The Principalship: Vision to Action

1. The Principalship:Vision to Action Fred C. Lunenberg Beverly J. Irby

2. Table of Contents(Click chapter title to navigate) Chapter 1: Cultivating Community, Culture and Learning Chapter 2: Creating a Vision for Learning Chapter 3: Curriculum Development and Implementation Chapter 4: Teaching and Learning Chapter 5: Professional Development Chapter 6: Student Services Chapter 7: Organizational Structures Chapter 8: The Principal as Decision Maker

3. Table of Contents (cont’d)(Click chapter title to navigate) Chapter 9: Developing Effective Communication Chapter 10: The Principal and Change Chapter 11: Budgeting and School Facilities Chapter 12: Creating Safe Schools Chapter 13: Human Resource Management Chapter 14: Community Relations Chapter 15: The Principal and Ethics Chapter 16: Political and Policy Context Chapter 17: Legal Issues

4. Chapter 1:Cultivating Community, Culture and Learning Community Culture Learning

5. Chapter 1: Cultivating Culture, Community and Learning Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders • Review the language of the seven standards in your text book • Re-write each in “plain” English • Discuss the purpose of each standard; i.e. Why would the Consortium consider this a valuable standard?

6. Chapter 1: Cultivating Culture, Community and Learning The Role of the Principal • Historically: A NEW APPROACH

7. Chapter 1: Cultivating Culture, Community and Learning LEADING FROM THE CENTER

8. Historic Principal rules top-down Leadership dispersed according to authority A “power over” approach Principal is the leader New Principal works collaboratively Leadership dispersed according to competence A “power to” approach Principal is the leader of leaders Chapter 1: Cultivating Culture, Community and Learning Compare and Contrast the Historic Approach to the New Approach Briefly discuss the advantages and disadvantages of each approach. What factors might have contributed to the shifting paradigm?

9. Chapter 1: Cultivating Culture, Community and Learning tradition of isolation SCHOOL IMPROVEMENT Creating a Professional Learning Community • Create a mission statement: Why does the school exist? What is its purpose? • Develop a vision: What does the school wish to become? • How can schools avoid the following?

10. Chapter 1: Cultivating Culture, Community and Learning Creating a Professional Learning Community (cont’d) • Develop value statements: What attitudes and behaviors do stakeholders value and which will teachers pledge to demonstrate? • Establish Goals: • Concrete evidence of implementation of school improvement • Influenced by a district’s administrators • Reflect a desired end result BENEFITS TO SETTING GOALS

11. Chapter 1: Cultivating Culture, Community and Learning Setting clearly defined goals benefits all stakeholders by fostering… • Commitment: individuals have a personal stake in outcomes • Standards: enable principals to analyze performance objectively • Targets: give individuals a concrete outcome, rather than a subjective one • Motivation: encourages individuals to perform at highest levels

12. Chapter 1: Cultivating Culture, Community and Learning VISION What is the practical application of the vision setting process? • A properly conceived vision serves as a filter for the myriad of daily decisions a principal is asked to make. What can be done about truancies? Decisions that benefit all stakeholders in an ethical and fair manner What should we do about poor test scores? How should I handle Mr. Johnson’s yearly review?

13. Chapter 1: Cultivating Culture, Community and Learning Developing a Culture • What is culture? • The most common characteristics of culture: Consider heroes and heroines, traditions and rituals, and cultural networks

14. Chapter 1: Cultivating Culture, Community and Learning Maintaining School Culture REMEMBER: If you do not carefully create and maintain the desired school culture, it will create itself. • Hire staff carefully • Train staff in desired school culture • Instruct staff in technical aspects of job • Reward staff for performances that reflect the values of the culture • Adhere closely to values of the culture • Reinforce rites and rituals of culture • Identify and make available staff to serve as role models

15. Chapter 1: Cultivating Culture, Community and Learning The Principal as Instructional Leader The focus on results, the focus on student achievement, the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of theprincipal(Blase & Blase, 2003; Castallo, 2001; Lambert, 2003).

16. Chapter 1: Cultivating Culture, Community and Learning Shift instruction from teaching to learning… • Focus on learning: What is the difference between teaching and learning? What questions do you need to consider to facilitate this shift? • Encourage Collaboration: Why is collaboration beneficial? • Analyze Results: What type of data should be disaggregated and into what categories?

17. Chapter 1: Cultivating Culture, Community and Learning Shift instruction from teaching to learning… • Provide Support: What training do teachers need to facilitate this shift? What would the outcome of this support and shift look like in the classroom? • Align Curriculum, Instruction, and Assessment: How does this reflect NCLB? Despite criticisms of “teaching to a test,” what are the clear benefits to an assessment driven curriculum?

18. End Presentation Return to Table of Contents Return to Beginning of Current Chapter Proceed to Next Chapter

19. Chapter 2:Creating a Vision for Learning Standard 2: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective educational program, applying best practices to student learning, and designing comprehensive professional growth plans for staff.

20. Chapter 2: Creating a Vision for Learning Gaining a Perspective on the Vision: Considering the Future • In addition to critical thinking and imagination, the following factors must be considered in creating a vision: • The Global Society (poverty, race, gender, assimilation, etc.) • Challenges in Learning (underachieving minority groups, physical and mental abuse, other sources of “education”) A SOCIALLY RESPONSIBLE VISION CHALLENGES PRINCIPALS TO EDUCATE ALL CHILDREN

21. Chapter 2: Creating a Vision for Learning Bringing the Vision Home to the School Culture • Basic tenants of the No Child Left Behind Act of 2001: • Schools are accountable for achievement of ALL students • Schools must hire highly qualified teachers • Schools implement research-based programs and practices How do these criteria impact how you would create a vision for your school?

22. Chapter 2: Creating a Vision for Learning The Systemic Vision • Contextual AND dependent upon relationships: MISSION AND GOALS ACCOMPLISHED District Vision, Mission, and Goals Beliefs, Attitudes, and Values (of the leader, faculty, staff, and community) Motivated Students Relationships Built Deeper Understanding of Individuals and the Organization Campus Vision, Mission, and Goals Collaboratively Developed Action Plan for Accomplishing Goals

23. Chapter 2: Creating a Vision for Learning Creating a Vision The principal must consider: • Where has the school been? • Where is the school currently? • Where should the school be in the future? How do the conditions listed in figure 2-2 help a principal grow a vision? What roles do personal beliefs, values, and attitudes play in this growth?

24. Chapter 2: Creating a Vision for Learning The Leadership Framework as a Doorway to Creating a Vision A leadership framework should include: • Philosophy of education • Philosophy of leadership • Vision for learners • Vision for teachers • Vision of organization • Vision of professional growth • Method of vision attainment Why is the leadership framework a useful tool for creating a vision?

25. Chapter 2: Creating a Vision for Learning Shepherding the Vision BEWARE OF… • Tradition • Scorn • Nay-Sayers • Complacency • Weariness • Short-range thinking

26. Chapter 2: Creating a Vision for Learning Shepherding the Vision (cont’d) Encourage… • Building ownership in the vision • Thinking of the long-term benefits • Seeking input from stakeholders • Building confidence in stakeholders • Staying with the vision • Staying focused • Keeping stakeholders alert to any changes • Demonstrating how focus results in efficiency, effectiveness, and productivity

27. Mission Statements State the purpose of the school, both generally and specifically Guide decision-making processes Guided by the vision and explain how it will be obtained Goal Statements Break the mission and vision down into specific and measurable steps The tangible results a school is trying to achieve Guided by the mission and vision Chapter 2: Creating a Vision for Learning Mission Statements vs. Goal Statements

28. Chapter 2: Creating a Vision for Learning Creating Goals to Obtain a Vision • Consider the hierarchy of goals: A means-end analysis can help a principal prioritize and organize goals What is necessary for the hierarchy shown in figure 2-3 to operate cohesively in order to achieve a stated vision?

29. Chapter 2: Creating a Vision for Learning What Makes an Effective Goal? • Clarity and specificity • Time frame • Key areas • Challenging but realistic • Linked to rewards Why are these criteria needed for a goal to be considered “effective”?

30. Chapter 2: Creating a Vision for Learning The Goal Setting Process Revise and Update Setting Goals Developing Action Plans Recycle Monitoring Performance Revise and Update Evaluating Results

31. Chapter 2: Creating a Vision for Learning Common Problems with Goal Setting • Lack of top-management support • Time-consuming • Excessive paperwork • Overemphasis on quantitative goals • Administrative style • Prepackaged programs How would you overcome each of these obstacles?

32. Chapter 2: Creating a Vision for Learning Tips for Effective Goal Setting • Develop a specific organizational structure • Create a positive leadership climate • Maintain the means-ends chain of goals • Train principals • Emphasize periodic feedback sessions Once goals have been set, the principal must determine HOW they will be obtained. This leads to…

33. Chapter 2: Creating a Vision for Learning Time Frame for Plans Developing Plans for Attaining Goals Operational plans are developed at the lower levels of the district to specify the means toward achieving operational goals and supporting tactical planning activities Standing plans are predetermined statements that help decision makers handle repetitive situations in a consistent manner Strategic plans define the means by which the goals of the school are to be attained Tactical plans are designed to help execute strategic plans and to accomplish a specific part of the district’s strategy Operational Plan Operational Plan Operational Plan Operational Plan Standing Plans Standing Plans Standing Plans Standing Plans Tactical Plan Tactical Plan Strategic Plan

34. End Presentation Return to Table of Contents Return to Beginning of Current Chapter Proceed to Next Chapter

35. Chapter 3:Curriculum Development and Implementation Standard 2: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective educational program, applying best practices to student learning, and designing comprehensive professional growth plans for staff.

36. Chapter 3: Curriculum Development and Implementation Concepts and Models of Curriculum • Consider the traditional concepts and models of curriculum outlined in the first 15 pages of chapter 3. • Which of these do you most closely align yourself? Why? What different visions and goals would emerge from each of these models? • Now, let’s look at some more modern curriculum models…

37. Chapter 3: Curriculum Development and Implementation A closer look… Modern Models of Curriculum • Most have an emphasis on “interdisciplinary courses, open-ended systems, intergenerational and inter-professional relationships, Socratic dialogue, multi-dimensional assessments, and multiculturalism” (McNabb, 1995). • Most are open educational systems • Consider the above statements and the late 20th century definitions of curriculum in your textbook. How do modern models of curriculum reflect today’s society?

38. Chapter 3: Curriculum Development and Implementation The Irby and Lunenberg Model Curriculum must be: • Led by the principal but developed collaboratively • Considerate of the community • Responsive to student needs • Connected to vision and mission of the school • Reflective of the needs of a global society • Able to be assessed in terms of student performance • Integrated systematically

39. Chapter 3: Curriculum Development and Implementation The Ornstein Model • Systemic approach: recognizes that the actions within the organization impact curriculum decisions • 7 categories to the model: • Political Forces • Knowledge Industry • External Groups • Content • Instructional Activities • Evaluation • Supervision of Curriculum Examine Figure 3-6. How do these 7 categories interact to create a model of curriculum?

40. Chapter 3: Curriculum Development and Implementation The Eisner Model • Five dimensions needed for successful schools: • The Intentional • The Structural • The Curriculum • The Pedagogical • The Evaluative What is meant by each of these dimensions and how could they work together to create successful schools?

41. Chapter 3: Curriculum Development and Implementation Relationship of Curriculum to Instruction • Functions of a Curriculum Plan • To produce a curriculum for an identifiable population • To implement the curriculum in a specific school • To appraise the effectiveness of the curriculum developed Read the 15 characteristics identified by Tomlinson and Allan. Why must a principal take these characteristics into consideration in order to make positive changes to the curriculum?

42. Chapter 3: Curriculum Development and Implementation The Principal as the Curriculum and Instructional Leader • While the principal does not need to provide ALL of the curriculum leadership, the most effective ones collect information and use it to facilitate curriculum development • In order to share the responsibility for curriculum leadership a principal should: • Allow teachers to take responsibility for curriculum • Arrange schedule to give teachers time to work on curriculum • Provide staff development • Provide resources • Create a community of learners (see Figure 13-9)

43. Curriculum Goals = broad, general statements to help develop programs of instruction What you WANT the students to do Instructional Objectives = required performance, conditions for behavior, and level of performance What the student actually DOES Chapter 3: Curriculum Development and Implementation Curriculum Goals and Instructional Objectives • To achieve teacher and staff “buy-in” a principal needs to offer: • Data that support the need for change • Information that supports the changes in similar contexts • Connection between goals and achievement measures • Focus on usability, simplicity, and effectiveness • Clear relationships between changes and the vision • Opportunities for teachers and staff to participate in goal and objective creation

44. Classifying objectives Cognitive Knowledge Comprehension Application Analysis Synthesis Evaluation Affective Receiving Responding Valuing Organization Characterization Psychomotor Reflex movements Basic-fundamental movements Perceptual abilities Physical abilities Skilled movements Non-discursive communication Chapter 3: Curriculum Development and Implementation Curriculum Goals and Instructional Objectives (cont’d) REMEMBER: OBJECTIVES MUST CORRELATE WITH THE CURRICULUM Refer to the 7 principles for selecting learning experiences to ensure that they foster active involvement in the learning process

45. Chapter 3: Curriculum Development and Implementation Developing a Needs Assessment • Why a needs assessment? • Assists with developing or revising curriculum and assessment • Ensures a dynamic and responsive curriculum • Gives teachers information about learners • At the curriculum level, a needs assessment includes a(n): • Review and analysis of standards • Review of curriculum from successful districts • Interview of students, teachers, and parents • Review of current students’ work • Review of related literature and best practices

46. Chapter 3: Curriculum Development and Implementation Aligning the Curriculum • After a needs assessment, curriculum alignment shows WHAT will be taught in all subject areas and at each grade level • Curriculum mapping provides scope and sequence of WHEN skills will be taught • Curriculum benchmarking provides periodic assessments and minimum standards of achievement • Curriculum audits help identify strengths and gaps in instructional practices • Instructional differentiation attempts to determine which instructional methods are best for all learners

47. Chapter 3: Curriculum Development and Implementation Focusing the Vision and the School’s Mission through Curriculum QUALITY EDUCATION VISION • “The principal is the curriculum or instructional specialist or leader who does have the understanding of philosophy, the clarity of vision, and the technical skills to move his/her programs toward meaningful activity.” • Consider how the case study of Mauka Lani Elementary School exemplifies this alignment and call to action. CURRICULUM

48. End Presentation Return to Table of Contents Return to Beginning of Current Chapter Proceed to Next Chapter

49. Chapter 4:Teaching and Learning Standard 2: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective educational program, applying best practices to student learning, and designing comprehensive professional growth plans for staff.

50. Chapter 4: Teaching and Learning What are the benefits to instructional planning? The Principal and Instructional Planning • Instructional planning should be a self-reflective tool • How does the cycle described in Figure 4-1 promote successful instructional planning?