Creating and Administering an Effective School

1
Creating and Administering an Effective School

• London 2009
• Selected Slides
• Deborah Welch

2
(No Transcript)
3
Process Goals

• Reference activities, programs, resources,
  strategies
• Express what we will do, not the desired learning
  results of all of that doing
• May produce intense busyness with little
  progress

4
CHANGING PROCESS GOALS TO RESULTS GOALS

• PROCESS GOAL
• Initiate early release days
• Develop common assessments
• in writing
• Integrate the Social Studies and Language Arts
  curriculum

• RESULTS GOAL
• Provide time for collaboration leading to
  increases in student and staff learning
• Student writing improves and staff scores with
  greater inter-reliability

So that
5
Tasks for Teams
Student Work Reviewing student work and common
assessment results using protocols
School Improvement Developing and working on
team goals and action plans
Articulation Facilitating discussions within the
team, with grade levels above and below, and
within the subject area
Improved Student Learning
Learning Focused Meetings Facilitating efficient
meetings that have a focus on learning
Curriculum and Assessment Discussing, updating,
and improving units
Best Practices Sharing knowledge in subject area,
exchanging best practices, visiting one anothers
classrooms
6
Compass Points

• North
• Action. Lets do it! Likes to act, try
  things, plunge right in
• South
• Caring. Likes to know that everyones feelings
  have been taken into consideration and that their
  voices have been heard before acting
• East
• Speculating. Likes to look at big picture and
  the possibilities before acting
• West
• Paying attention to detail. Likes to know
  the who, what, when, where, and why before acting

7
Compass Points

• Go to the direction of your choice. No one is
  only one direction, but choose the one that
  describes your dominant characteristics.
• Answer the five questions on the chart.

8
Compass Points

• What are the strengths of your style (4
  adjectives)
• What are the limitations of your style (4
  adjectives)
• What style do you find the most difficult to work
  with and why?
• What do people from other directions or styles
  need to know about you so you can work together
  effectively?
• What do you value about the three other styles?