Just Do It!!!
bh
Intended Learner Outcomes
 To develop leadership
capacity
 To build our community
of practice
 To explore leadership
strands
 To articulate leadership
actions to your current
reality
Learning Sequence
1.
2.
3.
4.
5.
6.
Leadership Audit
Leadership Strands
Instructional
Leadership
Shared Vision of
Exemplary Teaching
Supervision
Leadership Action
TASK: Think, Write, Pair, Share
 When I am thinking of the school leadership program I’m
excited about...
 When I am thinking of school leadership program I’m
concerned about…
 One of my strengths I have as a school leader is……
 My question(s) about school leadership program are…
bh
• Purpose and current reality
• Leadership values
• Style
•Leadership Framework
dn
Five Leadership Challenges
Principal Quality Practice Guidelines
wp
Promoting Successful School Leadership in Alberta
wp
Introduction – The Changing Role of
the Principal
From…
To…
(2002)
(2007)
Principal Quality Practice
The principal is an accomplished teacher who
practices quality leadership in the provision of
opportunities for optimum learning and
development of all students in the school.
TASK: Think about this statement. What are the key
ideas embedded in it?
Leadership Dimensions
 In accepting the legislated and school authority
mandated leadership responsibilities, all
school leaders are expected to commit to
fulfilling the leadership dimensions contained
in the PQPG throughout their careers.
Leadership Dimensions




1. Leadership Dimension - Fostering Effective Relationships
2. Leadership Dimension - Embodying Visionary Leadership
3. Leadership Dimension - Leading a Learning Community
4. Leadership Dimension - Providing Instructional
Leadership
 5. Leadership Dimension - Developing and Facilitating
Leadership
 6. Leadership Dimension - Managing School Operations
and Resources
 7. Leadership Dimension - Understanding and Responding
to the Larger Societal Context
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School Leaders Role (1970s)
Instructional Focus
Principal
Manager and
Evaluator
Changing role….
Principal as decision maker
and resource provider
Focus on resources
Transformational Leadership
AISI
D.I.
PLC
AFL
Principal as collaborator
and change agent
Changing Role over time
Instructional Leadership 1980-2011
M
Tr
1980
1995
2005
2011
Dealing with
change
ti
c
tru
s
In
an
n
o
Principal as
collaborator
D
SB
Principal as
Manageer
na
al
us
c
Fo
Effective Schools
Research
tru
s
In
io
ct
us
c
o
lf
rm
o
sf
an
io
at
n
Educational
Emphasis
School
Leader Role
Enduring Understandings of Instructional
Leadership
Student Learning
Improved Teaching Practice
Shared Vision of Exemplary Teaching
Instructional Leadership makes it happen!
1. School Leader
One who works collaboratively with a
school’s formal leadership to plan,
implement and assess school change
initiatives to ensure alignment and
focus on intended results
2. Catalyst for Change
One who creates
disequilibrium with the
current state as an impetus
to explore alternatives to
current practice
3. Learning Facilitator
A key player in designing
collaborative, jobembedded, standards-based
professional learning
communities
4. Resource Provider
One who provides colleagues with
resources that will help them reach
their desired outcomes
5. Data Coach
One who ensures that student
achievement data drive decisions in
classrooms as well as the oval school
6. Instructional Specialist
One who is responsible for aligning
instruction with curriculum to meet the
needs of all students (i.e. differentiates
instruction)
7. Curriculum Specialist
One who ensures implementation
of adopted curriculum and has a
strong understanding of the
intended learner outcomes of the
Programs of Study.
8. Classroom Supporter
One who looks for
opportunities to
increase the
effectiveness of
classroom instruction
9. Mentor
An advisor who works to increase
the instructional skills of the novice
teacher and supports school-wide
induction activities
10. Learner
Learners model continual
improvement, demonstrates lifelong
learning, and use what they learn to
help all students achieve.
TASK:
Think
On your own - Assess the instructional
leadership roles in your school. Which roles
are active? Which roles are inactive?
See Handout
Closure
Reflection:
 What have I learned?
 What surprized me? Inspired me? Interested me?
Application:
 How may I use these concepts/ideas to develop my
leadership capacity?
Implication:
 To what am I committing? What do I need to do? When
and how am I going to do it?
Or email to Bill,
Dot or Warren
bh
Just Do It!!!
Intended Learner Outcomes
 To develop leadership
capacity
 To build our community
of practice
 To articulate leadership
actions to your current
reality
Intended Learner Outcomes
 Based on the TQS articulate
the essential elements of
exemplary teaching
 Within the framework of
Growth, Supervision and
Evaluation policy, examine
three supervision tools
The Leaders
Leadership Strands
Leadership Influence
Leadership Direction:
The Top Line of Leadership
Leadership Direction and Influence
Individual Leadership Action
Ministerial Order (#016/97)
Meanings of Leadership
 Leadership can be described by reference to two core
functions:
 Providing direction
 Exercising influence.
(Leithwood and Riehl, 2003)
A Model of Teaching
 Teaching as Professional Judgment – This model suggests
that the key component of quality teaching is the ability
to make a professional judgment related to the conditions
that will best enable the student to learn. It recognizes
that the teacher works from a myriad of decisions, rather
than a pre-determined script.
 The Teaching Quality Standard emphasizes the
importance of professional judgment.
The Teaching Quality Standard
Quality teaching occurs when the teacher’s ongoing
analysis of the context, and the teacher’s decisions
about which pedagogical knowledge and abilities to
apply result in optimum learning by students.
All teachers are expected to meet the Teaching Quality Standard
throughout their careers.
However, teaching practices will vary because each teaching
situation is different and in constant change. Reasoned judgment
must be used to determine whether the Teaching Quality Standard
is being met in a given context.
School Leadership
“School leadership is second only
to classroom teaching
as an influence on learning”.
Workshop Speaker
Ken Leithwood
Exemplary Teaching
What does it look like? What does it sound like? Think about
the best teachers you have had or with whom you have
worked?
TASK: Create a Picture of
Exemplary Teaching
What do exemplary teachers do before the class, during
the class, and after the class?
Before
During
After
Planning
Delivery
Assessment
Expert versus Non-expert Teachers
 Studies related to teaching expertise identifies three
areas in which experts share common characteristics:
 Knowledge
 Efficiency in problem solving
 Insight with respect to solving educational problems.
Knowledge
 Expert teachers have greater content knowledge, and so
can see relationships and connections more easily.
 Expert teachers have greater pedagogical knowledge –
knowledge of teaching and learning principles.
Efficiency
 Well-practiced and highly effective routines enable expert
teachers to:
 better monitor the flow of their lessons,
 Anticipate problems,
 Evaluate their teaching, and
 Modify their teaching activities.
Insight
 Expert teachers:
 Reflect on understanding and evaluating the teachinglearning process and how to improve it.
 Are able to find more creative or insightful solutions to
educational problems
 Can apply unobtrusive solutions.
Inspiring a Shared Vision of
Exemplary Teaching
• Envision your future
• Enlist others
 To what extent is there a
shared vision of
exemplary teaching at
your school?
 What strategies have you
used to inspire a shared
vision in your current
school leader role?
Provincial Policy
Key Definitions from the Provincial Policy
 Evaluation
 Supervision
 Teacher Professional Growth
Teacher Growth
 A teacher … is responsible for completing an annual
teacher professional growth plan that:
 Reflects goals and objectives based on an assessment of
learning needs by the individual teacher
 Shows a demonstrable relationship to the teaching
quality standard, and
 Takes into consideration the education plans of the
school, the school authority and the Government.
Supervision of Teachers
 Includes:
 Providing support and guidance to teachers
 Observing and receiving information from any source
about the quality of teaching a teacher provides to
students; and
 Identifying the behaviours or practices of a teacher that
for any reason may require an evaluation.
Relationship of T G S & E
Professional Growth
(On-going learning)
Supervision
(Awareness)
Teacher Evaluation
(Reasoned judgment)
Developing Supervisory Skills
What
How
 Walk Throughs are a must.
 Ask questions that cause people
You can’t be an instructional
leader without doing walk
through.
 Leaders monitor what
matters. Exemplary teaching
makes a difference so leaders
monitor for it.
 Leaders provide a balance of
pressure and support that
results in improved
performance.
to be reflective and think about
what they are doing
 Provide constructive feedback
 Be honest enough to tell people
in a respectful and private
manner when their performance
may not meet TQS standards.
 Tools and approaches
Task: Building Tools
 Review the tools in your package.
 Think about how your could use or adapt these tools or
create new tools.
 These should be practical ideas or tools that you can
implement before the next workshop or coaching visit.
Task: Individual Leadership Action
 Using the template provided, complete the following:
 Develop approaches, strategies and tools to add value to
your supervisory practices.
 Outline your commitments to apply your learnings to
your current reality.
(Apply the KISS principle.)
Onsite Coaching Support
Reflection:
What are you
learning about
leadership?
Application:
What leadership
actions have you
taken?
What has been
the result?
What does your
coach need to
know about your
current reality?
What questions
do you have?
What decisions
do you need to
make?
Instructional Leader’s Checklist
Regular Classroom
Observations with
discussion/feedback
Priority Focused
Professional
Development with clear
intended learner
outcomes
Develop a shared vision
of exemplary teaching
Instructional Leader’s Checklist
 Create staff teams (PLC) in
teams to determine what
and how to teach
 Focus the school on
literacy (read, discussion,
write, present in all subject
content areas)
 Focus school culture on
improved student learning
and caring trusting
relationships (Academic
Press)
Closure
 Reflection:
 What have I learned?
 What surprized me? Inspired me? Interested me?
 Application:
 How may I use these concepts/ideas to develop my
leadership capacity?
 Implication:
 To what am I committing? What do I need to do? When
and how am I going to do it?
Or email to Bill,
Dot or Warren
bh