Managing Schools, Reform & Leadership

1. Managing Schools, Reform & Leadership Week 4 – Getting Ready for Online Survey or School ‘snapshot’

2. Domain • Community • Parents • Leadership • School Vision • Team Building • Professional Development • Time Management • Cycle Organization • Pedagogy • Evaluation • Technology Click on one of the topics to go directly to the topic. Or use navigation guide below to navigate:

3. Community • Sees School as the place where learning occurs • Is aware of the shared responsibility for learning • Occasionally visible in schools offering help and expertise, participating in extracurricular activities • Visible participates in school based learning activities and in community based learning activities • Does NOT incorporate principles of the QEP • Demonstrates Understanding of SOME of the principles of QEP • Understands and incorporates MANY principles of the QEP • Toward FULL integration of the principles of QEP

4. Parents • Have an “arms-length” involvement in pedagogy • Regularly informed about pedagogical direction • Asks to contribute to some decision making around on pedagogical decisions • Actively engaged in pedagogical decisions. • Does NOT incorporate principles of the QEP • Demonstrates Understanding of SOME of the principles of QEP • Understands and incorporates MANY principles of the QEP • Toward FULL integration of the principles of QEP

5. Leadership • Principal makes decisions and occasionally consults • Decisions are reached by vote and /or consensus • Leadership is occasionally shared in various areas • Teachers and community take ownership of change. • Does NOT incorporate principles of the QEP • Demonstrates Understanding of SOME of the principles of QEP • Understands and incorporates MANY principles of the QEP • Toward FULL integration of the principles of QEP

6. School Vision • Goals are established without vision-making • Vision-making has some impact on setting goals • Shared visions used in establishing many goals • A shared vision drives all activities in the school. • Does NOT incorporate principles of the QEP • Demonstrates Understanding of SOME of the principles of QEP • Understands and incorporates MANY principles of the QEP • Toward FULL integration of the principles of QEP

7. Team Building • Teachers work individually most of the time • Teachers work in teams but not within the classroom • Teachers work effectively in small interdisciplinary or cycle teams. • Everyone is part of a team, sharing and planning tasks, involved in the realization of shared goals and vision. • Does NOT incorporate principles of the QEP • Demonstrates Understanding of SOME of the principles of QEP • Understands and incorporates MANY principles of the QEP • Toward FULL integration of the principles of QEP

8. Professional Devleopment • Expertise and decision making around PD comes from outside the school • Some use of in-house expertise and some internal decision making in PD • Teachers personal professional growth contributes to strengthening the shared internal expertise; which is supported by external expertise. • Teachers’ personally directed professional expertise and strategic use of external expertise aligns with the needs and vision of the school. • Does NOT incorporate principles of the QEP • Demonstrates Understanding of SOME of the principles of QEP • Understands and incorporates MANY principles of the QEP • Toward FULL integration of the principles of QEP

9. Time Management • No time for teamwork is built into workloads • Funding grants are used to create team time • Most team time is built into workloads • Teams contribute to shared strategic decision making around their own time and workloads. • Does NOT incorporate principles of the QEP • Demonstrates Understanding of SOME of the principles of QEP • Understands and incorporates MANY principles of the QEP • Toward FULL integration of the principles of QEP

10. Cycle Organization • Teachers teach students by single grade levels • Teaching in teams with various groupings. • One teacher stays with a group for two years • Cycle team manages all students in that cycle. • Does NOT incorporate principles of the QEP • Demonstrates Understanding of SOME of the principles of QEP • Understands and incorporates MANY principles of the QEP • Toward FULL integration of the principles of QEP

11. Pedagogy • Learning is organized around disciplinary content, is teacher focused and program driven. • Some learning is may be integrated across disciplines and may “touch on” the cross curricular competencies or is linked to a focus drawn from the broad areas of learning. • Learning is often organized around student inquiry; the teacher relates the learning to the broad area of learning throughout the process; the teacher aims explicitly at the development of cross curricular and subject specific competencies. It is the shared responsibility of a team of teachers. • Learning is driven by student inquiry, which arises from the focuses of development of the Broad Areas of Learning; teacher teams share the responsibility of promoting the aims of the QEP through explicit development of cross-curricular and subject area competencies. • Does NOT incorporate principles of the QEP • Demonstrates Understanding of SOME of the principles of QEP • Understands and incorporates MANY principles of the QEP • Toward FULL integration of the principles of QEP

12. Evaluation • Does NOT incorporate principles of the QEP • Demonstrates Understanding of SOME of the principles of QEP • Understands and incorporates MANY principles of the QEP • Toward FULL integration of the principles of QEP • End-of-grade tests defined by disciplinary content and objectives • Use of some complex tasks in some discipline; use of some descriptive tools and tools allowing for observation, however criteria are not drawn from the program. • Use of a range of tools and methods (portfolios, complex tasks) in all disciplines; pertinent evaluation criteria are drawn from the program. • Use of observation and descriptive tools; use of portfolios and complex situations integrating multiples competencies. All criteria are pertinent and are drawn from the program, stated in observable terms; students are active in the process.

13. Technology • Taught as a set of skills to be mastered. • Occasionally built into learning activities • Regularly integrated into learning situations • Used as a continuous resource within class • Does NOT incorporate principles of the QEP • Demonstrates Understanding of SOME of the principles of QEP • Understands and incorporates MANY principles of the QEP • Toward FULL integration of the principles of QEP