSecondary•Facilitator•Adventurer
Primary•MonitorSecondary•Producer•Planner
Primary•MentorSecondary•Facilitator•Planner
Contrasting Roles of Leaders Contrasting Roles of Leaders
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APPLICATIONAPPLICATION
KKNNOOWWLLEEDDGGEE
Quadrant D Leadership
C
A B
D•Independent•Turf Protective•Proactive
• Initiative Takers•Open/Sharing•Proactive
•Compliant•Turf Protective•Reactive
•Interdependent•Open/Sharing•Reactive
Characteristics of Staff by Leadership Quadrant
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APPLICATIONAPPLICATION
KKNNOOWWLLEEDDGGEE
Quadrant D Leadership
C
A B
DSchool Driving Forces
Rule-driven School
Tradition-drivenSchool
Conflict-drivenSchool
Culture-driven School
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APPLICATIONAPPLICATION
KKNNOOWWLLEEDDGGEE
Quadrant D Leadership
C
A B
DStudent Achievement
Level or Declining
Partial Traditional Success
Islands of Innovation
Rapidly Improving
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APPLICATIONAPPLICATION
KKNNOOWWLLEEDDGGEE
Quadrant D Leadership
C
A B
DProfessional Learning?
LeaderKnowledgeable
Little New LearningAll Staff Learn
Internal to School
Leader LearnsExternal to School
All Staff LearnExternal to
School
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APPLICATIONAPPLICATION
KKNNOOWWLLEEDDGGEE
Quadrant D Leadership
C
A B
DSports Metaphor of Individual Leader
Referee Cheerleader
Player Coach
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Three Spheres of Three Spheres of Leadership Capacity BuildingLeadership Capacity Building
Skills andAbilities
MentalModels
Tools and Processes
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Quadrant A – Authoritative
•Traditional Leadership•School Manager
•Leaders decide, others act
•Authoritarian
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© International Center for Leadership in Education
Situations Where Situations Where Quadrant AQuadrant A Leadership Is EffectiveLeadership Is Effective
•Student safety and security issues•Compliance with ethical and legal requirements
•Dismissal of staff•Significant student behavior disruptions
•Introduction of new state mandates•School maintenance issues
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Quadrant B – Collaborative
•Empowerment - Application of leadership by administration and staff
•The staff works in a highly collaborative setting
•Positive, supportive work environment
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© International Center for Leadership in Education
Situations Where Quadrant BLeadership Is Effective
•Conditions of low morale, such as Conditions of low morale, such as layoffs or fiscal cutslayoffs or fiscal cuts
•Hiring and mentoring new staffHiring and mentoring new staff•Changes in school community such as Changes in school community such as changing demographicschanging demographics
•Introduction of new programs, such as a Introduction of new programs, such as a new reading programsnew reading programs
•Frequent turnover in school leadershipFrequent turnover in school leadership
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Quadrant C – Creative
•Reflective and Innovative•Visionary•Anticipation of the Future•Student Needs Drive Action
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© International Center for Leadership in Education
Situations Where Quadrant C Leadership Is Effective
•Gaps in achievement among different groups of students
•Staff clinging to status quo and traditional instruction
•Poor student achievement•Low student expectations
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Quadrant D – Adaptive
Adaptive leadershipCreative and CollaborativeReflective and InnovativeStaff and Students are Empowered
to Take a Significant Leadership Role
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© International Center for Leadership in Education
Situations Where Quadrant D Leadership Is Effective
•Need for innovative approach•Moving from good to great school•Sustaining school improvement efforts
•Low student engagement•Shortage of prospective leaders•New school planning
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Quadrant D Leaders function in each Quadrant,
continually striving to facilitate school actions and decision consistent
with Quadrant D Leadership
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KNOWLEDGE
Quadrant D Leadership
APPLICATION
AA BB
DDCC
AuthoritativeLeadership
Collaborative Leadership
CreativeLeadership
Adaptive Leadership
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Applying Quadrant D Applying Quadrant D LeadershipLeadership
Compare and Contrast Quadrant A and D in one
of the Components of Excellence
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Components to School ExcellenceComponents to School Excellence
6. Adapt Organizational Structures
7. Monitor Progress/Improve Support Systems
5. Adopt Effective Instructional Practices
8. Refine Process on an Ongoing Basis
1.Embrace Common Vision and Goals for Rigor Relevance/Relationships for ALL Students
2. Inform Decisions through Data Systems
3.Empower Leadership Teams to Take Action and Innovate
4. Clarify Student Learning Expectations
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Quadrant AQuadrant A Quadrant DQuadrant D
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1. Embrace a Common Vision and Goals
Quadrant A Leadership Quadrant D LeadershipSet vision by top
leadershipSet vision with wide
contributions Define vision in few academic measures
Define vision in terms of whole student needs
Place priority on short-term results
Place priority on long-term improvement
Limit goals to best students
Expand goals to all students
See vision as top leaders initiative
Embrace vision universally
Instill fear with goals Inspire passion with goals
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4. Clarify Student Learning Expectations
Quadrant A Leadership Quadrant D Leadership
Define learning in terms activities required to teach
Define learning in terms of skills and knowledge as
resultsDefine learning from
specific skills up to total student
Define learning from “whole” student down to
specific skillsCover as many topics as
possible.Help students learn priority
skills deeplyBreak apart curriculum Integrate curriculum
Entire curriculum mandatory
Curriculum includes some student choice
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5. Adopt Effective Instructional Practices
Quadrant A Leadership Quadrant D Leadership
Teach skills in isolation Teach skills in context
Focus is on deficiencies Focus is on proficiencies
Look for evidence of good teaching
Look for evidence of good learning
Standardize procedures Share best practices
Give separate assessments
Give embedded assessments
Isolate instruction from community
Connect instruction to community
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KNOWLEDGE
Quadrant D Leadership
APPLICATION
AA BB
DDCC
AuthoritativeLeadership
Collaborative Leadership
CreativeLeadership
Adaptive Leadership
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Instructional Leadership
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★Context★Agenda★Practices
Instructional Leadership
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Context Context for for
Instructional LeadershipInstructional Leadership
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Context for Instructional Leadership
•Opportunity to Collaborate
•Relationship Building
•Sense of Purpose and Urgency
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RelationshipRelationshipBuildingBuilding
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Relationship ModelRelationship Model
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0. Isolated1. Known2. Receptive3. Reactive4. Proactive5. Sustained6. Mutually Beneficial
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School Climate and CultureCharacteristics for Engagement
VoiceBelongingChoiceFreedomImaginationSuccess
Human NeedsHuman Needs
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School Climate and CultureCharacteristics for Engagement
VoiceBelongingChoiceFreedomImaginationSuccess
Human NeedsHuman Needs Schools Need to ProvideSchools Need to Provide
EquityCommunityOpportunityResponsibilityChallengeExpectations
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OpportunityOpportunity
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★Team Responsibilities (e.g., grade level, improvement, data, academy, literacy)
★Structured meeting times★Established norms★Comfortable and convenient★Accountable
Opportunities to Collaborate
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Communicaton RatiosCommunicaton Ratios
Sixty Business Teams, Losada and Heaphy, 2004
SuccessLevels
Positive to Negative
Inquiry to Advocacy
Talk about Self vs. Others
High Performing 5.8 to 1 1 to 1 1 to 1
Medium Performing 1.8 to 1 2 to 3 2 to 3
Low Performing 1 to 20 1 to 3 1 to 30
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Sense of Purpose Sense of Purpose and Urgencyand Urgency
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★Future-focused★Changing World - 21st
Century Skills★Student-focused★Coherence - measure what
matters★Passionate
Sense of Purpose and Urgency
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Context for Instructional Context for Instructional Leadership ChecklistLeadership Checklist
ActivityActivity
International Center International Center for Leadership in for Leadership in
EducationEducation
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Agenda Agenda for for
Instructional LeadershipInstructional Leadership
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Content for Instructional Leadership
•Student Engagement
•Rigor/Relevance Framework•“Begin with the end in mind” Planning
•Priority Standards
•Personalization
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Priority StandardsPriority Standards
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Teachers struggling to teach an overloaded curriculum!
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★Not all standards are created equal
★Focus on priority - Curriculum Matrix NESS Study
Priority Standards
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Using the Curriculum Matrix
Determine priority standardsObjective data on community
expectationsReference as to what is testedAgenda for conversations with teachers
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Rigor/Relevance Rigor/Relevance FrameworkFramework
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© International Center for Leadership in Education
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RIRIGGOORR
RELEVANCERELEVANCE
AA BBDDCC
Rigor/Relevance Rigor/Relevance FrameworkFramework
HighHigh
HighHighLowLow
LowLow
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Rigor/Relevance Framework
1. Recall Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
1. Knowledge of one discipline2. Application within discipline3. Application across disciplines4. Application to real world
predictable situations5. Application to real world
unpredictable situations
Knowledge Application
LowHigh
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7474
1 2 3 4 5
ApplicationApplication
KnowledgeKnowledge
1
2
3
4
5
6
Rigor/Relevance FrameworkRigor/Relevance Framework
13
RelevanceRelevance
RigorRigor
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
RoutineRoutineMemorizationMemorization
Four Quadrants of LearningFour Quadrants of Learning
ComplexComplexAnalyticalAnalytical
ChallengingChallengingReal WorldReal World
PracticalPracticalApplicationApplication
High
HighLow
Low AcquisitionA
ApplicationB
AdaptationD
AssimilationC
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
TeacherWork
Teacher/Student RolesTeacher/Student Roles
StudentThink
StudentThink & Work
StudentWork
High
HighLow
Low
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★Design Gold Seal Lesson - culminate w/ performance
★Modify existing lesson - • add high RR performance - adapt Gold Seal Lessons • change strategies• change assessments
★ Interdisciplinary instruction★ Integrate academics in CTE and Arts★Use “D” Moments
Ways to Increase Rigor/Relevance
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““Begin with the end Begin with the end in mind” Planningin mind” Planning
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Student Learning
Student Learning
Rigorous and Relevant Rigorous and Relevant InstructionInstruction
ActualStudent
Performance
Rigor/Relevance
FeedbackReflection
Instruction
Assessment
ExpectedStudent
Performance
Rigor/Relevance
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Instructional Instructional Planning : Rigor Planning : Rigor and Relevance and Relevance
is a is a Forethought Forethought
NOT an NOT an AfterthoughtAfterthought
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
ID conflicts and ID conflicts and issues in a issues in a
scene. scene.
Romeo and JulietRomeo and Juliet
Write a letter to Write a letter to Romeo on how to Romeo on how to deal with conflict.deal with conflict.
Design brochure on Design brochure on dealing with family crises.dealing with family crises.
Act out a Act out a scenescene
High
HighLow
Low
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Student EngagementStudent Engagement
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Engagement-based Learning and Teaching
Build RelationshipsAttend to Classroom EnvironmentReflect on Grading and RewardsCommit to Guiding PrinciplesPractice Student HabitsDevelop Foundation Skills
PreconditionPreconditionss
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Engagement-based Learning and Teaching
Design for Rigor/RelevancePersonalize LearningUse Active Learning StrategiesHave Literacy Focus
PedagogyPedagogy
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86
Personalize Personalize LearningLearning
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Personalize Learning
Make each student feel unique.Connect to the youth culture.Recognize cultural differences.Consider the student point of view.Be aware of different learning styles.Differentiate instruction.Attend to students with special needs.Intervene early.
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Daggett Graduate School of EducationCurriculum and Instruction
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Program Course Offerings
Required Courses (9 courses, 3 credit hrs each)
• Using Assessment for Instruction• Bodybrain-Compatible Teaching
• The Teacher Leader • Brain Health
• Curriculum & Instruction in K-12 Transformation• Using Data to Inform Instruction
• Contemporary Issues in Education• Personalized Instruction
• Effective Instruction: Theory and Practice
Specialized Courses (3 courses 3 credit hrs each in either) Teaching and Learning or Educational TechnologySchool Literacy Plans Instructional Design for Technology Integrating Academics/CTE Using Information/Communication TechnologyResearch Seminar in Teaching/Learning Research Seminar in Instructional Technology
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Your Agenda for Your Agenda for Instructional LeadershipInstructional Leadership
ActivityActivity
International Center International Center for Leadership in for Leadership in
EducationEducation
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91
Developing the Right Developing the Right Regard for State TestingRegard for State Testing
ActivityActivity
International Center International Center for Leadership in for Leadership in
EducationEducation
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Low Expectations - High Low Expectations - High SchoolSchool
ActivityActivity
International Center International Center for Leadership in for Leadership in
EducationEducation
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93
PracticesPracticesfor for
Instructional LeadershipInstructional Leadership
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Activity
How do you influence instruction in your
school?
Activity
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Quadrant D LeadershipInstructional Leadership Practices
Management
Staff Reviews and Evaluation
Student Achievement Data
Analysis
Policies and Procedures
Balanced Assessments
Personnel and Budgets
Master Schedule/Teacher
Assignments
Staff Meetings
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Quadrant D LeadershipInstructional Leadership Practices
Management
Staff Reviews and Evaluation
Student Achievement Data
Analysis
Policies and Procedures
Balanced Assessments
Personnel and Budgets
Master Schedule/Teacher
Assignments
Staff Meetings
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KNOWLEDGE A B
DC
Quadrant D Leadership
HighLow
Low
High
APPLICATION
Instructional Leadership Practices
Management
Staff Reviews and Evaluation
Student Achievement Data
Analysis
Policies and Procedures
Balanced Assessments
Personnel and Budgets
Master Schedule/Teacher
Assignments
Staff Meetings
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Quadrant D LeadershipInstructional Leadership Practices
EmpowermentMentoring
Leadership Teams
Teacher Incentives and
Rewards
Teacher Observations/Stu
dy Tours
Co-teaching/Team teaching
Individualized Professional
Learning
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Quadrant D LeadershipInstructional Leadership Practices
EmpowermentMentoring
Leadership Teams
Teacher Incentives and
Rewards
Teacher Observations/Stu
dy Tours
Co-teaching/Team teaching
Individualized Professional
Learning
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KNOWLEDGE A B
DC
Quadrant D Leadership
HighLow
Low
High
APPLICATION
Instructional Leadership Practices
EmpowermentMentoring
Leadership Teams
Teacher Incentives and
Rewards
Teacher Observations/Stu
dy Tours
Co-teaching/Team teaching
Individualized Professional
Learning
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Quadrant D LeadershipInstructional Leadership Practices
Vision Needs Assessment/ Strategic Planning
ProfessionalDevelopment Workshops
Classroom Walkthroughs
R/R Framework
InstructionalFocusVision/
Mission/Goals
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Quadrant D LeadershipInstructional Leadership Practices
Vision Needs Assessment/ Strategic Planning
ProfessionalDevelopment Workshops
Classroom Walkthroughs
R/R Framework
InstructionalFocusVision/
Mission/Goals
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KNOWLEDGE A B
DC
Quadrant D Leadership
HighLow
Low
High
APPLICATION
Instructional Leadership Practices
Vision Needs Assessment/ Strategic Planning
ProfessionalDevelopment Workshops
Classroom Walkthroughs
R/R Framework
InstructionalFocusVision/
Mission/Goals
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Quadrant D LeadershipInstructional Leadership Practices
Professional Learning
Community
CulturePeer Review of Student Work Instructional
Coaching
Academic Intervention
Grading
Celebrations
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Quadrant D LeadershipInstructional Leadership Practices
Professional Learning Community
CulturePeer Review of Student Work Instructional
Coaching
Academic Intervention
Grading
Celebrations
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KNOWLEDGE A B
DC
Quadrant D Leadership
HighLow
Low
High
APPLICATION
Instructional Leadership Practices
Professional Learning Community
CulturePeer Review of Student Work Instructional
Coaching
Academic Intervention
Grading
Celebrations
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KNOWLEDGE A B
DC
Quadrant D Leadership
HighLow
Low
High
APPLICATION
Instructional Leadership Practices
Management
Staff Reviews and Evaluation
Student Achievement Data
Analysis
Policies and Procedures
Balanced Assessments
Personnel and Budgets
Master Schedule/Teacher
Assignments
Staff Meetings
Vision Needs Assessment/ Strategic Planning
ProfessionalDevelopment Workshops
Classroom Walkthroughs
R/R Framework
InstructionalFocusVision/
Mission/Goals
EmpowermentMentoring
Leadership Teams
Teacher Incentives and
Rewards
Teacher Observations/Stu
dy Tours
Co-teaching/Team teaching
Individualized Professional
Learning
Professional Learning Community
CulturePeer Review of Student Work Instructional
Coaching
Academic Intervention
Grading
Celebrations
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KNOWLEDGE A B
DC
Quadrant D Leadership
HighLow
Low
High
APPLICATION
Instructional Leadership Practices
Staff Reviews and Evaluation
Student Achievement Data
Analysis
Policies and Procedures
Balanced Assessments
Personnel and Budgets
Master Schedule/Teacher
Assignments
Staff Meetings
Needs Assessment/ Strategic Planning
ProfessionalDevelopment Workshops
Classroom Walkthroughs
R/R Framework
InstructionalFocusVision/
Mission/Goals
Mentoring
Leadership Teams
Teacher Incentives and
Rewards
Teacher Observations/Stu
dy Tours
Co-teaching/Team teaching
Individualized Professional
Learning
Professional Learning Community
Peer Review of Student Work Instructional
Coaching
Academic Intervention
Grading
Celebrations
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109
Margaret MeadMargaret Mead
" Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.”
School leadership is not a position but a disposition for taking action. One role
of school leaders is to broaden the acceptance of leadership among many
staff who share a common vision. Quadrant D Leadership is the
collaborative responsibility for taking action to reach the future oriented goal
of the intellectual, emotional and physical needs of each student.
Definition of Leadership
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110
KNOWLEDGE
Quadrant D Leadership
APPLICATION
AA BB
DDCC
AuthoritativeLeadership
Collaborative Leadership
CreativeLeadership
Adaptive Leadership
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Data and Tools for Curriculum Planning
Data Driven Insttruction
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Types of Data
112
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• Analyze Driving Forces of Change on Education
• Identify Student Learning Needs• Set Student Learning Goals• Set School Goals• Set Individual Goals• Analyze Patterns in School Practices• Test Hypotheses• Quantify Perceptions of Students, Staff and
Community
Data Strategies
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• Learning Criteria for 21st Century Learners
• Lexile Framework for Reading
Data Strategies
• WE Surveys
• Curriculum Matrix• R/R Framework• Efficiency and Effectiveness Framework
Student Learning
Perceptions
School Processes
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International Center’s Curriculum Matrix
for Wisconsin
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CM Publications