《Finding-Your-Focus找到你的焦点课件.ppt》由会员分享，可在线阅读，更多相关《Finding-Your-Focus找到你的焦点课件.ppt（52页珍藏版）》请在三一办公上搜索。
1、Florida Department of EducationTeacher and Leader Preparation Implementation Committee,May 9th, 2011Ocala, Florida,Florida Department of Educatio,Objectives,Provide a brief glance of some current leadership researchOverview the criteria for multidimensional leadership assessment (PRESTO)Present a ne
2、w model for principal evaluation based on the researchIdentify where the gaps are in the current FPLS compared to contemporary research on leadership,ObjectivesProvide a brief glan,A backward glance down the leadership research road,A backward glance,James McGregor Burns (1978), Leadership is one of
3、 the most observed and least understood phenomena on earth.”,James McGregor Burns,“There is, in fact, a substantial relationship between leadership and student achievement.” (Marzano, Waters, & McNuluty, 2005),“when district leaders are carrying out their leadership responsibilities effectively, stu
4、dent achievementis positively affected.” (Waters & Marzano, 2006),“There is, in fact, a “when d,“School leaders who focus on students achievement and instructional strategies are the most effective.” (Hattie, 2009),Visible Learning,“School leaders who Visible Le,Zone of Desired Effects,d = 0.4,A Bar
5、ometer of Influences,Zone of,Students could have achieved w/o schooling,What teachers accomplish in a typical year,The greatest impact on student achievement outcomes,Students could have achieved w,Interpreting Effect Size,Average,Formative Evaluation,When implementing a new program, an effect size
6、of 1.0would mean that, on average, students receiving that treatment would exceed 84% of students not receiving thattreatment,Interpreting Effect SizeAverag,When teachers SEE learning throughthe eyes of the student and whenstudents SEE themselves as theirown teachers,When teachers SEE learning thr,I
7、nstructional Leadership Dimensions,d=0.91,d=0.74,d=0.60,d=0.54,d=0.49,Instructional Leadership Dimen,60%,of a schools impact on student achievement is attributable to principal and teacher effectiveness,25%,33%,Principal,Teacher,Augustine, Gonzalaz, Ikemoto, Russell, Zellman, Constant, Armstrong, &
8、Dembosky (2010),60%of a schools impact on stu,Large Scale, Six Year Leadership Study,Largest of its kind to dateNine states, 43 school districts, and 180 elementary, middle, and secondary schools.Survey Data from 8,391 teachers and 471 school administrators and observational data from 312 classrooms
9、.,Large Scale, Six Year Leaders,“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),“Our research confirms leaders,Powering Leadership,2nd,Le
10、adership 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),Powering Leadership2ndLeadersh,“Schools leaders have animpact on student ach
11、ievement primarilythrough their influence onteachers motivation andworking conditions”,“Schools leaders have an,Viewing Leadership Through Three Lenses,CollectiveLeadership,SharedLeadership,DistributedLeadership,Viewing Leadership Through Thr,Collective leadership has a stronger influence on student
12、 achievement than individual leadership,Higher-performing schools award greater influence to teacher teams, parents, and students,Collective leadership has a st,Leadership practices targeted directly at improving instruction have significant effects on teachers working relationships and, indirectly,
13、 on student achievement,Leadership practices targeted,One of the most powerful sources of districts influence on schools and students is through the development of school leaders collective sense of efficacy about their jobs,One of the most powerful sourc,Districts Shape Principals Collective Sense
14、of Efficacy By,1,2,3,4,Investing in thedevelopment ofinstructionalleadership,Assigning priority to the improvement of student achievement and instruction,Ensuring teachers and administrators have access to worthwhile programs of PD,Emphasizing teamwork and professional community,Districts Shape Prin
15、cipals Co,50%,of principals identified seven behaviorsas positive influences on their sense of efficacy:,Provision of resourcesEncouragement to develop relationshipsFlexibility in pursuit of district goalsInsisting on data-based decision-makingAssisting in the interpretation and use of dataPolicies
16、that enable principals to staff their schools with the people they needClear direction,50%of principals identified se,However, if poorly managed or implemented,More likely will have null or even negative consequences,However, if poorly managed or,For Example,Investing in the professional development
17、 of school leaders had limited effects on efficacy and student achievement unless districts also developed and communicated clear goals for improvement.,For Example Investing in t,“For some time now we havebeen saying that principalsneed to be instructionalleaders, but we now knowthat the same is tr
18、ue forsuperintendents and centraloffice staff.”,McNulty & Besser (2011) p.44,“For some time now we haveMcNu,Superintendent Responsibiliti,“Principals play a critical role in student learning, but they are evaluated almost as an afterthought.”,Andrew J. Rotherham, Time, October 21, 2010,“Principals p
19、lay a critical ro,A New Model for Evaluation,A New Model for Evaluation,Criteria for a Multidimensional Leadership Assessment,Criteria for a Multidimensiona,Presto,Speed, clarity, and adaptability,PrestoSpeed, clarity,A Robust Evaluation System,A Robust Evaluation SystemFMLA,FMLA Framework,A logical
20、 grouping of characteristics, traits, and performance indicators,FMLA Framework1.0 Resilience1.,10 Leadership Domains,ResiliencePersonal Behavior and Professional EthicsStudent AchievementDecision-makingCommunication,Faculty DevelopmentLeadership DevelopmentTime/Task/Project ManagementTechnologyLear
21、ning,10 Leadership DomainsResilienc,Resilient,Personal Behavior/Professional Ethics,ResilientPersonal Behavior/,Student Achievement,Decision-making,Student AchievementDecision-ma,Communication,Faculty Development,CommunicationFaculty,LeadershipDevelopment,Time/Task/ProjectManagement,LeadershipTime/T
22、ask/Project,Technology,Learning,TechnologyLearning,Performance Continuum,Performance ContinuumGeneric S,Launching Your Work,Small groups will review the gap analysis and areas the FPLS are silent on to:Create clear “word pictures” of the standardsIncorporate action oriented verbs within the standard
23、 that require high rather than low level cognitive functionsEnsure intent is clear and concise,Launching Your WorkSmall group,FMLA Crosswalk,FMLA Crosswalk,Big Picture View,Many standards are aligned with contemporary expectations of leaders and will require only minor rework Some standards will req
24、uire a more concerted effort so they reflect the leadership researchFew areas will require major reworkIn some cases the standards are silent in critical leadership competencies,Big Picture ViewMany standards,FPLS Are Silent On,Change facilitationSystems thinkingOrganization developmentTime manageme
25、nt (personal and organizational)Focus on prioritized needs,Leadership developmentEssential behavioral leadership qualitiesPersonal learning,FPLS Are Silent OnChange faci,Change Facilitation,Change is highly complex, multivariate, and dynamicPredict much more about what truly happens during this proc
26、ess than is typically the caseBetter at attending to the needs of people involved and prevent what often goes wrongFuture change efforts can be more successful if leaders have a strong knowledge and skill base,Change FacilitationChange is h,Systems Thinking,Recognizes the interrelationships and inte
27、rdependencies among parts of the educational system and the communityCompetencies for successful systemic work (e.g., collecting, interpreting, and using data, creating coherence, forging alliances, building capacity, promoting innovation)Requires all levels of the system (classroom, school, and dis
28、trict) be given attention,Systems ThinkingRecognizes the,Organization Development,Help members of the system/organization develop expertise and the capacity to use group and individual process skills to solve its problemsBuilding and leading teamsEffective conversation skills (i.e., dialogue and dis
29、cussion)Group decision-making and problem solving skills,Organization DevelopmentHelp m,Time Management,Personal time management that increases the amount of time leaders spend focused on high-leverage practicesPrincipals must protect teachers from issues and influences that could distract them from
30、 using class time solely for teaching and learningProtecting instructional time from interruptions,Time ManagementPersonal time m,Focus On Prioritized Needs,More than six priorities inversely related to achievementSchools with the highest levels of focus and monitoring achieved twice the gains in re
31、ading over three years compared to schools with lowest levelsTeachers and leaders burned to a cinder doing EVERYTHING their boards and administrators requireeven high scores on implementation of two dozen initiatives BUT WITHOUT FOCUS, they score LOWER than other schools,Focus On Prioritized NeedsMo
32、re,Leadership Development,Facilitating change is a team effortWhile the principal is crucial in successful implementation of change, many others have a responsibility to helpIdentifying potential future leaders Mentoring emerging leaders to assume key leadership responsibilitiesProviding evidence of
33、 delegation and trust in subordinate leaders,Leadership DevelopmentFacilita,Essential Behavioral Leadership Qualities,Fred I. Greenstein, one of our keenest observers of the modern presidency, surveys each presidents record in public communication, organizational capacity, political skill, vision, c
34、ognitive style, and emotional intelligence-and argues that the last is the most important in predicting presidential successResilienceTolerance,Essential Behavioral Leadershi,Personal Learning,Demonstrates personal understanding of research trends in education and leadership Creates a personal professional focus Creates a professional development focus Applies professional development learning,Personal LearningDemonstrates,The Leadership and Learning Center1.303.504.9312LeadandLRaymond Smith, Ph.D,Questions and Discussion,Questions and Discussion,
