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Offical  UNL  logos:  Drag  and  drop  any  of  these  offical  logos  on  your  poster  as  needed.  Identifying Priority Time for Instructional Leaders

Presented by Scott Siegel ! Elementary Principal, Madison Public Schools

Resources 1.  Daily teaching schedule: prioritize time

according to instruction

2.  School, district, and personal calendars: budget for previously scheduled

events

3.  Google Form for tracking lost instructional leadership time

4. Smart phone or tablet: easy and quick access to the form for tracking data

References Cummins,  H.,  Gill,  J.,  &  Mitgang,  L.  (2013,  February  1).  Districts  Ma+er:  Cul1va1ng  the  Principals  Urban  Schools  Need.  Retrieved  July  16,  2015,  from  hZp://www.wallacefounda]on.org/knowledge-­‐center/school-­‐leadership/district-­‐policy-­‐and-­‐prac]ce/Documents/Districts-­‐MaZer-­‐Cul]va]ng-­‐the-­‐Principals-­‐Urban-­‐Schools-­‐Need.pdf  

Fullan,  M.  (2014).  Vices  and  Virtues.  In  The  Principal:  Three  keys  to  maximizing  impact  (p.  21).  San  Francisco,  California:  Jossey-­‐Bass.  

Horng,  E.  L.,  Klasik,  D.,  &  Loeb,  S.  (2009).  Principal  1me-­‐use  and  school  effec1veness.  (School  Leadership  Research  Report  No.  09-­‐3).  Stanford,  CA:  Stanford  University,  Ins]tute  for  Research  on  Educa]on  Policy  &  Prac]ce  

Horng,  E.,  &  Loeb,  S.  (2010).  New  Thinking  About  Instruc1onal  Leadership.  Phi  Delta  Kappan,  92(3),  66–69.  

The  Wallace  Founda]on.  (2012,  January).  The  school  principal  as  leader:  Guiding  schools  to  be+er  teaching  and  learning.  New  York:  Author.  Available  at  www.  wallacefounda]on.org/knowledge-­‐center/school-­‐leadership/  effec]ve-­‐principal-­‐leadership/Pages/The-­‐School-­‐Principal-­‐as-­‐  Leader-­‐Guiding-­‐Schools-­‐to-­‐BeZer-­‐Teaching-­‐and-­‐Learning.  aspx.    

Action Plan & Timeline

Review of Literature The Wallace Foundation (2012) found that principals are more likely to “make a real difference for students” when they dedicate their time to activities in the following leadership categories:

• Shaping a vision for academic success for all students, based on high standards • Creating a climate hospitable to education • Cultivating leadership in others • Improving instruction to enable teachers to teach at their best and students to learn at their utmost • Managing people, data, and processes to foster school improvement

Horng & Loeb (2010) concluded that strong instructional leaders are “hands-on leaders, engaged with curriculum and instruction issues, unafraid to work directly with teachers, and often present in classrooms.”

Fullan (2014) asserts that “The principal needs to become a balanced leader – minimizing the counterproductive actions and specializing in the generative actions that yield positive results.”

Being an effective instructional leader takes time, a precious commodity that is often in short supply due to student discipline, staff concerns, meetings, and other necessary, yet time-consuming tasks. Before a principal can be an effective instructional leader, they must “first need help in recognizing how they actually spend their time each day and week (Cummins, Gill & Mitgang, 2013).”

Project Overview

4.  Monthly  Progress  Reports  

Analyze  data  to  answer  key  ques]ons:  • How  much  instruc]onal  leadership  ]me  is  being  lost?  • What  are  the  main  reasons  for  this  lost  ]me?  • What  habits  must  be  changed?  Adjust  as  needed.  

How a principal utilizes his or her time has a great impact on the direction of the school they lead. The role of the principal has expanded significantly is recent years. With the increased number of demands, it can be difficult for any principal, especially one that is new to the profession, to effectively prioritize their time as an instructional leader.

Any task that does not fall under the umbrella of instructional leadership should not be a high priority for a principal during the school day. The paperwork, meetings, and phone calls are important, but they can also be distractions from the principal’s primary role: improving instruction and learning.

Project Goals:

• Prioritize the principal’s time. Schedule time for instructional leadership activities while setting aside tasks that can be completed outside of the school day.

• Schedule time during the week for phone calls and paperwork in order to minimize conflicts with instructional leadership duties.

• Track lost instructional leadership time. Analyze this data to more effectively meet the needs of teachers and students.

1.   Start  of  Year  Planning      

•  Priori]ze  du]es  as  an  instruc]onal  leader  for  the  upcoming  school  year.      

•  Determine  which  prac]ces  have  the  greatest  impact  on  improving  teaching  and  instruc]on.  

5.  End  of  Year  Analysis  

•  Final  data  analysis.    Determine  effec]veness  of  the  system.  

•  Determine  what  changes  need  to  be  made  for  the  following  school  year.  

3.  Daily  Data  CollecFon  

• Track  lost  instruc]onal  leadership  ]me  through  the  use  of  a  Google  Form.      •   Any  unscheduled  ac]vity  not  related  to  instruc]onal  leadership  is  considered  “lost  ]me.”  

2.  Weekly  Scheduling    

• Set  weekly  schedules  for  instruc]onal  leadership  ]me.  • Schedule  non-­‐instruc]onal  leadership  tasks  outside  of  instruc]onal  ]me  when  possible.  • Budget  ]me  for  mee]ngs,  paperwork,  and  phone  calls  

Addresses Nebraska Effective Principal Practice #3: Instructional Leadership