Rethinking Leadership Behaviors - NAESP
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Rethinking Leadership Behaviors A Research Based Approach to Improve Student Outcomes
Transcript of Rethinking Leadership Behaviors - NAESP
Rethinking Leadership Behaviors
A Research Based Approach to Improve Student Outcomes
P R E S E N T E R S
International consultant, former teacher, principal,
superintendent, professor, NJ
MICHAEL CHIRICHELLO
Principal on Special Assignment for the Lake
Washington School District in Redmond, WA
JEFF DeGALLIER
Principal at Kelso Virtual Academy (K-12) in Kelso,
WA
CINDY CROMWELL
Principal at East Vincent Elementary School, Owen J.
Roberts School District in Spring City, PA
CHRISTINE SEELEY
ObjectivesParticipants will…
Learn how the principal’s role is transformed from instructional leader to educational leader;
Discover three essential skills that principals need to achieve success according to the latest Wallace research; and
Discuss four interrelated leadership behaviors that can improve your leadership skills and student learning.
Join our panel of principals in designing actionable outcomes that will enable you to have a greater impact on student achievement using leadership behaviors outlined in the Wallace Foundation’s new research on How Principals Affect Students and Schools. During this engaging experience, panelists will share key take-aways for focusing on people, instruction, and the organization that can impact student learning outcomes and enable your staff to achieve more.
Which best describes your current role?
• Aspiring Principal
• New to three years in the principalship
• Four or more years of experience in the principalship
• Other role
Poll
Which of these 3 broad categories of skills would you consider to be your strength?
• Supporting instruction
• Managing and developing people
• Organizational management
Poll
Actionable Outcomes
How Principals Affect Students and Schools:A Systematic Synthesis of Two Decades of Research
This groundbreaking synthesis of research on school principals finds that effective principals have positive impacts on student achievement and attendance, as well as teacher satisfaction and retention.
www.wallacefoundation.org
Changing beliefs that form our perceptions is complicated!
Perceptions
“…in the current climate, it is easy to go overboard on instructional leadership… principals are being led down a narrow path of instructional leadership that will ultimately prove futile… 75 percent of principals find that the job has become too complex…we have taken instructional leadership too literally…”
Education Leaders
Key Findings
• Studies using new data and methods show that the importance of principals may not have been stated strongly enough in earlier work, given the magnitude and scope of principals’ impacts on students and schools.
• Evidence links four domains of principal behaviors to positive outcomes for students and schools—and they include but go beyond engagement with instruction.
• The principalship needs continued reorientation toward educational equity.
• Given the strength and scope of the impact of an effective principal, investing in successful strategies is likely to have a very large payoff.
• We need renewed attention to supporting a high-quality principal workforce.
• Foremost, our results on the importance of principals’ effects suggest the need for renewed attention to strategies for cultivating, selecting, preparing, and supporting a high-quality principal workforce.
www.wallacefoundation.org
Effective principals carry out four key behaviors, according to a major synthesis of research on school leadership… It is essential, too, that these practices be conducted through an equity lens.
Research
The updated synthesis draws on 219 high-quality research studies about school leadership published in the 20 years since 2000.
Among the studies are six, all published since 2012, that examine principal impact by taking advantage of school and principal longitudinal data unavailable 20 years ago.
It was through their analysis of these studies that the authors reached their conclusions about principal effects on student achievement.
Breakout Rooms- 12 Minutes
• First Round
• Rooms 1, 2, 3
• Second Round
• 1 to 2; 2 to 3; 3 to 1
• Third Round
• 2 to 3; 3 to 1; 1 to 2
Breakout Rooms
Principal SkillPeople
• CHRISTINE SEELEY
Principal Skill: People
Equity Lens
Engaging in instructionally
focused interactions
with teachers
Building a productive
climate
Facilitating collaboration and
professional learning
communities
Managing personnel and
resources strategically
Principal Skill: PeopleL e a d e r s h i p B e h a v i o r :
E n g a g i n g i n I n s t r u c t i o n a l l y F o c u s e d I n t e r a c t i o n s w i t h Te a c h e r s
CaringCommunication
Building Trust
• Offer proactive support to new teachers
• Student support
• Send weekly emails with info and recognitions
• Challenging conversations
• Effective communication with families or caregivers to increase involvement
• Empower teachers
• Build autonomy
• Be highly visible
New to the Building Teachers
ACTIVE LINK
Student Support
Conversations about
Competency
Clear expectations
Needs Assessment
Certifications
Specialized Training
Professional Development
Principal Skill: PeopleL e a d e r s h i p B e h a v i o r :
B u i l d i n g a P r o d u c t i v e C l i m a t e
CaringCommunication
Building Trust
• Create and maintain safe, nurturing environments
• Send weekly emails with info and recognitions
• Challenging conversations
• Effective communication with families or caregivers to increase involvement
• Empower teachers
• Build autonomy
• Be highly visible
Create and Maintain Safe,
Nurturing Environment
Social Emotional Learning
Clear Expectations
Professional Development
Staff Wellness
Consistent Communication
ACTIVE LINKACTIVE LINK
Principal Skill: People
L e a d e r s h i p B e h a v i o r :
F a c i l i t a t i n g c o l l a b o r a t i o n a n d p r o f e s s i o n a l l e a r n i n g c o m m u n i t i es
CaringCommunication
Building Trust
• Collective responsibility
• Send weekly emails with info and recognitions
• Empower teachers
• Build autonomy
• Be highly visible
Collective Responsibility
Building Leadership
Team (BLT)
Principal’s Advisory
Committee (PAC)
Kids for Change (KFC)
ACTIVE LINK
ACTIVE LINK ACTIVE LINK
https://docs.google.com/presentation/d/1uJL0wHZ2-i9ArDb0F-Wrg-u9czxB1LC4m05vEZsvexI/edit?usp=sharing
Principal Skill: PeopleL e a d e r s h i p B e h a v i o r :
M a n a g i n g p e r s o n n e l a n d r e s o u r c e s s t r a t e g i c a l l y
CaringCommunication
Building Trust
• Commit to the success of all staff
• Send weekly emails with info and recognitions
• Challenging conversations
• Empower teachers
• Build autonomy
• Be highly visible
Success of All Staff
Common Language
Clear Expectations
Acknowledge Risk-Taking
and PD
“Open Door Policy”
Consistent Communication
ACTIVE LINKACTIVE LINKACTIVE LINK
Principal SkillInstruction
• JEFF DeGALLIER
Principal Skill: Instruction
Leadership Behavior: Engage in Instructionally
Focused Interactions with Teachers
Observation and Evaluation
Feedback and CoachingData Driven
Instructional Program
Principal Skill: InstructionL e a d e r s h i p B e h a v i o r : E n g a g e i n I n s t r u c t i o n a l l y F o c u s e d
I n t e r a c t i o n s w i t h Te a c h e r s
UDL RTI CLD/ELL
Principal Skill:InstructionLeadership Behavior : Fac i l i tat ing Col laborat ion and Profess ional Learning Communit ies
BLT Self-Assessment
Principal Skill: InstructionW h e n re f l e c t i n g o n yo u r s k i l l s t o s u p po r t t e a c her ’s c l a s s room i n s t r u c t i o n , w h at l e a d e rs h i p b e h av i o r m i g ht t h e u s e o f r u b r i c s a n d c h e c k l i s t s h e l p i n fo r m yo u r p ra c t i c e s a n d re s u l t i n i m p rove d o u tco me s fo r s t u d e nt s ?
Principal SkillOrganization
• CINDY CROMWELL
Organization
•A general class of management skills that transcend schools. That is they would be relevant to leading other kinds of organizations.
Needs Assessment
• School Team
• Parents and Community Members
• Students
Key Questions Your School Team
• What is one thing we can do in the next 6 months to improve student learning?
• What is one thing you need from me to support your work in preparation for next school year?
• Three things you want me to know about you? (passion, motivation, strengths)
• 2 things not to touch or change in 2021-2022
• 1 thing to address (Look for low hanging fruit)
• An Activity: Quick sentence starter: How might we…. (at staff meeting)
Key QuestionsParents and Community
• What is going well at our school?
• What do you like most about our school?
• What are some areas we can improve in our school?
• What is something that you really want me to know?
Key QuestionsStudents
• What does a typical school day look like?
• What can we improve upon?
• What do you love about our school?
• What is something you really want me to know about our school?
What do you see?
What are celebrations you see in the data?
What do you find interesting?
Where do we go from here?
Power of Data
“Teachers feel empowered by having access to timely data on their students, something principals can influence as they create the circumstances for teachers to engage in data-driven instruction.”
-Brown 2015; Koyama 2014
• Share findings with the staff and community when applicable.
• Use the information to develop a plan and to determine the next steps. This will guide your future work and decision making.
• An Activity: Think big—“What is your headline”. What will be our headline after the first term into the new school year? What will be your headline at the end of this school year?
• What professional development opportunities can you plan and schedule for your staff for the upcoming year? What staff coaching opportunities does the data encourage? How can you utilize classroom supports and create staff schedules based on the findings?
Put It Together
Time Block
• Big things first
• Look at the school cycle
• Plan ahead for appreciation
• Block schedule
• Use code responses
• 5-7 sentences is to much
• Avoid distractitis
Cindy’s Favorite Tools
• CANVA
• SMORE
• Index Cards
Self Care is a Must
• Start each morning with a positive
• End on a positive
• Track the good stuff
Time Management“The key is not to prioritize what is on your schedule but to schedule your priorities.”
-Stephen Covey
Staff Time“Beyond managing your own time, principals can harness the school’s schedule to pursue goals. To facilitate teacher collaboration principals can schedule common planning or protect teacher time for team meetings. “
-The Wallace Report
• Elementary schools in which grade level teams were allotted common planning time saw higher achievement growth, particularly in reading. -Wallace
• Having math in the first two periods of the day instead of the last increases math GPAs of students.
• Danish students had a 20-30 minute break to eat, play and chat before a test their scores did not decline but increased.
• Meetings: certificated, classified and combo leadership meetings are critical to the work. Review the agenda and make sure a meeting is required rather than an email.
HiringDo Not Settle-EVER
.
Actionable Outcomes
Presenters’ Emails
• Michael Chirichello [email protected]
• Cindy Cromwell [email protected]
• Jeff DeGallier [email protected]
• Christine Seeley [email protected]
