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Part One

Part One. Waterloo Community Schools Leadership for Learning. “LEAVING A LEGACY of Student Achievement”. What do I want my LEGACY to be and what IMPACT will I have made in the final analysis? . Upon leaving a school Upon retirement Or even upon death. My Legacy. Today, we will explore:.

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Part One

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  1. Part One Waterloo Community Schools Leadership for Learning

  2. “LEAVING A LEGACY of Student Achievement”

  3. What do I want my LEGACY to be and what IMPACT will I have made in the final analysis? • Upon leaving a school • Upon retirement • Or even upon death

  4. My Legacy

  5. Today, we will explore: Passion (will, determination, belief, desire)

  6. Today, we will explore: Knowledge (Specific skill sets, understanding of research)

  7. Today, we will explore: Support (Resources, governance—involvement, clear communication and direction)

  8. Today, we will explore: Performance (Coaching, teamwork, collaboration, disposition)

  9. Do I really want to be a part of a district that Closes the achievement gap? • No, I mean really! • What does it look like? • What do you believe it will take?

  10. Can it be done?

  11. Do I really want to be a part of a district that Prepares each student to become a responsible and productive citizen in a complex world? What would that look like? What do you believe that would that take?

  12. …a pathway for success… • Agriculture, Food, & Natural Resources • Architecture & Construction • Arts, A/V Technology & Communications • Business, Management & Administration • Education & Training • Finance • Government & Public Administration • Health Science • Hospitality & Tourism • Human Services • Information Technology • Law, Public Safety & Security • Manufacturing • Marketing, Sales & Service • Science, Technology, Engineering & Mathematics • Transportation, Distribution & Logistics 

  13. Do we really want to Increase student achievement? • What does that look like? • What does it take?

  14. …hard work… • Infuse Rigor, Relevance and Relationships into all aspects of instruction • Align written, taught and tested curriculum • Monitor instructional practices • Create smaller, personalized learning environments responsive to individual needs. • Implement district assessment practices and provide “state of the art” teaching tools to ensure data supports instructional decision making.

  15. What is my role in ‘Leaving a Legacy of Achievement’ for the students in this great community?” • How can we make sure it REALLY happens?

  16. We have a rare opportunity this year to explore and create our desired LEGACY, plan for the future and implement the exact steps that it will take to insure our success.

  17. Values and Structures (to prevent uneven instructional practices) Waterloo Community Schools

  18. In the field of educational leadership… nationally, state-wide, and locally

  19. …we have a lot on our plates right now!

  20. Collaborative Planning Iowa Core District Strategic Plan Raising the bar! School Improvement Plans Red Tape New Superintendent’s Expectations ITBS Hoops

  21. That should cause us to be very strategic as we continue toward a very new paradigm. Learning for all students…whatever it takes!

  22. Some of you may be anxious to get going? So am I

  23. NOT SO FAST!

  24. We must be patient!

  25. No! I mean patient!

  26. Stop! Do not turn the page! Team Waterloo To be really effective, we have to all be on the same page!

  27. We all need to be rowing in the same direction!!!!!!!

  28. Today, and in the future, we must put our heads together… Principals for collaboration!

  29. Where am I right now??? Can you only see one or two trees…or can you see…

  30. …are you focused on the details, or… Can you see the “Big Picture?”

  31. What are we trying to achieve? • Improve student achievement through a total systems approach focusing on classroom instruction that is supported by a professional learning communities model and distributive leadership.

  32. What are we trying to achieve? • Improve student achievement through a total systems approach focusing on classroom instruction that is supported by a professional learning communities model and distributive leadership.

  33. What are we trying to achieve? • Improve student achievement through a total systems approach focusing on classroom instruction that is supported by a professional learning communities model and distributive leadership.

  34. What are we trying to achieve? • Improve student achievement through a total systems approach focusing on classroom instruction that is supported by a professional learning communities model and distributive leadership.

  35. What are we trying to achieve? • Improve student achievement through a total systems approach focusing on classroom instruction that is supported by a professional learning communities model and distributive leadership.

  36. Improve student achievement • Improved academic performance from all children in Reading, Mathematics and Science • Schools setting and achieving targets • and making Adequate Yearly Progress • Measured by ITBS Assessments and District Curriculum Assessments, etc. • Achievement will resemble Brazzosport, TX

  37. Do you think… • The students deserve it? • Parents want it to happen? • Employers need it to happen? • Our country depends on it?

  38. What will it take?

  39. a total systems approach • Use of all available resources and personnel—we will likely even re-direct some resources and some personnel. • The entire organization (all departments and curricular areas) supports the mission. • “That’s not my job” mentality disappears. • “Whatever it takes” mentality appears.

  40. focusing on classroom instruction • Focusing on the Iowa Core Curriculum • Reviewing building, classroom, individual student data • Looking for gaps • Adjusting instruction • Planning lessons which point to objectives, reveal strategies, and determine assessment

  41. focusing on classroom instruction--Review building, classroom, individual student data • In collaborative planning groups including • Faculty • District personnel • Parent support groups • Community

  42. supported by a professional learning communities model • Utilizing Collaboration • Sharing successes • Recognizing the value of teamwork • Developing ownership • Embracing healthy competition • Growing and learning from each other • Depending on job embedded staff development

  43. and distributive leadership • Defining Roles • Principles of Large-Scale Inst. Improvement • “Undistributed” Leadership Implications • What the Research Says • The role of the Leadership Team

  44. My goal: By May 2009, every Waterloo teacher will… • Have had some positive experiences with collaborative planning. • Learned to trust a few of their colleagues for instructional advice. • Realized the benefit of sharing teaching strategies with other teachers. • Begin to realize benefits in their classroom.

  45. To get us all on the same page…

  46. We must enhance“Leadership for Learning” Monthly: • Move LFL from 2 hours after the day to 4 hours during the day • 2nd Tuesday at 8:00 AM • Become True Instructional Leaders • Optional: Continue credit Granting after school work on First Monday • Provide similar development for Assistant Principals @ monthly meetings

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