Gary ppt june 24, 2013 3

Learning-Centered Leadership Development

Program for Practicing and Aspiring Principals

June 24 - 26

Dimension 3: High, Cohesive, and Culturally Relevant

Expectations for Students

Introduction

The 2012 – 2013 school year is history!

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We took pride at _________ school

this school year by accomplishing

____________________________.

What Lies Within….

• What lies behind us, and what lies ahead

of us are tiny matter compared to what

lies within us…as principals and aspiring

principals.

• The assumption that all students can

learn and achieve academically at high

levels starts with school leaders

understanding themselves…as well as the

principal’s role.

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Wheel of Learning

(Individuals and Groups)

Reflecting

Connecting

Doing

Deciding

More

Concrete

More

Abstract

More Action More Reflection

Human

beings

need time

to

reflect, co

nnect, det

ermine

priorities,

and take

action

K/RESA May 1, 2002

Reflection and Connection

You are Your Experiences and Beliefs

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Principal’s Role

Over a 30 year period, the principal’s role evolved from

Program Manager Institutional Leader

- Schedules - Curriculum

- Facilities - Instruction

- Discipline - Assessment

(Hallenger and Heck, 1998)


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Principal’s Role

Currently the “principalship” is being reinvented to meet 21st century

societal challenges…

• More diverse student bodies

• Technology as an instructional tool

• Academic achievement/professional accountability

• Expectations to lead/constant change


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Principal’s Role

Research has demonstrated an “undeniable correlation” between

effective school leadership and student achievement.

(Shen, 1998); (McNulty and Waters, 2004)

Conclusion: create “process/strategies” uniting teachers/staff/parents to

pursue “higher goals” related to student achievement.

Write student achievement goals in schools renewal plans by stating

with:

• In 2013-14, our students “will”… rather than

• In 2013-14, our students “may”…


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School Leadership in Thinking:

Join together the dots without picking up your writing instrument.

High Expectations: Beliefs and Will

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Principal’s Role

Schools that establish high expectations for all students – and

provide the necessary support to achieve these expectations – have

high rates of success.

(Edmonds, 1986); (Brookover et.al., 1989); (Quinn, 2002)

Successful schools: academic emphasis, clear expectations, high

levels of student participation, alternative support systems.

(Cotton, 2003); (Luthwood, Riehl, 2003); (Gamage, 2006).

High Expectations: Beliefs and Will

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Principal’s Role

Successful programs: preventing youth at risk of academic failure

and dropping out of school have demonstrated:

• A student’s relationships with significant people

(ie., principals, teachers and parents) having “high expectations”

makes a difference.

All students need someone who is their advocate and believes in the

student’s ability to succeed.

Convey “high expectations” and “hope” by:

• Expressing: “I won’t give up on you”

• Respecting: a student’s strengths

• Building: on a student’s interests

Cohesiveness: Challenge for 21st Century Leaders

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Cohesiveness Defined

The human band that ties groups of people together as they

attempt to achieve the groups purpose or reason to exist.

Group cohesiveness is focused on:• group members need to feel their participation is valued

• group members perceive they can make an important

contribution to the group’s effectiveness

• compatibility between our individual personal goals and the

groups goals

• extent a leader and group members can work cooperatively

between and among themselves.

(Forsyth, 1986)

Cohesiveness: School Culture

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School Culture – The interwoven pattern of

beliefs, values, practices and artifacts of the

professional learning community. Who “they” are

and How “they” are to function

(Bohlman & Deal 1997)

School culture take on life through peoples

actions: In schools;

• Collaborative collegiality

• High expectations

• Trust & expectations

Cohesiveness: Shaping School Culture

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Principal’s Role

Question: What shapes school culture?

Response: A school culture conducive to effective teaching

and learning accounts for the “underground stream” of

norms, values, beliefs and tradition of school stakeholders

as they work together…

(Peterson and Deal, 1994)

Influence: Shape the culture by:

• Creating a shared leadership

• Collaborating where possible

• Risk-taking to address complex student needs

Cohesiveness: Building Trust

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Principal’s Role

Keys to Success: The key to developing cooperative interaction and

cohesiveness in a group is the development and maintenance of a

high level of trust among group members.

Johnson & Johnson (2003)

Gragin & Johnson (1995) suggest:

• Practice two-way communication

• Giving information is not the end, receiving feedback is

• Utilize face-to-face communication as often as possible

• Examine each statement for clarity and understanding

• Learn to listen: Ask questions to demonstrate

interest and respect for others

• Trust and credibility go together

Cohesiveness: Mission and Vision

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Question: Why spend organizational

time and energy to develop a school system

mission and vision statement?

Reason 1. Helen Keller: What would be worse than being born blind?

…To have sight without vision.

Reason 2. “Alice in Wonderland": “If you don’t know where you’re

going, any road will get you there.”

Reason 3. A teacher: “People as a result of our school’s vision

statement are beginning to speak the same language, they have the

same kinds of expectations for one another, and our students.”


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Principal’s role

To understand and convey to the school community the difference

between a “mission statement” and “vision statement.”

Both statements can inspire positive action, however…

A Mission statement defines the fundamental purpose of a school

system providing a “snapshot” of where the system desires to be in

the future.

Vision statements focus on conveying the direction a school system

is moving through clearly stated goals


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Principal’s role

A mission statement can be further refined into a vision statement

that becomes a source of inspiration. The vision statement leads

toward specific goals.

Example 1) The mission of the …public schools is to provide

educational opportunities which enable students of all aspirations and

abilities to grow and learn.

Example 2) A statement of vision…elementary school will by the end

of the 2013-14 academic year increase academic achievement of 4th

grade students by 2-5%. The goal will compare a student’s 3rd grade

test results on the Iowa Test of Basic Skills with cohorts in the 4th

grade.


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Principal’s role

A principal’s “visionary leadership” makes a difference in his/her

ability to inspire and influence internal processes linked to student

learning.

These internal processes include:

• Establishing a school mission (or “responsibility statement”)

• Setting academic expectations with clear stated goals

• Identifying student learning opportunities

• Protecting instructional time


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Question(s): Does your school system have a mission

statement? Vision statements?

In summary:

Mission – Directs our attention towards a future state of affairs. Must be

clear, concise, trusted as real, shared and believed to be doable

(Terry, 1993).

Vision – An inspiring declaration of a compelling dream, accompanied by a

clear scenario of how it will be accomplished. (Whitaker & Moses, 1994).

High Expectations – Setting academic goals had an effect size of 0.55

standard deviations higher than the achievement scores for classes where

clear learning goals were not established, Marzano (2003)…translates into a

21% percentage difference in achievement.

I Have a Dream: Exercise

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Visionary Leadership

Martin Luther King Jrs. –

“I Have a Dream Speech” to be adapted to a school

vision statement. (Handout)


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School-Based Leadership:

It takes a school system to develop, implement, and

monitor… high cohesive… expectations for all students.

However, it takes a school to be the achievement and

performance center.


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“Schools are managerially tight, but culturally loose” – T. Sergiovinni (1995)


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Focal Points for “Effective” Schools:

• Students come in all sizes and

shapes

• Success keys: Effectiveness,

Equity, and Efficiency

• Educational tools

• “Building Responsibility Statement”

• School-Based Councils

Reflection and Connection: Effectiveness

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School-Based Leadership:

Students respond to teacher’s self fulfilling prophecies when it

comes to classroom learning (Rosenthal and Jacobson, 1968)

Encourage teachers to focus on setting their expectations by

aligning with:

• A building’s Database

-Demographic - Graduation Rates

-State/National Tests - Attendance

-Dropout - Suspension

• Results of Data Use

-Create expectations - Set Goals

-Moral Assurances - Shape Culture

Reflection and Connection: Effectiveness

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School-Based Leadership

School-Based Councils:

• Establishing Relationships (Purpose)

- Common Understandings

- Communication Links

- Partnerships

- Collective Commitment

• Investing in Their School

- Teachers (beliefs, instructional expertise)

- Parents (home cultures, expectations)

- Support Staff (local communications)

- Students (hopes, perspectives)

Collaboration: Definition

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Collaboration is a process to create:

Interpersonal relationship based on people working

together to develop processes of exploration, discovery

and understanding.

Successful schools: focus on the natural condition of all

children to perform at high levels; where performance is

based on facilitating conditions that deliver learning

experiences in a way that “fits” the child…but is not

punishing (Butler, 1997).

Collaboration: Parent Involvement

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Research Studies

• Involving parents in school planning and decision making is

critical in establishing “effective schools” wherein all students are

expected to academically achieve.

• Leithwood and Jantze (1999) studied predictors of school

achievement …a predictor was the families educational culture.

• Pounders, et.al. (1995) studied the functions of school

effectiveness related to student achievement and found parent

commitment was positively associated with student achievement.

• Bronstead-Burns (1998) found the higher the congruence between

parents’ and childrens’ expectations, the higher the childrens’

achievement.

Cohesiveness: Parent Involvement

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Question: Does your school practice involving parents in school

decision-making?

Research: Bredeson (1985) found that one in five schools studied were

parents highly involved in a formal sense.

Parent involvement in most schools is viewed as:

• supportive and tangential

• rather than – a rich source of expertise and knowledge

Challenge: To encourage parents to be actively involved in their

children’s education pre-K through 12th grade

Reflection and Connection:

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Parent Expectations of their Schools

Self Efficacy: Definition

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A person’s belief in his or her own ability to succeed in a particular

situation.

Research says: “The most effective way of developing a strong sense

of self efficacy is through mastery experiences”

(Bandura, 1994)

Self Efficacy: Instructional Leaders

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What should a principal and their teachers know about self efficacy?

Response: Self efficacy is based of beliefs that

• Form in early childhood and evolve through life;

• Every child needs one (or more) significant adult(s) to assert in

overcoming self doubt;

• Every child needs an adult who can minimize stress and regulate

mood.


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School revolves around instructional beliefs and work of teachers.

Student achievement at high levels is possible when teachers

collaborate and collectively nurture the self efficacy of all students.

Research: Goodhard, Hay and Hay (2004)

Studied perceptions of collective efficacy with relation to student

learning. The findings were:

• “Sense of self efficacy” is a significant predictor of productive

teaching practices

• The higher the “sense of efficacy the more likely a teacher will

take and welcome different tasks


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Mental Models

Mental models are “maps” of how an individual’s (principal

teachers…) world is perceived and, therefore, often works.

Issue: Our unconscious tendency to “select” evidence that supports

our personal assumptions and often downplay (“a good idea”)

contrary.

Collective Efficacy: Faculty Commitment

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Public

- Good Ideas

- Vision Statement

- Shared Goals

- Learning Expectations

- Teaching Capacity of Peers

Private

- Individual’s assumptions, needs, values, feelings,personal vision

- Alliance (informal) …collective efficacy

- Views on “ripe issues”

- Importance of schools work

- Feelings of trust and confidence

- Feelings of cultural competence

-Skills and Ability

- Personal Values

Mental Models

Cultural Competence: Instructional Leaders

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Question:

What is cultural competence?

The ability to successfully teach students from cultures

other than ones own.

• Must be framed in the large context of “school

renewal” or school change efforts.

• Often discrepancies between what teachers report

and what they actually do in school.


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Research:

Boykin and Cunningham (2001) examined the effects on performance

incorporating cultural factors into teacher presentation and content

materials. Their findings indicated:

• the facilitative effects of incorporating music and movement on African

American children’s cognitive reasoning performance makes a

difference.

Castagneu and Bradboy (2005) examined literature on culturally

responsive schooling and it’s affect on indigenous youth (ie. American

Indian and Alaskan native students). Their findings indicated a firm

grounding in heritage language is a fundamental prerequisite for the

development of culturally healthy students…and their communities.


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Question: What is a culturally competent school?

Culturally competent schools are schools that

honor, respect and value diversity in theory and practice;

and where teaching and learning are made relevant for

students from different cultures.

Cultural Competence : Instructional Leaders

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Much of the research linking cultural competence practices to

student achievement is not definitive…

Research:

Ladson & Billings (1995) examined teaching practices of eight exemplary

teachers of African American students…

Findings indicated the:

(a) importance of speech and language patterns in the interactions with

students,

(b) student achievement occurs in social structures outside of

schools, and

(c) Cultural congruence with school’s mainstream culture leads to mere

accommodation of student’s culture within the classroom

Culturally Responsive : Instructional Leaders

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Illustration:

Henderson High School in Fairfax County, VA identified

programs and strategies that contribute to being culturally responsive.

Elective courses to help students form diverse courses get along. (ie.

Combating intolerance)

Peer mediation: allows students from diverse backgrounds to talk about

potentially diverse issues

Parent Liaisons: Paid to work with families who would not otherwise have

become involved with schools.

Openness to “clubs”: to reflect the cultural identities, and opportunities for

student engagement with school

Telephone Trees: Designed to inform parents on school issues; sensitive to

multiple languages

Effort Awards: For students who have overcome academic

difficulties

Planning Matrix: School Renewal Activity

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Focus on one dimension of the seven

dimensions

High, cohesive and culturally relevant

expectations for students

What:

A brief description of a renewal activity beyond

what exists in their school

Participants will “brainstorm”/identify factors to

be included in a vision statement for their

school

Who:

A brief description identifying “stakeholders” or

significant people/groups that need to be

involved

Participants will “brainstorm”/identify factors for

creating a school mission statement that

becomes school policy

What:

A brief description identifying the measures

used to determine the renewal activity is

successful

Participants will “brainstorm” identifying (outline)

2 or 3 goals stemming from their vision

statement that can be “measured” and thereby

determining the “success” in terms of student

academic growth

Thank You and Summation

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Thank you for participating with me today on the topic of

High, Cohesive, and Culturally Relevant Expectations for

Students. I have prepared a document, “Hey, You’re the

Principal”, which summarizes a few thoughts of what I

believe will serve you well – as Instructional Leaders.

Gary ppt june 24, 2013 3

Education

Transcript of Gary ppt june 24, 2013 3