s6_leadership-of-the-pyp-for-the-future

Leadership of the PYP

Luke Schoff & Robert Hoff

Breakout session six: 1:30 - 2:30

Saturday, 17 March 12

About us

Immanuel Primary School


http://www.immanuelps.sa.edu.au/%23

http://www.immanuelps.sa.edu.au/%23

Overview

A reflective session

Our collective input

Some recent research


National professional standards for principals, 2012, AITSL p. 5


Question:

How do you lead improvement, innovation and change in your school?

What are the issues?

Discuss and share.


Barber, Whelan and Clark, 2010 p. 7


High Performing Principals

“It is the principal’s leadership that sets the tone of the school, the climate for teaching, the level of

professionalism and the morale of teachers, and the degree of concern for what students may or may not

become”

(Marzano, Waters & McNulty 2005, p.5)


The responsibility of for pedagogical leadership within the school is a shared responsibility including at least the

PYP coordinator and the school principal (Std B1:2a)

How is this leadership shown?

✦ Continually improve your knowledge of the IBPYP. Be convinced!

✦ Know the Standards

✦Attendance at Workshops & Conferences

✦Know that the quality and the standards are actually being met


The school as a community of learners is committed to a collaborative approach to curriculum

development (Std A: 3b)

Leadership staff

✦ Clear Articulation of philosophy

✦ Ensure that the front line people are giving autonomy and support

✦ Build leadership capacity

✦Talk about quality assurance (Monitoring performance)




All staff

✦ Clear articulation from the Principal of why the school is on this path

✦ Visit classrooms and be visible




School Boards / Council

✦ Articulation of the PYP

✦ Invite PYP staff to occasional meetings

✦ The Principal must educate this group about the IBPYP and all it means

✦ Ensure adequate budget is allocated

✦ Professional development of the school board


The school promotes open communication based on understanding and respect (Std A6)

In the school and wider community

✦ Tap into local networks

✦ Targeted readings

✦ Staff meetings = PD

✦ Serving the wider IBPYP community: Encourage staff to join the IBEN


The school utilises the resources and expertise of the community to enhance learning within the programme (Std

B2:11)

Parents

✦ Clear articulation of what it means

✦ Use every opportunity to use PYP language

✦ Ensure the Principal is seen and involved at key parent events

✦ Check that parents are aligned with the goals (surveys)


The school utilises the resources and expertise of the community to enhance learning within the

programme (Std B2:11)

Students

✦ Listen to student voice

✦ Conversations with students about their learning

✦ Visit classrooms with a purpose

✦ Genuine engagement

✦Revisit values constantly


Bibliography

Doecke, B., Parr, G., North, C., Gale, T., Long, M., Mitchell, J., et al (2008). National Mapping of Teacher Professional Learning Project. Melbourne: Monash University

Harris, A. (2008). Distributed School Leadership: Developing tomorrows leaders. Abingdon: Routledge.National Professional Standards for Principals, (2011). Australian Institute for Teaching and School leadership: Melbourne

Duignan, P. , Cannon, H., (2011). The power of many: building sustainable collective leadership in schools. Victoria : ACER

Marzanzo, R.J., Waters, T., & McNulty, B.A (2005). School Leadership that works. Alexandria, VA: Association for supervision and Curriculum Development.

Barber, M., Whelan, F., & Clark, M., (2010). Capturing the leadership premium: How the world’s top school systems are building leadership capacity for the future: McKinsey & Company


s6_leadership-of-the-pyp-for-the-future

Documents

school boardsaturday

school principal std

community of learners

curriculum development

pyp staff

wider ibpyp community

programme std b2

principals leadership