School Leadership Program Webinar Seminar for October 20

1. School Leadership ProgramWebinar Seminar for October 20 Just Do It!!! bh

2. Intended Learner Outcomes • To develop leadership capacity • To build our community of practice • To explore leadership strands • To articulate leadership actions to your current reality

3. Learning Sequence • Leadership Audit • Leadership Strands • Instructional Leadership • Shared Vision of Exemplary Teaching • Supervision • Leadership Action

4. TASK: Think, Write, Pair, Share • When I am thinking of the school leadership program I’m excited about... • When I am thinking of school leadership program I’m concerned about… • One of my strengths I have as a school leader is…… • My question(s) about school leadership program are… bh

5. Leadership Audit Purpose and current reality Leadership values Style Leadership Framework dn

6. Leadership Strands Five Leadership Challenges Principal Quality Practice Guidelines

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8. The Principal Quality Practice Guideline Promoting Successful School Leadership in Alberta wp

9. Introduction – The Changing Role of the Principal From… To… (2002) (2007)

10. Principal Quality Practice The principal is an accomplished teacher who practices quality leadership in the provision of opportunities for optimum learning and development of all students in the school.TASK: Think about this statement. What are the key ideas embedded in it?

11. Leadership Dimensions • In accepting the legislated and school authority mandated leadership responsibilities, all school leaders are expected to commit to fulfilling the leadership dimensions contained in the PQPG throughout their careers.

12. Leadership Dimensions • 1. Leadership Dimension - Fostering Effective Relationships • 2. Leadership Dimension - Embodying Visionary Leadership • 3. Leadership Dimension - Leading a Learning Community • 4. Leadership Dimension - Providing Instructional Leadership • 5. Leadership Dimension - Developing and Facilitating Leadership • 6. Leadership Dimension - Managing School Operations and Resources • 7. Leadership Dimension - Understanding and Responding to the Larger Societal Context

13. Instructional Leadership Changing role of the school leader bh

14. School Leaders Role (1970s) Instructional Focus Principal Manager and Evaluator

15. Changing role…. Principal as decision maker and resource provider Focus on resources

16. Transformational Leadership AISI D.I. PLC AFL Principal as collaborator and change agent

17. Changing Role over time Educational Emphasis School Leader Role

18. Enduring Understandings of Instructional Leadership Student Learning Improved Teaching Practice Shared Vision of Exemplary Teaching Instructional Leadership makes it happen!

19. School Leader One who works collaboratively with a school’s formal leadership to plan, implement and assess school change initiatives to ensure alignment and focus on intended results

20. 2. Catalyst for Change One who creates disequilibrium with the current state as an impetus to explore alternatives to current practice

21. 3. Learning Facilitator A key player in designing collaborative, job-embedded, standards-based professional learning communities

22. 4. Resource Provider One who provides colleagues with resources that will help them reach their desired outcomes

23. 5. Data Coach One who ensures that student achievement data drive decisions in classrooms as well as the oval school

24. 6. Instructional Specialist One who is responsible for aligning instruction with curriculum to meet the needs of all students (i.e. differentiates instruction)

25. 7. Curriculum Specialist One who ensures implementation of adopted curriculum and has a strong understanding of the intended learner outcomes of the Programs of Study.

26. 8. Classroom Supporter One who looks for opportunities to increase the effectiveness of classroom instruction

27. 9. Mentor An advisor who works to increase the instructional skills of the novice teacher and supports school-wide induction activities

28. 10. Learner Learners model continual improvement, demonstrates lifelong learning, and use what they learn to help all students achieve.

29. TASK:Think On your own - Assess the instructional leadership roles in your school. Which roles are active? Which roles are inactive? See Handout

30. Closure Reflection: • What have I learned? • What surprized me? Inspired me? Interested me? Application: • How may I use these concepts/ideas to develop my leadership capacity? Implication: • To what am I committing? What do I need to do? When and how am I going to do it? Or email to Bill, Dot or Warren bh

31. School Leadership ProgramWebinar Seminar for October 21, 2011 Just Do It!!!

32. Intended Learner Outcomes • To develop leadership capacity • To build our community of practice • To articulate leadership actions to your current reality

33. Intended Learner Outcomes • Based on the TQS articulate the essential elements of exemplary teaching • Within the framework of Growth, Supervision and Evaluation policy, examine three supervision tools

34. The Leaders

35. Leadership Strands

36. Leadership Influence

38. Leadership Direction: The Top Line of Leadership

39. Leadership Direction and Influence

40. Individual Leadership Action

43. Teacher Quality Standard Ministerial Order (#016/97)

44. Meanings of Leadership • Leadership can be described by reference to two core functions: • Providing direction • Exercising influence. (Leithwood and Riehl, 2003)

45. A Model of Teaching • Teaching as Professional Judgment – This model suggests that the key component of quality teaching is the ability to make a professional judgment related to the conditions that will best enable the student to learn. It recognizes that the teacher works from a myriad of decisions, rather than a pre-determined script. • The Teaching Quality Standard emphasizes the importance of professional judgment.

46. The Teaching Quality Standard Quality teaching occurs when the teacher’s ongoing analysis of the context, and the teacher’s decisions about which pedagogical knowledge and abilities to apply result in optimum learning by students. All teachers are expected to meet the Teaching Quality Standard throughout their careers. However, teaching practices will vary because each teaching situation is different and in constant change. Reasoned judgment must be used to determine whether the Teaching Quality Standard is being met in a given context.

47. School Leadership “School leadership is second only to classroom teaching as an influence on learning”. Workshop Speaker Ken Leithwood

48. Exemplary Teaching What does it look like? What does it sound like? Think about the best teachers you have had or with whom you have worked?

49. TASK: Create a Picture of Exemplary Teaching What do exemplary teachers do before the class, during the class, and after the class? Before During After Planning Delivery Assessment

50. Expert versus Non-expert Teachers • Studies related to teaching expertise identifies three areas in which experts share common characteristics: • Knowledge • Efficiency in problem solving • Insight with respect to solving educational problems.