INSTRUCTIONAL LEADERSHIP COMPONENTS

ORGANIZATIONAL FOCUS
SUPERVISION TECHNIQUES CURRICULUM SKILLS TEACHING TECHNIQUES

ORGANIZATIONAL FOCUS
LEARNING COMMUNITIES TURNAROUND PRINCIPALS BALDRIDGE AWARD FACTORS

STRATEGIC PLANNING
HIGH-PERFORMING SCHOOLS AND DISTRICTS

Superintendent who energized others to focus on and work hard on higher achievement System restructuring to better link people to results and new roles for central office extensive work on aligning curriculum with state tests Training on more effective teaching strategiesextensive use of interim assessments to ensure mastery More work on trying ideas rewarding changes Specific plans for dealing with failing schools

BALDRIDGE AWARD FACTORS

1 - SUPERINTENDENTS LEADERSHIP 2 - MANAGEMENT INFO SYSTEM-ON THE PERFORMANCE OF THE SCHOOLS

3 - STRATEGIC PLAN
4 - PROCESS MANAGEMENT (plan-do-study-act)

5 - HUMAN RESOURCE DEVELOPMENT

6 - MEASURABLE GOALS

7 - CUSTOMER SATISFACTION

HIGH-PERFORMING SCHOOLS
PRINCIPALS FOCUSING ON RESULTS HAVE POWER TO DO IT STUDENTS PARENTS-TEACHERS SIGN PLEDGE (DO WHATEVER IT TAKES

ADDITIONAL TIME: DAY WEEK-YEAR

COLLEGE PREP CURRICULUM

HIGH EXPECTATIONS FOR ACHIEVEMENT AND CONDUCT

 Early

contributors were Peter Senge, Tom Peters, and W. Edward Deming responsibility for quality improvement in the hands of teachers do we want students to learn? How will we know each has learned it? How will we respond when a student experiences difficulty?

Places

What

1. Provide time for teams to meet 2. Identify critical questions to guide the work of teams 3. Ask teams to produce products 4. Insist that teams identify and purse specific goals 5. Provide teams with relevant data and info
THE DRIVING FORCE BEHIND A COLLABORATIVE CULTURE MUST BE IMPROVED RESULTS!

SUPERVISING INSTRUCTION
CLINICAL SUPERVISION TEACHER EVALUATION WALK THROUGHS

 Pre-observation

Conference purpose of lesson,

etc
Classroom

Observation-record events

Data

Analysis and Strategy plan conference

clarify activities observed

Conference

Post

conference analysis feedback to supervisor

 BEGINNING

TEACHER-NOVICE
TEACHER TENURED

EXPERIENCED TEACHER

NEEDING EXTENSIVE HELP

 CLASSROOM

OBSERVATIONS TEACHER SELF-ASSESSMENT PLANNING DOCUMENTS TEACHING ARTIFACTS SAMPLES OF STUDENT WORK STUDENT, PARENT, COLLEAGUE FEEDBACK

CURRICULUM SKILLS
TAXONOMY OF EDUC. OBJECTIVES PRINCIPLES OF CURRIC. & INSTRUCTION CURRICULUM AUDIT-ALIGNMENT UNDERSTANDING BY DESIGN FORMATIVE-SUMMATIVE ASSESSMENT BALANCED CURRICULUM LEARNING FOR THE 21ST CENTURY

1. KNOWLEDGE define, recall, who, what, when 2. COMPREHENSION compare, contrast, rephrase, main idea 3. APPLICATION -classify, apply, solve 4. ANALYSIS identify causes, draw conclusions, support 5. EVALUATION judge the merit of an idea, offer opinion on issue, evaluate work of art

Financial, Economic and Business Literacy understanding business processes Civic Engagement understand and participate in Global Awareness understanding different cultures, languages Government Learning Skills think critically, analyze information, collaborate, solve problems Information and Communication Technology Literacy www.21stcenturyskills