As School Leaders, Can You Relate To This Lonely Feline

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As School Leaders, Can You Relate To This Lonely
Feline?
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Ten Thought for School Administrators to Live
By (Taken from
AASA Executive Director, Paul Houston)

• No. 10 Its better to be over the hill than
  buried in it.
• No. 9 Its important to be sincere, whether you
  mean it or not.
• No. 8 To err is human, but if you wear out the
  eraser you may be overdoing it.
• No. 7 Half the people you meet are below
  average.
• No. 6 He who must always have the last word may
  end up talking to himself.

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• No. 5 The school administrator who always smiles
  probably got a good
  deal on Botox.
• No. 4 42.7 of all statistics are made up on the
  spot.
• No. 3 The sooner you fall behind, the more time
  youll have to
  catch up.
• No. 2 If everything seems to be going well,
  youve probably
  overlooked something.
• No. 1 If you want the rainbow, youve got to put
  up with the rain.

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For Those Of You Who Are Football Fans And
WhoHappen To Follow And Watched The Super Bowl
Game,What Educational Leadership Lessons Could
We DrawFrom The Two Teams That Achieved The
Pinnacle Of Success In The Sport Of Football?

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Using Good To Great by Jim Collins and Leading
Change by John Kotter how could we relate
theseConcepts

• Create a clear vision and communicate the vision
• Get the right people on the bus, the wrong people
  off the bus and the right people in the right
  seats-then figure out where to drive the bus
• Characterized with personal humility and
  professional will
• Channel ego needs into focus on the company and
  not themselves
• Fanatically driven, infected with an incredible
  need to produce results
• Look out the window to credit others and look in
  the mirror to accept responsibility for things
  gone wrong

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• You may find a level 5 leader where extraordinary
  results are occurring yet no one steps forward to
  claim credit or recognition
• Greatness occurred over time and never was there
  a miracle moment or traumatic event in time
• Maintained consistency over a long period of time
• Leaders and companies achieve coherence meaning
  all parts work together to achieve more than any
  single part or factor
• The flywheel effect The Good To Great Companies
  understood a simple truth, tremendous power
  exists in the fact of continued improvement and
  the delivery of results
• Avoid declaring victory too soon by consolidating
  gains
• Anchor changes firmly in corporate culture

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Vision

• Our Vision is to become school leaders committed
  tocontinuous learning and being more collegial
• By engaging in inquiry
• By being collaborative
• Through self-reflection
• Group 1

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Values

• We will exhibit the following behaviors
• Act with a moral purpose
• Demonstrate ability to reflect
• Collaborate
• Share our expertise and resources
• Demonstrate respect for one another

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Goals

• We will develop a common and collaborative manner
  to assess teacher performance.
• We will improve student achievement by developing
  instructional leadership skills that will allow
  for the effective evaluation of teachers in order
  to support teaching and learning.
• We will enhance our understanding of the ISLLC
  standards, and how they impact on practice (by
  establishing common language).
• We will be able to make informed decisions using
  data to improve instructional practices.

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We As Educational Leaders In The ETS School
Leadership Training Series Aspire To Become

• A Community of Learners committed to becoming
  more
• Reflective
• Collaborative
• Effective
• Instructional leaders
• Having a goal to improve student achievement
• Group 2

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We believe that in order to achieve our Vision we
must each be committed to the following personal
behaviors

• Honesty
• Respectful
• Open-minded for diverse perspectives
• Trusting
• Commitment to collaborate
• Sensitive to good communication
• Be reflective
• Exhibit good inquiry characteristics

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At the end of this training, we will be able to
exhibit the following

• Ability to understand and put into practice the
  ISLLC Standards
• Be professionally stronger individually and
  collectively with instructional leadership
• Evidence that student achievement has been
  advanced