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The Principal as Learner: Planning for Your Own

Leadership Development

Ann Cunningham-Morris www.ascd.org

05 September 2008

SAPA Conference

http://www.ascd.org/

Professional Development Institute

Handout Copyright All rights reserved. These handouts are intended for personal use in connection with this presenter’s staff development program. For any other use of these materials other than personal use, please contact the ASCD Rights and Permissions Department at [email protected]. ASCD Publications present a variety of viewpoints. The views expressed or implied in this publication are not necessarily official positions of the Association.

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The Principal as Learner: The Principal as Learner: Planning for Your Own Planning for Your Own

Leadership DevelopmentLeadership Development2008 SAPA Conference2008 SAPA Conference

Presenter: Ann CunninghamPresenter: Ann Cunningham--MorrisMorrisManaging Director, Professional DevelopmentManaging Director, Professional Development

Association for Supervision and Curriculum DevelopmentAssociation for Supervision and Curriculum DevelopmentASCDASCD

www.ascd.orgwww.ascd.org

ASCD South African Principals Focus Groups

October 2007- Conducted Leadership Development Needs Assessment Focus Groups

Needs/IssuesLearning communities for leaders and teachersResources- materials, time, staffDistributed leadershipInstructional expertise capacity building for leaders and teachersProfessionalismCommunity and social issues impact on instruction

The Roles of the Principal

ASCD’s Leadership Development Framework- Aligned with Leadership Standards Worldwide

Principal as VisionaryPrincipal as Instructional LeaderPrincipal as ManagerPrincipal as InfluencerPrincipal as Learner

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Principal As Learner

Self-AwarenessSelf-Assessment Leadership development planFeedback Coaching and CollaboratingContinuous improvement

SelfSelf--AwarenessAwareness

Your leadership development effort should include:Modeling principles of self-awareness, reflective practice, and ethical behavior

SelfSelf--AssessmentAssessment

Use selfUse self--assessment toolsassessment toolsFocus on selfFocus on self--honesty honesty Use results to inform your leadership development Use results to inform your leadership development planplanRevisit at regular intervalsRevisit at regular intervals

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SelfSelf--Assessment ActivityAssessment Activity

Select one area and complete your areas of strength, evidence of strength, and areas of need

Turn to the person next to you and share your self-assessment reflections

Individual Leadership Development Plans

Identify growth areas neededInclude a variety of approaches:

Workshops or work sessionsCourses- virtual and traditionalLearning communities or communities of practiceStudy groups and action research groupsJob shadowingMentor/peer observation, coaching and feedbackMeetings as opportunities for learning

Supporters of Your Development Plan

Feedback ProvidersMentorCoachColleagueCohortCounselor

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Soliciting FeedbackSoliciting Feedback

360-degree FeedbackSolicit from a variety of peopleFeedback from mentor/coach

Feedback questions aligned with leadership standardsFeedback results discussed and reflected in leadership

development plan

Soliciting Honest FeedbackSoliciting Honest Feedback

List people who know you well and whom you trust to give you honest feedbackList people who know you well but may be tempted to tell you only what they think you want to hearList people with whom you occasionally disagree but who might be willing to give you honest feedbackList people you do not know as well but who may have new and different perspectives

Receiving FeedbackReceiving Feedback

ListenCheck for understandingReflect upon feedback givenDetermine a follow-up plan of action

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Feedback DiscussionsFeedback Discussions

Feedback shouldFeedback should……Give information and technical assistanceGive information and technical assistanceProduce learning, but not be Produce learning, but not be ““tellingtelling””Share the Share the whatwhat and and whywhy of a solution or suggestionof a solution or suggestionOffer a menu of options & solutionsOffer a menu of options & solutionsInclude modeling or demonstrationInclude modeling or demonstration

From: Lipton & Wellman, Guide for Instructional Leaders ASCD 2002

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Self-Assessment for Leadership Development Name___________________________________________________ School/Office____________________________________________ School Year______________________________________________ Examine the knowledge and performance indicators for each key area. Under each key area, identify your areas of strength and areas of need. KEY AREA 1: Leading and Managing the Learning School

Areas of Strength Evidence of Strength Areas of Need

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KEY AREA 1 Knowledge Domains

• National Curriculum Statement • Practices of effective Teaching & Learning (T&L) • Monitoring and evaluation of performance in relation to National

Curriculum Statement • Using data to monitor and evaluate performance • Using research to improve T&L • Using technology to support T&L and assessment • Accessing and utilizing resources to support T&L • Developing a learning culture in the school that supports raising

achievement levels • Nurturing supportive environment for effective T&L • Developing school as a learning organization • Social, political, economic and health influences on school-community and

impact on T&L and attendance • Managing specific learning needs and behaviors • Ensuring equity in learner access to high quality T&L

Actions/Performance Indicators

• Ensure all educators understand National Curriculum Statement • Model personal commitment to learning & maintain high standards for

T&L • Set high expectations and promote strategies for T&L • Develop strategies to deal with underperformance • Facilitate monitoring and evaluation of classroom practice • Monitor and evaluate classroom practice • Supervise T&L • Collect and use school data to improve T&L • Stay abreast of educational research and literature • Discuss pedagogy and welfare issues with staff • Promote positive learning culture and ethos • Understand and share principles & practice of effective T&L through

effective curriculum management

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KEY AREA 2: Shaping the Direction and Development of the School


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• The values, principles, goals that inform South African schooling • South African educational legislation and policies • Labour law and its application in the school context • The principles/processes of strategic thinking, planning and implementation • Leading complex and dynamic change processes • Approaches to building, communicating and implementing a shared vision • Strategies for inspiring, challenging, motivating and empowering people to

commit to school’s values, vision, and mission • Model values and vision of the school

Actions/Performance Indicators • Ensure that vision and mission is shared and understood by school-

community • Translate vision and mission into goals and operational plan for school

improvement • Ensure school policy is aligned to national education legislation and policy • Build a shared school culture that supports collaboration around effective

teaching and learning • Ensure strategic planning built around values, diversity and the context of

the school-community • Monitor, evaluate and review impact of school plans • Lead by example and model values and vision of school

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KEY AREA 3: Assuring Quality and Securing Accountability


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• Practices related to quality assurance, whole school review, evaluation and performance management.

• Using data for monitoring, evaluating and improving school performance • Developing processes and systems for accountability, responsiveness and

responsibility • Statutory frameworks related to quality assurance and accountability

(e.g. South African Schools Act; Integrated Quality Management Systems. etc.) Actions/Performance Indicators

• Develop an ethos of collective responsibility for assuring quality and • ensuring accountability • Ensure that regulated performance management systems are understood • and administered • Develop mechanisms for systemic review and self-evaluation of all aspects

of school’s work • Ensure all members of school-community understand their individual • responsibilities and accountabilities • Collect and use data to support ongoing self-evaluation and accountability • Use evaluations (self and external) for school development • Develop internal and external accountability mechanisms • Work with SGB members to assist school to meet its statutory

accountability obligations to both the SGB and DoE

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KEY AREA 4: Developing and Empowering Self and Others


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• Relationships between performance management., continuing professional development and sustainable school improvement

• Approaches to promoting continuing professional development and adult learning

• Ways in which shared leadership, participatory decision-making, team-building and effective teamwork may be encouraged and implemented

• Ways in which motivation, morale and job satisfaction may be enhanced • Ways to interpret Ubuntu within interpersonal relationships, effective

communication and feedback Actions/Performance Indicators

• Develop effective procedures for personnel processes like induction, performance management and professional development

• Provide opportunities for continuing professional development • Develop shared leadership, participation in decision-making, and teamwork • Plan, support and evaluate work of individuals and teams • Celebrate achievements • Establish effective communication mechanisms • Ensure equity and fairness in delegation of the work • Embrace Ubuntu, valuing and respecting people and their contributions • Review own practice and accept responsibility for personal professional

development

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KEY AREA 5: Managing the School as an Organization


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• Organizational models and the principles and practices of organizational development and behavior

• Procedures for the effective and equitable use of human, financial, and physical resources and other school assets in pursuit of the school’s educational priorities

• Effective procedures for acquisition, maintenance, and management of school assets

• Informed decision-making • Financial and budgetary planning and management, including

supplementary income • Practices for performance management., (organizational and individual) • Legal and regulatory frameworks relating to managing schools in South

Africa • Application of technologies for organizational management

Actions/Performance Indicators • Build an organizational structure that reflects school’s vision and values,

with efficient management systems in line with legal and regulatory requirements

• Effective and efficient management of school resources • Manage the equitable deployment and development of school staff • Implement effective performance mgt. processes (individual • and whole school) • Ensure school’s management policies are sensitive to local circumstances

and reflect national and provincial policies, goals and needs • Develop supportive environment for T&L, and meets health and • safety regulations and needs • Monitor use of school resources to ensure improvement in quality T&L • Use technology effectively and efficiently

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KEY AREA 6: Working With and for the Community


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• Understand the socio-economic, political and cultural characteristics of the wider school-community

• Understand current issues and future trends that affect the school-community

• Knowledge of the diversity of resources available in wider community • Knowledge of the sources and patterns of influence in the wider

community • Knowledge of curriculum opportunities (formal/informal) that lie in wider

community • Knowledge of existence of other relevant agencies and the possibilities for

future collaboration • Knowledge of the work, capabilities and needs of other schools in the

district clusters and networks • Approaches to building and maintaining partnerships between school and

community stakeholders • Knowledge of ways in which parents and other caretakers in the

community can support children’s education and well-being

Actions/Performance Indicators • Draw on richness and diversity of school community wider to develop

school culture and ethos • Ensure T&L are linked and related to wider community • Build and maintain partnerships with other agencies to support children and

their families • Build relationships with potential resource providers • Develop communication strategy to highlight work of school in the

community • Provide leadership and support to wider community through availability of

school facilities and expertise • Build partnerships for mutual support, sharing of effective practices and • resource management with other schools • Develop effective partnerships between school’s SGB and professional

mgt. team • Communicate with parent/career community and build school-home • relationships • Give attention to needs of learners/ support the work of the Representative

Council of Learners

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15ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT®

Name

School/Office

Initial Date of Plan

Quarterly Review Dates

Based on the professional development needs you identified on the Leadership Self-Assessment, address

the following questions when developing the Individual Leadership Development Plan.

What opportunities will you pursue to enhance your knowledge and performance in identified areas out-

side of your local school or district setting?

Examples: Workshops

Online courses

Local, state, and national conferences

Graduate courses

External career counseling

Job shadowing

Other

What opportunities will you pursue to further your knowledge in identified areas within your local school

or district setting?

Examples: Job shadowing

Internship

360-degree feedback

Mentoring program

Executive coaching

Peer observation and feedback

Action learning team

Study group

Collegial research group

Internal career counseling

Other

APPENDIX B

Individual Leadership Development Plan

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16 ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT®

Identified Area of Growth

What opportunities will you pursue to enhance your knowledge and performance in identified areas outside of yourlocal school/district setting?

Growth Activities Mentor/Coach Dates Accomplished

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RATIONALE:

SUGGESTIONS FOR USE:

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DISTRIBUTED INSTRUCTIONAL LEADERSHIP ASSESSMENT

ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT®

DISTRIBUTED INSTRUCTIONAL LEADERSHIP ASSESSMENTDISTRIBUTED INSTRUCTIONAL LEADERSHIP ASSESSMENT

To assist leaders in determining the person or role whowould be most helpful in achieving their goal.

➤ As a tool to help identify the person or role thatwould be most helpful in achieving a previouslydetermined developmental goal.

➤ As a way to further differentiate between feedbackprovider, mentor, coach, colleague, counselor, andcohort.

IDENTIFYING SUPPORT FOR ACHIEVING A DEVELOPMENT GOAL:WHOM SHOULD I CHOOSE?

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24 ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT®

Identifying Support for Achieving a Development Goal:Whom Should I Choose?

Developmental Goal

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

Questions to Consider About the Developmental Goal

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

Feedback Provider

_________________________________________________________________________________________________(name)

Questions to Consider

• Who is in a position to observe me practicing behaviors related to my goal?

• Who is good at observing and assessing the impact of my behaviors?

Mentor

_________________________________________________________________________________________________(name)


• Who would be a good role model?

• Who is someone who is already skilled in my goal area?

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25ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT®

Coach

_________________________________________________________________________________________________(name)


• Who is astute in the area of inquiry?

• Who can coach me in identifying my own solutions?

Colleague

_________________________________________________________________________________________________(name)


• Who is good in the role of “devil’s advocate”?

• Who is good at offering different perspectives?

Cohort

_________________________________________________________________________________________________(name)


• Who are peers who would understand what I am trying to accomplish?

• Who would be “good company” for this journey?

Counselor

_________________________________________________________________________________________________(name)


• Who can be both empathic and objective?

• Who can understand me enough to see through my excuses, procrastinations, rationalizations,

frustrations, and so on?

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RATIONALE:

SUGGESTIONS FOR USE:

To provide the leader with some questions and ideasfor soliciting feedback from others.

➤ As a source list of one or two questions that can beposed to peers, staff, students, supervisors, mentors,and others as opportunities for specific feedback.

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SUGGESTED QUESTIONS FOR SOLICITING FEEDBACK

ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT® 27

1. How well do I manage meetings?

2. Am I approachable?

3. Am I seen as someone who is visible?

4. Am I seen as someone who is competent?

5. Am I seen as fair?

6. Do I appropriately delegate roles and responsibilities?

7. How well do I manage conflict?

8. Do I involve others in decision making?

9. Am I a good listener?

10. Do I provide appropriate and needed professional development opportunities for employees?

11. Am I seen as competent in my role as instructional leader?

12. How am I with time management?

13. Am I innovative and creative?

14. Am I seen as a motivator?

15. How are my organization skills?

16. Do I encourage others to work as a team?

17. How is my verbal communication?

18. How is my written communication?

19. Am I able to maintain perspective?

20. Am I calm during crises?

21. How am I at solving problems?

22. How are my negotiating skills?

23. Am I seen as politically savvy?

24. Am I a good presenter?

25. How well do I confront problem employees?

26. Am I seen as a good leader?

27. Am I seen as action-oriented?

28. Am I seen as a person who is sensitive to racial and cultural diversity?

29. Do I use humor appropriately?

30. Do I keep people informed?

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Suggested Questions for Soliciting Feedback

ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT® 28

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