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Leadership Academy Nov 5

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					Leadership Academy
   November 5, 2008

 Dr. Joe Hauge         Please fill out
 Jeanne Cowan          contact /
 Janet Hensley         starters.

10:00-11:30    Welcome / Overview of SDI+ and Leadership Academy
               Dr. Joe Hauge, Jeanne Cowan, Janet Hensley

               Overview of Cognitive Coaching Model (Marilyn Hofer)

11:30 –12:15   Lunch (served on-site in the Sheridan Room)

12:15- 1:45    Introduction to Balanced Leadership model

1:45 – 2:00    Break   (cookies in the Sheridan Room)

2:00 – 3:00    Planning for Effective School Leadership

3:00-3:15      Closure and Evaluation

3:15 – 4:00    Meet with Mentors/General Information

• Update on SDI+ and Leadership Academy

• Understand the purpose and process for
utilizing mentors to strengthen leadership skills

• Build background of ‘Cognitive Coaching

• Overview of ‘Balanced Leadership Model’

• Begin forming mentor-principal relationships

   Take care of your own needs
   Limit side conversations in large group
   Raised hands = rejoin the large group
   Mute cell phones
   Respect others’ opinions and viewpoints
   Others?

                     Mileage forms . . .
* PROJECT: ________PIRLL________________________PLEASE FILL OUT COMPLETELY
* DATE OF EVENT: __Nov 4th 2008_to May 31 2009 ___   Revised 10/10/08

* COORDINATOR: _Janet Hensley and Jeanne Cowan__

TIE / BHSSC Travel Reimbursement Voucher
1925 Plaza Blvd.
Rapid City, SD 57702
Name (Please Print):                                               Social Security #:
City, State, Zip:
Phone:                                                                 *Destination:
*Reason for Travel / Event:
Departure Date:                                                               Time:                                AM
Return Arrival Date:                                                          Time:                                AM
Transportation - Mileage (round trip):                                        Miles                    Personal Vehicle
                                                                      School Vehicle
(NOTE: As of July 1, 2006, mileage will only be reimbursed if you travel out of the district where you work.)
                                                            List Passengers
                   Commercial Airlines – Cost of airfare (attach receipt): $
          (Attach Original receipts for parking, taxi, etc. as appropriate.)
Signature of Claimant:                                                Date:

Recruitment and Retention

Individual Leadership Roles & Responsibilities

Individual Effective Performance

School-based Performance

   Understanding of the essence of Cognitive

   Experience the power of a structured
    professional conversation.

    A coaching metaphor

 Coach – a means
 of conveyance. To
 convey a valued
 person from
 where he/she is to
 where he/she
 wants to be.
  Coaching paradigm
                                          Desired State
                                 •   Precise plan
                                 •   Deep reflections for
                                 •   Resourceful (high states
                                     of mind

Existing State
•Vague Plan
•Problem – stuck
(low S.O.M.)

 The Mission of Cognitive
The mission of Cognitive CoachingSM
is to produce self-directed persons
with the cognitive capacity for high
performance both independently and
as members of a community.

Mission of Cognitive CoachingSM

            Roam and buzz
1. Individually, write down one thing that
 happens nonverbally between two people
 when relating well.

2. Move around the room quickly listening, not
 writing collecting orally as many ideas as you

3. At the signal, return to your chair and write
 down as many as you can remember.

   Mirroring/matching is the technology
    whereby we offer back another’s non-
    verbal behavior.

   When we mirror people, through matching
    their behavior, we are offering them not
    only invisible and subconscious images of
    themselves, but images that are delivered
    without our meanings attached to them.

Mirroring taken to an
extreme is mimicking which
is highly irritating and

         Model conversation –
           Data collection
• A - pay attention to the verbal and
  non-verbal behaviors of the coach.

•   B - pay attention to the verbal and
    non-verbal behaviors of the speaker

•   A and B record your observations
    during the conversation

•   Share with your partner

    Role play scenario #1

  A colleague says to you, “I’ve
  done everything I know to do
  and this teacher is still having
  difficulty with classroom

  Role play scenario #2
A colleague sees you at a
meeting and loudly complains
about the overload of forms and
paperwork that is piling up.

   Role play scenario #3

A parent comes to the principal
and says, “I’ve had it with that
teacher! I want my child taken
out of her class TODAY!”

Foundations of Support

Support Functions
   Understanding of the essence of Cognitive

   Experience the power of a structured
    professional conversation.

 Welcome back!
 Refocusing  activity:
 Consider what you do as a
  leader to influence student
 Make a list of practices that
  you use to influence student
Your Professional Development
We want you to know that we have attempted to
 use key elements of high-quality professional
 development today.
     Application to YOUR practice
     Collaboration
     Dialogue
     Differentiation
     Guided application
     Networking
     Reflection

    Balanced Leadership Academy
 Designed and presented by
 Sponsored by the South
  Dakota Department of
  Education and School
  Administrators of South
 Second cohort beginning in
  June 2009

Marzano’s School Leadership that Works.

   Changing Environments
 Higher  expectations
 Greater accountability
 Rapid increases in
 Public scrutiny
 Work overload

        New Expectations
 Leading increasingly
  complex change

 Relentlessfocus on
 improving student

 Sharing   leadership
Balanced Leadership Framework

Provides a simple model that helps us
 define, understand and emphasize a set
 of leadership responsibilities that are
 associated with higher levels of student

Helps to integrate and apply research
 findings to support YOUR practice.

Balanced Leadership Framework
Four components:

1.   Leadership
2.   Focus of Change
3.   Magnitude of Change
4.   Purposeful Community

1.   There is a relationship between leadership and
     student achievement; leadership matters.

2.   There are 21 leadership responsibilities, each with a
     statistically significant and positive relationship to
     student achievement.

3.   Leaders perceived as strong do not always have a
     positive impact on achievement (focus or magnitude
     of implementation).

           Finding #1:
        Leadership Matters
   There is a relationship between leadership and
    student achievement.

   What principals do has an effect on student

   Increases in leadership behavior are associated
    with increases in student achievement.

       Finding #2:
Responsibilities & Practices
•21 leadership responsibilities

•66 leadership practices

•All correlated to student

•Each correlation is statistically
Affirmation                Involvement with CIA

Change Agent               Knowledge of CIA

Communication              Monitor/Evaluate

Contingent Rewards         Optimize

Culture                    Order

Discipline                 Outreach

Flexibility                Relationships

Focus                      Resources

Ideals/Beliefs             Situational Awareness

Input                      Visibility

Intellectual Stimulation
Each group will need three colors of cards.

 In your small group:
 1. Consider each leadership responsibility card. (blue)

 2. Match each leadership responsibility with its
    corresponding description (salmon).

 3. Match the paired description and responsibility
    cards with the corresponding practices card. (yellow)

   Check your answers with the handout.

   What surprises you about the leadership
    responsibilities and practices?

   What questions do the responsibilities and
    practices raise for you?

   Share your thoughts with a partner.

Finding #3:
Differential impact of leadership
Leaders perceived as strong do not always have a
 positive effect on student achievement.

McREL’s interpretation:
 Focus of the change—Are we focused on the
  right work?

   Magnitude of the change—Is it first- or
    second-order change?

Richard Elmore:

―The problem in low-
 performing schools is
 not getting people to
 work, it is getting them
 to do the right work.‖
Examples of ineffective focus
 Focus  on improving practices that
  are already well-developed and
 Focus on practices that are
  marginally implemented.
 Focus on practices that lack
  evidence for improving student
   Order of Change
Order of change is the
 magnitude and implications of
 changes for the people
 expected to implement them or
 those who will be impacted by
 (Waters, Marzano, & McNulty, 2003).
   Responsibilities associated with purposeful

   Responsibilities associated with managing

   Responsibilities associated with choosing the
    right focus.

                    Marzano’s Research
                             Students come in at 50%   Leave at the end of the year

Average School
Average Teacher
                                     50%                        50%
Highly Ineffective School
Highly Ineffective Teacher
                                     50%                         3%
Highly Effective School
Ineffective Teacher
                                     50%                        37%
Ineffective School
Highly Effective Teacher
                                     50%                        63%
Highly Effective School
Highly Effective Teacher
                                     50%                        96%
Highly Effective School
Average Teacher
                                     50%                        78%
A Plan for Effective School Leadership

Old Proverb. . .
―A vision without a plan is just a dream.

A plan without a vision is just drudgery.

But a vision with a plan can change the world.‖

As leaders, we need to identify the right work and then
 lead the conditions that impact that work.

  Marzano - 5 steps for this plan.
1. Develop a strong school leadership team.
         Solution to the amount of work is to shift leadership
          schools to a team of individuals.
         4 major concepts –

  1st concept-Collective Efficacy – the shared belief that
      “we can make a difference.”
           A better predictor of student
            success than socioeconomic status

2. Development and use of all available
   Financial resources
                             Shared vision
   Physical resources
    ◦ The leader needs to articulate
      his/her ideals and beliefs and invite
      teachers to share theirs so as to
      identify commonalities.

     3. Accomplishment of goals that matter to
      ALL community members

   It is up to the building principal to keep the
    common goals articulated in all discussions for
    all staff members.
    ◦ Not just words but actions!

   These include:
    ◦ Visibility – frequent contact with teachers &
       The principal’s strong presence communicates that
        administration and staff are working as a team.

      3. Accomplishment of goals that matter to
           ALL community members (cont.)
◦ Situational Awareness – the principal’s awareness of details
  and undercurrents in the school.
  Forecast and head off potential problems. Invite staff to
   discuss issues openly.

◦ Relationships – the principal establishes a purposeful
  community – the principal must be aware of personal aspects
  related to the staff.

◦ Communication – open, honest

◦ Culture – bi-monthly or monthly meetings where teachers
  discuss instruction issues. – working at consistencies.

    4. Agreed-upon process

   Input is important

    ◦ Open-door policy that gives every faculty member access
    ◦ Schedule individual meetings with each staff member

   9 of the 21 responsibilities are necessary for the
    principal in establishing a purposeful community.
        Optimizer (principal is champion)            Situational Awareness
        Affirmation (Principal leads celebrations)   Relationship
        Ideals/Beliefs                               Communication
        Visibility                                   Culture

    2. Distribute responsibilities
   Principal needs to stay

   Different members of the
    leadership team can share
    the responsibility of
    research, techniques and
    strategies for different
    academic areas.

•3. Select the „right‟ work
   This is so important.

    ◦ P. 110 - 111

 4.  Prioritize – identify the order of
    the selected work.
    ◦ Need to prioritize and focus.

Are We Doing the Right Thing?


5. Match management style to the
change initiative
   Examples would be:
    ◦ Optimizer (champion) that the whole staff is
      operating as a cohesive group.

      The leadership team can support this by
       identifying strengths of the staff.

    ◦ Can devote portions of all staff meetings
      acknowledging accomplishments.

Reflection        (chapter 7)
     Balanced Leadership Profile
   The Balanced Leadership Profile is an online
    feedback tool based on the leadership
    practices identified in School Leadership that
   Survey responses give principals, including
    assistant and aspiring principals, valuable
    information about leadership related to a
    specific change initiative.
   FREE
   Directions provided in handout.

Leadership Action Plan
   Using the Balanced Leadership Profile, identify 2
    or 3 leadership responsibilities positively
    correlated with leading second order change.
   Use this information to formulate leadership
        Goals must be:
          Specific
          Measurable
          Attainable
          Results oriented
          Timely
   Identify specific strategies to meet this goal.

Leadership Action Plan
Principal’s Name __________________ Mentor’s Name ________________ Date _____________
School ____________________________________

                  Goal            Strategies and Actions    Person(s)    Timeline   Evidence of Effectiveness
           (based on Leadership                            Responsible

Professional Learning Communities

                • Enjoy “Passion and

   http://www.solution-

Closing and Feedback
   Discuss initial date to meet.

   Individually complete both sides of the
    feedback/evaluation form.

   With your mentor, dialogue about your

   Leave these forms on your table, please!

 Thanks for all you do!
 Have a super year!
 See you at the Summer Institute on
  May 26-27!
 All materials available at SDI+ wiki

   Mileage
   Time cards
   Contracts
   Contact logs – will mail to you
   LODGING Dec. 4 & 5th – Sign up.


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