Chapter 8: The Principal as Decision Maker
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Transcript of Chapter 8: The Principal as Decision Maker
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Chapter 8: The Principal as Decision Maker
Dr. Rob AndersonSpring 2011
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Agenda• Leadership Book Presentations
– Laura, Kirsten, Marissa, Ayesha• Tallahassee update• Chapter 8: Principal as Decision Maker• Using school data to make decisions
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Major Themes: Chapter 8• The decision making process• Rational decision making• Shared decision making• Leadership style continuum and decision
making
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Florida Principal Leadership Standards
Standard 6: Decision Making. Effective school leaders employ and monitor a decision-making process that is based on vision, mission and improvement priorities using facts and data. The leader: • Gives priority attention to decisions that impact the quality of student learning and
teacher proficiency;• Uses critical thinking and problem solving techniques to define problems and identify
solutions; • Evaluates decisions for effectiveness, equity, intended and actual outcome;
implements follow-up actions; and revises as needed;• Empowers others and distributes leadership when appropriate; and • Uses effective technology integration to enhance decision making and efficiency
throughout the school.
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The Decision Making ProcessIdentifying the Problem
Generating Alternatives
Evaluating Alternatives
Choosing an alternative
Implementing the Decision
Evaluating decision Effectiveness
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Defining the Problem• Key piece to effective
decision making• Get specific when
defining any problem and make sure it is actually a problem
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Common Methodologies used to Solve Problems
• Problem Solving Decision Making Analysis– Utilized forced ranking to
prioritize solutions amongst chosen variables for consideration
• SWOT Analysis• Decision Tree
– Developing a flow chart of decisions
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Leadership-Style Continuum
Use of Authority by the Manager
Area of Freedom for subordinates
p. 216
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Using Data to Make Decisions• Extremely valuable to new school leaders
– Experienced leaders can lean on experience to make decisions, new leaders cannot
• You have to be able to properly analyze data first
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Case Study: Lake Nona HS
% at Level 3
or Higher in
Reading
% at Level 3
or Higher in Math
% Meeting
the Writing
Standard
% at Level 3
or Higher in
Science
% Making
Learning Gains in Reading
% Making
Learning Gains in
Math
% of Lowest
25% Making
Learning Gains in Reading
% of Lowest
25% Making
Learning Gains in
Math
Bonus points
for 11th-12th grade
Retakes
Points Earned (Sum of Previous 9 Columns)more info
LAKE NONA 53 77 80 39 54 78 47 66 10 504
Step One: Look at the data and analyze each area to determine next steps.
School NuSchoolLevelGradeFree and RMinority RaSGdetail1SG482010-2012010-201B481951SchoolCLRZ48195132010-11SGHSdetaSG482010-2012010-201B481951SchoolCLRZ4819513Click HereHigh Scho
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What are your options?A. Data is on target. Strategy is working and
personnel is performingB. Data is not on target
A. Strategy is not workingB. Personnel is not performing
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Case Study: Lake Nona HS
% at Level 3
or Higher in
Reading
% at Level 3
or Higher in Math
% Meeting
the Writing
Standard
% at Level 3
or Higher in
Science
% Making
Learning Gains in Reading
% Making
Learning Gains in
Math
% of Lowest
25% Making
Learning Gains in Reading
% of Lowest
25% Making
Learning Gains in
Math
Bonus points
for 11th-12th grade
Retakes
Points Earned (Sum of Previous 9 Columns)more info
LAKE NONA 53 77 80 39 54 78 47 66 10 504
Step Two: In areas where data is not on target, dig a little deeper within each area to develop a clearer picture
a) Is there anything that could have skewed the data?b) Is the data you are investigating an anomaly?
Consistent with prior years?
School NumberSchoolLevelGradeFree and Reduced LunchMinority RateSGdetail1SG482010-2012010-201B481951SchoolCLRZ48195132010-11SGHSdetaSG48
2010-201
2010-201B
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Digging Deeper• School to school comparison
– Compare overall results with those of other schools within the district to understand how much above/below the mean each data point falls
– Look at schools with similar demographics to compare apples to apples?
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Developing a Strategy • Once you have identified which data point you
are trying to move, you have to begin to implement a decision making strategy. Do you:– Make changes by yourself?– Enlist your leadership team to come up with
ideas?– Develop a committee of teachers/professionals to
weigh in?– Students, parents….?
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Evaluating Personnel• How do you determine whether or not your
issue is the strategy or the people implementing the strategy?
• How do you ensure that your strategy has been implemented with fidelity?– Leading indicators vs. lagging indicators
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Case Study: Lake Nona HS• In our case, after bringing together a team of
administrators, we realized that it was both a strategy and personnel issue.
• Our strategy did not provide enough support, so we developed additional interventions including• Pull out programs targeting our lowest
students• Integrating complex text with reading
strategies in Physical Science, Biology, Geography and World History
School NumberSchoolLevelGradeFree and Reduced LunchMinority RateSGdetail1SG482010-2012010-201B481951SchoolCLRZ48195132010-11SGHSdetaSG482010-2012010-201B481951SchoolCLRZ4819513Click Here forHigh School Components
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Case Study: Lake Nona HS• After compiling data from our reading
program, we moved our lowest performing teacher into another subject and hired a high performing reading teacher. – This resulted in a Win-Win. The teacher (who was
admittedly struggling, is much more successful.
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Case Study: Lake Nona High School• Results
– Use of leading indicators to measure progress real time
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For Next Week• Osceola County Spring Break!!!