Continuing the Journey to World Class: Creativity, Vision, Leadership Administrative Retreat 2014.
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Transcript of Continuing the Journey to World Class: Creativity, Vision, Leadership Administrative Retreat 2014.
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Continuing the Journey to World Class: Creativity, Vision, Leadership
Administrative Retreat 2014
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Leadership Focus
July 15, 2014
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21 Research-based Responsibilities of Effective Principals
Affirmation
Change Agent
Contingent Rewards
Communication
Culture
Discipline
Flexibility
Focus
Ideals/Beliefs
Input
Intellectual Stimulation
Involvement in Curriculum, Instruction, & Assessment
Knowledge of Curriculum, Instruction, & Assessment
Monitoring/Evaluating
Optimizer
Order
Outreach
Relationships
Resources
Situational Awareness
Visibility
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Affirmation
Extent to which the leader recognizes and celebrates school accomplishments
Balanced and honest accounting of school success and failures
“You simply cannot ignore performance issues and expect your superstars to stick around very long.”
Applies to both teachers and students
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Change AgentLeader’s disposition to challenge the status quo
Defining feature of Total Quality Management (TQM)
Leader’s willingness to temporarily upset a school’s equilibrium
Empowers staff to make decisions and experiment
Work through issues in ways that energize rather than deplete commitment
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Contingent RewardsExtent to which the leader recognizes and rewards individual accomplishments
Defining feature of transactional leadership
Proactive in recognizing the varying abilities of staff members
A reminder of what is important
Should vary according to the different performances the organization wants to encourage
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Communication
Extent to which leader establishes strong lines of communication with and between teachers and students
Critical feature for people working toward a common purpose
Glue that holds all other responsibilities together
Accessible to all staff
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CultureExtent to which leader fosters shared beliefs and a sense of community and an cooperation among staff
Primary tool with which a leader fosters change
Positively influences teachers, who, in turn, positively influence students
Consists of influencing thoughts and actions of other persons and establishing policies that enable others to be effective
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DisciplineProtecting teachers from issues and influences that detract from instructional time or focus
Consists of creating structures and procedures around the technical core of teaching
Moving non-instructional issues out of the way to prevent distraction in school and classroom
More than student behavior
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Flexibility
Extent to which leaders adapt their leadership behavior to the needs of situation and are comfortable with dissent
Mental agility
Protect and encourage voices of participants who offer differing points of view
Provides a deeper feel for change process by accumulating insights and wisdom
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FocusExtent to which leader establishes clear goals and keeps those goals in the forefront of attention
Key to improvement by engaging in sustained and continuous progress toward a performance goal
Resisting too many innovations adopted uncritically, superficially, and fragmented
Enables energy to be expended on key initiatives
Provides purpose and direction
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Ideals/BeliefsWell-articulate ideals/beliefs are core of effective leadership
Come from policies or standards of practice
Subtle but powerful force to effect change
Way that principals shape school conditions and teaching practices
Must be consistent with behaviors
“Guard your integrity like it’s your most precious possession.”
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Input
Extent to which leader involves teachers in design and implementation of important decisions and policies
School effectiveness is proportional to extent teachers participate in all aspects of school functioning
Seeks whole staff consensus for priorities
No arbitrary or secret decisions
Not democratic – having a say is not same as having a vote
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Intellectual StimulationExtent to which leader ensures faculty and staff are aware of most current theories and practices and makes them regular discussion topics
Engaging in meaningful dialogue on research and theory
Closely linked to change process – deep changes require deep learning
A part of everyday life in school
Includes knowledge building, sharing, creation, and management
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Curriculum, Instruction, & Assessment Involvement
Extent to which leader is directly involved in design and implementation of curriculum, instruction, and assessment at the classroom level
Critical component of instructional leadership
Knowledge of subject and pedagogy as important as for teachers
One of most highly valued characteristics by teachers
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Knowledge of Curriculum, Instruction, and Assessment
Extent to which leader is aware of best practices
Focused on acquisition and cultivation of knowledge
Necessary to provide guidance to teachers
Meet regularly with peers to stay abreast of advances
“Leadership is the guidance and direction of instructional improvement.”
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Monitoring/Evaluating
Extent to which leader monitors effectiveness of school practices in terms of impact on student achievement
Deliberate and a function of design
Active in monitoring curriculum and instruction in classrooms
Constant evaluation is present in the most effective schools
“The most powerful single modification that enhances achievement is feedback.”
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Optimizer
Extent to which the leader inspires others and is the driving force when implementing innovation
Optimism is critical characteristic of effective schools
Leader sets positive emotional tone for school
Ability to bolster change with positive outlook and energy
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OrderExtent to which leader establishes a set of standard operating principles and routines
Created by structure – provide a pathway for energy
Effective structures inhibit certain events and facilitate others
Clear boundaries for both students and staff
“Daily routines can hinder or help teacher learning, and send important signals about the organization’s priorities.”
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Outreach
Extent to which the leader is an advocate and a spokesperson for school to all stakeholders
Willingness and ability to communicate to internal and external parties
Effective partnerships beyond school walls
Schools are not an island – operate in a complex context
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Relationships
Extent to which leader demonstrates awareness of personal lives of teachers and staff
Central to effective execution of other responsibilities
Rely heavily on face-to-face interactions
Help staff and administration stay aligned and focused during times of uncertainty
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Resources
Extent to which leader provides teachers with materials and professional development necessary successful execution of duties
Are to a complex organization what food is for the body
Necessary to analyze, plan, and take action regarding opportunities and threats
Heavy investment in targeted professional learning are critical
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Situational AwarenessKnowledge of details and undercurrents regarding school functions and use of the information to address current and potential problems
Ability to identify clues and hints
Anticipatory leadership
“Deep change requires knowing what is happening, distancing the ego from daily events, and honestly appraising the state of the organization.”
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Visibility
Extent to which leader has contact and interacts with teachers, students, and parents
Associated with strong instructional leadership
In classrooms every day
Communicates interest and engagement
Provides opportunities for interaction on substantive issues