CSA Retreat

July 2012

LEADERSHIP AT THE TOP

Focus

• District leadership

• Building leadership

• Coaching of principals

• Developing a culture dedicated to improvement

CONNECTING MISSION AND VISION TO STANDARDS AND RUBRICS

• ISSLC STANDARD 1oFUNCTIONS

Strategic planningImprovementResults

The Magic Question

•How Can I Help?o What is REALLY important?o How am I doing?o How is our team doing?o Do you care?o What difference do we make?o Are you worth following?

• Capacity for leadershipo Moving past resistanceo Distributed leadership

• Solution oriented Instructional leadero Change agento Knowledgeable

Research and practice

Re-culturing Schools for CollaborationFocus on the Principal… adapted from ERS Spectrum Fall 2011

continued

• Monitoring and evaluationo Impact of practice

• Flexible o Relationships with all staffo Seeks opinions

• Strong ideals and

beliefso Moral purposeo Advocate

Roles Under the Regents Reform Agenda

What Superintendents Do:• Build Principals' Capacity and hold

them accountable for implementing: CCLS, DDI and Evidence based Observation

• Foster the use of district-wide, common interim assessments aligned to CCLS

• Demand that principals foster systems for test-in-hand analysis of interim assessment data to drive changes in teacher practice

• Implement effective & aligned professional development at all levels of the district

• Demand and protect principal time in classrooms

What Principals Do:• Build teacher awareness and establish common language

around the Shifts in Instruction demanded by adoption of the CCLS

• Protect teacher time to plan units which adhere to the Shifts demanded by the CCLS

• Have a laser-like focus on teaching and learning and build a culture of reflection and continuous improvement

• Spend as much time as possible in classrooms to collect evidence and artifacts to drive improvements in teacher planning and practice

• Engage in evidence-based, action oriented conversations with teachers; build teacher capacity & hold them accountable

• Foster systems for test-in-hand analysis of interim assessment data to drive changes in teacher practice

The Magic Question

• The team with the best leader usually wins

• The best leaders have developed skills to understand people and how to get results through the efforts of other people

What is REALLY important?

• Mission, Vision, Values and Goals

• ISLLC Standards

• Principal and Teacher Evaluation Rubrics

What is REALLY important?

• Focus-eliminate what can get in the way of important things

• Confusion, CADD, HSPS

• Contradictions-when mission, vision, values and goals do not align

• Unclear Expectations---Clarity

How am I doing?

Coach-to bring someone from where they are to where they want to be

How am I doing?

Myths of Coaching:

• People do not want to be held accountable

• Solely about working with your lowest performers

• Silence sends the signal that your team is doing just fine

• Annual performance reviews are enough coaching

How am I doing?

Five Coaching Tips

1. Candor

2. Two-way process that involves talking and listening

3. Scheduled and in the moment sessions

4. Active feedback

5. Freedom

How is our team doing?

• Define what the goal is

• Regularly communicate progress

• Coach

• Keep the focus and eliminate obstacles

• Celebrate success

Do you care?

• Build relationships

• Listen

• Time

• Hiring

What difference do we make?

• What is our business?

• How is business?

• How I contribute to the larger good?

Are you worth following?

Great leaders aren't born..they develop! How do you as superintendents develop great leaders?

• Understanding

• Learners

• Great people

• Courage

How can I help?

• Set a meaningful course of action (Mission and RRA)

• Stay committed (minimize distractions)

• Monitor progress (Set goals and report results)

• Be present and available (coach, feedback)

• Engage in learning

Roles Under the Regents Reform Agenda

What Superintendents Do:• Build Principals' Capacity and hold

them accountable for implementing: CCLS, DDI and Evidence based Observation

• Foster the use of district-wide, common interim assessments aligned to CCLS

• Demand that principals foster systems for test-in-hand analysis of interim assessment data to drive changes in teacher practice

• Implement effective & aligned professional development at all levels of the district

• Demand and protect principal time in classrooms

What Principals Do:• Build teacher awareness and establish common language

around the Shifts in Instruction demanded by adoption of the CCLS

• Protect teacher time to plan units which adhere to the Shifts demanded by the CCLS

• Have a laser-like focus on teaching and learning and build a culture of reflection and continuous improvement

• Spend as much time as possible in classrooms to collect evidence and artifacts to drive improvements in teacher planning and practice

• Engage in evidence-based, action oriented conversations with teachers; build teacher capacity & hold them accountable

• Foster systems for test-in-hand analysis of interim assessment data to drive changes in teacher practice