leadership takes brains, heart, and courage e., klasik, d., & loeb, s. (2010). stanford...
TRANSCRIPT
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Leadership Takes Brains, Heart, and CourageDr. Lissa Pijanowski
HMH Core Program-Based Offering template
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We’re Not in Kansas Anymore!
Brains Heart Courage
Handout
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What knowledge do Leaders and Teachers need?
3
• Lesson Design
• Literacy
• Technology
• Differentiation
• Assessment
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How do we reach the hearts and minds of Students?
4Non-Fiction Reading and WritingAuthentic Performance TasksReal-World Problem SolvingSelf-Assessment/Goal Setting
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What keeps Leaders and Teachers up at night?
5
Evaluation
Accountability
Assessments
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•Create a sense of urgency
•Invest in Leaders and Teachers
•Focus on the ONE big thing
What should we be doing now?
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Every Child College,
Career, and Life Ready!
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Standards Accountability
Teacher Evaluation
Leader Evaluation
Connecting the Dots . . .
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Our Core Work –
Teaching and
Learning!
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The Impact of Leadership On Student Outcomes
5 Key Principal Practices
Robinson, V., Lloyd, C., & Rowe, K., 2008
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Rank Order these Leadership Dimensions
Leadership Dimensions Rank OrderEstablishing goals and expectationsResourcing strategicallyEnsuring quality teachingLeading teacher learning and developmentEnsuring an orderly and safe environment
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Rank Order these Leadership Dimensions
Leadership Dimensions Rank OrderEstablishing goals and expectationsResourcing strategicallyEnsuring quality teachingLeading teacher learning and development
Ensuring an orderly and safe environment
1
2
24
5
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Viviane Robinson’s Findings
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Leading Teacher Learning and Development
Build Capacity
High Effect Size
Strategies
Data-driven decision making
Academic Rigor
Common Core
Cause and
Effect
Pedagogy
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Principal’s Time Use and School Effectiveness
Horng, E., Klasik, D., & Loeb, S. (2010). Stanford University
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Research Questions• What do principals do?• Where do principals
spend their time?• How do principals’ roles
vary by school characteristics?
• How are variations in principals’ actions reflected in measurable school outcomes?
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Where Do You Think PrincipalsSpent Most of their Time?
Time Categories RankDaily InstructionObserving teaching & giving feedback, attending team meeting and engaging in instructional talks
Organizational ManagementSupervising staff, hiring
External RelationsMeeting with school partners, civic leagues, rotary, etc.
AdministrationReports, emails, central requests, and student discipline
Instructional ProgramCourse scope & sequence, curriculum pacing
Internal RelationsSpeaking with parents, students & staff
Other
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Where Do You Think PrincipalsSpent Most of their Time?
Time Categories Rank OrderDaily InstructionOrganizational ManagementExternal RelationsAdministrationInstructional ProgramInternal RelationsOther
6271543
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Principals’ Use of Time Results (6-7% to instruction)
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School OutcomesPrincipals in schools with higher accountability scores spent more time in day to day instruction than those with lower scores.
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Transforming Instructional Leadership
From a Traditional Approach
Principal leadsManage the current system
Use experience to solve problems
Replicate practices with fidelity
Authority
To a Transformed Approach
Look to supervisors for answers
Rely on individual expertise
Team leadsChange the system
Learn new ways to adapt
Choose practices to meet needs
Collaboration
Empower staff to take action
Share each other’s expertise
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Elements of Instructional Leadership1. Use research and establish the urgent need for
change to promote higher academic expectations and positive relationships.
2. Develop, implement, and monitor standards-aligned curriculum and assessments.
3. Integrate literacy, math, and technology across all disciplines.
4. Facilitate data-driven decision making to inform instruction.
5. Provide opportunities for professional learning, collaboration, and growth focused on high-quality instruction and increased student learning.
6. Engage family and community in the learning process.
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Your Ruby Slippers
Curriculum
Instruction
Assessment
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© 2012 The Leadership and Learning Center All rights reserved. Copy only with permission. www.LeadandLearn.com
Rigorous Curriculum Design
Rigorous Curriculum Design Alignment Diagram
Copyright 2011, The Leadership and Learning Center. 866.399.6019. All rights reserved. Copy with permission.
Unit-Based Common Formative (Pre-) Assessment & Data Teams Process
Effective Instruction, Differentiation, and
Intervention Strategies
Enrichment, Remediation, Intervention Prior to Next
Curricular Unit
Unit-Based Common Formative (Post-) Assessment & Data Teams
Process
Common Core State Standards
Priority CCSS and Supporting CCSS
Scope, Sequence, and Pacing of Curricular Units for Each Content Area, Grade Level, and Course
End-of-Course/ End-of-Grade Summative Assessments
District Benchmark Assessments (Formative or Summative)
State Assessments; National Assessments
Curricular Unit of Study with Engaging Learning Experiences Based on “Unwrapped” Priority
Standards, Big Ideas, and Essential Questions
Informal Progress Monitoring Checks
Mid-Unit Evaluation of Targeted Strategies
Informal Progress Monitoring Checks
5
! !
! !
!
© 2012 The Leadership and Learning Center All rights reserved. Copy only with permission. www.LeadandLearn.com
Rigorous Curriculum Design
Rigorous Curriculum Design Alignment Diagram
Copyright 2011, The Leadership and Learning Center. 866.399.6019. All rights reserved. Copy with permission.
Unit-Based Common Formative (Pre-) Assessment & Data Teams Process
Effective Instruction, Differentiation, and
Intervention Strategies
Enrichment, Remediation, Intervention Prior to Next
Curricular Unit
Unit-Based Common Formative (Post-) Assessment & Data Teams
Process
Common Core State Standards
Priority CCSS and Supporting CCSS
Scope, Sequence, and Pacing of Curricular Units for Each Content Area, Grade Level, and Course
End-of-Course/ End-of-Grade Summative Assessments
District Benchmark Assessments (Formative or Summative)
State Assessments; National Assessments
Curricular Unit of Study with Engaging Learning Experiences Based on “Unwrapped” Priority
Standards, Big Ideas, and Essential Questions
Informal Progress Monitoring Checks
Mid-Unit Evaluation of Targeted Strategies
Informal Progress Monitoring Checks
5
Handout
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! !
! !
!
© 2012 The Leadership and Learning Center All rights reserved. Copy only with permission. www.LeadandLearn.com
Rigorous Curriculum Design
Rigorous Curriculum Design Alignment Diagram
Copyright 2011, The Leadership and Learning Center. 866.399.6019. All rights reserved. Copy with permission.
Unit-Based Common Formative (Pre-) Assessment & Data Teams Process
Effective Instruction, Differentiation, and
Intervention Strategies
Enrichment, Remediation, Intervention Prior to Next
Curricular Unit
Unit-Based Common Formative (Post-) Assessment & Data Teams
Process
Common Core State Standards
Priority CCSS and Supporting CCSS
Scope, Sequence, and Pacing of Curricular Units for Each Content Area, Grade Level, and Course
End-of-Course/ End-of-Grade Summative Assessments
District Benchmark Assessments (Formative or Summative)
State Assessments; National Assessments
Curricular Unit of Study with Engaging Learning Experiences Based on “Unwrapped” Priority
Standards, Big Ideas, and Essential Questions
Informal Progress Monitoring Checks
Mid-Unit Evaluation of Targeted Strategies
Informal Progress Monitoring Checks
5
! !
! !
!
© 2012 The Leadership and Learning Center All rights reserved. Copy only with permission. www.LeadandLearn.com
Rigorous Curriculum Design
Rigorous Curriculum Design Alignment Diagram
Copyright 2011, The Leadership and Learning Center. 866.399.6019. All rights reserved. Copy with permission.
Unit-Based Common Formative (Pre-) Assessment & Data Teams Process
Effective Instruction, Differentiation, and
Intervention Strategies
Enrichment, Remediation, Intervention Prior to Next
Curricular Unit
Unit-Based Common Formative (Post-) Assessment & Data Teams
Process
Common Core State Standards
Priority CCSS and Supporting CCSS
Scope, Sequence, and Pacing of Curricular Units for Each Content Area, Grade Level, and Course
End-of-Course/ End-of-Grade Summative Assessments
District Benchmark Assessments (Formative or Summative)
State Assessments; National Assessments
Curricular Unit of Study with Engaging Learning Experiences Based on “Unwrapped” Priority
Standards, Big Ideas, and Essential Questions
Informal Progress Monitoring Checks
Mid-Unit Evaluation of Targeted Strategies
Informal Progress Monitoring Checks
5
Handout
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! !
! !
!
© 2012 The Leadership and Learning Center All rights reserved. Copy only with permission. www.LeadandLearn.com
Rigorous Curriculum Design
Rigorous Curriculum Design Alignment Diagram
Copyright 2011, The Leadership and Learning Center. 866.399.6019. All rights reserved. Copy with permission.
Unit-Based Common Formative (Pre-) Assessment & Data Teams Process
Effective Instruction, Differentiation, and
Intervention Strategies
Enrichment, Remediation, Intervention Prior to Next
Curricular Unit
Unit-Based Common Formative (Post-) Assessment & Data Teams
Process
Common Core State Standards
Priority CCSS and Supporting CCSS
Scope, Sequence, and Pacing of Curricular Units for Each Content Area, Grade Level, and Course
End-of-Course/ End-of-Grade Summative Assessments
District Benchmark Assessments (Formative or Summative)
State Assessments; National Assessments
Curricular Unit of Study with Engaging Learning Experiences Based on “Unwrapped” Priority
Standards, Big Ideas, and Essential Questions
Informal Progress Monitoring Checks
Mid-Unit Evaluation of Targeted Strategies
Informal Progress Monitoring Checks
5
! !
! !
!
© 2012 The Leadership and Learning Center All rights reserved. Copy only with permission. www.LeadandLearn.com
Rigorous Curriculum Design
Rigorous Curriculum Design Alignment Diagram
Copyright 2011, The Leadership and Learning Center. 866.399.6019. All rights reserved. Copy with permission.
Unit-Based Common Formative (Pre-) Assessment & Data Teams Process
Effective Instruction, Differentiation, and
Intervention Strategies
Enrichment, Remediation, Intervention Prior to Next
Curricular Unit
Unit-Based Common Formative (Post-) Assessment & Data Teams
Process
Common Core State Standards
Priority CCSS and Supporting CCSS
Scope, Sequence, and Pacing of Curricular Units for Each Content Area, Grade Level, and Course
End-of-Course/ End-of-Grade Summative Assessments
District Benchmark Assessments (Formative or Summative)
State Assessments; National Assessments
Curricular Unit of Study with Engaging Learning Experiences Based on “Unwrapped” Priority
Standards, Big Ideas, and Essential Questions
Informal Progress Monitoring Checks
Mid-Unit Evaluation of Targeted Strategies
Informal Progress Monitoring Checks
5
Handout
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Communication Critical Thinking
Creativity Collaboration
4 Cs for your Staff . . .
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Communication Critical Thinking
Creativity Collaboration
4 Cs for your Staff . . .
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Communication Critical Thinking
Creativity Collaboration
4 Cs for your Staff . . .
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Communication Critical Thinking
Creativity Collaboration
4 Cs for your Staff . . .
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Communication Critical Thinking
Creativity Collaboration
4 Cs for your Staff . . .
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Avoid the Flying Monkeys . . .
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Implementing and Monitoring
• Communication• Initiative Inventory• Professional Development• Curriculum Design• Quality Instruction• Access and Acceleration• Assessment Inventory• Effective Feedback• Accountability• Systemic Alignment
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Weed the G
ardenLead Invest
Weed Evaluate
Low---
Impa
ctonAc
hievem
ent-
--High
Low- - - DegreeofImplementation- - - High
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Teaching, Learning, and Leadership
What do we need to do to support teacher
knowledge of standards and
proficiency with instruction and
assessment?
Handout
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Teaching, Learning, and Leadership
What do we need to do to promote passionate teaching and learning
within authentic, performance-based
classrooms?
Handout
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Teaching, Learning, and Leadership
What do we need to do to create a safe
environment, for both teachers and students, to learn, relearn, and
explore knowledge and understanding?
Handout
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Follow Your Yellow Brick Road
Where am I going?
Where am I now?
How can I get there?
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Follow the Yellow Brick Road