Creating an Environment for Learner Centered Leadership

1
Creating an Environment for Learner Centered
Leadership

• First Year of an Emerging Model of Professional
  Development for School Administrators

2
What is the Learner Centered Leadership program?

• 3 year USDoE sponsored training grant (Title II,
  Subpart B, 2151, School Leadership).
• An emerging and co-constructed model of
  professional development for school
  administrators in four urban school districts in
  partnership with university.

3
What is learner centered leadership?
Alternate framing in which school leaders are
learners focus on learning focus on systems
thinking focus on central role of community
4
Average Student Scores on AIMS for Reading,
Writing, and Mathematics for Participating
Schools, Districts, and State Averages
5
Average Percentage of Students at or above
Proficiency on AIMS in Reading, Writing, and
Mathematics by School, District, and State Average
6
Average Percentile Ranks-SAT 9 for Participating
Schools, Districts and State Averages
7
Participant Information (Gender and
Race/Ethnicity)
8
Participant Information (Educational Position)
9
Participant Retention
10
First 18 Months of the Project(for Rising and
Accomplished Leaders)

• Needs Assessment
• Development of Relationships (Team and Trust
  Building)
• District Experiences and Programs
• Technology Integration
• Co-construction of Thematic Strands
• Negotiation of Action Plans
• Mentoring Workshop
• Implementation of Action and Mentor Plans
• Reflection and Celebration

11
TELSA Average Results (Rising Administrators,
February 1, 2003)
12
LEADNA Average Results (Rising Administrators,
February 2003)Completed surveys N102, LEADNA
Class Score 4.22
13
Assessment of Needs and Brainstorming Session
Rising 1. Leadership vs. Management 2.
Effecting Change Dealing with Resistance
(systems thinking) 3. Student Achievement/Success
for All Students

• Accomplished
• Communication
• Learner-Centered Leadership
• Human Relations
• Management

14
Average Results of Self-Assessment (Accomplished
Administrators, February 1, 2003)
Participants were asked to rate their expertise
using a Likert scale (1weak, 5strong) on
processes related to ten administrative
categories.
15
Action Goals in Relation to Educational
Categories (November, 2003)
16
Six Attributes of Action Learning Plans (Rising
Administrators)

• Specific
• Observable and Measurable
• Data Driven
• Continuous and Ongoing
• Sustainable
• Critically Six Attributes of Action Learning
  Plans (Rising Administrators) Reflective

17
Co-Constructed Themes or Strands(by Mentors and
University Team)

• Human Relations, Communication and Legal
  Reasoning
• Learner Centered Leadership
• Language and Cultural Diversity
• Mediating Change/Dealing w/ Resistance

18
Participation in Each Strand (December,
2003-March, 2004)
19
Average Attendance Rates by District
20
Technology Support for Mentoring
21
Comments (by Mentors) on Mentoring Process

• I have had to do a lot of reflection about my
  skills and abilities as an administrator. I have
  also been working at developing my concept of
  mentoring and how to mentor in an effective
  manner.
• I think that it is always a positive experience
  to share what youve learned with others. It also
  helps you to re-evaluate the type and kinds of
  activities that help you to be a more effective
  leader.
• Giving the mentees an opportunity to dialog with
  us about areas that are CURRENTLY challenging
  them, like bringing a current issue and having us
  brainstorm possible solutions is an effective way
  for them to learn a variety of problem solving
  strategies. We also need to find a way to offer
  them point-in-time assistance!
• As an experienced administration unfortunately
  it is not often that we can dialogue with
  principals from other districts. The dialogue
  with other administrators within the
  multicultural strand has been worthwhile. I have
  enjoyed hearing them speak about what they are
  doing within their schools.
• The process has allowed me continual time to
  self-reflect on my own practices. It is also
  helpful to hear how others solved problems and
  get ideas that I may be able to implement at my
  site.

22
Comments (Rising Administrators)

• The action plan helps me to address my now more
  specific needs.  I am attempting to work more
  effectively toward those things identified by a
  team evaluating my school.
• I have found that the LCL meetings have provided
  me with the networking I was looking for. It has
  helped to build relationships with other
  administrators and provided a forum for organized
  discussions which are relevant to me and my
  professional growth. I feel that as a result of
  the meetings I now have a network of people I can
  turn to for advice and to bounce ideas off.
• I believe the action planning will help me to
  formalize my personal professional plan which
  with out this process I might have not done. I
  believe it will help me to address issues I might
  have ignored had I not developed a formal plan of
  action.
• I think often people are geared toward action
  with out taking time to go through a process
  which enables sustainable change. I think this
  process has been just that a process. With out
  the strand sessions we would not ultimately get
  the best most desirable results. They have been
  very useful and enlightening.
• The specific strand sessions have been the most
  beneficial part of the program. It is wonderful
  that these strands have been tailored to meet our
  needs. I would like to see more research
  discussed during these sessions.
• I am getting stretched outside of my comfort
  zone and I look forward to getting into groups
  and sharing ideas.