Leadership Essentials

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Leadership Essentialsfor the Essential Elements 
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Overview

• Traditional Leadership
• Instructional Leadership
• Additional Demands at the Middle Level
• Leadership that Works
• How to Get It All Done
• Applications and Examples

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What does aleader look like?

• Traditional Leadership
• Instructional Leadership
• Middle Level Leadership
• Leadership that Works

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Getting things going...

• Warm-up activity Four squares
• Consensograms
• Leadership Tools

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Traditional Leadership

• Task On the roll-paper, draw a picture of the
  traditional leader

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Instructional Leadership

• Choose an article from the reader, BUT NOT
  BALANCED LEADERSHIP
• Read it, discuss
• Group synthesizes individual articles using
  sticky notes
• Update your leader picture

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The Essential Elements(of Standards-Focused
MiddleLevel Schools and Programs)
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Essential Element 1 Philosophy and Mission

• A philosophy and mission that reflect the
  intellectual and developmental needs and
  characteristics of young adolescents.

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Essential Element 1 Philosophy and Mission
Status quo and inertia
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Essential Element 1 Philosophy and Mission
An dually-articulated vision for the future
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Essential Element 1 Philosophy and Mission
An dually-articulated vision for the future
Status quo and inertia
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Essential Element 2 Educational Program

• An educational program that is comprehensive,
  challenging, purposeful, integrated, and
  standards-based.

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Essential Element 2 Educational Program
Standards incidentalism or Standards-referenced
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Essential Element 2 Educational Program
Beginning with the End in Mind all the time.
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Essential Element 2 Educational Program
Standards incidentalism or Standards-referenced
Beginning with the End in Mind all the time.
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Essential Element 3 Organization and Structure

• An organization and structure that support both
  academic excellence and personal development.

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Essential Element 3 Organization and Structure
Junior High School
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Essential Element 3 Organization and Structure
Deliberate and intentional design
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Essential Element 3 Organization and Structure
Deliberate and intentional design
Junior High School
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Essential Element 4 Classroom Instruction

• Classroom instruction appropriate to the needs
  and characteristics of young adolescents provided
  by skilled and knowledgeable teachers.

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Essential Element 4 Classroom Instruction
Traditional Teaching
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Essential Element 4 Classroom Instruction
Best Practice and Research-based Learning
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Essential Element 4 Classroom Instruction
Best Practice and Research-based Learning
Traditional Teaching
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Essential Element 5 Educational Leadership

• Strong educational leadership and a building
  administration that encourages, facilitates, and
  sustains involvement, participation, and
  partnerships.

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Essential Element 5 Educational Leadership
Mis-matched Management
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Essential Element 5 Educational Leadership
Effective Leadership and Situational Match
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Essential Element 5 Educational Leadership
Effective Leadership and Situational Match
Mis-matched Management
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Essential Element 6 A Network of Academic and
Personal Support

• A network of academic and personal support
  available for students.

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Essential Element 6 A Network of Academic and
Personal Support
Haphazard Programs and reliance on AIS
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Essential Element 6 A Network of Academic and
Personal Support
Deliberate and Collaborative Network
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Essential Element 6 A Network of Academic and
Personal Support
Haphazard Programs and reliance on AIS
Deliberate and Collaborative Network
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Essential Element 7 Professional Training and
Staff Development

• Professional training and staff development that
  are ongoing, planned, purposeful, and
  collaborated.

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Essential Element 7 Professional Training and
Staff Development
Disconnected, one-shot, wants-based staff
development
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Essential Element 7 Professional Training and
Staff Development
Aligned and Distributed Professional Learning
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Essential Element 7 Professional Training and
Staff Development
Disconnected, one-shot, wants-based staff
development
Aligned and Distributed Professional Learning
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Essential Elements Activity

• Task make a poster advertisement
• Take a walking tour of essential elements
• Update your leader picture

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Essential Elements Tools

• The Elements
• The Research
• The rubrics
• The pamphlets
• nysmsa.org

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What does aleader look like?

• Traditional Leadership
• Instructional Leadership
• Middle Level Leadership
• Leadership that Works

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Lunch
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Classroom Instruction That Works

• Marzano,
• Pickering,
• Pollock

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Classroom Instruction That Works(Marzano,
Pickering, Pollock) Research Based Strategies
for Improving Student Achievement

• Identifying Similarities and Differences
• Comparing looking at similarities and
  differences between or among things
• Graphic organizers
• Comparison matrix
• Classifying grouping things that are alike on
  the basis if these characteristics
• Venn diagrams and other graphic organizers
• Creating metaphors identifying a general or
  basis pattern in a specific topic, then finding
  another topic that appears to be different but
  has the same general pattern
• See Starship example

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Identifying Similarities and Differences

• Creating analogies identifying relationships
  between pairs of concepts, relationships
• Oxygen is to humans as carbon dioxide is to
  plants
• Eighty is to eight as dime is to ______
• Thermometer is to temperature as odometer is to
  distance

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Metaphor Example

• Two science students were standing in front of
  the class pointing to the diagram of the Starship
  Enterprise (from Star Trek) as they presented
  their project. Their assignment was to identify
  the major structures of a cell and describe the
  function of each. They were then to restate the
  information in more general, abstract terms, and
  finally, to identify another system that is
  similar to the cell, at an abstract level. These
  two students had selected the Enterprise as the
  second element of the metaphor, and identified
  the following abstract pattern connecting a cell
  with the starship.
• Cell General,Abstract Enterprise
• Nucleus Part that runs the The bridge
• system_______________________
• Selectively Part that keeps out
  Transporter
• Permeable bad things and lets in Room
• Membrane the good
• In a detailed and articulate way, students
  described how each aspect of the cell was like a
  feature of the Enterprise

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Classroom Instruction That Works(Marzano,
Pickering, Pollock) Research Based Strategies
for Improving Student Achievement

• Summarizing and Note Taking

• To effectively summarize, students must delete
  some information (trivial, redundant
  information), substitute some information (
  super ordinate terms such as flowers, for a
  listing of flowers), and keep some information
• Frame questions to assist students in summarizing
• To practice summarizing in the classroom ask
  students to verbally summarize silent or oral
  reading, utilize reciprocal teaching with a
  student leader ( questioning, clarifying,
  predicting.)

• Note Taking

• Should not be verbatim

• Considered a work in progress

• Used as study guides

• Teach various note taking strategies webbing,
  outline format, etc.

• The more notes that are taken, the better
• Teach various note taking strategies webbing,
  outline format, etc.

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Classroom Instruction That Works(Marzano,
Pickering, Pollock) Research Based Strategies
for Improving Student Achievement

• Reinforcing Effort and Providing Recognition
• Teach about effort share personal examples
• Have students track their effort and achievement
• (see achievement rubric)
• Deliver effective praise citing specifics of the
  accomplishment, for note worthy effort or
  success in difficult tasks
• Personalize recognition
• Pause, Prompt, and Praise

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Effort Achievement Rubric
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Classroom Instruction That Works(Marzano,
Pickering, Pollock) Research Based Strategies
for Improving Student Achievement

• Homework and Practice
• The amount of homework assigned should be
  different from elementary to middle to high
  school.
• High School 24 percentile points
• Middle School 12 percentile points
• Elementary School 6 percentile points
• The purpose of homework should be identified and
  articulated. Is it practice, to prepare new
  information, or to elaborate on information that
  has been introduced?
• Parent involvement in homework should be kept to
  a minimum
• If homework is assigned, it should be commented
  on. Vary approaches in providing feedback on
  homework

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Classroom Instruction That Works(Marzano,
Pickering, Pollock) Research Based Strategies
for Improving Student Achievement

• Nonlinguistic Representations (Creating graphic
  representations)
• Making physical models
• Generating metal pictures
• Drawing pictures and pictographs
• Engaging in kinesthetic activity
• (I..to measure degrees, represent angles, etc.).e
  body math
• Using multiple means to help students visualize
  the content (various organizers to show
  concepts, effects, generalizations, episodes,
  etc.)

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Classroom Instruction That Works(Marzano,
Pickering, Pollock) Research Based Strategies
for Improving Student Achievement

• Cooperative Learning
• Organizing groups based on ability levels should
  be done sparingly
• Cooperative Learning groups should be kept small
  in size (3-4)
• Cooperative learning should be applied
  consistently and systematically, but not overused
• Five defining elements
• Positive interdependence (sink or swim together)
• Face to face promotive interaction (helping each
  other learn, applauding success and efforts)
• Individual Group accountability ( each of us
  must to contribute to the group achieving its
  goals)
• Interpersonal and Small group skills
  (communication, trust, leadership,
  decision-making, conflict resolution)
• Group processing (reflecting on how well the team
  is functioning and how o function better

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Classroom Instruction That Works(Marzano,
Pickering, Pollock) Research Based Strategies
for Improving Student Achievement

• Setting Objectives and Providing Feedback
• Goal setting is important. Instructional goals
  should narrow what students focus on. (I.e goal
  might be that students understand how a cell
  functions.)
• Instructional goals should not be too specific
  but should include performance, conditions,
  criterion)
• Students should be encouraged to personalize the
  teachers goals.
• Feedback
• Should be corrective in nature
• Should be timely
• Should be specific to a criterion
• Students can effectively provide some of their
  own feedback

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Classroom Instruction That Works(Marzano,
Pickering, Pollock) Research Based Strategies
for Improving Student Achievement

• Questions, Cues, and Advance Organizers
• Help students organize and use what they already
  know about a topic
• Are at the heart of classroom practice
  generally accounts for 80 of what goes on in
  classrooms
• Should focus on what is important, rather than
  unusual
• Higher level questions produce deeper learning
  Ask the question before the instruction to frame
  a mental set.
• Advance organizer could be skimming, narrative
  (story related to the learning), expository
  (describes the content to which students will be
  exposed), or graphic.

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Instructional Leadership
Susan Allen Asst. Superintendent for
Instruction Hilton Central School District 225
West Avenue Hilton, New York 14468 sallen_at_hilton.k
12.ny.us
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Instructional Leadership

• Primary Areas of Focus
• 90/90/90 Schools Research Doug Reeves
• Ruby Payne strategies
• Balanced Leadership Waters, Marzano, McNulty

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The 90/90/90 Schools

• From Accountability in Action by Douglas Reeves

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What Are They?

• Inner-city urban schools, suburban schools, and
  rural schools
• 228 buildings and more than 130,000 students
• More than 90 of students eligible for free and
  reduced lunch
• More than 90 from ethnic minorities

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Common Characteristics of High Achievement
Schools

• Focus on Academic Achievement
• Clear curriculum choices
• Frequent assessment of student
• progress and multiple opportunities for
  improvement
• Emphasis on writing
• External scoring

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Focus on Academic Achievement

• Laser-like focus
• Displays of exemplary student work in trophy
  cases, etc.
• Charts, graphs, and tables all over the school
  displaying student achievement.
• Obvious to all that academic performance is
  highly prized.
• Comprehensive accountability system
• School focus on a few indicators of improvement
• How you finish is what counts
• Substantial interventions for students who were
  deficient in reading and writing.

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Curriculum Choices

• More time spent on core subjects of reading,
  writing and mathematics demonstrated student
  achievement improvement in other content areas.

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Frequent Assessment of Student Progress with
Multiple Opportunities for Improvement

• Student performance that is less than proficient
  is followed by multiple opportunities to improve.
• Weekly assessments
• Constructed and administered by classroom
  teachers
• You can do better next week
• Active coaching vs. final evaluation model

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Emphasis on Writing

• High emphasis on informative writing
• Single scoring guide to evaluate every piece of
  written work used across content areas.
• No compromises on expectations for quality
• Association between writing and performance in
  other academic disciplines was striking

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External Scoring

• Common assessment practices that were reinforced
  through exchange of student papers
• Teacher to teacher
• Building to building
• Principal as evaluator
• Need uniform basis on which to evaluate student
  work

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What are we doing now?What could we be doing?

• Techniques are replicable
• Techniques are consistent-focus is clear
• Techniques are persistent more than 90 of the
  students involved in these studies continue to
  meet or exceed state
• standards.

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What We Are Doing

• Focusing on one area at each cabinet meeting
  discussions on what we are currently doing and
  what we should be doing
• Principals are holding discussions with faculty
  at department meetings and/or faculty meetings

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Ruby Payne Strategies
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Helping Individual Students

• Building administrators are working with
  individual teachers, using a grid-like format to
  identify where each child is academically on
  major assessments. A plan is then developed to
  move each child up by at least one quartile by
  the end of the year.

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Disabled ESL Transfer students White males
75-100 (4th quartile) Greg Mark Ed Tom
50-74 (3rd quartile) George Marissa Lydia
25-49 (2nd quartile) James Karen Joe Ken
0-24 (1st quartile) Mary Tim Maria Dave Steve Brian Mike
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Balanced Leadership

• What 30 years of research tells us about the
  effect of leadership on student achievement

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ASSUMPTIONS

1. We need to get the most possible out of our
   schools.
2. In light of the resource, social, political, and
   design realities facing our schools and their
   leaders, our schools (the current model of
   schooling in the USA) are not likely to meet the
   expectation that no child is left behind.
3. We need educational leaders who can initiate and
   sustain the improvement efforts required to
   accomplish 1, and who are prepared to deal with
   the 2nd order changes implied by 2.

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Factors Influencing Achievement

1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective Feedback
3. Parent and Community Involvement
4. Safe and Orderly Environment
5. Collegiality and Professionalism

School
6. Instructional Strategies 7. Classroom
Management 8. Classroom Curriculum Design
Teacher
9. Home Environment 10. Learning
Intelligence/Background Knowledge 11. Motivation
Student
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A Composite Model of the Research on School and
Teacher Effectiveness
School and Teacher Combinations Percentile Score Upon Entering Percentile Score Upon Leaving 2 Years Later
Average School Average Teacher 50th 50th
Highly Ineffective School Highly Ineffective Teacher 50th 3rd
Highly Effective School Highly Ineffective Teacher 50th 37th
Highly Ineffective School Highly Effective Teacher 50th 63rd
Highly Effective School Highly Effective Teacher 50th 92nd
Highly Effective School Average Teacher 50th 78th
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OPERATIONAL DEFINITIONS
LEADERS
Effective leaders influence individuals and
organizations. At the individual level, leaders
support learning that leads to individual and
organizational goals. At the organizational
level, leaders develop a shared vision and broad
goals. Leaders accept responsibility for
achieving results and create the necessary
environments that contribute to individual and
organizational success.
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Background of McRELs Study of Leadership

• 3000 Dissertation citations
• 2000 Other study citations
• 70 Studies met our criteria for inclusion

• Quantitative data
• Achievement as the dependent variable
• Standardized scores
• Teacher perceptions

• 80 of these 70 studies found no significant
  relationship

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The Benefit of Meta-Analysis
In the 70 studies

• 2894 schools
• 1.1 million students
• 14,000 teachers

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The average correlation between principal
leadership behavior and school achievement is .25
which means A one standard deviation increase
in principal leadership is associated with a 10
percentile point gain in school achievement.
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Characteristics of 1st Order Change

• An extension of the past
• Within existing paradigms
• Consistent with prevailing norms and values
• Focused
• Bounded
• Linear
• Marginal
• Problem and solution-oriented
• Implemented by experts

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Characteristics of 2nd Order Change

• A break with the past
• Outside of existing paradigms
• Conflicted with prevailing norms and values
• A disturbance to every element and aspects of a
  system
• Emergent
• Unbounded
• Nonlinear
• Neither problem nor solution oriented
• Implement by community
• Complex

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Leadership for Incremental Change

• Emphasize relationships
• Establish strong lines of communication
• Be an advocate for the school
• Provide resources
• Maintain visibility
• Protect teachers from distractions
• Create culture of collaboration
• Look for and celebrate successes

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Leadership for 2nd Order Change

• Shake up the status quo
• Hold everyones feet to the fire
• Propose new ideas
• Operate from strong beliefs
• Tolerate ambiguity and dissent
• Talk research and theory
• Create explicit goals for change
• Define success in terms of goals

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Principal Characteristics and Behaviors
Average r and 95 Confidence Intervals
Characteristic/ Behavior Ave r N (Schools) N (Studies) 95 (CI)
Communication .23 245 10 (.10 to .30)
Outreach .28 478 14 (.19 to .35)
Input .30 504 13 (.21 to .38)
Relationship .19 497 12 (.10 to .24)
Affirmation .25 345 7 (.14 to .35)
CIA .16 636 19 (.08 to .24)
Contingent Reward .15 420 7 (.05 to .24)
Focus .24 1109 30 (.18 to .29)
Knowledge of CIA .24 327 8 (.13 to .35)
Visibility .16 432 11 (.06 to .25)
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Principal Characteristics and Behaviors
Average r and 95 Confidence Intervals
Characteristic/ Behavior Ave r N (Schools) N (Studies) 95 (CI)
Change Agent .30 479 7 (.22 to .38)
Optimizer .20 444 9 (.11 to .29)
Situational Awareness .33 91 5 (.11 to .51)
Intellectual Stimulation .32 321 5 (.22 to .42)
Ideas/Beliefs .25 526 8 (.17 to .33)
Monitor/Evaluate .28 1071 30 (.23 to .34)
Flexibility .22 151 2 (.05 to .37)
Culture .29 709 13 (.23 to .37)
Order .26 456 17 (.17 to .35)
Discipline .24 397 10 (.14 to .33)
Resources .26 570 17 (.18 to .34)
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Balancing Leadership for Change
Leadership responsibilities and Effect Sizes (ES) 1st Order 2nd Order
Culture (.29) - Promotes cooperation among staff - Promotes a sense of well being - Promotes cohesion among staff - Develops shared understanding of purpose - Develops a shared vision of what the school could be like
Order (.26) - Provides and enforces clear structure, rules and procedures for students - Provides and enforces clear structure, rules and procedures for staff - Establishes routines regarding the running of the school that staff understand and follow
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Leadership responsibilities and Effect Sizes (ES) 1st Order 2nd Order
Discipline (.24) - Protects instructional time from interruptions - Protects/shelters teachers from distractions
Resources (.26) - Ensures that teachers have necessary materials and equipment - Ensure that teachers have necessary staff development opportunities that directly enhance their teaching
Curriculum Instruction Assessment (.16) - Is involved in helping teachers design Curricular activities - Is involved with teachers to address instructional issues in their classrooms - Is involved with teachers to address assessment issues
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Leadership responsibilities and Effect Sizes (ES) 1st Order 2nd Order
Focus (.24) - Establishes high concrete goals and expectations that all students meet them - Establishes concrete goals for all curriculum, instruction and assessment. - Establishes concrete goals for the general functioning of the school - Continually keeps attention on established goals
Knowledge of CIA (.24) - Is knowledgeable about instructional practice - Is knowledgeable about assessment Practices - Provides conceptual guidance for teachers regarding effective classroom practice
Visibility (.16) - Makes systematic and frequent visits to classrooms - Maintains high visibility around the school - Has frequent contact with students
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Leadership responsibilities and Effect Sizes (ES) 1st Order 2nd Order
Contingent Rewards (.15) - Recognizes individuals who excel - Uses performance vs. seniority as the primary criterion for reward and advancement - Uses hard work and results as the basis for reward and recognition
Communication (.23) - Is easily accessible to teachers - Develops effective means for teachers to communicate with one another - Maintains open and effective lines of Communication with staff
Outreach (.28) - Assures that the school is in compliance with district and state mandates - Advocates on behalf of the school in the community - Advocates for the school with parents of students - Ensures that the central office is aware of the schools accomplishments
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Leadership responsibilities and Effect Sizes (ES) 1st Order 2nd Order
Input (.30) - Provides opportunity for input on all important decisions - Provides opportunities for staff to be involved in developing school policies - Uses a leadership team in decision making
Affirmation(.25) - Systematically and fairly recognizes and celebrates accomplishments of teachers - Systematically and fairly recognizes and celebrates accomplishments of students - Systematically acknowledges failures and celebrates accomplishments of the school
Relationships (.19) - Remains aware of personal needs of teachers - Maintains personal relationships with teachers - Is informed about significant personal issues within lives of staff - Acknowledges significant events in the lives of staff
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Leadership responsibilities and Effect Sizes (ES) 1st Order 2nd Order
Change Agent (.30) - Consistently challenges the status quo - Is comfortable with leading change initiatives with uncertain outcomes - Systematically considers new and better ways of doing things
Optimizer(.20) - Inspires teachers to accomplish things that might seem beyond their grasp - Portrays a positive attitude about the ability of the staff to accomplish substantial things - Is a driving force behind major initiatives
Ideals/Beliefs (.25) - Holds strong professional beliefs about schools, teaching and learning - Shares beliefs about schooling, teachers and learning with staff and parents - demonstrates behaviors that are consistent With belief
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Leadership responsibilities and Effect Sizes (ES) 1st Order 2nd Order
Monitors/Evaluates (.28) - Monitors and evaluates the effectiveness of Curriculum, instruction and assessment
Flexibility (.22) - Is comfortable with major changes in how things are done - Encourages people to express opinions contrary to those in authority - Adapts leadership style to needs of specific situation - Can be directive or non-directive as the situation warrants
Situational Awareness (.33) - Is aware of informal groups and relationships among staff of the school - Is aware of issues in the school that have not surfaced but could create discord - Can predict what could go wrong from day to day
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Leadership responsibilities and Effect Sizes (ES) 1st Order 2nd Order
Intellectual Stimulation(.32) - Keeps informed about current research and theory regarding effective schooling - Continually exposes staff to cutting edge ideas about how to be effective - Systematically engages staff in discussions about current research and theory - Continually involves the staff in reading articles and books about effective practices


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Closure

• What does a leader look like?
• What are the barriers to leadership?
• Examples of Strategies
• Action Planning

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ProfessionalLearningCommunity
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If schools want to enhance their capacity to
boost student learning, they should work on
building a collaborative culture
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When groups, rather than individuals, are seen as
the main units for implementing curriculum,
instruction, and assessment, they facilitate
development of shared purposes for student
learning and collective responsibility to achieve
it. -Fred Newmann
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ProfessionalLearningCommunity
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PLC Characteristic 1 Shared Mission Vision

• Effective mission and vision provides direction
  to guide daily operations and improvement
  initiatives.

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PLC Characteristic 1 Shared Mission Vision
Status quo and inertia
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PLC Characteristic 1 Shared Mission Vision
An articulated vision for the future
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PLC Characteristic 1 Shared Mission Vision
An articulated vision for the future
Status quo and inertia
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PLC Characteristic 1 Shared Mission Vision
An articulated vision for the future
Status quo and inertia
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PLC Characteristic 2 Collective Inquiry

• The process of searching for answers enables team
  members to view the world differently and to make
  significant changes in the school culture.

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PLC Characteristic 2 Collective Inquiry
Whatever it is its good enough.
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PLC Characteristic 2 Collective Inquiry
The deep learning cycle is engrained
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PLC Characteristic 2 Collective Inquiry
The deep learning cycle is engrained
Whatever it is its good enough.
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PLC Characteristic 2 Collective Inquiry
The deep learning cycle is engrained
Whatever it is its good enough.
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PLC Characteristic 3 Collaborative Teams

• The basic structure of a PLC is a group of
  collaborative teams that share a common purpose.

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PLC Characteristic 3 Collaborative Teams
Individual classrooms united by a common parking
lot
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PLC Characteristic 3 Collaborative Teams
Learning teams for everything
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PLC Characteristic 3 Collaborative Teams
Individual classrooms united by a common parking
lot
Learning teams for everything
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PLC Characteristic 3 Collaborative Teams
Individual classrooms united by a common parking
lot
Learning teams for everything
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PLC Characteristic 4 Action Orientation

• Learning always occurs in a context of action
  engagement and experience are the best teachers.

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PLC Characteristic 4 Action Orientation
This too shall pass.
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PLC Characteristic 4 Action Orientation
Intolerance for inaction willingness to
experiment
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PLC Characteristic 4 Action Orientation
Intolerance for inaction willingness to
experiment
This too shall pass.
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PLC Characteristic 4 Action Orientation
Intolerance for inaction willingness to
experiment
This too shall pass.
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PLC Characteristic 5 Continuous Improvement

• A persistent discomfort with the status quo and a
  constant search for a better way.

115
PLC Characteristic 5 Continuous Improvement
Just another directive.
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PLC Characteristic 5 Continuous Improvement
A way of life innovation and experimentation
forever.
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PLC Characteristic 5 Continuous Improvement
A way of life innovation and experimentation
forever.
Just another directive.
118
PLC Characteristic 5 Continuous Improvement
A way of life innovation and experimentation
forever.
Just another directive.
119
PLC Characteristic 6 A Results Orientation

• Efforts are based on an assessment of the results
  rather than intentions.

120
PLC Characteristic 6 A Results Orientation
One initiative to the next.
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PLC Characteristic 6 A Results Orientation
Focus on results rather than just intentions.
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PLC Characteristic 6 A Results Orientation
Focus on results rather than just intentions.
One initiative to the next.
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PLC Characteristic 6 A Results Orientation
Focus on results rather than just intentions.
One initiative to the next.
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ProfessionalLearningCommunity
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Leadership Essentialsfor the Essential Elements