Parma City School District
March 30, 2012







Research demonstrates a strong relationship between
leadership and achievement
Average effect size is .25
Instructional leadership has moved from a vague concept to
concrete practices
Knowledge and skills strike a right balance
21 specific leadership responsibilities


Great by Choice – Jim Collins
10xer behaviors
o Fanatic discipline- live to values, principles, standards and goals
o Empirical creativity – look primarily to evidence
o Productive paranoia- establish contingency plans

Leadership recipe
o Specific – targeted goals, timeframe
o Methodical- controlled, high performance, lead by actions
o Consistent – performance markers, outside influences do not define
work









Break with past
Outside of existing paradigms
Conflicted with current norms
Emergent
Unbounded
Complex
Nonlinear
New knowledge required
Implemented by stakeholders
 Curriculum,
instruction
and assessment
Responsibilities
 Optimizer
positively
correlated with  Intellectual stimulation
 Change agent
2nd order
change.
 Monitor and evaluate
 Flexibility
 Ideals and beliefs
Responsibilities
that may suffer
during second
order change.
Culture
Communication
Order
Input






Goal setting
Data
S.M.A.R.T. goal
Action steps
Evidence
timeline

By 2012, elementary student reading performance per
grade level, as measured by DIBELS composite
assessments, will reach 75% “at benchmark” level.
o Systematically implement RTI data days
o Design targeted interventions
o Set expectations by communicating core one fidelity checklists
o Progress monitor all students below benchmark








Standards based
Essential question guiding reflection
Rate performance
Determine strengths/weaknesses by standard
Identify a growth area
S.M.A.R.T goal
Actions steps/timeline
Rate yourself on Standard 4







District Leadership team/Building level team/teacher based
team
Shared leadership
Focus on practice
McRel walkthroughs
Data days
Moving compliance to commitment
Curriculum vs. craft


Growth model
Measurable
o DIBELS, pass/fail rates,
o OAA scores,
o Value Added,
o formative assessments,
o summative assessments,
o TBT reporting tools,
o surveys,
o communications








Meet them where they’re are
Set expectations
Use rubric to transition from philosophy to practice
Establish formative meetings
Monitoring instruction at classroom level
Becoming the lead teacher
Attend BLT’s
Provide specific feedback




Read the scenario
Discuss practices with table
Identify standards in the scenario
Rate the performance level using the rubric


Collins, Jim, and Morten T. Hansen. Great by Choice:
Uncertainty, Chaos, and Luck : Why Some Thrive despite
Them All. New York, NY: HarperCollins, 2011. Print
R. Marzano, T. Waters, B. McNulty (2005). School
Leadership that Works. Alexandria, VA: ASCD

Parma City School District
o 5311 Longwood Ave. Parma, OH 44134
o 440-842-5300

Cassandra Johnson, Director of Human Resources,
o johnsonc@parmacityschools.org

Jodie Hausmann, Director of Elementary Teaching & Learning
o hausmannj@parmacityschools.org

Jeff Cook, Director of Secondary Elementary Teaching & Learning
o cookj@parmacityschools.org