1"

Time%Management%and%Successful%School%Leadership:%Aligning%the%Mission%with%Daily%

Ac<ons

%NESA%Fall%Leadership%Conference%

October%%23E26,%2014!Istanbul,%Turkey%Harvey%B.%Alvy%halvy@ewu.edu%

%%

"

“What%you%pay%aTen<on%to%and%spend%

<me%on%communicates%

what%you%value”%"

Kent"Peterson"

3"

“We hire people for their technical competence and fire them for their interpersonal incompetence.”

Effective Time Management Strategies are Not Enough

(Zenger and Folkman, The

Extraordinary Leader, 2002, p. 162)

Relationships and Success

Reflections of a school superintendent:

“Our successful principals have the relationship thing down with teachers, and

students and parents too. You have to make hundreds of decisions in five minutes, and

getting 99% of those decisions right depends on relationships.”

(Dr. Deb Clemens in Robbins & Alvy,

The Principal’s Companion, 2014)"%

5"

Please take a moment to review the distributed list of leadership tasks. Then meet with a colleague and check “!” each bulleted task as “L” for a leadership task, “M” for a management task, or “LM” for those tasks that combine leadership and management. After completing the list please draw conclusions to discuss with other colleagues. Thanks! An%Important%Point:%As%informa<on%sharing%occurs,%respect,%trust%and%collabora<on%develop.%"

Opening Activity “A Morning in a School Leader’s Life”

Agenda Welcome, Introductions, Opening Activity: “A Morning in a Principal’s Life”

Driving Priorities: The Mission and Vision

Leadership and Management Today: Reassessing the Relationship

Powerful Time Management Strategies and Tools: •  Leading and Learning By Wandering Around (LLBWA)—purposeful visibility •  Multi-tasking—pros and cons •  The Tickler File—proactive planning •  Quality Classroom Visits—celebrating what really counts •  Sharing Digital Time Management Techniques and Strategies: What Works for You? •  Advice for Managing the First Days of School

Reflections and Personal Next Steps

Smelling the Roses: “Balancing” Time to Live Our Personal & Professional Dreams

Time Management is

thoughtful planning to

improve efficiency and achieve

desired results.

8"

Driving Priorities: The Mission and Vision

%"

“Despite the difficulty of coming to consensus on how to measure successful leadership, there is almost universal agreement that ‘success in carrying out the mission and vision of an endeavor—a cause—should be a primary gauge of leadership success.’”

(Alvy and Robbins, Learning From Lincoln, 2010, p. 7) "%

Reflec<ng%on%Vision%•  Personal%Leadership%Vision%

"."Encapsulates"a"leader’s"core"values"and"beliefs""."Generates"an"awareness"that"informs"thoughts,""""feelings,"words,"and"leadership"acAons""."Clarifies"a"leader’s"expectaAons"of"self"and"others""""to"foster"staff"and"student"learning"

•  Shared%Vision%"."Generates"ownership"and"commitment""."A"purpose"witnessed"in"the"daily"acAviAes"of"the""""school"

9"

When a school’s mission and vision are pursued

with passion, hope becomes reality.

""

""

“For our children, our community, our world, our future.”

Cheney%%Public%Schools%"

11"

The%Moral%Impera<ve:%Social%Jus<ce%

“Alone,"the"principal"oJen"wonders,"‘Am"I"doing"the"right"thing?""Have"I"demonstrated"a"commitment"to"the"success"of"each"teacher"and"student?""Have"I"taken"a"moral"stand"to"represent"

the"voiceless?’”""

(The$Principal’s$Companion,"2014,"p."xiii)"

""

Exploring%Vision%At"the"heart"of"any"vision"is"a"set"of"core"values"and"beliefs."These"beliefs"are"usually"reflected"in"the"culture"of"the"organizaAon."""

How"would"you"describe"your"personal"vision?"What"are"the"core"values"and"beliefs"upon"which"your"vision"is"founded?"

ReflecAons"

How"do"your"daily"acAons"reflect"the"school"mission"and"your"leadership"vision?"

What"Does"the"Front"Office"Communicate?"

Leadership and Management Today: Reassessing the Relationship

“Effective instructional leadership combines an understanding of the instructional needs of the school with an ability to target resources where they are needed, hire the best available teachers, provide teachers with the opportunities they need to improve, and keep the school running smoothly.”

(Grissom and Loeb, “Triangulating Principal Effectiveness,” 2009, p. 32)

14"

A Critical Observation About School Leadership

“Highly effective principals put instruction at the center of their

managerial duties.” """

(Chenoweth"and"Theokas,"April,"2013)""

It’s"a"Balancing"Act!"

Combining"Leadership%and"Management%tasks"to"maximize"learning."

Leadership and management go hand-in-hand:

“To facilitate learning…the instructional leader makes sure the

lights are working!”

(The Principal’s Companion, 2014, p. 15)

17"

Leader%as%Manager…Maybe?%%Much%of%the%leadership%literature%contains%a%subtle%disdain%for%management.%Why%do%you%think%that%is%the%case?%%Please%jot%down%a%few%reflec<ons%and%share%your%ideas%with%a%couple%of%table%group%colleagues.%%"

Reflec<ons%on%leadership%and%management:%

18"

19"

Revised%ISLLC!Educa+onal!Leadership!Standards%

%

Examine%the%recently%revised%11%Leadership!Standards,%expecta<ons,%for%principals,%APs,%superintendents,%and%

other%leaders.%%“The%primary%goal%of%these%Standards%is%to%ar<culate%what%effec<ve%leadership%looks%like%[today].”%Aber%reviewing%the%Standards%consider:%%What%do%the%Standards%suggest%about%your%daily%work,%especially%related%to%<me%management?%%Which%Standards%are%

par<cularly%important%for%interna<onal%school%leaders?%%Please%share%your%reflec<ons%with%colleagues.%

%(Developed%by%the%Council%of%Chief%State%School%Officers,%2014,%ISLLC!Standards,%

Washington,%D.%C.)%

!!!!!!!!!!!!!!!!Educa<onal%Leadership%Standards!“An!educa+onal!leader!promotes!the!success!and!well:being!of!every!student!by![ensuring]:”!!

!!!"

1.   a!child:centered!vision!2.   enhanced!instruc+onal!

capacity!

3.   instruc+on!that!maximizes!student!learning!

4.   meaningful!curricula!and!assessment!

5.   an!inclusive!school!climate!

6.   professionally!normed!communi+es!

7.   communi+es!of!engagement!for!families!and!other!stakeholders!

8.   management!of!the!school!or!district!

9.   adhering!to!ethical!principles!10.  !an!equitable!and!culturally!

responsive!school!

11.  !a!culture!of!con+nuous!school!improvement!!!

!%!

%

20"

A Good Example of How the New Standards Combine Leadership and Management

Standard 2 : Instructional Capacity

“An educational leader promotes the success and well-being of every student by enhancing instructional capacity.”

Functions: A.  Recruits and hires effective teachers and other professional staff B.  Develops individual and collective capacity of staff C.  Ensures on-going and differentiated professional learning D.  Supports staff with human, financial and technical resources E.  Employs research-anchored and valid systems of performance management F.  Buffers learning and teaching from disruptive forces G.  Provides emotional support to staff teachers and other professional staff 21"

Juggling%the%Roles:%%•  InstrucAonal"leader""•  Budget"manager"•  Personnel"Director"•  Child"advocate"•  Culture"shaper"•  Priest/Priestess"•  Cheerleader"•  Community"healer"•  Mediator/Counselor"•  Public"relaAons"expert"•  Basketball"Amer"•  Custodian�s"helper"•  Emergency"bus"driver"•  Actor"in"school"play"•  What"else?"

From%Your%Perspec<ve…%

What"are"the"types"of"roles"that"school"leaders"are"asked"to"play?"

23"

""%%"!!

Powerful Time Management Strategies and Tools

24"

25"

You Think Theory is Tough…Try Practice!

“When I became a principal I had fewer problems with vision and instructional leadership than with

time management. For three years I struggled with how to work 18 hours of tasks in a 10 hour

work day.” A"veteran"MS"school"principal"

The School Leader’s Day is Characterized

by

Brevity

Variety

Fragmentation Dr. Kent D. Peterson

26"

Leading and Learning By Wandering Around (LLBWA)

"….principals need to know that their offices are not the center of the school. Everyone in the school (and many stakeholders outside of the school) know and notice where principals spend their time. Principals send a very strong symbolic message of what is important simply by where they choose to spend their time. When we use the phrase Leading and Learning By Wandering Around (LLBWA), we are promoting the importance of navigating around a school in a purposeful manner. Principals need to witness student and teacher success and verbally affirm the important work of the school."

(Robbins, Alvy. The New Principal's Fieldbook, 2004, p. 152.) 27"

LLBWA and “Situational Awareness” “Research by Marzano, et. al (2005) reveals that a key principalship responsibility correlated with student achievement is: ‘Situational Awareness…of the details and the undercurrents regarding the functioning of the school and their use of this information to address current and potential problems.’ It is our belief that LLBWA is a technique that uniquely enables a leader to monitor the pulse of a school.”

(Robbins & Alvy. The Principal’s Companion, 2014, p. 20) 28"

LLBWA is an important leadership teaching and learning tool for:

•  supporting a school's mission, vision, values and goals

•  addressing leadership and management responsibilities

•  sharing expectations

•  building school wide norms of practice to shape the culture

•  focusing attention on what's important

Leading and Learning By Wandering Around (LLBWA)

29"

•  facilitating positive public relations

•  attaining a perspective concerning the quality of instruction

•  assessing the nature of the "taught" curriculum

•  gathering data about the perceptions of the school in the community

•  celebrating student and teacher successes

(The New Principal's Fieldbook, pp. 152; 177-181)

Reflec<ve%Task%ReflecAng"on"where"you"spend"Ame,"the"connecAons"you"make,"and"the"expectaAons"you"convey…".  Where"do"you"strategically"spend"Ame?".  With"whom"do"you"seek"to"connect?".  Describe"the"expectaAons"you"convey"for"students,"staff"and"parents."What"areas"do"they"address?"

.  What"are"the"expectaAons"for"the"administraAve"team?"

Got"A"MeeAng?"Walk"

Theory to Practice: Consider this present school year. Are there areas of your “district” or school that you could be visiting more frequently this year as an administrator, intern, and/or colleague? (Do any of these areas have important meaning, related to the school culture?) Based on your reflections concerning the above questions, what do you need to keep in mind regarding areas you should visit during the rest of this school year? Below, note areas you will be visiting.

Areas I am going to visit:

1. 2. 3.

Leading and Learning By Wandering Around (LLBWA)

33"

Mul<tasking:%A%Modern%Day%Solu<on%or%Hazard?%%Warning—Embrace%mul<Etasking%%with%cau<on.%%Consider%Kirn’s%observa<on,%quoted%in%The!Principal’s!Companion!p.%78):%%%“This%is%the%great%irony%of%mul<tasking—that%its%overall%goal,%genng%more%done%in%less%<me,%turns%out%to%be%chimerical.%%In%reality,%mul<tasking%slows%our%thinking.%%It%forces%us%to%chop%compe<ng%tasks%into%pieces,%set%them%in%different%piles,%then%hunt%for%the%pile%we’re%interested%in,%pick%up%its%pieces,%review%the%rules%for%punng%the%pieces%back%together,%and%then%aTempt%to%do%so,%oben%quite%awkwardly.%(…A%brain%aTemp<ng%to%perform%two%task%simultaneously%will,%because%of%all%the%backEandEforth%stress,%exhibit%a%substan<al%lag%in%informa<on%processing.)”%%%(Kirn,%2007,%p.%72)%%%%%

34"

What%do%you%think????%%Share%your%thoughts%with%colleagues.%%

When Multi-tasking: What Message Are We Sending?

“One of the new administrators was checking her smartphone about every other minute [during a mentor’s new principal workshop]. Sure it was impolite, but the mentor was more concerned about how well the newcomer would convey empathy to a troubled student or a stressed colleague.” (The Principal’s Companion, p. 78) %

35"

How would you have handled this situation? Share your thoughts with colleagues. %

Consider%Stewart’s%(2006)%humorous,%crea<ve,%and%spot%on%analysis%of%the%task%and%rela<onship%literature:%%“Between%them,%Taylor%[task]%and%Mayo%[rela<ons]%carved%up%the%world%of%management%theory.%%According%to%my%scien<fic%sampling,%you%can%save%yourself%from%reading%about%99%percent%of%all%the%management%literature%once%you%master%this%dialec<c%between%ra<onalists%and%humanists.%%The%Taylorite%ra<onalist%says:%Be%efficient!%The%MayoEist%humanist%replies:%Hey,%these%are%people%we’re%talking%about!%And%the%debate%goes%on.%%Ul<mately,%it’s%just%another%installment%in%the%ongoing%saga%of%reason%and%passion.”%(Stewart,%2006,%p.%5)%

%%

36"

37"

%“For%every%complex%problem%there%is%an%answer%that%is%clear,%simple,%and%wrong.”%%

H.%L.%Mencken%%%

38"

A Time Audit: “So How Am I Doing?”

Time audits help us discover how we are using our time during a specified period. There are numerous ways to do time audits. Most audits include the following elements: 1.  A specific time period for the audit is selected, such as 1 or 2 weeks. 2.  Blocks of time are chosen for the audit in increments, such as 15 or 30 minutes,

to note the tasks you engaged in during that block of time. 3.  A record of how the time is used is noted digitally (e.g., via smartphone or

tablet), in a written binder, or audio device. The information is an “inventory of your worklife.”

4.  Before recording the tasks decide on your key task topics, such as, administrative, students, class visits, parents, host-country, teachers, etc. Events are categorized by code and topic either during the audit, at the end of the day, or at the end of the week,. If a calendar app or hard copy binder is used, color coding of events by topic can help.

5.  After examining the audited results consider what needs to change, or remain the same, based on your priorities (e.g., instructional leadership).

6.  Share your results with a colleague who is familiar with your role and priorities. Discuss your observations and initial conclusions. Together plan how to use your time more efficiently. Again, based on your priorities. Good luck!

Time"Audit"Tips"

39"

40"

Using a Tickler File: A Great Proactive Organizing Time Management Tool

•  “Tickle” the file each month (e.g., Nov.). It can be a digital or hardcopy file. •  The file includes all of the important monthly school events, critical activities,

memos, and time deadlines (e.g., end of semester). •  Meet one month in advance (e.g., early Oct.) with a secretary and/or

administrator to review a list prepared by the secretary of items in the “Nov.” file.

•  Examine the previous Nov. memos and important activity descriptions. •  Organize ‘beginning’ and ‘end of year’ files, in addition to the August/

September and May/June files. •  A monthly section with written reflections on the events is very helpful. The

reflections are invaluable so errors are not repeated, successes are noted, and ideas for next year can be immediately added to the file.

A tickler file is invaluable!

41"

Reflecting on Your November and/or December Tickler File Items:

Take a moment to note five items that are (or should be!) in your November and/or December Tickler File (digital or hard copy). Briefly list the items, actions that needs to be taken, and, if appropriate, speculate on possible tweaks that may need to be addressed this year. Share you list with a colleague:

ITEM ACTION REFINEMENTS 1. 2. 3. 4. 5.

Quality Classroom Visits: Are They Valued Observations, Walk-Throughs, Instructional

Rounds, and Snapshots; or Drive-Bys?%"%%

%

""

42"

OUT LEARNING

43"

Managing Time Proactively

“I prioritize on my calendar what is most important or else I get caught

up in administrivia. Last year I prescheduled 2 hour walk-throughs

and had my best year!”

A%Veteran%School%Principal%

44"

Supervisory%Tips%for%Conferencing%and%Observing%

•  Use%the%Student%Learning%Nexus%Model%•  Student%Feedback%Helps%Teachers%with%Visible%Learning%

•  The%Digital%Transforma<on%and%the%Classroom:%Integra<ng%Best%Teaching%Prac<ces%with%Technology%

•  Build%Trust%with%Evidence%•  Digital%Videos:%Short%Clips%for%High%Reward%•  Supervising%with%Digital%Devices:%Using%Common%Sense%and%a%Personal%Touch%

•  Include%Student%Voice%

""

45!

Healthy Class Environment:

• Establishes a Culture of High Expectations for Each Student • Provides Social Support • Encourages Risk Taking • Protects Physical Safety • Advocates for Social Justice • Celebrates Diversity • Promotes Respectful Management • Fosters Class, School & Parent Relationships • Partnering with the Larger

Community

Successful Student Learning:

• Personalized • Engaging • Meaningful • Regular, Specific Feedback • Standards Based • Caring • Social, Emotional & Academic • Achievement Anchored • Globally Oriented

Assessment: • Multiple Measures • Formative & Authentic • Student Reflections • Common Assessments • Summative • Aligned with Curriculum & Instruction

Instruction:

• Best and Promising Practices • Various Teaching Strategies • Constructivist • Domain Specific • Collaborative • Higher Level Thinking • Differentiated • Data-Driven & Data Informed • Active • Aligned with Curriculum & Assessment

• Curriculum: • Grounded in Appropriate Standards • Locally Contextualized and Inclusive • Integrated • Monitored, Articulated & Guaranteed • Aligned with Instruction & Assessment

The Student Learning Nexus: Balancing Curriculum, Instruction, and Assessment In A Healthy School Culture

© Harvey Alvy & Pam Robbins, 2014

Seeing%the%Big%Picture%with%Instruc<onal%Frameworks%

"Mastering$the$Framework$Is$Not$the$Des;na;on—It$Is$Teacher$and$

Student$Success."""

We"create"narraAves."A"school"principal"concentraAng"on"understanding"and"applying"an"instrucAonal"framework"can"easily"get"lost"in"details"and"forget"to"look"up"and"see"the"big"picture—embracing"and"celebraAng"what"teachers"do"to"ensure"student"success….We%should%never%confuse%a%person’s%worth%with%a%piece%of%paper."The"much"bigger"

prize"is"what"teachers"do"to"ensure"student"success."""""

(Adapted"from"The$Principal’s$Companion,$Robbins"&"Alvy,"2014"p."139)"% 46"

Can%an%instruc<onal%framework%“measure”%how%teachers%inspire%students%to%pursue%careers%as%ar<sts,%engineers,%architects,%business%entrepreneurs,%doctors,%teachers,%

social%workers,%and%inventors?%%

Can%we%“measure”%how%teachers%inspire%students%to%visit%museums%and%art%galleries%throughout%their%lives?%

%Great%teachers%help%their%students%pursue%happiness%and%a%life%of%purpose—a%life%devoted%to%social%jus<ce%and%

improving%our%communi<es%and%the%world.%%%%"

47"

How%can%we%“measure”%these%aspects%of%a%teacher’s%life?%%%

Sharing Digital Time Management Techniques and Strategies:

What Works for You?

48"

Synchronizing the Principal’s Calendar

“The first step to mastering the schedule is to synchronize your calendar. It is vital to use one calendar. As a principal, I quickly learned to empower my office associates to place important items…on my calendar. Most school leaders use a web-based calendar that synchronizes from the server onto a handheld device.”

(Sterrett, Short on Time, 2014, p. 5)

49"

50"

Email and the Personal Touch

“I try to model keeping email messages short. But, I still add a

personal touch. I always include a greeting (e.g., ‘hi’ or ‘good morning’) and a positive closing (e.g., ‘have a

great day’).” A"middle"school"assistant"principal"

51"

Sharing Digital Time Management Strategies and Techniques

“The key decision is not so much which application or program you use, but how

you use it. Use the program to its full potential based on the school goals and

human relationships.” Nicole"Nanny"Assistant"Principal,"Cheney"Middle"School,"WA."

52"

Synchronizing Apps with Important School Goals A key to using your web-based tools for time management is keeping in mind the various possibilities to pursue school and leadership goals. Typically the following tools are available as part of a program or as a separate app: •  Email •  Calendar •  Tasks/To Do List •  Notes To take advantage of these tools school leaders need to first consider what responsibilities are most important to accomplish on a day-to-day basic.

53"

Synchronizing Apps with Important School Goals (cont.)

Following up on the previous slide, consider 3-5 critical responsibilities that are most important for you to accomplish each day:

1.  ----------- 2.  ----------- 3.  -----------

Reflecting: Are you satisfied that the web-based tools are helping you accomplish your goals? Which tools are most helpful? What do you find most challenging? Please jot down a few ideas and then share your thoughts (including successful strategies and apps!) with table group colleagues.

54"

Sterrett’s Four-Point Time Management “DISC” Perspective

When creating and synchronizing their own calendars William Sterrett recommends that principals concentrate on four areas:

•  District—central office mandated events (e.g., board meetings)

•  Instruction—”the heart and soul of a principal’s work” •  School—events, activities and celebrations of school

life •  Community—for international schools this would

include partnering with school parents and host country organizations and businesses

(Sterrett, Short on Time, 2014, p. 5)

55"

The Importance of Face-to-Face Communication

“There is also the ‘dark side’ to digital communication. There are times when I should not use the ‘invite’ tool to create a meeting. I need to walk up to some folks and say, ‘Let’s set up a meeting,’ and let them know why it is important.”

A"Veteran"School"Principal"

The First Days of School “A time for renewal.”

"Several Key Responsibilities Need to Be Addressed •  Logistical Concerns—“Beginning of the Year Checklist” •  Faculty Meetings—Set a Tone and “Make Every Minute Count” •  Departmental and Grade Level Meetings—Align Curriculum,

Instruction, and Assessment Through Collaboration •  Orienting New Teachers—Building a Professional Culture •  Honoring Teacher Time—Scheduling Classroom Preparation

Time •  Be Visible—For Students, Teachers and Parents. Send the

message: “The School’s Center is the Classrooms, Not the Administrative Offices.”

56"

“Beginning of the Year Checklist” "

Please review the distributed “Beginning of the Year Checklist” with table group colleagues. After reviewing the checklist discuss the following questions:

57"

Which%items%on%the%checklist%were%addressed%successfully%by%your%school%team%this%year?%%Which%items%on%the%list%%were%par<cularly%challenging?%Are%there%any%items%on%the%checklist%that%you%had%not%previously%considered%but%will%for%next%year?%%What%checklist%items%would%you%add%to%the%list%to%promote%a%successfully%opening%next%year?%

Smelling"the""Roses:"

“Balancing”"Time"to"Live"Our"Personal"and"Professional"Dreams""

Personal Example….A Key Component

If a leader wants the staff to perform optimally, the leader must model both

a zest for professional learning and honest enthusiasm for leadership that

influences learning.

Taking Control of Your Schedule to Care for Yourself

•  Be proactive

•  Create time on your schedule for lunch, leisure time, exercise, family time, hobbies

Schedule Time for Professional Development

•  Reading

•  Webinars

•  Reflect and write

Taking Control of Your Schedule (Continued)

Benefits: •  Renewal

•  Staff growth

•  Greater understanding of self and one’s practice

Wellness%Wheel%

Source: Robbins, P. and Alvy, H., The New Principal’s Fieldbook, ASCD.

cognitive

spiritual

emotional

social psychological

physical

Zach Kelehear (2004) suggests:

•  “Reflect on what matters most in your life; strive to align your decisions and actions accordingly.

•  Remember, ‘Attitude is everything.’

•  Make time to care for your health.

Ask yourself at the end of the day, ‘Has the practice of my life today reflected what matters most to me? In what way have I made the life of at least one child better?’”

Reflec<on%and%Purpose%

Only%when%we%pause%to%reflect%do%we%find%the%inner%resources%we%

need%to%serve%others.%"

66"66"

Bringing%it%all%Together:%A%Gallery%Walk%%In%pairs,%spend%a%few%minutes%reviewing%the%slides%we%examined%today%about%“Time%Management%and%Successful%School%Leadership.”%%Also,%consider%insighuul%comments%made%by%colleagues.%%Which%ideas%resonated%with%you?%%Are%there%some%common%themes?%%%%%%

Based%on%your%conversa<on%write%a%statement%about%some%aspect%of%today’s%workshop.%Create%a%“bumper%s<cker%poster”%from%your%statement.%%S<ck%the%poster%on%the%wall.%%(Let’s%have%a%“gallery%walk”%around%the%room%discussing%and%reflec<ng%on%the%poster%ideas%of%our%workshop%colleagues.)%%

Reflec<ons%on%Today—“Takeaways”%and%Moving%Forward%

Reflecting on your time in today’s “Time%Management%and%Successful%School%Leadership”%workshop, identify key learnings that were meaningful to you. Include ideas that you already knew and were reaffirmed. Thinking about the context of your leadership work for the rest of this year, what are your most important “takeaways”? !

67"

68"

Purposeful visibility,

being present, is

an ethical

decision.