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CSA Retreat

CSA Retreat. LEADERSHIP AT THE TOP. July 2012. Focus . District leadership Building leadership Coaching of principals Developing a culture dedicated to improvement. CONNECTING MISSION AND VISION TO STANDARDS AND RUBRICS. ISSLC STANDARD 1 FUNCTIONS Strategic planning Improvement

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CSA Retreat

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  1. CSA Retreat LEADERSHIP AT THE TOP July 2012

  2. Focus District leadership Building leadership Coaching of principals Developing a culture dedicated to improvement

  3. CONNECTING MISSION AND VISION TO STANDARDS AND RUBRICS • ISSLC STANDARD 1 • FUNCTIONS • Strategic planning • Improvement • Results

  4. The Magic Question • How Can I Help? • What is REALLY important? • How am I doing? • How is our team doing? • Do you care? • What difference do we make? • Are you worth following?

  5. Re-culturing Schools for CollaborationFocus on the Principal… adapted from ERS Spectrum Fall 2011 • Capacity for leadership • Moving past resistance • Distributed leadership • Solution oriented Instructional leader • Change agent • Knowledgeable • Research and practice

  6. continued • Monitoring and evaluation • Impact of practice • Flexible • Relationships with all staff • Seeks opinions • Strong ideals and beliefs • Moral purpose • Advocate

  7. Roles Under the Regents Reform Agenda What Superintendents Do: • Build Principals' Capacity and hold them accountable for implementing: CCLS, DDI and Evidence based Observation • Foster the use of district-wide, common interim assessments aligned to CCLS • Demand that principals foster systems for test-in-hand analysis of interim assessment data to drive changes in teacher practice • Implement effective & aligned professional development at all levels of the district • Demand and protect principal time in classrooms What Principals Do: • Build teacher awareness and establish common language around the Shifts in Instruction demanded by adoption of the CCLS • Protect teacher time to plan units which adhere to the Shifts demanded by the CCLS • Have a laser-like focus on teaching and learning and build a culture of reflection and continuous improvement • Spend as much time as possible in classrooms to collect evidence and artifacts to drive improvements in teacher planning and practice • Engage in evidence-based, action oriented conversations with teachers; build teacher capacity & hold them accountable • Foster systems for test-in-hand analysis of interim assessment data to drive changes in teacher practice

  8. The Magic Question • The team with the best leader usually wins • The best leaders have developed skills to understand people and how to get results through the efforts of other people

  9. What is REALLY important? • Mission, Vision, Values and Goals • ISLLC Standards • Principal and Teacher Evaluation Rubrics

  10. What is REALLY important? • Focus-eliminate what can get in the way of important things • Confusion, CADD, HSPS • Contradictions-when mission, vision, values and goals do not align • Unclear Expectations---Clarity

  11. How am I doing? Coach-to bring someone from where they are to where they want to be

  12. How am I doing? Myths of Coaching: • People do not want to be held accountable • Solely about working with your lowest performers • Silence sends the signal that your team is doing just fine • Annual performance reviews are enough coaching

  13. How am I doing? Five Coaching Tips • Candor • Two-way process that involves talking and listening • Scheduled and in the moment sessions • Active feedback • Freedom

  14. How is our team doing? • Define what the goal is • Regularly communicate progress • Coach • Keep the focus and eliminate obstacles • Celebrate success

  15. Do you care? • Build relationships • Listen • Time • Hiring

  16. What difference do we make? • What is our business? • How is business? • How I contribute to the larger good?

  17. Are you worth following? Great leaders aren't born..they develop! How do you as superintendents develop great leaders? • Understanding • Learners • Great people • Courage

  18. How can I help? • Set a meaningful course of action (Mission and RRA) • Stay committed (minimize distractions) • Monitor progress (Set goals and report results) • Be present and available (coach, feedback) • Engage in learning

  19. Roles Under the Regents Reform Agenda What Superintendents Do: • Build Principals' Capacity and hold them accountable for implementing: CCLS, DDI and Evidence based Observation • Foster the use of district-wide, common interim assessments aligned to CCLS • Demand that principals foster systems for test-in-hand analysis of interim assessment data to drive changes in teacher practice • Implement effective & aligned professional development at all levels of the district • Demand and protect principal time in classrooms What Principals Do: • Build teacher awareness and establish common language around the Shifts in Instruction demanded by adoption of the CCLS • Protect teacher time to plan units which adhere to the Shifts demanded by the CCLS • Have a laser-like focus on teaching and learning and build a culture of reflection and continuous improvement • Spend as much time as possible in classrooms to collect evidence and artifacts to drive improvements in teacher planning and practice • Engage in evidence-based, action oriented conversations with teachers; build teacher capacity & hold them accountable • Foster systems for test-in-hand analysis of interim assessment data to drive changes in teacher practice

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