PRINCIPAL LEADERSHIP

1. PRINCIPAL LEADERSHIP What Research Tells Us About How School Principal’s Improve Student Achievement

2. EDUCATION IN ONTARIO, CANADA • Provincial Matter • 2.1 million students in public schools • 27% of students born outside Canada • Nearly 50% of Toronto students speak English as a Second Language • 22.53 Billion spent on public education annually OISE | Continuing and Professional Learning

3. Title Goes Here • This is the standard page design. • This content area is to be used for bullet points. • This is the standard page design. • This content area is to be used for bullet points, images, and general content. Presentation Title Should Be Placed Here. ONTARIO: A TRUE STORY TODAY 20 YEARS AGO Policies High Expectations Leadership OISE’S ROLE Providing Research Development of Resources Training of Educators and Leaders OISE | Continuing and Professional Learning

4. ELEMENTARY & SECONDARY OUTCOMES 138,000 Additional Graduates OISE | Continuing and Professional Learning

5. Title Goes Here • This is the standard page design. • This content area is to be used for bullet points. • This is the standard page design. • This content area is to be used for bullet points, images, and general content. Presentation Title Should Be Placed Here. Do you believe that all students can achieve high standards given the right time and support? OISE | Continuing and Professional Learning

6. SHARED BELIEFS IN ONTARIO Each Student can achieve high standards, given the right time and the right support. Each teacher can teach to high standards, given the right assistance. High expectations and early and on-going intervention are essential. Image Source: http://golden-falls-trading.com/ OISE | Continuing and Professional Learning

7. WHAT YOU BELIEVE MATTERS OISE | Continuing and Professional Learning

8. WHAT MAKES A GREAT LEADER Activity Turn to the person next to you and share the name of someone you consider to be a great leader List 2-3 qualities that make you admire them. OISE | Continuing and Professional Learning

9. “Principal Leadership has significant effects on student learning, second only to the effects of the quality of curriculum and teacher’s instruction.” -Kenneth Leithwood and Carolyn Rielh WHAT THE RESEARCH TELLS US ABOUT GREAT SCHOOL LEADERS OISE | Continuing and Professional Learning

10. WHAT PISA TELLS US • Problem Solving and Application • Equity High Standards AND Raising Low Performing Students • Valuing Teachers • How You Spend Money Counts • Believing Students Can be Successful • Differentiated Instruction • Quality Teaching PLCs, Growth Plans • Strongest Principals and Teachers in Most Challenging Schools LEADERSHIP NEEDS TO ADDRESS PROGRAM FOR INTERNATIONAL STUDENT ASSESSMENT Around 510,000 students from over 60 countries took part in the PISA 2012 assessment of reading, mathematics and science, representing about 28 million 15 year-olds globally. OISE | Continuing and Professional Learning

11. Title Goes Here • This is the standard page design. • This content area is to be used for bullet points. • This is the standard page design. • This content area is to be used for bullet points, images, and general content. Presentation Title Should Be Placed Here. Do class sizes make a big difference when it comes to student achievement? OISE | Continuing and Professional Learning

12. HATTIE’S META ANLYSIS OF IMPACTFUL TEACHER LEADERSHIP NEGATIVE IMPACTS • Retention • Student Mobility • Television LIMITED POSITIVE IMPACTS • Class Size • Homework • Ability Groupings OISE | Continuing and Professional Learning

13. HATTIE’S META ANALYSIS OF IMPACTFUL TEACHER LEADERSHIP • Student self-reported grades • Piagetian programs • Response to intervention • Providing formative evaluation • Micro-teaching • Classroom discussion • Comprehensive intervention for learning disabled students - John Hattie (2009) OISE | Continuing and Professional Learning

14. ONE SCHOOL BOARD’s IMPROVEMENT Image Source: http://blog.aeseducation.com OISE | Continuing and Professional Learning

15. LEVERS TO SUCCESSFUL SCHOOL IMPROVEMENT • A small number of ambitious goals • Leadership at all levels • High standards and expectations • Mobilizing data and effective practices as a strategy for improvement • Intervention in a non-punitive manner • Reducing distractions • Being transparent, relentless and increasingly challenging - Dr. Mary Jean Gallagher Ontario Ministry of Education OISE | Continuing and Professional Learning

16. ONTARIO’S LEADERSHIP FRAMEWORK OISE | Continuing and Professional Learning

17. Activity Pick one of the 5 areas on the chart Go down the column and check off items that you are currently achieving. Discuss with a partner how you are achieving these. OISE | Continuing and Professional Learning

18. ONTARIO’S LEADERSHIP FRAMEWORK OISE | Continuing and Professional Learning

19. ONTARIO’S LEADERSHIP FRAMEWORK: PROBLEM SOLVING • Effective problem solvers all: • Asked “What needs to be done?’ • Developed action plans • Took responsibility for decisions • Took responsibility for communication • Focused on opportunities not problems • Ran productive meetings • Thought and said “we” not “I” • - Peter Drucker 2004 Harvard Business Review OISE | Continuing and Professional Learning

20. ONTARIO’S LEADERSHIP FRAMEWORK: SOCIAL RESOURCES • Perceiving emotions • Managing emotions • Acting in emotionally appropriate ways • Activity • In partners, take turns showing boredom, impatience, resistance and interest without using any words. • Is your partner able to identify which emotion you are displaying? OISE | Continuing and Professional Learning

21. ONTARIO’S LEADERSHIP FRAMEWORK: PSYCHOLOGICAL RESOURCES OPTIMISM The hopeful confidence in the future PROACTIVITY Acting in advance of situations Angela Duckworth Grade 7 Mathematics students success was not just a function of IQ but rather resiliency was a strong predictor of success in mathematics. SELF-EFFICACY Belief in one’s ability to succeed RESILIENCE OISE | Continuing and Professional Learning

22. HAPPY VALLEY CASE STUDY Activity Read the Happy Valley Case Study in a small group What would be the first 3 things you would do and why? OISE | Continuing and Professional Learning

23. BE AN INTENTIONAL COACH “That research found that intentional, deliberate, and sustained teacher coaching by a school leader has positive benefits for student learning, while time spent on informal classroom walkthroughs (by principals) negatively predicts student growth, despite the popularity of the latter as an espoused IL behaviour.” - Steven Katz, OISE (2015) OISE | Continuing and Professional Learning

24. BE A CO-LEARNER • Understand the power of permission. • Establish conditions where educators have permission to not know, to be imperfect, and model this through their own actions and openness to learning. • Be vulnerable – acknowledge when you don’t know and openly share what and how you are learning. • Position student learning and well-being at the heart of all discussions and decision making. • Make room for everyone – ensure equity of voice and diversity of opinion. • Expect challenges and mistakes – welcome them and learn from them OISE | Continuing and Professional Learning

25. BE COURAGEOUS • Give yourself credit for accepting responsibility for “courageous conversations” • Approach it as a two-sided, “open-to-learning” conversation • Take into account the reasons for resistance • Use “Conversation Starters” • Choose the time for conversation wisely OISE | Continuing and Professional Learning

26. Should all Principals be expert teachers? OISE | Continuing and Professional Learning

27. WHAT WE HAVE LEARNED AT OISE • A belief that all children can learn and be successful is key • Next to the classroom teacher, the School Principal is the next most important factor in student achievement (Dr. Ken Leithwood – OISE) • Having a vision and targets are important • Leaders must be intentional (Dr. Steven Katz – OISE) • Supportive organizational structures and targeted financial resources matter • There must be coherence with all stakeholders around school improvement and student achievement (Dr. Carol Campbell - OISE) • Improving the underachieving student’s performance raises all student achievement • Professional learning communities where teachers and Principals co-construct learning opportunities raises the level of teaching and student achievement (Dr. Doug McDougall, Dr. Joseph Flessa– OISE) OISE | Continuing and Professional Learning

28. LEARNING IS THE WORK • Be Focused – it is all about the students • Be intentional and prioritize – you can’t do it all • Be brave – you are the inspiration • Be relentless – the work is hard • Be a team-member – find a professional friend • Be confident – you will make a difference OISE | Continuing and Professional Learning

29. OISE | Continuing and Professional Learning “If you want something new, you have to stop doing something old.” “The best way to predict your future is to create it.” - Peter Drucker

30. THANK YOU CONTACT US OISE | Continuing and Professional Learning Ontario Institute for Studies in Education University of Toronto 5-103 252 Bloor Street W Toronto, ON, M55 1V6 Canada continuinged@oise.utoronto.ca 1-416-978-2474 www.oise.utoronto.ca OISE | Continuing and Professional Learning