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Instructional Leadership

Instructional Leadership . The instructional leader is responsible for for raising the academic achievement of all students in their building. In Walled Lake this is measured by BA scores, MEAP, ACT/SAT, AP scores, Terra Nova. How Is This Accomplished?. High Expectations

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Instructional Leadership

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  1. Instructional Leadership • The instructional leader is responsible for for raising the academic achievement of all students in their building. • In Walled Lake this is measured by BA scores, MEAP, ACT/SAT, AP scores, Terra Nova.

  2. How Is This Accomplished? • High Expectations • School Leadership Group • Relationships, Relationships, Relationships • Fullan, DuFour, Marzano, Glickman, Darling-Hammond, McTighe, Wiggins, Stiggins, Supovitz & Poglinco(America’s Choice Schools), Friedkin & Slater

  3. High Expectations • Everyone is EXPECTED to teach the curriculum, administer the BA’s, participate in BA analysis, and use the results of the analysis to plan. This is NOT a CHOICE • Common Core Curriculum • Standards Based Assessments • Consistent Implementation • Consistent Analysis • School/District mission and beliefs must regularly communicated to staff…principal's must be in classrooms. • You will meet resistance, but you must have the courage and commitment to see it through.

  4. School Leadership Group • …you can’t do it alone • …but you must LEAD the way • …with staff who believe in the vision • Remember…the ONLY power is in your ability to influence

  5. School Leadership Group • Must be accessible and attentive to matters of concern for teachers • Must engage in collaborative problem solving and decision making on instructional issues in the context of mutual respect • Friedkin & Slater

  6. School Leadership Group • Defines academic expectations for the school • Seeks input from colleagues • Demonstrates their importance by listening and acting upon what they’ve heard • Analyzes results • plans based on trend analysis • Sets performance targets • Develops Safety Nets • Structured in the school day (preferably) or outside the school day • Provides students extensive support and multiple opportunities to achieve the benchmarks

  7. School Leadership Group Friedkin & Slater Frlater

  8. Relationships, Relationships, Relationships • Optimism • Nonnegative thinking • Nothing is insurmountable • We control the conditions we can control and don’t make excuses for the conditions we can’t control • Particularly important in tough times • Net Effect…Increased teacher self-esteem and motivation • Marzano

  9. Relationships, Relationships, Relationships • Honesty • Truthfulness and consistency between words and action • Keep staff informed of events that will impact them • Net Effect….Energizes staff and builds Trust • Marzano

  10. Relationships, Relationships, Relationships • Consideration • Show concern for all teachers • Nondiscriminating • Understanding • Flexible • Cooperative • Net Effect…Builds Friendship and Trust • Marzano

  11. Lesson Design Assessments Teacher Learning Analysis It’s all about relationships (teaching behavior impacts student learning) District Benchmarks Teaching Based on Trend Analysis and New Learning Benchmark Assessments • Is it an individual • student issue? • Re-teach/Re-assess • Is it a whole class • issue? • Restructure • TPD • Is it a school-wide • issue? • Restructure • NCA Plans • TPD NCA TPD’s Curriculum Hours Identification of Trends

  12. It’s all about relationships (teaching behavior impacts student learning) District Benchmarks Teaching Based on Trend Analysis and New Learning Benchmark Assessments Lesson Design Assessments • Is it an individual student issue? • Re-teach/Re-assess • Is it a whole class issue? • Restructure • TPD • Is it a school-wide issue? • Restructure • NCA Plans • TPD Teacher Learning Analysis NCA TPD’s Curriculum Hours Identification of Trends

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