FindingYourFocus找到你的焦点学习课程

1、A backward glance down the leadership research road第1页/共51页第一页，编辑于星期五：十九点 十五分。James McGregor Burns (1978), Leadership is one of the most observed and least understood phenomena on earth.” 第2页/共51页第二页，编辑于星期五：十九点 十五分。“There is, in fact, a substantial relationship between leadership and student achieve

2、ment.” (Marzano, Waters, & McNuluty, 2005)“when district leaders are carrying out their leadership responsibilities effectively, student achievementis positively affected.” (Waters & Marzano, 2006) 第3页/共51页第三页，编辑于星期五：十九点 十五分。“School leaders who focus on students achievement and instructional

3、 strategies are the most effective.” (Hattie, 2009)Visible Learning第4页/共51页第四页，编辑于星期五：十九点 十五分。Zone of Desired Effectsd = 0.4A Barometer of Influences第5页/共51页第五页，编辑于星期五：十九点 十五分。Students could have achieved w/o schoolingWhat teachers accomplish in a typical yearThe greatest impact on student achieveme

4、nt outcomes第6页/共51页第六页，编辑于星期五：十九点 十五分。Interpreting Effect SizeAverageFormative EvaluationWhen implementing a new program, an effect size of 1.0would mean that, on average, students receiving that treatment would exceed 84% of students not receiving thattreatment第7页/共51页第七页，编辑于星期五：十九点 十五分。When teache

5、rs SEE learning throughthe eyes of the student and whenstudents SEE themselves as theirown teachers第8页/共51页第八页，编辑于星期五：十九点 十五分。Promoting & participating in teacher learning and development Planning, coordinating, and evaluating teaching and the curriculumStrategic resourcingEstablishing goals and

6、 expectationsEnsuring an orderly supportive environmentd=0.91d=0.74d=0.60d=0.54d=0.49第9页/共51页第九页，编辑于星期五：十九点 十五分。60%of a schools impact on student achievement is attributable to principal and teacher effectiveness 25%33%PrincipalTeacherAugustine, Gonzalaz, Ikemoto, Russell, Zellman, Constant, Armstro

7、ng, & Dembosky (2010)第10页/共51页第十页，编辑于星期五：十九点 十五分。Large Scale, Six Year Leadership StudyLargest of its kind to dateNine states, 43 school districts, and 180 elementary, middle, and secondary schools.Survey Data from 8,391 teachers and 471 school administrators and observational data from 312 clas

8、srooms.第11页/共51页第十一页，编辑于星期五：十九点 十五分。“Our research confirms leaders potential influence, as well as the limits on their ability, to be the central figure and catalyst for authentic and lasting systemic educational reform.” (Wahlstrom et al., 2010)第12页/共51页第十二页，编辑于星期五：十九点 十五分。Powering Leadership2nd is

9、 second only to classroom instruction as an influence on student learning“To date we have not found a single case of a school improving its student achievement record in the absence of talented leadership” (p.9)第13页/共51页第十三页，编辑于星期五：十九点 十五分。“Schools leaders have animpact on student achievement primar

10、ilythrough their influence onteachers motivation andworking conditions”第14页/共51页第十四页，编辑于星期五：十九点 十五分。Viewing Leadership Through Three LensesCollectiveLeadershipSharedLeadershipDistributedLeadership第15页/共51页第十五页，编辑于星期五：十九点 十五分。has a stronger influence on student achievement than individual leadershipH

11、igher-performing schools award greater influence to teacher teams, parents, and students第16页/共51页第十六页，编辑于星期五：十九点 十五分。Leadership practices targeted directly at improving instruction have significant effects on teachers working relationships and, indirectly, on student achievement第17页/共51页第十七页，编辑于星期五：

12、十九点 十五分。One of the most powerful sources of districts influence on schools and students is through the development of school leaders collective sense of efficacy about their jobs第18页/共51页第十八页，编辑于星期五：十九点 十五分。Districts Shape Principals Collective Sense of Efficacy By12 34Investing in thedevelopment of

13、instructionalleadershipAssigning priority to the improvement of student achievement and instructionEnsuring teachers and administrators have access to worthwhile programs of PDEmphasizing teamwork and professional community第19页/共51页第十九页，编辑于星期五：十九点 十五分。50%of principals identified seven behaviorsas po

14、sitive influences on their sense of efficacy:1. Provision of resources2. Encouragement to develop relationships3. Flexibility in pursuit of district goals4.Insisting on data-based decision-making5. Assisting in the interpretation and use of data6. Policies that enable principals to staff their schoo

15、ls with the people they need7. Clear direction第20页/共51页第二十页，编辑于星期五：十九点 十五分。However, if poorly managed or implementedMore likely will have null or even negative consequences第21页/共51页第二十一页，编辑于星期五：十九点 十五分。For Example Investing in the professional development of school leaders had limited effects on eff

16、icacy and student achievement unless districts also developed and communicated clear goals for improvement. 第22页/共51页第二十二页，编辑于星期五：十九点 十五分。“For some time now we havebeen saying that principalsneed to be instructionalleaders, but we now knowthat the same is true forsuperintendents and centraloffice st

17、aff.”McNulty & Besser (2011) p.44第23页/共51页第二十三页，编辑于星期五：十九点 十五分。 Superintendent ResponsibilitiesAverage rNon-negotiable goals for achievement and instruction.33Board alignment and support of district goals.29Defined autonomy; superintendent relationship with schools.28Monitoring goals for achieve

18、ment and instruction.27Use of resources to support the goals for achievement and instruction.26第24页/共51页第二十四页，编辑于星期五：十九点 十五分。“Principals play a critical role in student learning, but they are evaluated almost as an afterthought.”Andrew J. Rotherham, Time, October 21, 2010第25页/共51页第二十五页，编辑于星期五：十九点 十五

19、分。A New Model for Evaluation第26页/共51页第二十六页，编辑于星期五：十九点 十五分。Criteria for a Multidimensional Leadership Assessment 第27页/共51页第二十七页，编辑于星期五：十九点 十五分。PrestoSpeed, clarity, and adaptability第28页/共51页第二十八页，编辑于星期五：十九点 十五分。A Robust Evaluation SystemFMLA CharacteristicDescriptionProactiveIt starts before the firs

20、t day on the jobReciprocalIt gives the leader the opportunity to provide feedback to the organizationEmpoweringLeaders have the authority to make decisions that will improve their effectivenessStandards-basedSuccess is not a guessing game, as the standards for proficient or “effective” TruthfulFeedb

21、ack is honest and accurateObjectiveLeadership behaviors are a matter of description, not conjecture第29页/共51页第二十九页，编辑于星期五：十九点 十五分。FMLA FrameworkDomainSub-domain1.0 Resilience1.11.21.31.41.5A logical grouping of characteristics, traits, and performance indicators第30页/共51页第三十页，编辑于星期五：十九点 十五分。10 Leaders

22、hip Domains Resilience Personal Behavior and Professional Ethics Student Achievement Decision-making Communication Faculty Development Leadership Development Time/Task/Project Management Technology Learning第31页/共51页第三十一页，编辑于星期五：十九点 十五分。ResilientPersonal Behavior/Professional Ethics第32页/共51页第三十二页，编辑于

23、星期五：十九点 十五分。Student AchievementDecision-making第33页/共51页第三十三页，编辑于星期五：十九点 十五分。CommunicationFaculty Development第34页/共51页第三十四页，编辑于星期五：十九点 十五分。LeadershipDevelopmentTime/Task/ProjectManagement第35页/共51页第三十五页，编辑于星期五：十九点 十五分。TechnologyLearning第36页/共51页第三十六页，编辑于星期五：十九点 十五分。Performance ContinuumGeneric ScaleHi

24、ghly Effective(System-wide Impact)Effective(Local Impact)Needs Improvement(Leadership Potential)UnsatisfactoryLeadership performance at this level is dramatically superior to “Proficient” or “Effective” in its impact on students, staff members, parents, and the school district. The leader helps ever

25、y other element within the organization become as good as they are.Leadership performance at this level has local impact (i.e., within the school) and meets organizational needs. It is adequate, necessary, and clearly makes a significant contribution to the school.Leadership performance at this leve

26、l shows potential but lacks sufficient proficiencies to improve student learning, instructional practice and/or other responsibilities. The leader understands what is required for success, is willing to work toward that goal, and, with coaching and support, can become proficient within a reasonable

27、time.Leadership performance at this level is inadequate. The leader does not demonstrate understanding of what is required for proficiency or they have demonstrated unsatisfactory proficiency through their action and inaction.第37页/共51页第三十七页，编辑于星期五：十九点 十五分。Launching Your WorkSmall groups will review

28、the gap analysis and areas the FPLS are silent on to: Create clear “word pictures” of the standards Incorporate action oriented verbs within the standard that require high rather than low level cognitive functions Ensure intent is clear and concise第38页/共51页第三十八页，编辑于星期五：十九点 十五分。FMLA Crosswalk第39页/共51

29、页第三十九页，编辑于星期五：十九点 十五分。Big Picture View Many standards are aligned with contemporary expectations of leaders and will require only minor rework Some standards will require a more concerted effort so they reflect the leadership research Few areas will require major rework In some cases the standards a

30、re silent in critical leadership competencies第40页/共51页第四十页，编辑于星期五：十九点 十五分。FPLS Are Silent On Change facilitation Systems thinking Organization development Time management (personal and organizational) Focus on prioritized needs Leadership development Essential behavioral leadership qualities Persona

31、l learning第41页/共51页第四十一页，编辑于星期五：十九点 十五分。Change Facilitation Change is highly complex, multivariate, and dynamic Predict much more about what truly happens during this process than is typically the case Better at attending to the needs of people involved and prevent what often goes wrong Future chang

32、e efforts can be more successful if leaders have a strong knowledge and skill base 第42页/共51页第四十二页，编辑于星期五：十九点 十五分。Systems Thinking Recognizes the interrelationships and interdependencies among parts of the educational system and the community Competencies for successful systemic work (e.g., collectin

33、g, interpreting, and using data, creating coherence, forging alliances, building capacity, promoting innovation) Requires all levels of the system (classroom, school, and district) be given attention第43页/共51页第四十三页，编辑于星期五：十九点 十五分。Organization Development Help members of the system/organization develo

34、p expertise and the capacity to use group and individual process skills to solve its problems Building and leading teams Effective conversation skills (i.e., dialogue and discussion) Group decision-making and problem solving skills第44页/共51页第四十四页，编辑于星期五：十九点 十五分。Time ManagementPersonal time management

35、 that increases the amount of time leaders spend focused on high-leverage practices Principals must protect teachers from issues and influences that could distract them from using class time solely for teaching and learning Protecting instructional time from interruptions第45页/共51页第四十五页，编辑于星期五：十九点 十五

36、分。Focus On Prioritized Needs More than six priorities inversely related to achievement Schools with the highest levels of focus and monitoring achieved twice the gains in reading over three years compared to schools with lowest levels Teachers and leaders burned to a cinder doing EVERYTHING their boards and administrators requireeven high scores on implementation of two dozen initiatives BUT WITHOUT FOCUS, they s