Welcome Bay Haven Charter Inc.“Family”

Quo Vadis?

Where Are You Going?

Bay Haven Charter Academy

On the Bay Haven train we are headed towards High Expectations/High Achievement

for children.

Do not expect to get on a train and ride in the “Caboose”. This would mean that you are retired on the job.

Do not expect to get on a train that has a “Club Car”. That would mean that you think you are better than everyone else and “you’re all that and a whole lot more”.

Do not expect to get on a train that has a “Coach Car”. This means you are along for the ride based upon Bay Haven’s success. In order to accept this position you will need to become part of the engine or don’t get on the train.

SREB (Southern Education Research Board)SREB Critical Success Factors for PrincipalsA curriculum framework for leadership preparation and development that is based on the practices of principals who raise student achievement.• Through literature reviews and research data from its

own school reform initiatives, SREB has identified 13 Critical Success Factors (CSFs) associated with principals who have succeeded in raising student achievement in schools with traditionally “high risk” demographics. These factors, organized under three overarching competencies, are the driving force for the work of SREB’s Learning-centered Leadership Program.

Competency I: Effective principals have a comprehensive understanding of school and classroom practices that contribute to student achievement.CSF 1. Focusing on student achievement: creating a focused mission to improve student achievement and a visionof the elements of school, curriculum and instructional practices that make higher achievement possible.CSF 2. Developing a culture of high expectations: setting high expectations for all students to learn higher levelcontent.CSF 3. Designing a standards-based instructional system: recognizing and encouraging good instructional practicesthat motivate students and increase their achievement.

Competency II: Effective principals have the ability to work with teachers and others to design and implement continuous student improvement.CSF 4. Creating a caring environment: developing a school organization where faculty and staff understand thatevery student counts and where every student has the support of a caring adult.CSF 5. Implementing data-based improvement: using data to initiate and continue improvement in school andclassroom practices and in student achievement.CSF 6. Communicating: keeping everyone informed and focused on student achievement.CSF 7. Involving parents: making parents partners in students’ education and creating a structure for parent andeducator collaboration.

Competency III: Effective principals have the ability to provide the necessary support for staff to carry out sound school, curriculum and instructional practices.CSF 8. Initiating and managing change: understanding the change process and using leadership and facilitation skills to manage it effectively.CSF 9. Providing professional development: understanding how adults learn and advancing meaningful change through quality sustained professional development that leads to increased student achievement.CSF 10. Innovating: using and organizing time and resources in innovative ways to meet the goals and objectives of school improvement.CSF 11. Maximizing resources: acquiring and using resources wisely.CSF 12. Building external support: obtaining support from the central office and from community and parent leaders for the school improvement agenda.CSF 13. Staying abreast of effective practices: continuously learning from and seeking out colleagues who keep them abreast of new research and proven practices.

Communicate, communicate, communicateOne principal I spoke to made it a priority to have at least one administrator—herself or a vice principal—step into each classroom in her building every single day. "It guts my schedule, but it's so important," she said. "That way, I can acknowledge the true work going on in the building, and no one feels like I'm trying to 'gotcha' them. People walking in and out [of classrooms] are part of the culture." If there's a purpose to the classroom check, make it completely transparent—as in, "Today, I'm going to run around and make sure everyone's learning targets are posted."

The SURVEY

• 1. Extend a totally anonymous survey to faculty and staff every fall and every spring.

• 2. Thoroughly examine the results and craft a response to every need and criticism collaboratively with your SIT or full faculty.

• 3. Implement plan of response.• 4. Repeat survey in the spring to see if you

accomplished your goals.

Job Embedded Professional Development That….

• Focuses on Rigor, Relevance, and Relationships• Builds Capacity through Teacher

Leadership Training• Clear, Concise, Consistent, and

Sustainable

Like who?

•Marzano• Daggett• Danielson•Webb’s DOK

Bay Haven Charter Academy

TeamCentered

StudentFocused

Acro

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evel

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( Gra

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Dep

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) PLUSMODEL

The Wrapper• 1. This is the “Buy In” program that supports

the vision and the culture of your school. It wraps everything together.

• 2. What are people going to say, “NO” I don’t want to do these things? I don’t want to put students first, I don’t want to collaborate, I don’t’ want to treat people with respect, I don’t want to be a positive team player.

• 3. Help them to see the light or Fire them!

“Standards by which we live.”Three Keys to Success: Visionary Leadership, High

Teacher Quality, Parental Involvement

Bay Haven Charter Academy Inc.Gold Standards of Excellence

“The Credo”

In all we do every day, we believe that High Expectations and High Achievement is the Vision for Excellence.

“The Motto”

“Trust Through Professionalism”

2

Treat everyone in the organization with equity, trust and professionalism.

3

Demonstrate a belief in the humanity and dignity of every child and adult in the organization.

THREE STEPS OF CUSTOMER SERVICE

1

Greet every student, parent, coworker, and guest with a warm smile and a sincere greeting.

“COACHING UP”

• 1. Administration is evaluative and supportive• 2. Professional Development Team

is non-evaluative and can consist of a PD Staff, Team Leaders, Department Heads, SIT, external PD staff, district PD, On line PD

Professional Development websites

• https://sites.google.com/a/bay.k12.fl.us/bay-haven-charter-academy-inc-common-core-resources/

• https://sites.google.com/a/bay.k12.fl.us/assessment-and-accountability/

• http://catchingthedigitalwave.blogspot.com/• Summer Tech PD

HOT “Q”

•Higher Order Thinking Questions?????????

Marzano and Webb’s DOK

• Level 1 Retrieval• Level 2 Comprehension• Level 3 Analysis• Level 4 Knowledge Utilization• (See Handout for expansion)

Age (in years) Vocabulary1 to 1 ½ Toddlers develop around a 20-word vocabulary during this time.2 By the time a child is 2 years old, he/she will have a 200–300-wordvocabulary.3 Vocabulary grows to be about 900–1,000 words by the time a child is 3 yearsold.4 The typical 4-year-old child will have about a 1,500–1,600-word vocabulary.5 By the time a child reaches school age and heads to kindergarten, he/she willhave between a 2,100- and 2,200-word vocabulary.6 The 6-year-old child typically has a 2,600 word expressive vocabulary (wordshe or she says), and a receptive vocabulary (words he or she understands) of20,000–24,000 words.12 By the time a child is 12 years old, he/she will understand (have areceptive vocabulary) of about 50,000 words.

Result

• 1. With HOT “Q” you get:• A) Higher level thinking• B) Higher level writing• C) Higher level Communication

Walkthrough templates

• Walk Through Template

• Alternate Walk Through Template

Plus Coaching Program• This professional development program has 10 sessions. The main

goal of the program is to develop leadership behaviors that prepare the participants for the next level of leading beyond operations. There will be several book studies, a review of several leadership models, a focus on leadership research, data recognition and analysis, vision and measured risk. In addition, we will discuss your ideological view of education, your philosophy of education and your roadmap to implementation.

• Rationale for the course: To build leadership capacity. This can be relevant to becoming a site based leader, a support based leader, a team leader, or a peer leader. Not all leadership positions are grounded in becoming a principal. The leadership function can rewardingly include: AP, AA, Director, Team Leader, Department Head, Facilitator, Coordinator, etc…

Books for Program

• Leadership Coaching for Educators (Bringing out the best in school administrators) by Karla Reiss

• Coaching (ISBN 9781412937399)• Fish by Stephen C. Lundin (ISBN 0-7868-6602-0)• In Search of Excellence by Peters and Waterman (ISBN

9780060548780)• The First Days of School by Harry and Rosemary Wong

(ISBN 978-0-9764233-1-7)• Blended coaching skill and strategies to support principal

development by Gary Bloom, ClaireCastagna and Ellen Moir and Betsy Warren. ( ISBN 978-0-7619-3976-4)

Leadership Organizations

• ASCD (Association of School Curriculum and Development www.ascd.org)

• SREB (Southern Research Education Board www.sreb.org)• NAESP (National Association of Elementary School Principals

Naesp.org)• NASSP (National Association of Secondary School Principals

www.principals.org)• ISLLC (Interstate School Leaders Licensure Consortium)

Standards for School Leaders www.wascd.org, www.ccsso.org/, soe.unc.edu

• ICLE (International Center for Leadership Education www.leadered.com)

Focus on 8 Influential Models

• SREB• Deming• Danielson• Webb• Marzano• Daggett• McRel• OBE

Quo Vadis • A: Review the overall course and all documents. Review the books and

papers that will be used. Review the websites to be used during the 10 session course. PPT # 1

• Discuss TGIM, list the things each participant feels are the fundamental elements or definitions of LEADERSHIP, Share the quote by Eisenhower.

• Have class participants provide the development of the BHCA vision, the keys to success, the difference between district and BHCA charter approach to education.

• Define a philosophical construct. Use the example of teacher teams reviewing resumes, interviewing potential team members and the efficacy of them recommending quality hires due to the reflection on their ability to perform. Define an operational construct. Use the example of developing a morning drop off system by timing the grade level drop off.

• Discuss “forecasting” as a visionary skill. Some call it planning ahead. Is there a difference between the two as it relates to vision verse operation?

Assignment: Develop a philosophical quote about education and be ready to explain it.

Learning without thought is labor lost; thought without learning is perilous. (Confucius, Analects or edited conversations)What use is knowledge if there is no understanding? (Stobaeus)An educated man employs and comprehends the underpinnings of what he believes and why he believes it. This is built upon his ability to think and reason beyond simply doing. (TK)Assignment: Read Blended Coaching by Bloom, Castagna, Moir and Warren and outline salient points for discussion.

SUMMARY

• “Coaching Up”• 1. Make it research based. SREB, Daggett,

Marzano, Webb…• 2. Involve the stakeholders, ie (the teachers)

by using surveys, evaluation and PD models.• 3. Use your creative intellect to move from

management to leadership.• 4. Develop a vision, models, action plans and

make them the essence of your very fiber.