Principal Leadership You Make A Difference Prepared for
- Slides: 67
Principal Leadership: You Make A Difference Prepared for: Leadership for Municipal Leaders and Principals In Norway: Four One-Day Institutes Prepared by: Evelyn Wilson, Associate Director, Learning Solutions (Pre. K-12) OISE | Continuing & Professional Learning October, 2017
OBJECTIVES FOR TODAY § Know the research-based components of successful Principal leadership § Be able to explain how to set up an effective Professional Learning Community with yourself as a co-learner § Apply leadership skills in case scenarios to build positive change in schools § Complete a self-assessment of leadership skills
YOUR LEARDERSHIP MATTERS “Principal Leadership has significant effects on student learning, second only to the effects of the quality of curriculum and teacher’s instruction. ” (Kenneth Leithwood and Carolyn Rielh)
LEADERSHIP IMPACTS LIVES Think about a leader that had a positive impact on your life. Share the leader with an elbow partner and identify the characteristics that resulted in their impact on your life.
LEADERSHIP IS ABOUT BEING ABLE TO INFLUENCE 5
BELIEFS MATTER What You Believe About Students, Teachers, Leadership Matters
WHAT WE HAVE LEARNED AT OISE § § § § A belief that all children can learn and be successful is key Next to the classroom teacher, the School Principal is the next most important factor in student achievement (Dr. Ken Leithwood – OISE) Having a vision and targets are important Leaders must be intentional (Dr. Steven Katz – OISE) Supportive organizational structures and targeted financial resources matter There must be coherence with all stakeholders around school improvement and student achievement (Dr. Carol Campbell - OISE) Improving the underachieving student’s performance raises all student achievement Professional learning communities where teachers and Principals coconstruct learning opportunities raises the level of teaching and student achievement (Dr. Doug Mc. Dougall, Dr. Joseph Flessa – OISE)
RESEARCH-DRIVEN INSTRUCTIONAL LEADERSHIP IN ONTARIO 1. Principals have a few focused school improvement goals based on student data. 2. Principals build effective professional learning communities. 3. Principals need to be co-learners, (Michael Fullan and Steven Katz )
STEVEN KATZ’S RESEARCH - PLCs https: //www. youtube. com/watch? v=PHwg 5 Uj. YE 20
EFFECTIVE PROFESSIONAL LEARNING COMMUNITY CHARACTERISTICS § Diversity of opinion § Independence § Decentralization AND The Principal pulls it all together
PULLING IT TOGETHER § § § Collaborative norms of collaboration Goal based Student achievement focused Everyone is a learner Failure or not knowing is ok
CO-CONSTRUCTION OF NORMS OF COLLABORATION In your table groups come up with 3 norms of collaboration that would help build a school Professional Learning Community.
IMPORTANCE OF PRINCIPAL AS COLEARNERS When it comes to supporting educators as they learn and work to improve student achievement, nothing a principal does “has a bigger payoff than learning visibly and publicly alongside staff in a school” (Katz & Dack)
IMPORTANCE OF PRINCIPAL AS COLEARNERS “Through the actions they take, administrators communicate a growth mindset, one in which all learners have the “freedom to stretch themselves, make mistakes and try again” (Dweck, 2010)
IMPORTANCE OF PRINCIPAL AS CO-LEARNERS A co-learning role enables principals to “drive transparent, collaborative reflection, “ continually assessing “what is working, ” as well as learning from those things that didn’t work. (Fullan & Langworthy, 2014)
PRINCIPAL AS CO-LEARNERS Principals: § Build shared understanding § Build in time for collaborative conversations § Make room for all voices § Position student learning and well-being at the heart of all discussions and decisions (Literacy and Numeracy Secretariat Ontario)
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COLLABORATIVE PROFESSIONALISM
WHAT MAKES FOR SUCCESSFUL TEAMS https: //www. ted. com/talks/margaret_heffernan_why_it_s_time_to_forget_the_pecki ng_order_at_work/transcript? language=en#t-98329
STARTING A PLC http: //www. edugains. ca/newsite/plc/schoolleader/prolearningcyclevideo. html
SETTING UP A SUCCESSFUL PROFESSIONAL LEARNING COMMUNITY 1. List what you consider to be the most important characteristics of a successful PLC. 2. Share these with a partner. 3. In small groups identify how you would introduce a PLC in your school
SETTING UP A SUCCESSFUL PROFESSIONAL LEARNING COMMUNITY § § Give the rationale Set the norms of collaboration Explain your role as a co-learner Focus on student achievement and real challenges § Set modest goals § Access experts
PRINCIPALS IN ONTARIO PRINCIPALS IN NORWAY What do you think most Principals believe about how Principals become effective, impactful leaders? §Great man leadership – born as leaders §Trait leadership – have the right characteristics like integrity, perseverance etc. §Situational leadership – able to make decisions based on situation §Behavioural leadership – leaders are made nor born leaders §Participative leadership – distribute leadership to the group §Management leadership – focus on organizational structures and processes §Relational leadership – focus on the performance of the group, inspire, motivate
LEADERSHIP – THE TREE https: //www. youtube. com/watch? v=GPee. Z 6 vi. Ng. Y
FIVE CORE LEADERSHIP COMPETENCIES The 5 most important competencies that the research suggests Principals should focus their professional learning on are:
1. SETTING GOALS This capacity refers to working with others to help ensure that goals are strategic, specific, measurable, attainable, results-oriented, and time-bound (SM A RT) and lead to improved teaching and learning.
2. ALIGNING RESOURCES WITH PRIORITIES This capacity focuses on ensuring that financial, capital, human resources, curriculum and teaching resources, professional learning resources and program allocations are tied to priorities, with student achievement and well -being as the central, unambiguous focus.
3. PROMOTING COLLABORATIVE LEARNING CULTURES This capacity is about enabling schools, school communities and districts to work together and to learn from each other with a central focus on improved teaching quality and student achievement and well-being.
4. USING DATA This capacity is about leading and engaging school teams in gathering and analyzing provincial, district, school and classroom data to identify trends, strengths and weaknesses that will inform specific actions for improvement focused on teaching and learning.
4. ENGAGING IN COURAGEOUS CONVERSATIONS This capacity relates to challenging current practices and fostering innovation through conversation, to listen and to act on feedback, and to provide feedback that will lead to improvements in student achievement and well-being.
ONTARIO LEADERSHIP FRAMEWORK 33
A CLOSER LOOK Copies to be handed out http: //www. edugains. ca/Frameworks/School. Level_Leadership. pdf
A CLOSER LOOK Copies to be handed out http: //www. edugains. ca/Frameworks/School. Level_Leadership. pdf
LEADERSHIP SELF-ASSESSMENT Principals Complete A Self-Assessment to be handed out
LEADERSHIP IS MESSY “Educational leadership is messy, it is more than skills…educational leaders need to use a variety of leadership styles every week to be successful. ” Alan Cohen, Harvard Principals’ Centre, Presentation to OISE PQP, Fall 2016
CASE STUDIES AND ACTIVITES 38
2 CASE STUDIES 1. Read the case study you have been given. 2. Consider the questions in the handout in your small group. 3. Have a recorder who will share the group’s answers with the whole group.
VIMY: A CASE IN CANADIAN LEADERSHIP
INSTRUCTIONAL LEADERSHIP: WHAT IT LOOKS LIKE In groups identify what Principal instructional leadership looks like in Norwegian schools. Is there a gap between the research on instructional leadership and the common practices of Norwegian Principals?
CREATE A VENN DIAGRAM Using the Ontario Leadership Framework, create a Venn Diagram to show areas where you think Norwegian Principals have areas for growth in knowledge and skills.
WHY WE HAVE TO LOOK AT LEADING DIFFERENTLY “Insanity: doing the same thing over and over again and expecting different results. ” (Albert Einstein)
DEEP LEADERSHIP 44
INDELIBLE LEADERSHIP DEEP LEADERSHIP “ Indelible leaders have a knack for uncovering and helping the group pursue new ideas that solve problems in ways never before experienced. ” (Indelible Leadership, Michael Fullan, 2017)
MICHAEL FULLAN – DEEP LEADERSHIP http: //thelearningexchange. ca/itl-project-home/itl-project-new-pedagogies-for-deeplearning/
MICHAEL FULLAN – DEEP LEADERSHIP §Is focused on lasting impact §Solves important problems §Involves experimentation/trying new things §Is led by leaders who: - listen and ask questions and learn - crystalize, articulate, feed back what they hear - act on emerging solutions
FULLAN’s 6 BIG LEADERSHIP TENSIONS 1. 2. 3. 4. 5. 6. Moral imperative and uplifting leadership Master content and process Lead and learn See students as change agents and protégés Feed and be fed by the system Be essential and dispensable
MORAL IMPERATIVE AND UPLIFTING LEADERSHIP How can you model being a lead learner in public?
MASTER CONTENT AND PROCESS Write in one sentence – what is the core improvement work of your school?
LEAD AND LEARN How can you help others get new insights and “see the light bulb go on”?
SEE STUDENTS AS CHANGE AGENTS AND PROTEGES How have students changed the teaching and learning in your school?
FEED AND BE FED BY THE SYSTEM How do you connect with other schools? Identify one thing you could do to be more of a system player.
BE ESSENTIAL AND DISPENSABLE If you left your school today, what initiatives that you have started would continue? Why?
LOOKING AHEAD: MOVING FROM GOOD TO GREAT TO EXCELLENT Global Competencies: How Are You Integrating These In Your School? PISA will be assessing these in 2018.
FULLAN’s 6 Cs
CREATIVITY In small groups, identify what evidence you would look for to ensure that creativity was being fostered in every class and subject.
WAYS TO BUILD GLOBAL COMPETENCIES §Each lesson has one global competency built into the lesson plan §Global competencies are assessed – what is measured is what is valued §The role of -questioning -authentic tasks -inquiry-based teaching and learning
EFFECTIVE QUESTIONS §are questions that are powerful and thought provoking. §… are open-ended and not leading questions. §When asking effective questions, it is important to wait for the answer and not provide the answer. Be aware of giving enough wait time.
AUTHENTIC TASKS § Students chose projects, assignments to demonstrate learning § Real world application § Technology enhanced – connectedness to others outside the school § Build engagement not compliance
INQUIRY-BASED TEACHING & LEARNING § Develop questions based on real issues and challenges § Look at research § Analyze data § Precision teaching § Analyze data again
PRINCIPALS, DO YOU: § Encourage thought-provoking questions? § Look for teacher and student engagement rather than compliance? § Lead a team of learners in your school as a co-learner? § Centre your school on student learning and achievement? § Believe all students and teachers can perform at high levels?
A NORWEGIAN LEADERSHIP STORY
AMUNDSEN AND SCOTT Why did Roald Amundsen succeed? Why did Scott fail?
LEADERSHIP SKLLS DEMONSTRATEG BY AMUNDSEN § § § Learned from experts Amazing planning and organization Careful selection of team Able to make hard decisions Calculated risk taker Courageous
THANK YOU AND My Friends Be willing to go where no one else has gone before, not alone but with a team.
WITH OISE I CAN 67
- Go make a difference
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- Transformational leader and transactional leader
- Adaptive leadership theory
- Adaptive leadership vs situational leadership
- Fspos
- Typiska novell drag
- Nationell inriktning för artificiell intelligens
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- Varför kallas perioden 1918-1939 för mellankrigstiden
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- Urban torhamn
- Presentera för publik crossboss
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- Klassificeringsstruktur för kommunala verksamheter
- Epiteltyper
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- Centrum för kunskap och säkerhet
- Programskede byggprocessen
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- Ledarskapsteorier
- Expektans eller exspektans