Finding Your Focus找你的焦點(diǎn)

1、may 9th, 2011ocala, floridaobjectives provide a brief glance of some current leadership research overview the criteria for multidimensional leadership assessment (presto) present a new model for principal evaluation based on the research identify where the gaps are in the current fpls compared to co

2、ntemporary research on leadershipa backward glance down the leadership research roadjames mcgregor burns (1978), leadership is one of the most observed and least understood phenomena on earth.” “there is, in fact, a substantial relationship between leadership and student achievement.” (marzano, wate

3、rs, & mcnuluty, 2005)“when district leaders are carrying out their leadership responsibilities effectively, student achievementis positively affected.” (waters & marzano, 2006) “school leaders who focus on students achievement and instructional strategies are the most effective.” (hattie, 20

4、09)visible learningzone of desired effectsd = 0.4a barometer of influencesstudents could have achieved w/o schoolingwhat teachers accomplish in a typical yearthe greatest impact on student achievement outcomesinterpreting effect sizeaverageformative evaluationwhen implementing a new program, an effe

5、ct size of 1.0would mean that, on average, students receiving that treatment would exceed 84% of students not receiving thattreatmentwhen teachers see learning throughthe eyes of the student and whenstudents see themselves as theirown teacherspromoting & participating in teacher learning and dev

6、elopment planning, coordinating, and evaluating teaching and the curriculumstrategic resourcingestablishing goals and expectationsensuring an orderly supportive environmentd=0.91d=0.74d=0.60d=0.54d=0.4960%of a schools impact on student achievement is attributable to principal and teacher effectivene

7、ss 25%33%principalteacheraugustine, gonzalaz, ikemoto, russell, zellman, constant, armstrong, & dembosky (2010)large scale, six year leadership studylargest of its kind to datenine states, 43 school districts, and 180 elementary, middle, and secondary schools.survey data from 8,391 teachers and

8、471 school administrators and observational data from 312 classrooms.“our research confirms leaders potential influence, as well as the limits on their ability, to be the central figure and catalyst for authentic and lasting systemic educational reform.” (wahlstrom et al., 2010)powering leadership2n

9、d is second only to classroom instruction as an influence on student learning“to date we have not found a single case of a school improving its student achievement record in the absence of talented leadership” (p.9)“schools leaders have animpact on student achievement primarilythrough their influenc

10、e onteachers motivation andworking conditions”viewing leadership through three lensescollectiveleadershipsharedleadershipdistributedleadershiphas a stronger influence on student achievement than individual leadershiphigher-performing schools award greater influence to teacher teams, parents, and stu

11、dentsleadership practices targeted directly at improving instruction have significant effects on teachers working relationships and, indirectly, on student achievementone of the most powerful sources of districts influence on schools and students is through the development of school leaders collecti

12、ve sense of efficacy about their jobsdistricts shape principals collective sense of efficacy by1 2 3 4investing in thedevelopment ofinstructionalleadershipassigning priority to the improvement of student achievement and instructionensuring teachers and administrators have access to worthwhile progra

13、ms of pdemphasizing teamwork and professional community50%of principals identified seven behaviorsas positive influences on their sense of efficacy:1. provision of resources2. encouragement to develop relationships3. flexibility in pursuit of district goals4. insisting on data-based decision-making5

14、. assisting in the interpretation and use of data6. policies that enable principals to staff their schools with the people they need7. clear directionhowever, if poorly managed or implementedmore likely will have null or even negative consequencesfor example investing in the professional development

15、 of school leaders had limited effects on efficacy and student achievement unless districts also developed and communicated clear goals for improvement. “for some time now we havebeen saying that principalsneed to be instructionalleaders, but we now knowthat the same is true forsuperintendents and c

16、entraloffice staff.”mcnulty & besser (2011) p.44 superintendent responsibilitiesaverage rnon-negotiable goals for achievement and instruction.33board alignment and support of district goals.29defined autonomy; superintendent relationship with schools.28monitoring goals for achievement and instru

17、ction.27use of resources to support the goals for achievement and instruction.26“principals play a critical role in student learning, but they are evaluated almost as an afterthought.”andrew j. rotherham, time, october 21, 2010a new model for evaluationcriteria for a multidimensional leadership asse

18、ssment prestospeed, clarity, and adaptabilitya robust evaluation systemfmla characteristicdescriptionproactiveit starts before the first day on the jobreciprocalit gives the leader the opportunity to provide feedback to the organizationempoweringleaders have the authority to make decisions that will

19、 improve their effectivenessstandards-basedsuccess is not a guessing game, as the standards for proficient or “effective” truthfulfeedback is honest and accurateobjectiveleadership behaviors are a matter of description, not conjecturefmla frameworkdomainsub-domain1.0 resilience1.11.21.31.41.5a logic

20、al grouping of characteristics, traits, and performance indicators10 leadership domains resilience personal behavior and professional ethics student achievement decision-making communication faculty development leadership development time/task/project management technology learningresilientpersonal

21、behavior/professional ethicsstudent achievementdecision-makingcommunicationfaculty developmentleadershipdevelopmenttime/task/projectmanagementtechnologylearningperformance continuumgeneric scalehighly effective(system-wide impact)effective(local impact)needs improvement(leadership potential)unsatisf

22、actoryleadership performance at this level is dramatically superior to “proficient” or “effective” in its impact on students, staff members, parents, and the school district. the leader helps every other element within the organization become as good as they are.leadership performance at this level

23、has local impact (i.e., within the school) and meets organizational needs. it is adequate, necessary, and clearly makes a significant contribution to the school.leadership performance at this level shows potential but lacks sufficient proficiencies to improve student learning, instructional practice

24、 and/or other responsibilities. the leader understands what is required for success, is willing to work toward that goal, and, with coaching and support, can become proficient within a reasonable time.leadership performance at this level is inadequate. the leader does not demonstrate understanding o

25、f what is required for proficiency or they have demonstrated unsatisfactory proficiency through their action and inaction.launching your worksmall groups will review the gap analysis and areas the fpls are silent on to: create clear “word pictures” of the standards incorporate action oriented verbs

26、within the standard that require high rather than low level cognitive functions ensure intent is clear and concisefmla crosswalkbig picture view many standards are aligned with contemporary expectations of leaders and will require only minor rework some standards will require a more concerted effort

27、 so they reflect the leadership research few areas will require major rework in some cases the standards are silent in critical leadership competenciesfpls are silent on change facilitation systems thinking organization development time management (personal and organizational) focus on prioritized n

28、eeds leadership development essential behavioral leadership qualities personal learningchange facilitation change is highly complex, multivariate, and dynamic predict much more about what truly happens during this process than is typically the case better at attending to the needs of people involved

29、 and prevent what often goes wrong future change efforts can be more successful if leaders have a strong knowledge and skill base systems thinking recognizes the interrelationships and interdependencies among parts of the educational system and the community competencies for successful systemic work

30、 (e.g., collecting, interpreting, and using data, creating coherence, forging alliances, building capacity, promoting innovation) requires all levels of the system (classroom, school, and district) be given attentionorganization development help members of the system/organization develop expertise a

31、nd the capacity to use group and individual process skills to solve its problems building and leading teams effective conversation skills (i.e., dialogue and discussion) group decision-making and problem solving skillstime management personal time management that increases the amount of time leaders

32、 spend focused on high-leverage practices principals must protect teachers from issues and influences that could distract them from using class time solely for teaching and learning protecting instructional time from interruptionsfocus on prioritized needs more than six priorities inversely related

33、to achievement schools with the highest levels of focus and monitoring achieved twice the gains in reading over three years compared to schools with lowest levels teachers and leaders burned to a cinder doing everything their boards and administrators requireeven high scores on implementation of two dozen in