Post on 19-Dec-2015
Hickory Ridge
Angelina Saloom Amy BobakKimberly Carthy-Pierre Tina Pavy
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
First Year GoalsHickory Ridge High School
School Culture and Climate
Principal Leadership Questionnaire
(Leithwood, 2008)
“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).
Transformational Leadership
School Culture and Climate
Effective leaders believe being visible around a school is more important than paperwork.
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)
School Culture and Climate
Principals can only impact the school culture if they understand it.
School Culture and Climate
Principal O’Connor must evaluate the current school culture at Hickory Ridge High School.
(Gruenert & Valentine, 1998)
School Climate Survey
Collaborative leadership Professional leadership Professional development Collegial support Unity of purpose Learning partnerships
(Gruenert & Valentine, 1998)
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.
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)
School Culture and Climate
Team Building
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)
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
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
Team Building
Principal O’Connor provides time for teams to meet regularly to exchange ideas, set team goals, and develop plans
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.
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)
Professional Collaborative Culture
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.
Professional Learning Communities
P L C
Shared vision/mission
Collective Inquiry
Collaborative Teamwork
Action ORientation
Continous Improvement
Results Orientation
trust
Action Orientation
Collaborative
TeamworkContinuous Improveme
nt
Results Orientation
Shared vision/missi
on
Collective Inquiry
P L C
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)
Collective Inquiry
Collaborative
Teamwork
Action Orientation
Continuous Improveme
nt
Results Orientation
Shared vision/missi
on
S – specific
M – measurable
A – achievable
R – realistic
T – time frame
SMART Goals
Shared vision/miss
ion
Collaborative
Teamwork
Action Orientation
Continuous Improveme
nt
Results Orientation
Collective Inquiry
Shared vision/missi
on
Collective Inquiry
Action Orientation
Continuous Improveme
nt
Results Orientation
Collaborative
Teamwork
Shared vision/missi
on
Collective Inquiry
Collaborative
Teamwork
Continuous Improveme
nt
Results Orientation
Action Orientation
Shared vision/miss
ion
Collective Inquiry
Collaborative
Teamwork
Action Orientation
Results Orientation
Continuous Improveme
nt
Shared vision/missi
on
Collective Inquiry
Collaborative
Teamwork
Action Orientation
Continuous Improveme
nt
Results Orientation
Shared responsibility both learn
Powerful learning increased knowledge
Great teaching higher learning
gains smaller gaps
Who Benefits?
Site-Based Management
Site-Based Management means:
Focus on
learning
Successful Schools
Strong leadership
Successful School
Community
Successful school
Resources aimed to lead, learn, and teach
Successful School
Listen first
Lead by example
Be patient
As a Leader
Technology
Survey used to gauge teachers’ understanding of technology
Technology
Administrator Technology Department Members Staff Member from each department
in the school One member from the Guidance
Department
Technology Committee
Technology
NETS Standards
for Teachers NETS
Standards for Students
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
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
Technology-Developmental Levels
Innovation Experts in technology Highly trained Train peers
(Holland, 2001)
Technology-Developmental Levels
Teacher Software
Share Point OnCourse Systems Achievement
Series SnapShot Pinnacle Analytics
Student Software
Blogging Power Point Web pages Video conferencing Live video
Technology – Software Options
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
ReferencesCenter for Collaborative Education. (2003). A design for whole school change: Building
leadership capacity and a professional collaborative culture. Retrieved from http://www.ccebos.org/design.html
Cowen, D. (2000). Launching Professional Learning Communities: Beginning Actions. Retrieved October 30, 2009, from http://elearning.fgcu.edu/section/default.asp?id=200908%2D80173
Goodmeasure Inc. (2002). Change toolkit: Reinventing education.org. Retrieved October 31, 2009, from http://www.reinventingeducation.org/RE3Web/login.jsp
Holland, P.E. (2001) Professional development in technology: catalyst for school reform. Journal of Technology and Teacher Education 9. Retrieved from http://vnweb.hwwilsonweb.com/hww/results/results_single.jhtml;hwwilsonid=BP3VWZG00NBU3QA3DIKSFGOADUNGIIV0
Mees,G. & Valentine, J. (2008). The relationships among principal leaderships, school culture, and student achievement in Missouri middle schools. Retrieved October 29, 2009 from http://www.principals.org/s_nassp/bin.asp?CID=1339&DID=59554&DOC=FILE.PDF
Middle Level Leadership Center, University of Missouri. (2009). School improvement surveys. Retrieved October 30, 2009 from http://www.mllc.org/
Seattle School District. (2002). School Design Process. October 31, 2009, www.seattleschools.org/area/facilities/DesignStandards/SchoolDesignManual.pdf