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Michael Schiehser. Leadership for Learning Cycle of Inquiry Presentation May 18, 2013. Introduction. alternative high school with 100 students First year principal Came into a complete mess (from teachers, staff, parents and district perspective)
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Michael Schiehser Leadership for Learning Cycle of Inquiry Presentation May 18, 2013
Introduction alternative high school with 100 students First year principal Came into a complete mess (from teachers, staff, parents and district perspective) New vision, policies, presence, grading system, expectations and new evaluation system
Feedback • How does this make you as a teacher in my building feel given the context presented to you? • Ultimately I want to lead them to a place where they will want to examine levels of engagement in their classrooms. Have I set the stage for that?
Values and Purpose • Values: Community, Character, Citizenship, Respect, Responsibility, Relationships • Purpose: Provide students with a place for individualized instruction, diverse course content, and student-centered curricula in a tightly knit community which is supportive of students’ academic needs and future career goals.
Working together as a team! • To model these values • Solve problems • Improve student learning • Engage ourselves in a cycle of inquiry to better understand the issues we face and work together to systematically improve. Let’s look at the data and think about problems that exist…..
Attendance and Grades • On average, 40% of our enrolled students are missing class at any given point during the day. • On average, 50% of the students enrolled in a given class fail.
What students say… • 28% of students responded positively to the Educational Effectiveness Survey question, “Work I do in this school is useful and interesting to me.” • 15% of students responded positively to the question, “In my classes, students are busy doing schoolwork.”
60% of the responses to the question, “We collaboratively plan interdisciplinary concepts into our lesson plans” were negative. Many of you state you do not have time built-in to develop project-based and authentic lessons with their colleagues. Some said it is difficult when the student who are in class today are not in class tomorrow. What Teachers say…
Other data points… • Teachers shared that no examples were given on quality instruction or what active engagement looked like. • Staff shared that little to no time was spent talking about instruction. • We currently do not publicly celebrate student accomplishments, products and work that students complete and are proud of.
As with all schools, problems of practice exist Leadership. There is a problem with my leadership practice: • The principal does not provide examples of authentic engagement, provide time for professional development, nor opportunities for staff to discuss what active and authentic engagement looks like. • The principal does not consistently hold students accountable for violating the closed campus policy. • The principal has not provided specific incentives and rewards to students for attending and passing classes.
Problem of Student Learning • Many students are not consistently attending, passing or frequently arrive late to their classes at Tiger Mountain Community High School.
Problem of Teaching Practice • Teachers often have to teach “day to day” lessons rather than cohesive and project-based lessons due to inconsistent attendance and the multitude of courses taught during a given period. • Teachers often do not have the resources, opportunities or ability to engage students in extended project-based lessons in their classes.
Now… Let’s take action!
