WHAT IS
INSTRUCTIONAL
LEADERSHIP?
Gordon Cawelti for Academy of Pacesetting States
INSTRUCTIONAL LEADERSHIP
COMPONENTS
• ORGANIZATIONAL FOCUS
• SUPERVISION TECHNIQUES
• CURRICULUM SKILLS
• TEACHING TECHNIQUES
ORGANIZATIONAL FOCUS
• LEARNING COMMUNITIES
• TURNAROUND PRINCIPALS
• BALDRIDGE AWARD FACTORS
• STRATEGIC PLANNING
• HIGH-PERFORMING SCHOOLS AND
DISTRICTS
Characteristics of
High-Performing School Districts
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Superintendent who energized others to focus on
and work hard on higher achievement
System restructuring to better link people to results
and new roles for central office
extensive work on aligning curriculum with state tests
Training on more effective teaching strategiesextensive use of interim assessments to ensure
mastery
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More work on trying ideas – rewarding changes
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Specific plans for dealing with failing schools
BALDRIDGE AWARD FACTORS
1 - SUPERINTENDENT’S LEADERSHIP
2 - MANAGEMENT INFO SYSTEM-ON THE
PERFORMANCE OF THE SCHOOLS
3 - STRATEGIC PLAN
4 - PROCESS MANAGEMENT (plan-do-study-act)
5 - HUMAN RESOURCE DEVELOPMENT
6 - MEASURABLE GOALS
7 - CUSTOMER SATISFACTION
HIGH-PERFORMING SCHOOLS
• PRINCIPALS FOCUSING ON RESULTS – “HAVE POWER TO DO
IT”
• STUDENTS –PARENTS-TEACHERS SIGN PLEDGE
• (“DO WHATEVER IT TAKES…”
• ADDITIONAL TIME:
DAY –WEEK-YEAR
• COLLEGE PREP CURRICULUM
• HIGH EXPECTATIONS FOR ACHIEVEMENT AND CONDUCT
“LEARNING COMMUNITY”
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Early contributors were Peter Senge, Tom Peters,
and W. Edward Deming
Places responsibility for quality improvement in
the hands of teachers
What do we want students to learn? How will we
know each has learned it? How will we respond
when a student experiences difficulty?
Learning Community Team Activities
1. Provide time for teams to meet
2. Identify critical questions to guide the work of
teams
3. Ask teams to produce products
4. Insist that teams identify and purse specific goals
5. Provide teams with relevant data and info
THE DRIVING FORCE BEHIND A COLLABORATIVE CULTURE
MUST BE IMPROVED RESULTS!
SUPERVISING INSTRUCTION
• CLINICAL SUPERVISION
• TEACHER EVALUATION
• “WALK THROUGHS”
CLINICAL SUPERVISION
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Pre-observation Conference –purpose of lesson, etc
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Classroom Observation-record events
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Data Analysis and Strategy – plan conference
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Conference – clarify activities observed
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Post conference analysis – feedback to supervisor
TEACHER EVALUATION:
THREE APPROACHES
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BEGINNING TEACHER-NOVICE
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EXPERIENCED TEACHER – TENURED
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TEACHER NEEDING EXTENSIVE HELP
SOURCES OF INFORMATION
ON TEACHING
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CLASSROOM OBSERVATIONS
TEACHER SELF-ASSESSMENT
PLANNING DOCUMENTS
TEACHING ARTIFACTS
SAMPLES OF STUDENT WORK
STUDENT, PARENT, COLLEAGUE FEEDBACK
CURRICULUM SKILLS
• TAXONOMY OF EDUC. OBJECTIVES
• PRINCIPLES OF CURRIC. & INSTRUCTION
• CURRICULUM AUDIT-ALIGNMENT
• UNDERSTANDING BY DESIGN
• FORMATIVE-SUMMATIVE ASSESSMENT
• BALANCED CURRICULUM
• LEARNING FOR THE 21ST CENTURY
TAXONOMY OF EDUCATIONAL
OBJECTIVES
1. KNOWLEDGE define, recall, who, what, when
2. COMPREHENSION – compare, contrast, rephrase,
main idea
3. APPLICATION -classify, apply, solve
4. ANALYSIS – identify causes, draw conclusions,
support
5. EVALUATION –judge the merit of an idea, offer
opinion on issue, evaluate work of art
How Can We Best Prepare
Students for the 21st Century?
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Financial, Economic and Business Literacy understanding
business processes
Civic Engagement –understand and participate in -Global
Awareness – understanding different cultures, languages
Government
Learning Skills –think critically, analyze information,
collaborate, solve problems
Information and Communication Technology Literacy –
www.21stcenturyskills
UNDERSTANDING BY DESIGN
THREE STAGE BACKWARD DESIGN PROCESS FOCUSING ON
BIG IDEAS, ESSENTIAL QUESTIONS
1. What are the big ideas and core processes students should
come to understand?
2. What will teachers look for as evidence that students
understand big ideas and apply them to novel situations?
3. What teaching strategies will help students make meaning
of such a curriculum?
IMPROVING TEACHING
• ELEMENTS OF LESSON PLANNING
• CLASSROOM MANAGEMENT SKILLS
• TEACHING TO STANDARDS
• HABITS OF THE MIND –THINKING SKILLS
• MOTIVATING STUDENTS
• DIFFERENTIATED INSTRUCTION
• RESEARCH-BASED STRATEGIES
Elements of Lesson PlanningMadeline Hunter
1. Discuss objective for lesson
2. Set standard
3. Anticipatory set-get students’ interest
4. Teaching – input, modeling, check for understanding
5. Guided practice
6. Closure – questions – cues to wrap up
7. Independent practice
CLASSROOM MANAGEMENT SKILLS
1. A FEW NON-NEGOTIABLE RULES-AS AN EXAMPLE –
“BRING ALL MATERIALS YOU WILL NEED AND BE READY
TO WORK”
2. SPECIFIC PROCEDURES NEEDED – EXAMPLE.. GREET
TEACHER AT DOOR, SMILE, GOOD MORNING, EMPTY
BACKPACK ETC.
3. CONSEQUENCES – FOR NOT FOLLOWING
PROCEDURES
Research-based Teaching Strategies
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TUTORING
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EARLY CHILDHOOD PROGRAMS
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PARENTAL INVOLVEMENT
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CLASSROOM MANAGEMENT SKILLS
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TIME ON TASK
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STAFF DEVELOPMENT – (SPECIFIC
TEACHING ACTIVITIES-CLEAR GOALS)
HABITS OF THE MIND
1. What is the evidence for what we think we
know?
2. Whose perspective on this issue are we seeing
and what other viewpoints are there on it?
3. How is one idea or concept connected to
another?
4. What else might have been…what if?
5. Why is this matter or issue important anyway?
KEY ISSUES TO DECIDE
1. WHO WILL PROVIDE TRAINING?
2. HOW TO DETERMINE PARTICIPATION?
3. MAKING EXPERIENCE POWERFUL?
4. INCENTIVES FOR PARTICIPATION?
5. ENCOURAGING UTILIZATION?
WHAT DO LEADERS DO?
1. FACE REALITY!
2. MAKE DECISIONS
3. GARNER SUPPORT FOR DECISIONS
GOOD TO GREAT
“Greatness is not a question of implementing a
new program or addressing the latest trend,
but is rather a question of unrelenting
perseverance in continuing improvement, a
perseverance that is often lacking in school
systems.”
- Jim Collins
“I CHOOSE ONLY TO TAKE ON WHAT IS
MANIFESTLY IMPORTANT AND VERY NEARLY
IMPOSSIBLE TO ACHIEVE.”
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-EDWIN LAND