Viviane Robinson out of the University of Auckland has a great free course available to school leaders:
Fullan, Michael. Kid’s Can’t Wait. Winter 2014
Associated with degrees of school/district autonomy under the following conditions:
1. Focusing on powerful pedagogies linked to deep student learning
2. Transparency of results and practice
3. Principal and teacher collective participation in instruction
4. Purposeful collaboration with other schools/district
5. Shared standards, metrics and evidence regarding progress
6. Establishing processes that ‘systematize the work’
7. Mutual commitment to combine internal and external accountability
Right vs Wrong Drivers RIGHT DRIVERS
WRONG DRIVERS (Enablers)
Individual teacher and leadership quality
Maximizing Impact from Instructional Leadership
Be specifically involved in instruction so that teachers are knowledgeable about its
nature and importance.
Resist the micromanaging of one teacher at a time.
Focus on actions that will shape the culture of learning more powerfully.
Develop the professional capital of teachers as a group.
Agent of Change
Moves people and organizations forward under difficult conditions
Models learning and shapes the conditions for all to learn
Contributes to and benefits from system improvement
The Leader Learner: The Principal’s New Role
To lead the school’s teachers in a process of learning to improve their teaching, while To increase impact, principals should use their time differently. They should direct their energies to developing the group. (p. 55)
Learning alongside them about what works and what doesn’t. (p. 55)
The principal does not lead all instructional learning. The principal works to ensure that intense instructional focus and continuous learning are the core work of the school and does this by being a talent scout and social engineer, building a culture for learning, tapping others to co-lead, and, well, basically being a learning leader for all. (p. 90)
Skills for Leading Change :
1. Challenges the status quo
2. Builds trust through clear communication and expectations
3. Creates a commonly owned plan for success
4. Focuses on team over self
5. Has a sense of urgency for sustainable results
6. Commits to continuous improvement for self
7. Builds external networks and partnerships. (Kirtman, in The Principalship, p. 128)
Make sure you check out the EdAdmin show on the EdReach network! I am hosting the show and we had a great first show this past week! Check it out here:
Public schooling has been under attack recently. The view of the public school teacher has been negatively portrayed in the media lately. Don’t get me wrong, I am pro reform in public schools, but I am pro informed reform! As a principal and teacher I see the daily work and care my teachers pour into their students and I think it’s time we school leaders promote some deserved recognition and appreciation.
I am blessed to work in a school district that has a proactive superintendent who is an advocate for best practices, students, teachers, and public schooling. My superintendent, Dr. Jeff Swensson, recently wrote and article in the Indianapolis Star that inspired me to write this post and share his article. Please take 5 minutes to read his article here: EPSE Awards
I love working in the Carmel Clay School district, and the last two days I spent at the administrators retreat were so refreshing. Leaders focused on student learning, inspring teachers, and continually working toward excellence! Tonight I came across a blog post on the NSDC blog, check out this quote and read the article by clicking the link below.
“Without effective leaders, public education is often a maelstrom of competing interests. Attention and effort can shift from students’ needs to responding to the most powerful or persistent adult voices. School system leaders understand that one of their roles is to modulate and, in some cases, resist these demands, ensuring that the system’s focus remains on student learning. This is often exhausting work and certainly not the reason most leaders chose public education as a career. Nevertheless, leaders prepare for and embrace this role, understanding that their success directly impacts student performance.”