Hickory Ridge

1. Hickory Ridge Angelina Saloom Amy Bobak Kimberly Carthy-Pierre Tina Pavy

2. First Year GoalsHickory Ridge High School • focus on school climate and culture • principal leadership questionnaire – improve leadership skills • school climate survey • build trust and respect among teachers through PLC • teambuilding exercises and activities –like the ropes course or workshops • implement basic technology usage

3. School Culture and Climate

4. Principal Leadership Questionnaire (Leithwood, 2008)

5. Transformational Leadership • “Leadership that moves individuals toward a level of commitment to achieve school goals by identifying and articulating a school vision, fostering the acceptance of group goals, providing individualized support, providing intellectual stimulation, providing an appropriate model, and having high performance expectations.” (Jantzi & Leithwood, 1996 as cited by Mees, & Valentine, 2008).

6. School Culture and Climate Effective leaders believe being visible around a school is more important than paperwork.

7. Principal Leadership Style • Identifies a vision • Models appropriate behavior • Acceptance of group goals • Provides individualized support • Promotes intellectual stimulation • Holds high performance expectations for staff members (Leithwood, 2008)

8. School Culture and Climate • Principals can only impact the school culture if they understand it.

9. School Culture and Climate • Principal O’Connor must evaluate the current school culture at Hickory Ridge High School. (Gruenert & Valentine, 1998)

10. School Climate Survey • Collaborative leadership • Professional leadership • Professional development • Collegial support • Unity of purpose • Learning partnerships (Gruenert & Valentine, 1998)

11. School Culture and Climate • Recreate a new school vision done through a collaborative approach and open communication. • This shared decision-making becomes part of the culture, increasing teacher motivation.

12. School Culture and Climate • With a clear understanding of where they are and where they want to be, the principal, administrators, and teachers are able to develop an appropriate course of action to move the school forward. (Change Toolkit, 2002)

13. School Culture and Climate

14. Team Building

15. Team Building • Attributes of High-Achieving Schools are: • academic rigor and high expectations for all students, • effective curriculum and instruction, • a common focus, • a healthy, supportive school culture and climate, • small, safe, personalized learning communities, • flexible structures, and • learning partnerships (Seattle School District, 2002)

16. Team Building • Design a team of stakeholders that identify needs of the school and develop ways to solve those needs in a collaborative nature. H.R.H.S. Unity

17. Team Building • Team-teaching positions • Create groups of willing participants to collaborate and pilot new programs • “Expert” teachers in certain aspects of the curriculum develop workshops to present to their peers

18. Team Building • Principal O’Connor provides time for teams to meet regularly to exchange ideas, set team goals, and develop plans

19. Professional Collaborative Culture • Creating a democratic school community, including shared decision making through a representative leadership team and involving all faculties in making decisions about high impact issues affecting learning, teaching, and assessment. • Fostering the skills and practices of strong leadership among administrators and teachers to manage and facilitate change, and to stay focused on teaching and learning.

20. Professional Collaborative Culture • Establishing regular common planning time to talk about learning and teaching. • Embedding professional development in the daily practices of the school, through practices such as action research to explore important classroom questions, peer observation to promote collegial feedback, and looking at student work. • Building the faculty's capacity to look critically and constructively at teacher work. (Center for Collaborative Education, 2003)

21. Team Building • Conduct workshops that build on spirit of teamwork. . . . moving people away from their normal routine will create a meaningful experience that will have a positive lasting impact on awareness of collaboration and the effects of organizations working as teams.

22. Professional Learning Communities

23. P L C

24. trust

25. Shared vision/mission • Results Orientation • Collective Inquiry P L C • Collaborative Teamwork • Continuous Improvement • Action Orientation

26. Professional Learning Community • “A Professional Learning Community is defined as a school in which the professionals (administrators and teachers) continuously seek and share learning to increase their effectiveness for students, and act on what they learn.” (Cowan, 2000, p.1)

27. Results Orientation • Collective Inquiry • Shared vision/mission • Continuous Improvement • Collaborative Teamwork • Action Orientation

28. SMART Goals S – specific M – measurable A – achievable R – realistic T – time frame

29. Shared vision/mission • Results Orientation • Collective Inquiry • Continuous Improvement • Collaborative Teamwork • Action Orientation

30. Shared vision/mission • Results Orientation • Collective Inquiry • Collaborative Teamwork • Continuous Improvement • Action Orientation

31. Shared vision/mission • Results Orientation • Collective Inquiry • Action Orientation • Continuous Improvement • Collaborative Teamwork

32. Shared vision/mission • Results Orientation • Collective Inquiry • Continuous Improvement • Collaborative Teamwork • Action Orientation

33. Shared vision/mission • Collective Inquiry • Results Orientation • Continuous Improvement • Collaborative Teamwork • Action Orientation

34. Who Benefits? • Shared responsibility • both learn • Powerful learning • increased knowledge • Great teaching • higher learning gains • smaller gaps

35. Site-Based Management

36. Site-Based Management means:

37. Successful Schools Focus on learning

38. Successful School Strong leadership

39. Successful school Community

40. Successful School Resources aimed to lead, learn, and teach

41. As a Leader • Listen first • Lead by example • Be patient

42. Technology

43. Technology • Survey used to gauge teachers’ understanding of technology

44. Technology Committee • Administrator • Technology Department Members • Staff Member from each department in the school • One member from the Guidance Department

45. Technology NETS Standards for Teachers NETS Standards for Students

46. Technology-Developmental Levels • Non-readiness • Little knowledge of how to use • Often dismiss the value of technology • Survival • Focus on own personal learning • Does not use in the classroom

47. Technology-Developmental Levels • Mastery • Teachers have understanding • Use in the classroom • Comfortable using one particular technology application • Impact • Use in teaching • Use a variety of hardware and software

48. Technology-Developmental Levels • Innovation • Experts in technology • Highly trained • Train peers (Holland, 2001)

49. Technology – Software Options Student Software • Blogging • Power Point • Web pages • Video conferencing • Live video Teacher Software • Share Point • OnCourse Systems • Achievement Series • SnapShot • Pinnacle Analytics

50. Long-range Plan • Professional Learning Community • Site Based Management • Yearly teambuilding reinforcements • Continue staff development in technology • Any reform will take several years to implement