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New Principals and Assistant Principals Workshop presented by AWSP Session One Leading with a Studen

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Leading with a Student Learning Focus: The First Six Weeks of Leadership. July 25, 26 and 27, 2006 ... 24 - 25 'The Student Stomp' Pg. 35 - 36 'Table of Doom' ... – PowerPoint PPT presentation

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Title: New Principals and Assistant Principals Workshop presented by AWSP Session One Leading with a Studen


1
New Principals and Assistant Principals
Workshop presented by AWSPSession OneLeading
with a Student Learning Focus The First Six
Weeks of LeadershipJuly 25, 26 and 27, 2006
2
Welcome!In preparation for our work, please
  • Reflect on the questions/topics most urgent for
    you today. Write one on each of the square
    post-its on your table.
  • Browse through The New Principals Fieldbook
    Strategies for Success

3
Welcome Introductions
4
Objectives
  • To learn from each other and from fellow
    principals
  • To focus on essential survival skills for the
    entry period (first six weeks)
  • To leave with concrete drafts and specific to
    dos for the next 10 weeks
  • To create relationships for future support

5
Overview
  • Vision and Values
  • Breakout Principals / Assistant Principals
  • Reading and Shaping School Culture
  • Trust Building, Personalization, Creating
    Caring Cultures
  • Breakout Elementary / Secondary
  • Critical Policies and Procedures
  • Questions and Answers

6
Two Important Points
  • Break-outs will be opportunities to do real work
    and address your real questions. Take advantage
    and be proactive.
  • This session is focused on establishing yourself
    as leader and setting the stage for instructional
    leadership. Be sure to attend Session Two for
    more in-depth work on your role in improving
    instruction in your classrooms.

7
Sources
  • Input from previous participants
  • Input from hiring districts
  • The New Principals Fieldbook - Pam Robbins and
    Harvey Alvy
  • 9 Characteristics of an Effective School - OSPI
  • ISLLC Standards
  • Balanced Leadership - Waters, McNulty and Marzano

8
Themes from The New Principals Fieldbook
  • Committing to a belief that keeps all students at
    the heart of organizational actions
  • Being a learning leader
  • Building trust and quality relationships
  • Acting with integrity and in an ethical manner
  • Developing a vibrant, healthy learning-centered
    culture

9
Fieldbook contd.
  • Recognizing the stages of socialization (and
    surprise) for the newcomer
  • Dedicating oneself to being an instructional
    leader by choice not because its mandated by
    the job description
  • Managing as an essential instructional leadership
    tool
  • Orchestrating school-community partnerships

10
Nine Characteristics of An Effective School
  • Clear and shared focus
  • High standards and expectations for students
  • Effective school leadership
  • High levels of collaboration and communication
  • Curriculum, instruction and assessment aligned
    with standards

11
9 Characteristics contd.
  • Frequent monitoring of learning and teaching
  • Focused professional development
  • Supportive learning environment
  • High level of family and community involvement

12
ISLLC Standard 1
  • A school administrator is an educational leader
    who promotes the success of all students by
    facilitating the development, articulation,
    implementation, and stewardship of a vision of
    learning that is shared and supported by the
    school community.

13
ISLLC Standard 2
  • A school administrator is an educational leader
    who promotes the success of all students by
    advocating nurturing, and sustaining a school
    culture and instructional program conducive to
    student learning and staff professional growth.

14
ISLLC Standard 3
  • A school administrator is an educational leader
    who promotes the success of all students by
    ensuring management of the organization,
    operations, and resources for a safe, efficient,
    and effective learning environment.

15
ISLLC Standard 4
  • A school administrator is an educational leader
    who promotes the success of all students by
    collaborating with families and community
    members, responding to diverse community
    interests and needs, and mobilizing community
    resources.

16
ISLLC Standard 5
  • A school administrator is an educational leader
    who promotes the success of all students by
    acting with integrity, fairness and in an ethical
    manner.

17
ISLLC Standard 6
  • A school administrator is an educational leader
    who promotes the success of all students by
    understanding, responding to, and influencing the
    larger political, social, economic, legal, and
    cultural context.

18
Balanced Leadership Top 10
  • Situational awareness details, undercurrents,
    used to address problems
  • Intellectual stimulation awareness discussion
    of current themes practices
  • Input design, implementation of decisions
    policies
  • Change agent challenges status quo
  • Culture shared beliefs, sense of cooperation
    community

19
Balanced Leadership contd.
  • Monitors/evaluates school practices impact on
    student learning
  • Outreach advocate, spokesperson to stakeholders
  • Order standard operating procedures routines
  • Resources materials and professional
    development
  • Ideals/beliefs communicates, operates from

20
Pair, Share, Compare
  • My best hope about being a school
    administrator/leader is . . .
  • My worst fear about being a school
    administrator/leader is . . .
  • Compare your responses with the challenges
    reflected in the headings on pages 53-63 of your
    Fieldbook.

21
Vision and Values
  • Fieldbook, pp. 7, 64-65
  • Fieldbook, pp. 141-142 leading and learning by
    walking about
  • Fieldbook, pp. 153-157 -- use of time
  • Fieldbook, pp. 159-160 organizational
    socialization
  • Fieldbook, pp. 179-180 -- visibility

22
  • Your staff list - who do you know, who do you
    know about, who do you not know at all identify
    most essential for individual contact in first
    six weeks
  • Your difficult person Fieldbook, p. 201-203

23
To Dos
  • Make notes about the vision and values you want
    to communicate in words and acts.
  • Write a draft of the 3-minute key message you
    will use in first meetings, newsletters, etc.
  • Develop a visual that captures your vision.
  • Draft essential questions to ask everyone at all
    times.

24
Guiding Principles for Guiding Principals
  • Kids first
  • Learning first
  • Honesty with compassion
  • Teamwork solutions
  • Applause
  • - Holcomb, 2002

25
Breakout Principals / Assistant Principals
26
Special Focus forAssistant Principals
  • Read Fieldbook, pp. 1-3
  • What do we know about the principal who is our
    new leader?
  • What else do we need to know?
  • How do we use the energy of our own passions to
    further the priorities and passion of the
    principal?

27
To Dos for Breakout
  • I will meet with .
  • Tentatively scheduled for . . .
  • Questions I will ask . . .
  • Will invite them by . . .
  • People who need special sensitivity are . . .
  • Strategies I will use . . .

28
  • Review people notes you made from your staff
    list. Got your secretary?
  • What essential tasks are suggested? Can they
    occur in the next four weeks before school
    starts? Will they occur in the first six weeks
    of the school year?
  • What questions or topics do they suggest for
    first meetings? Add same items to more than
    one sheet.

29
  • Principals
  • Staff letter
  • Agenda for first staff meeting
  • Assistant Principals
  • Letter of introduction to parents
  • Agenda for first meeting with attendance staff,
    counselors, etc.

30
Reading and Shaping School Culture
31
Reading the Culture
  • Fieldbook, 4 scenarios
  • Pg. 15 - 16 The Wreath
  • Pg. 18 - 20 Sports Banquet
  • Pg. 24 - 25 The Student Stomp
  • Pg. 35 - 36 Table of Doom
  • Read your scenario and be ready to describe it
    and its implications for surviving in the first
    six weeks.

32
Culture
  • Read pg. 16-17 regarding influences of the
    culture.
  • Read pg. 29-33 about reading the culture.
  • Create a T-chart as described on pg. 42.
  • Which aspects of the culture will you reinforce?
    How?
  • Which aspects of the culture will you address?
    How? How soon?

33
Plans
  • Your schools improvement plan
  • The districts strategic plan
  • Other plans..
  • Where are we now?
  • Where do we want to go?
  • How will we get there?
  • How will we know we are (getting) there?
  • How will we sustain focus and momentum?
  • - Holcomb, Asking the Right Questions, 2000

34
(No Transcript)
35
To Dos re Plans
  • Study your schools improvement plan.
  • What questions will you need to ask?
  • How will you honor the work done on it?
  • How can you connect your priorities and passion
    to this document?
  • How will you model knowledge and use of your
    schools data?
  • Put on your Sherlock disguise find the
    cultural clues hidden in the plan.

36
Reminder
  • There may be many people concerns.
  • There may be many aspects of school culture you
    want to change.
  • Be selective
  • What is most essential for first six weeks?
  • What will I identify to address long-term?

37
Priorities
  • What did you promise in your intervies?
  • Fieldbook, pp. 141, 152-153, 156, 179-180
  • Instructional leadership - first six weeks vs.
    long-term

38
Trust Building, Personalization, Creating
Caring Cultures
  • Fieldbook, Chapter 9, pp. 76-86
  • Special Presentation

39
Breakout Elementary / Secondary
  • Review influences of culture, Fieldbook, pp.
    16-17
  • Review the strategies for reading the culture,
    Fieldbook, pp. 29-31,41-42.
  • What essential tasks are suggested? Enter them
    on planning sheets.
  • What questions or topics do they suggest for
    first meetings? Enter them. Multi-task
    whenever possible.
  • If time, read remainder of Chapter 2.

40
  • What portions of the same content can be used in
    other ways e.g., newsletters, web site.
  • Revisit your notes on Plans, Priorities and
    Passion. Enter questions or topics to include in
    first meetings with staff, students, parents /
    community.
  • Fieldbook, pp. 64-65, middle of p. 89

41
Critical Policies and Procedures
42
  • Learn to see yourself as a member of the
    district-level team as well as the head of your
    own team at the building level
  • larger school system and community whose support
    needed
  • principals will be more effective when they learn
    to use the district and the community, just as
    district level officials will be more effective
    once they learn to be more responsive to the
    needs of principals.
  • -Schlechty, p. 230

43
Building Leader District Player
  • Fieldbook, pg. 62
  • Fieldbook, pp. 148-160
  • Fieldbook, pp. 229-238

44
Policies
  • What issues/events are most likely to get you
    into immediate, irreversible trouble?
  • Theres a policy for that!
  • Scan the headings, Fieldbook, pp. 161-177. What
    topics and policies do you need to study before
    school starts?

45
Hints
  • Crisis management plans
  • Fieldbook, pp. 222-223, 226-227, 264-265
  • Child abuse reporting
  • Student search, censorship
  • Bullying, intimidation, harassment
  • Suspensions and expulsions

46
Personnel
  • Is your staff complete for the coming year?
  • What are your evaluation responsibilities?
  • Review Fieldbook, pp. 94-114
  • How many unions are represented in your building?
    What are the key points in their contracts?

47
To Dos
  • Develop your formal observation and evaluation
    schedule . . . now.
  • Read Fieldbook, pp. 94-114.
  • Discuss implications for summer staff hiring.
  • Block time in 4 weeks before school to visit
    Board policies (hard copy or on website).

48
To Dos
  • Go back and read complete text of Fieldbook, pp.
    161-177.
  • Consult Fieldbook, pp. 236-237. Which central
    office personnel do you need to enter in your
    4-week prep plans?
  • Put walk-through of building with head custodian
    in planner for first week on site.

49
To Dos
  • Plan when you will check your own districts
    expectations regarding contact with media.
  • List the contents you will add to Your Big Red
    Book.
  • Read pg. 236-237. Who do you need to add to your
    list of people for conversations?

50
First know thyself
  • Use the self-assessment, Fieldbook, pp. 67-68.
  • What are the implications for your initial
    perceptions and contacts?

51
Questions and Answers
  • Whats left on your post-its?
  • Chime in with answers.
  • Remember the resources on AWSP website.
  • Capture contact information from colleagues.
  • Come to Session Two for more answers about
    instructional leadership.

52
  • As goes the principal . . .
  • so goes the school.
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