Instructional Leadership

The instructional leader is responsible for
for raising the academic achievement of all
students in their building.

In Walled Lake this is measured by BA
scores, MEAP, ACT/SAT, AP scores, Terra
Nova.
How Is This Accomplished?

High Expectations

School Leadership Group

Relationships, Relationships, Relationships
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Fullan, DuFour, Marzano, Glickman, DarlingHammond, McTighe, Wiggins, Stiggins, Supovitz
& Poglinco(America’s Choice Schools), Friedkin
& Slater
High Expectations

Everyone is EXPECTED to teach the curriculum,
administer the BA’s, participate in BA analysis,
and use the results of the analysis to plan. This is
NOT a CHOICE
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Common Core Curriculum
Standards Based Assessments
Consistent Implementation
Consistent Analysis
School/District mission and beliefs must regularly
communicated to staff…principal's must be in
classrooms.
– You will meet resistance, but you must have the
courage and commitment to see it through.
School Leadership Group

…you can’t do it alone
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…but you must LEAD the way

…with staff who believe in the vision

Remember…the ONLY power is in your ability to
influence
School Leadership Group

Must be accessible and attentive to matters of
concern for teachers

Must engage in collaborative problem solving and
decision making on instructional issues in the
context of mutual respect
– Friedkin & Slater
School Leadership Group

Defines academic expectations for the school
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Analyzes results

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Seeks input from colleagues
Demonstrates their importance by listening and
acting upon what they’ve heard
plans based on trend analysis
Sets performance targets
Develops Safety Nets

Structured in the school day (preferably) or outside
the school day
• Provides students extensive support and multiple
opportunities to achieve the benchmarks
School Leadership Group
Behaviors associated
with an effective leader
Behaviors not
associated with an
effective leader
Makes formal observations
Has frequent staff meetings
Is accessible to discuss ideas
Uses formal rewards for good
teaching
Seeks teacher input for key
Reviews teachers’ lesson
decisions
plans
Portrays confidence in
Helps solve specific
teachers
instructional problems
Monitors the continuity of the Gives feedback on specific
curriculum
lessons
Friedkin
F
& Slater
Relationships, Relationships,
Relationships

Optimism

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Nonnegative thinking
Nothing is insurmountable
We control the conditions we can control and don’t
make excuses for the conditions we can’t control
Particularly important in tough times
Net Effect…Increased teacher self-esteem and
motivation
Marzano
Relationships, Relationships,
Relationships

Honesty

Truthfulness and consistency between words and
action
Keep staff informed of events that will impact them
Net Effect….Energizes staff and builds Trust

Marzano

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Relationships, Relationships,
Relationships

Consideration

Show concern for all teachers
Nondiscriminating
Understanding
Flexible
Cooperative
Net Effect…Builds Friendship and Trust

Marzano
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It’s all about relationships (teaching behavior impacts student learning)
District
Benchmarks
Teaching
Based on Trend
Analysis and
New Learning
Benchmark
Assessments
Lesson
Design
Assessments
• IsIsitita
an
aschool-wide
whole
individual
class
student
issue?
issue? issue?
Teacher
Learning
NCA
TPD’s
Curriculum
Hours
Analysis
– Restructure
Re-teach/Re-assess
– NCA
TPD Plans
– TPD
Identification
of Trends
It’s all about relationships (teaching behavior impacts student learning)
District
Benchmarks
Teaching
Based on Trend
Analysis and
New Learning
Benchmark
Assessments
Lesson
Design
Teacher
Learning
NCA
TPD’s
Curriculum
Hours
Assessments
Analysis
• Is it an individual student issue?
 Re-teach/Re-assess
• Is it a whole class issue?
 Restructure
 TPD
• Is it a school-wide issue?
 Restructure
 NCA Plans
 TPD
Identification
of Trends