Leadership Essentials for the Essential Elements Leadership Essentials for the Essential Elements Leadership Essentials for the Essential Elements

Leadership EssentialsLeadership Essentialsfor the Essential Elementsfor the Essential Elements



OverviewOverview•Traditional LeadershipTraditional Leadership•““Instructional” LeadershipInstructional” Leadership•Additional Demands at the Middle LevelAdditional Demands at the Middle Level•Leadership that “Works”Leadership that “Works”•How to Get It All DoneHow to Get It All Done•Applications and ExamplesApplications and Examples

What does aWhat does aleader look like?leader look like?

• Traditional Leadership• “Instructional” Leadership• Middle Level Leadership• Leadership that “Works”

Getting things Getting things going...going...

• Warm-up activity: Four squares• Consensograms• Leadership Tools

Traditional Traditional LeadershipLeadership

Task: On the roll-paper, draw a picture of the traditional leader

““Instructional” Instructional” LeadershipLeadership

• Choose an article from the reader, BUT NOT BALANCED LEADERSHIP

• Read it, discuss• Group synthesizes individual articles

using sticky notes• Update your leader picture


The Essential The Essential ElementsElements

(of Standards-Focused Middle(of Standards-Focused MiddleLevel Schools and Programs)Level Schools and Programs)

Essential Element 1: Essential Element 1: Philosophy and MissionPhilosophy and Mission

• A philosophy and mission that reflect the intellectual and developmental needs and characteristics of young adolescents.


Rate your situation on a scale of 1 to 10, 10 high:

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Status quo and inertia



1 2 3 4 5 6 7 8 9 10

An dually-articulated

vision for the future



1 2 3 4 5 6 7 8 9 10


An dually-articulated


Essential Element 2: Essential Element 2: Educational ProgramEducational Program

• An educational program that is comprehensive, challenging, purposeful, integrated, and standards-based.



1 2 3 4 5 6 7 8 9 10

Standards “incidentalism” or Standards-referenced



1 2 3 4 5 6 7 8 9 10

Beginning with the End in Mind… all

the time.



1 2 3 4 5 6 7 8 9 10

Standards “incidentalism” or Standards-referenced

Beginning with the End in Mind… all

the time.

Essential Element 3: Essential Element 3: Organization and Organization and

StructureStructure• An organization

and structure that support both academic excellence and personal development.


StructureStructure


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JuniorHighSchool


StructureStructure


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Deliberate and

intentional design


StructureStructure


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JuniorHighSchool

Deliberate and

intentional design

Essential Element 4: Essential Element 4: Classroom InstructionClassroom Instruction

• Classroom instruction appropriate to the needs and characteristics of young adolescents provided by skilled and knowledgeable teachers.



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TraditionalTeaching



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Best Practice and

Research-basedLearning



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TraditionalTeaching

Best Practice and

Research-basedLearning

Essential Element 5: Essential Element 5: Educational LeadershipEducational Leadership

• Strong educational leadership and a building administration that encourages, facilitates, and sustains involvement, participation, and partnerships.



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Mis-matchedManagement



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EffectiveLeadership

andSituational

Match



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Mis-matchedManagement

EffectiveLeadership

andSituational

Match

Essential Element 6: Essential Element 6: A Network of Academic A Network of Academic and Personal Supportand Personal Support

A network of academic and personal support available for students.



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HaphazardPrograms and reliance on AIS



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Deliberate and

CollaborativeNetwork



1 2 3 4 5 6 7 8 9 10

HaphazardPrograms and reliance on AIS

Deliberate and

CollaborativeNetwork

Essential Element 7: Essential Element 7: Professional Training Professional Training

and Staff Developmentand Staff Development• Professional

training and staff development that are ongoing, planned, purposeful, and collaborated.

Essential Element 7: Essential Element 7: Professional Training and Professional Training and

Staff DevelopmentStaff Development


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Disconnected, one-shot, wants-based staff development




1 2 3 4 5 6 7 8 9 10

Aligned and Distributed

Professional Learning




1 2 3 4 5 6 7 8 9 10

Disconnected, one-shot, wants-based staff development

Aligned and Distributed

Professional Learning


Essential Elements Essential Elements ActivityActivity

•Task: make a poster advertisementTask: make a poster advertisement•Take a walking tour of essential Take a walking tour of essential elementselements•Update your leader pictureUpdate your leader picture


Essential Elements Essential Elements ToolsTools

•The ElementsThe Elements•The ResearchThe Research•The rubricsThe rubrics•The pamphletsThe pamphlets•nysmsa.orgnysmsa.org

What does aWhat does aleader look like?leader look like?

• Traditional Leadership• “Instructional” Leadership• Middle Level Leadership• Leadership that “Works”

LunchLunch


Classroom Classroom Instruction That Instruction That

WorksWorksMarzano,Marzano,

Pickering, Pickering,

PollockPollock

Classroom Instruction That Works(Marzano, Pickering, Pollock)

Research Based Strategies for Improving Student Achievement

Identifying Similarities and DifferencesComparing – looking at similarities and differences between or among things

Graphic organizers

Comparison matrix

Classifying – grouping things that are alike on the basis if these characteristics

Venn diagrams and other graphic organizers

Creating metaphors – identifying a general or basis pattern in a specific topic, then finding another topic that appears to be different but has the same general pattern

See Starship example

Creating analogies – identifying relationships between pairs of concepts, relationships

Oxygen is to humans as carbon dioxide is to plants

Eighty is to eight as dime is to ______

Thermometer is to temperature as odometer is to distance

Identifying Similarities and Differences

Metaphor ExampleTwo science students were standing in front of the class pointing to the diagram of the Starship Enterprise (from Star Trek) as they presented their project. Their assignment was to identify the major structures of a cell and describe the function of each. They were then to restate the information in more general, abstract terms, and finally, to identify another system that is similar to the cell, at an abstract level. These two students had selected the Enterprise as the second element of the metaphor, and identified the following abstract pattern connecting a cell with the starship.

Cell General,Abstract Enterprise

Nucleus Part that runs the The bridge

system_______________________

Selectively Part that keeps out Transporter

Permeable bad things and lets in Room

Membrane the good

In a detailed and articulate way, students described how each aspect of the cell was like a feature of the Enterprise



Summarizing and Note TakingTo effectively summarize, students must delete some information (trivial, redundant information), substitute some information ( super ordinate terms such as flowers, for a listing of flowers), and keep some informationFrame questions to assist students in summarizingTo practice summarizing in the classroom – ask students to verbally summarize silent or oral reading, utilize reciprocal teaching with a student leader ( questioning, clarifying, predicting.)

Note Taking

Should not be verbatimConsidered a work in progress

Used as study guides

The more notes that are taken, the betterTeach various note taking strategies – webbing, outline format, etc.

Teach various note taking strategies – webbing, outline format, etc.



Reinforcing Effort and Providing RecognitionTeach about effort – share personal examples

Have students track their effort and achievement

(see achievement rubric)

Deliver effective praise citing specifics of the accomplishment, for note worthy effort or success in difficult tasks

Personalize recognition

Pause, Prompt, and Praise

Effort & Achievement Rubric

1. I did not meet the objectives of the task or lesson.

1. I put very little effort into the task.

3. I met a few of the objectives of the task or lesson, but did not meet others.

2. I put some effort into the task, but I stopped working when difficulties arose.

3. I met the objectives of the task or lesson

3. I worked on the task until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident.

4. I exceeded the objectives of the task or lesson

4.I worked on the task until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident. I viewed difficulties that arose as opportunities to strengthen my understanding.

Achievement RubricEffort Rubric



Homework and PracticeThe amount of homework assigned should be different from elementary to middle to high school.

High School – 24 percentile points

Middle School – 12 percentile points

Elementary School – 6 percentile points

The purpose of homework should be identified and articulated. Is it practice, to prepare new information, or to elaborate on information that has been introduced?

Parent involvement in homework should be kept to a minimum

If homework is assigned, it should be commented on. Vary approaches in providing feedback on homework



Nonlinguistic Representations (Creating graphic representations)

Making physical models

Generating metal pictures

Drawing pictures and pictographs

Engaging in kinesthetic activity

(I..to measure degrees, represent angles, etc.).e – body math

Using multiple means to help students “visualize” the content (various organizers – to show concepts, effects, generalizations, episodes, etc.)



Cooperative Learning

Organizing groups based on ability levels should be done sparingly

Cooperative Learning groups should be kept small in size (3-4)

Cooperative learning should be applied consistently and systematically, but not overused

Five defining elementsPositive interdependence (sink or swim together)

Face to face promotive interaction (helping each other learn, applauding success and efforts)

Individual & Group accountability ( each of us must to contribute to the group achieving its goals)

Interpersonal and Small group skills (communication, trust, leadership, decision-making, conflict resolution)

Group processing (reflecting on how well the team is functioning and how o function better



Setting Objectives and Providing FeedbackGoal setting is important. Instructional goals should narrow what students focus on. (I.e – goal might be that students understand how a cell functions.)

Instructional goals should not be too specific but should include performance, conditions, criterion)

Students should be encouraged to personalize the teacher’s goals.

FeedbackShould be “corrective” in nature

Should be timely

Should be specific to a criterion

Students can effectively provide some of their own feedback



Questions, Cues, and Advance OrganizersHelp students organize and use what they already know about a topic

Are at the heart of classroom practice – generally accounts for 80% of what goes on in classrooms

Should focus on what is important, rather than unusual

Higher level questions produce deeper learning Ask the question before the instruction to frame a “mental set.”

Advance organizer could be skimming, narrative (story related to the learning), expository (describes the content to which students will be exposed), or graphic.


Instructional Instructional LeadershipLeadership

Susan AllenAsst. Superintendent for InstructionHilton Central School District225 West AvenueHilton, New York [email protected]

Instructional LeadershipInstructional Leadership

• Primary Areas of Focus– 90/90/90 Schools Research – Doug

Reeves– Ruby Payne strategies– Balanced Leadership – Waters, Marzano,

McNulty


The 90/90/90 SchoolsThe 90/90/90 Schools

From From Accountability in Action Accountability in Action by Douglas Reevesby Douglas Reeves

What Are They?What Are They?

• Inner-city urban schools, suburban schools, and rural schools

• 228 buildings and more than 130,000 students

• More than 90% of students eligible for free and reduced lunch

• More than 90% from ethnic minorities

Common Characteristics of Common Characteristics of High Achievement SchoolsHigh Achievement Schools

• Focus on Academic Achievement• Clear curriculum choices• Frequent assessment of student

progress and multiple opportunities for improvement

• Emphasis on writing• External scoring

Focus on Academic Focus on Academic AchievementAchievement

• Laser-like focus– Displays of exemplary student work in trophy

cases, etc.– Charts, graphs, and tables all over the school

displaying student achievement.– Obvious to all that academic performance is

highly prized.

• Comprehensive accountability system– School focus on a few indicators of

improvement

• How you “finish” is what counts– Substantial interventions for students who

were deficient in reading and writing.

Curriculum ChoicesCurriculum Choices

• More time spent on core subjects of reading, writing and mathematics demonstrated student achievement improvement in other content areas.

Frequent Assessment of Frequent Assessment of Student Progress with Student Progress with

Multiple Opportunities for Multiple Opportunities for ImprovementImprovement

• Student performance that is less than proficient is followed by multiple opportunities to improve.– Weekly assessments– Constructed and administered by classroom teachers– “You can do better next week”– “Active coaching” vs. “final evaluation” model

Emphasis on WritingEmphasis on Writing

• High emphasis on informative writing– Single scoring guide to evaluate every

piece of written work used across content areas.

– No compromises on expectations for quality

– Association between writing and performance in other academic disciplines was striking

External ScoringExternal Scoring

• Common assessment practices that were reinforced through exchange of student papers– Teacher to teacher– Building to building– Principal as evaluator– Need uniform basis on which to evaluate

student work

What are we doing now?What are we doing now?What could we be doing?What could we be doing?

• Techniques are replicable• Techniques are consistent-focus is

clear• Techniques are persistent – more than

90% of the students involved in these studies continue to meet or exceed state standards.

What We Are Doing…What We Are Doing…

• Focusing on one area at each cabinet meeting – discussions on what we are currently doing and what we should be doing

• Principals are holding discussions with faculty at department meetings and/or faculty meetings


Ruby Payne StrategiesRuby Payne Strategies

Helping Individual StudentsHelping Individual Students

• Building administrators are working with individual teachers, using a grid-like format to identify where each child is academically on major assessments. A plan is then developed to move each child up by at least one quartile by the end of the year.

Disabled ESL Transfer students

White males

75-100(4th quartile)

GregMarkEdTom

50-74(3rd quartile)

George Marissa Lydia

25-49(2nd quartile)

JamesKaren

JoeKen

0-24(1st quartile)

MaryTim

Maria Dave SteveBrianMike

Balanced LeadershipBalanced Leadership

• What 30 years of research tells us about the effect of leadership on student achievement

ASSUMPTIONSASSUMPTIONS1. We need to get the most possible out of our

schools.2. In light of the resource, social, political, and

design realities facing our schools and their leaders, our schools (the current model of schooling in the USA) are not likely to meet the expectation that no child is left behind.

3. We need educational leaders who can initiate and sustain the improvement efforts required to accomplish #1, and who are prepared to deal with the 2nd order changes implied by #2.

Factors Influencing Factors Influencing AchievementAchievement

9. Home Environment10. Learning

Intelligence/Background Knowledge

11. Motivation

6. Instructional Strategies7. Classroom Management8. Classroom Curriculum Design

1. Guaranteed and Viable Curriculum

2. Challenging Goals and Effective Feedback

3. Parent and Community Involvement

4. Safe and Orderly Environment5. Collegiality and Professionalism

School

Teacher

Student

A Composite Model of the Research on A Composite Model of the Research on School and Teacher EffectivenessSchool and Teacher Effectiveness

School and Teacher Combinations

Percentile Score Upon Entering

Percentile Score Upon Leaving 2 Years Later

Average SchoolAverage Teacher

50th 50th

Highly Ineffective SchoolHighly Ineffective Teacher

50th 3rd

Highly Effective SchoolHighly Ineffective Teacher

50th 37th

Highly Ineffective SchoolHighly Effective Teacher

50th 63rd

Highly Effective SchoolHighly Effective Teacher

50th 92nd

Highly Effective SchoolAverage Teacher

50th 78th

OPERATIONAL DEFINITIONSOPERATIONAL DEFINITIONS

LEADERS

Effective leaders influence individuals and organizations. At the individual level, leaders support learning that leads to individual and organizational goals. At the organizational level, leaders develop a shared vision and broad goals. Leaders accept responsibility for achieving results and create the necessary environments that contribute to individual and organizational success.

Background of McREL’s Study Background of McREL’s Study of Leadershipof Leadership

• 3000 Dissertation citations• 2000 Other study citations• 70 Studies met our criteria for inclusion:

Quantitative data Achievement as the dependent

variable Standardized scores Teacher perceptions

• 80% of these 70 studies found no significant relationship

The Benefit of Meta-Analysis:The Benefit of Meta-Analysis:

• 2894 schools• 1.1 million students• 14,000 teachers

In the 70 studies:

The average correlation between principal leadership

behavior and school achievement is .25 which

means……

A one standard deviation increase in principal leadership

is associated with a 10 percentile point gain in school

achievement.

Characteristics of 1Characteristics of 1stst Order Order ChangeChange

• An extension of the past• Within existing paradigms• Consistent with prevailing norms and

values• Focused• Bounded• Linear• Marginal• Problem and solution-oriented• Implemented by experts

Characteristics of 2Characteristics of 2ndnd Order Order ChangeChange

• A break with the past• Outside of existing paradigms• Conflicted with prevailing norms and values• A disturbance to every element and

aspects of a system• Emergent• Unbounded• Nonlinear• Neither problem nor solution oriented• Implement by “community”• Complex

Leadership for Leadership for Incremental ChangeIncremental Change

• Emphasize relationships• Establish strong lines of

communication• Be an advocate for the school• Provide resources• Maintain visibility• Protect teachers from distractions• Create culture of collaboration• Look for and celebrate successes

Leadership for Leadership for 22ndnd Order Change Order Change

• Shake up the status quo• Hold everyone’s feet to the fire• Propose new ideas• Operate from strong beliefs• Tolerate ambiguity and dissent• Talk research and theory• Create explicit goals for change• Define success in terms of goals

Principal Characteristics and Behaviors: Principal Characteristics and Behaviors:

Average r and 95% Confidence IntervalsAverage r and 95% Confidence Intervals

Characteristic/Behavior

Ave r N(Schools)

N(Studies)

95%(CI)

Communication .23 245 10 (.10 to .30)

Outreach .28 478 14 (.19 to .35)

Input .30 504 13 (.21 to .38)

Relationship .19 497 12 (.10 to .24)

Affirmation .25 345 7 (.14 to .35)

CIA .16 636 19 (.08 to .24)

Contingent Reward .15 420 7 (.05 to .24)

Focus .24 1109 30 (.18 to .29)

Knowledge of CIA .24 327 8 (.13 to .35)

Visibility .16 432 11 (.06 to .25)

Principal Characteristics and Behaviors: Principal Characteristics and Behaviors:

Average r and 95% Confidence IntervalsAverage r and 95% Confidence Intervals

Characteristic/Behavior

Ave r N(Schools)

N(Studies)

95%(CI)

Change Agent .30 479 7 (.22 to .38)

Optimizer .20 444 9 (.11 to .29)

Situational Awareness

.33 91 5 (.11 to .51)

Intellectual Stimulation

.32 321 5 (.22 to .42)

Ideas/Beliefs .25 526 8 (.17 to .33)

Monitor/Evaluate .28 1071 30 (.23 to .34)

Flexibility .22 151 2 (.05 to .37)

Culture .29 709 13 (.23 to .37)

Order .26 456 17 (.17 to .35)

Discipline .24 397 10 (.14 to .33)

Resources .26 570 17 (.18 to .34)

Balancing Leadership for Balancing Leadership for ChangeChange

Leadership responsibilities and Effect Sizes (ES)

1st Order 2nd Order

Culture (.29) - Promotes cooperation among staff- Promotes a sense of well being- Promotes cohesion among staff- Develops shared understanding of purpose- Develops a shared vision of what the school could be like

Order (.26) - Provides and enforces clear structure,rules and procedures for students- Provides and enforces clear structure,rules and procedures for staff- Establishes routines regarding the runningof the school that staff understand and follow


1st Order 2nd Order

Discipline (.24) - Protects instructional time frominterruptions- Protects/shelters teachers fromdistractions

Resources (.26) - Ensures that teachers have necessarymaterials and equipment- Ensure that teachers have necessary staff development opportunities that directly enhance their teaching

Curriculum InstructionAssessment (.16)

- Is involved in helping teachers designCurricular activities- Is involved with teachers to address instructional issues in their classrooms- Is involved with teachers to addressassessment issues


1st Order 2nd Order

Focus (.24) - Establishes high concrete goals and expectations that all students meet them

- Establishes concrete goals for allcurriculum, instruction and assessment.- Establishes concrete goals for thegeneral functioning of the school- Continually keeps attention on established goals

Knowledge of CIA (.24) - Is knowledgeable about instructionalpractice- Is knowledgeable about assessmentPractices- Provides conceptual guidance forteachers regarding effective classroompractice

Visibility (.16) - Makes systematic and frequent visits toclassrooms- Maintains high visibility around the school- Has frequent contact with students

Leadership responsibilities and

Effect Sizes (ES)

1st Order 2nd Order

Contingent Rewards (.15)

- Recognizes individuals who excel- Uses performance vs. seniority as the primary criterion for

reward and advancement- Uses hard work and results as the basis for reward and

recognition

Communication (.23) - Is easily accessible to teachers- Develops effective means for teachersto communicate with one another- Maintains open and effective lines ofCommunication with staff

Outreach (.28) - Assures that the school is incompliance with district and state mandates- Advocates on behalf of the school in the community- Advocates for the school with parents of students- Ensures that the central office is awareof the school’s accomplishments


1st Order 2nd Order

Input (.30) - Provides opportunity for input on all important decisions- Provides opportunities for staff to be involved in

developing school policies- Uses a leadership team in decision making

Affirmation(.25) - Systematically and fairly recognizesand celebrates accomplishments of teachers- Systematically and fairly recognizesand celebrates accomplishments of students- Systematically acknowledges failures and celebrates accomplishments of the school

Relationships (.19) - Remains aware of personal needs of teachers- Maintains personal relationships with teachers- Is informed about significant personal issues within lives of staff- Acknowledges significant events in the lives of staff


1st Order 2nd Order

Change Agent (.30) - Consistently challenges the status quo- Is comfortable with leading change initiatives with

uncertain outcomes - Systematically considers new and better ways of doing

things

Optimizer(.20) - Inspires teachers to accomplish thingsthat might seem beyond their grasp- Portrays a positive attitude about theability of the staff to accomplishsubstantial things- Is a driving force behind major initiatives

Ideals/Beliefs (.25) - Holds strong professional beliefs about schools, teaching and learning- Shares beliefs about schooling, teachers andlearning with staff and parents- demonstrates behaviors that are consistentWith belief


1st Order 2nd Order

Monitors/Evaluates (.28) - Monitors and evaluates the effectiveness ofCurriculum, instruction and assessment

Flexibility (.22) - Is comfortable with major changes in how things are done- Encourages people to express opinions contrary to those in authority - Adapts leadership style to needs of specific situation - Can be directive or non-directive as the situation warrants

Situational Awareness (.33) - Is aware of informal groups and relationships among staff of the school- Is aware of issues in the school thathave not surfaced but could create discord- Can predict what could go wrong from day to day


1st Order 2nd Order

Intellectual Stimulation(.32)

- Keeps informed about current researchand theory regarding effective schooling

- Continually exposes staff to cutting edge

ideas about how to be effective- Systematically engages staff in

discussionsabout current research and theory

- Continually involves the staff in readingarticles and books about effective practices


ClosureClosure•What does a leader What does a leader look like?look like?•What are the barriers to What are the barriers to leadership?leadership?•Examples of StrategiesExamples of Strategies•Action PlanningAction Planning


PProfessionalrofessionalLLearningearning

CCommunityommunity


If schools want to enhance their If schools want to enhance their capacity to boost student learning, capacity to boost student learning,

they should work on building a they should work on building a collaborative culture…collaborative culture…


When groups, rather than individuals, When groups, rather than individuals, are seen as the main units for are seen as the main units for

implementing curriculum, instruction, implementing curriculum, instruction, and assessment, they facilitate and assessment, they facilitate

development of shared purposes for development of shared purposes for student learning and collective student learning and collective

responsibility to achieve it.responsibility to achieve it.-Fred Newmann



CCommunityommunity

PLCPLC Characteristic 1: Characteristic 1: Shared Mission & Shared Mission &

VisionVisionEffective mission and vision

provides direction to guide daily operations and improvement initiatives.

PLCPLC Characteristic 1: Characteristic 1: Shared Mission & VisionShared Mission & Vision



An articulated




An articulated




1 2 3 4 5 6 7 8 9 10


An articulated


PLCPLC Characteristic 2: Characteristic 2: Collective InquiryCollective Inquiry

The process of searching for answers enables team members to view the world differently and to make significant changes in the school culture.


Whatever it is it’s good enough.


The “deep learning cycle” is

engrained




engrained



1 2 3 4 5 6 7 8 9 10



engrained

PLCPLC Characteristic 3: Characteristic 3: Collaborative TeamsCollaborative Teams

The basic structure of a PLC is a group of collaborative teams that share a common purpose.


Individual classrooms united by a common parking lot


Learning teams for

everything



Learning teams for

everything



1 2 3 4 5 6 7 8 9 10


Learning teams for

everything

PLCPLC Characteristic 4: Characteristic 4: Action Orientation Action Orientation

Learning always occurs in a context of action; engagement and experience are the best teachers.


This too shall pass.


Intolerance for inaction;

willingness to experiment







1 2 3 4 5 6 7 8 9 10




PLCPLC Characteristic 5: Characteristic 5: Continuous ImprovementContinuous Improvement

A persistent discomfort with the status quo and a constant search for a better way.


Just another directive.


A way of life; innovation and

experimentation forever.







1 2 3 4 5 6 7 8 9 10




PLCPLC Characteristic 6: Characteristic 6: A Results Orientation A Results Orientation

Efforts are based on an assessment of the results rather than intentions.

PLCPLC Characteristic 6: Characteristic 6: A Results OrientationA Results Orientation

One initiative to the next.


Focus on results rather

than just intentions.







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CCommunityommunity



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Leadership Essentials for the Essential Elements Leadership Essentials for the Essential Elements Leadership Essentials for the Essential Elements