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WERA 2013 Central Office and Building Leadership

WERA 2013 Central Office and Building Leadership. Working Together to Help Principals be ‘Teaching and Evaluation Ready ’ John Parker and Mike Starosky. TPEP Growth?. Essential Questions today….

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WERA 2013 Central Office and Building Leadership

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  1. WERA 2013Central Office and Building Leadership Working Together to Help Principals be ‘Teaching and Evaluation Ready’ John Parker and Mike Starosky

  2. TPEP Growth?

  3. Essential Questions today… • How are current state and national initiatives impacting principals’ capacity to be effective instructional leaders? • What role does central office play in building the capacity of principals to be effective instructional leaders? J

  4. The Work, Our focus… • Student Achievement! J

  5. Upon leaving today, we want you to… • Learn what districts are doing to support building administrators in their professional growth toward proficient instructional leadership • Understand the impact that Cycles of Inquiry have on school and district improvement planning, TPEP, and professional development with building administrators and student achievement! • Continue to carry the work forward! J

  6. Question: How has TPEP improved teacher practice and student achievement so far at your school? • “As a veteran principal in my building with a veteran staff, TPEP is “re-awakening” our instructional conversations (goal setting, learning outcomes for all students, intentional planning). It is forcing all of us-teachers and principals to focus on the art of teaching. At this time I think it is entirely too soon to see the impact that TPEP could be having on student achievement in my building.” – Principal with several years of experience M

  7. What is Instructional Leadership? • Instructional leaders are learners…. in a position to keep a vision of high qualitypractice in view and offer practical assistance to teachers in realizing this vision. (Knapp) • leaders focused on instruction (Elmore, and several sources) • centered on the principal (Neumerski) • Developing and facilitating a school vision of learning, (b) advocating and nurturing a school culture conducive to student learning, (c) managing the organization for an effective learning environment, (d) collaborating with families and community members and responding to needs and mobilizing resources, (e) acting with integrity and fairness, and (f) understanding and influencing the larger sociopolitical context (CCSSO) • “learning-focused leadership” (Portin et al.) JM

  8. Our Work…Cycles of Inquiry! • “Research on educational leadership underscores the importance of principals operating as instructional leaders and intensive job-embedded supports for such work; this research also identifies central office staff as key support providers.” (Honig, 2012) J

  9. Leadership as Learning & Teaching • Start with a Problem of Practice • Understand What Happened • Engage in Cycle of Inquiry process • Support the learning of others: • - Assistance relationships • - Communities of practice • Take Action • Develop a Theory of Action • Plan to Collect and Use Evidence of Progress M

  10. Problems of Practice Evidence-based Rationale Evidence-based Rationale Frame Problem of Teacher (or other adult) Practice Problem of Leadership Practice Problem of Student Learning Evidence Evidence Evidence M

  11. Two Districts’ experience using Cycles of Inquiry • Puyallup School District • “Building Instructional Leadership Capacity through ‘Planning with Data’” • Seattle Public Schools • “Leadership Development Pipeline Project” • How does Cycles of Inquiry support instructional leadership and TPEP? • Identifies an issue of student learning and student achievement • Analysis of practice at the Teacher, Principal, and Central office administrator levelwhich impacts the student learning issue • Claims and evidence-based • Response through purposeful, targeted next steps (Theory of Action) • Alignment and integration of the work! J

  12. Another district’s Cycle of Inquiry work… J

  13. School Leadership Matters “The influence of school leaders is second only to teaching in potential influence on student learning” -(Louis, Leithwood, Wahlstrom, & Anderson, 2010). M

  14. The Need and the Problem 26 M

  15. SPS Leadership Development Pipeline M

  16. Theories of Action • If SPS invests in preparing, recruiting, training, and supporting district leaders, then SPS will create highly skilled, effective leaders who will improve teaching and impact student outcomes. M

  17. LDPP M

  18. Seattle Public Schools LDPP 52,000 Students M

  19. LDPP Attributes M

  20. LDPP *UCEA Professional Pipeline for Ed. Leadership, 2012 M

  21. LDPP Attributes M

  22. Induction of Novice Principals *UCEA Professional Pipeline for Ed. Leadership, 2012 M

  23. Theories of Action M

  24. Similarities and Differences… • Principal professional development • Central office support • Implementation of TPEP • Strategic directions and long-range planning Activity– Share what your district is doing in these areas to build instructional leadership. J

  25. Exit Ticket for today… • Tell us what you heard today that resonated with you? • Finish the sentence, “To build leadership capacity, I can commit to….” • Would you be interested in continuing to network? M

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