Fostering A Positive School Culture Through Collaborative Administrative
Practices
Fostering A Positive School Culture Through Collaborative Administrative
PracticesA Framework for Excellence: The Role of
AdministrationA Framework for Excellence: The Role of
Administration
Session GoalSession GoalTo outline ways in which
Central Office personnel can foster school-level collaborative administrative practices and support the district mission and goals
To outline ways in which Central Office personnel can foster school-level collaborative administrative practices and support the district mission and goals
Key Terms…Key Terms…CollaborativeDistributed“Loose-Tight” Structures & Processes
CollaborativeDistributed“Loose-Tight” Structures & Processes
District ImportanceDistrict Importance
“Excellent schools in poordistricts implode over time,whereas, poor schools inexcellent districts get better.”
-Linda Lambert
“Excellent schools in poordistricts implode over time,whereas, poor schools inexcellent districts get better.”
-Linda Lambert
A Leadership Framework
A Leadership Framework
What
Why How
THOUGHTS
EMOTIONS ACTIONS
Vision
Collaboration
Trust
Shared Knowledge Through Strategic Focus
Shared Knowledge Through Strategic Focus
THOUGHTS
Strategic FocusStrategic Focus
These…These…PoliciesPracticesProcedures
PoliciesPracticesProcedures
Should Align With…Should Align With…
Ensuring that all students learn
Results-Orientation
Collaborative Culture
Ensuring that all students learn
Results-Orientation
Collaborative Culture
Structural ChangesStructural Changes
An academic program supportive of all students’ learning
A system for monitoring student progress
Job-embedded professional learning
An academic program supportive of all students’ learning
A system for monitoring student progress
Job-embedded professional learning
An Academic ProgramAn Academic Program
1. How are all students placed in academic classes?
2. How do collaborative teams refine and consistently follow the agreed upon pacing of a guaranteed and viable curriculum?
3. How are all students provided necessary interventions?
1. How are all students placed in academic classes?
2. How do collaborative teams refine and consistently follow the agreed upon pacing of a guaranteed and viable curriculum?
3. How are all students provided necessary interventions?
“Loose-Tight”“Loose-Tight”
The Central Office should be “tight” on supporting school sites in making these structural changes and “loose” in providing school, sites the autonomy to make the accompanying cultural changes
The Central Office should be “tight” on supporting school sites in making these structural changes and “loose” in providing school, sites the autonomy to make the accompanying cultural changes
Monitoring Student Progress
Monitoring Student Progress
1. What systems and processes are used to frequently provide collaborative teams with timely data on student learning?
2. How are results used to provide support and feedback to collaborative teams?
1. What systems and processes are used to frequently provide collaborative teams with timely data on student learning?
2. How are results used to provide support and feedback to collaborative teams?
“Loose-Tight”“Loose-Tight”
The Central Office is “tight” on the need for schools to support each overarching central office goal
Yet “loose” on each school’s action steps and respective SMART goals
Then monitoring, support, and feedback occur continuously
The Central Office is “tight” on the need for schools to support each overarching central office goal
Yet “loose” on each school’s action steps and respective SMART goals
Then monitoring, support, and feedback occur continuously
Professional LearningProfessional Learning
1. How is collaboration time embedded during the school day?
2. How are support and coaching services provided to collaborative teams for their professional learning?
3. How is professional development, job-embedded and guided by students learning results?
4. How do tools and routines guide the work of collaborative teams?
1. How is collaboration time embedded during the school day?
2. How are support and coaching services provided to collaborative teams for their professional learning?
3. How is professional development, job-embedded and guided by students learning results?
4. How do tools and routines guide the work of collaborative teams?
“Loose-Tight”“Loose-Tight”
Again it is critical that the Central Office shift its focus and resources to be “tight” on ensuring school sites make structural changes to allow for job-embedded professional learning
And “loose” in providing school sites with the autonomy needed to make necessary cultural changes
Again it is critical that the Central Office shift its focus and resources to be “tight” on ensuring school sites make structural changes to allow for job-embedded professional learning
And “loose” in providing school sites with the autonomy needed to make necessary cultural changes
Common Beliefs Through Distributive Leadership
Common Beliefs Through Distributive Leadership
EMOTIONS
Common Beliefs Through Distributive Leadership
Common Beliefs Through Distributive Leadership
1. Establish common beliefs2. Indentify and articulate the
fundamental purpose of the district and the big ideas to achieving that purpose
3. Trust- encourage organizational autonomy within defined parameters
1. Establish common beliefs2. Indentify and articulate the
fundamental purpose of the district and the big ideas to achieving that purpose
3. Trust- encourage organizational autonomy within defined parameters
“Loose-Tight”“Loose-Tight”Loose leadership practices promote collegiality by providing a collaborative team with the autonomy to develop values and beliefs that drive their team and classroom practices
Tight leadership practices promote accountability by requiring a collaborative team to produce artifacts that articulate their focus on student learning
Loose leadership practices promote collegiality by providing a collaborative team with the autonomy to develop values and beliefs that drive their team and classroom practices
Tight leadership practices promote accountability by requiring a collaborative team to produce artifacts that articulate their focus on student learning
Collective Commitments Through Collective
Efficacy
Collective Commitments Through Collective
Efficacy
ACTIONS
“Loose-Tight”“Loose-Tight”Tight leadership is exhibited by
focusing the efforts of collaborative teams within the defined parameters
While loose leadership will simultaneously be exhibited by allowing the teams to design, implement, and refine tools and routines to collectively engage in the continuous improvement of student academic achievement
Tight leadership is exhibited by focusing the efforts of collaborative teams within the defined parameters
While loose leadership will simultaneously be exhibited by allowing the teams to design, implement, and refine tools and routines to collectively engage in the continuous improvement of student academic achievement
ConclusionConclusion
Educators wantsolutions that are exoticand easy, but in realitythe answers are simpleand hard to do.
Educators wantsolutions that are exoticand easy, but in realitythe answers are simpleand hard to do.
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