Instructional Leadership

1
Instructional Leadership

• The instructional leader is responsible for for
  raising the academic achievement of all students
  in their building.
• In Walled Lake this is measured by BA scores,
  MEAP, ACT/SAT, AP scores, Terra Nova.

2
How Is This Accomplished?

• High Expectations
• School Leadership Group
• Relationships, Relationships, Relationships
• Fullan, DuFour, Marzano, Glickman,
  Darling-Hammond, McTighe, Wiggins, Stiggins,
  Supovitz Poglinco(Americas Choice Schools),
  Friedkin Slater

3
High Expectations

• Everyone is EXPECTED to teach the curriculum,
  administer the BAs, participate in BA analysis,
  and use the results of the analysis to plan. This
  is NOT a CHOICE
• Common Core Curriculum
• Standards Based Assessments
• Consistent Implementation
• Consistent Analysis
• School/District mission and beliefs must
  regularly communicated to staffprincipal's must
  be in classrooms.
• You will meet resistance, but you must have the
  courage and commitment to see it through.

4
School Leadership Group

• you cant do it alone
• but you must LEAD the way
• with staff who believe in the vision
• Rememberthe ONLY power is in your ability to
  influence

5
School Leadership Group

• Must be accessible and attentive to matters of
  concern for teachers
• Must engage in collaborative problem solving and
  decision making on instructional issues in the
  context of mutual respect
• Friedkin Slater

6
School Leadership Group

• Defines academic expectations for the school
• Seeks input from colleagues
• Demonstrates their importance by listening and
  acting upon what theyve heard
• Analyzes results
• plans based on trend analysis
• Sets performance targets
• Develops Safety Nets
• Structured in the school day (preferably) or
  outside the school day
• Provides students extensive support and multiple
  opportunities to achieve the benchmarks

7
School Leadership Group
Behaviors associated with an effective leader Behaviors not associated with an effective leader
Makes formal observations Has frequent staff meetings
Is accessible to discuss ideas Uses formal rewards for good teaching
Seeks teacher input for key decisions Reviews teachers lesson plans
Portrays confidence in teachers Helps solve specific instructional problems
Monitors the continuity of the curriculum Gives feedback on specific lessons
Frlater
Friedkin Slater
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Relationships, Relationships, Relationships

• Optimism
• Nonnegative thinking
• Nothing is insurmountable
• We control the conditions we can control and
  dont make excuses for the conditions we cant
  control
• Particularly important in tough times
• Net EffectIncreased teacher self-esteem and
  motivation
• Marzano

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Relationships, Relationships, Relationships

• Honesty
• Truthfulness and consistency between words and
  action
• Keep staff informed of events that will impact
  them
• Net Effect.Energizes staff and builds Trust
• Marzano

10
Relationships, Relationships, Relationships

• Consideration
• Show concern for all teachers
• Nondiscriminating
• Understanding
• Flexible
• Cooperative
• Net EffectBuilds Friendship and Trust
• Marzano

11
Its all about relationships (teaching behavior
impacts student learning)
District Benchmarks
Teaching
Benchmark Assessments
Based on Trend Analysis and New Learning

• Is it an individual
• student issue?
• Re-teach/Re-assess

• Is it a whole class
• issue?
• Restructure
• TPD

• Is it a school-wide
• issue?
• Restructure
• NCA Plans
• TPD

NCA TPDs Curriculum Hours
Identification of Trends
12
Its all about relationships (teaching behavior
impacts student learning)
District Benchmarks
Teaching
Benchmark Assessments
Based on Trend Analysis and New Learning
Lesson Design
Assessments

• Is it an individual student issue?
• Re-teach/Re-assess
• Is it a whole class issue?
• Restructure
• TPD
• Is it a school-wide issue?
• Restructure
• NCA Plans
• TPD

Teacher Learning
Analysis
NCA TPDs Curriculum Hours
Identification of Trends