FindingYourFocus找到你的焦點課件

1、ObjectivesProvide a brief glance of some current leadership researchOverview the criteria for multidimensional leadership assessment (PRESTO)Present a new model for principal evaluation based on the researchIdentify where the gaps are in the current FPLS compared to contemporary research on leadersh

2、ipObjectivesProvide a brief glanA backward glance down the leadership research roadA backward glance James McGregor Burns (1978), Leadership is one of the most observed and least understood phenomena on earth.” James McGregor Burns “There is, in fact, a substantial relationship between leadership an

3、d student achievement.” (Marzano, Waters, & McNuluty, 2005)“when district leaders are carrying out their leadership responsibilities effectively, student achievementis positively affected.” (Waters & Marzano, 2006) “There is, in fact, a “when d“School leaders who focus on students achievement and in

4、structional strategies are the most effective.” (Hattie, 2009)Visible Learning“School leaders who Visible LeZone of Desired Effectsd = 0.4A Barometer of InfluencesZone of Students could have achieved w/o schoolingWhat teachers accomplish in a typical yearThe greatest impact on student achievement ou

5、tcomesStudents could have achieved wInterpreting 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 thattreatmentInterpreting Effect SizeAveragWhen teach

6、ers SEE learning throughthe eyes of the student and whenstudents SEE themselves as theirown teachersWhen teachers SEE learning thrInstructional Leadership DimensionsPromoting & participating in teacher learning and development Planning, coordinating, and evaluating teaching and the curriculumStrateg

7、ic resourcingEstablishing goals and expectationsEnsuring an orderly supportive environmentd=0.91d=0.74d=0.60d=0.54d=0.49Instructional Leadership Dimen60%of a schools impact on student achievement is attributable to principal and teacher effectiveness 25%33%PrincipalTeacherAugustine, Gonzalaz, Ikemot

8、o, Russell, Zellman, Constant, Armstrong, & Dembosky (2010)60%of a schools impact on stuLarge 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 a

9、nd observational data from 312 classrooms.Large Scale, Six Year Leaders“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)“Our research confi

10、rms leadersPowering Leadership2ndLeadership is 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)Powering Leadership2ndLeadersh“Schools lead

11、ers have animpact on student achievement primarilythrough their influence onteachers motivation andworking conditions”“Schools leaders have anViewing Leadership Through Three LensesCollectiveLeadershipSharedLeadershipDistributedLeadershipViewing Leadership Through ThrCollective leadership has a stro

12、nger influence on student achievement than individual leadershipHigher-performing schools award greater influence to teacher teams, parents, and studentsCollective leadership has a stLeadership practices targeted directly at improving instruction have significant effects on teachers working relation

13、ships and, indirectly, on student achievementLeadership practices targeted 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 jobsOne of the most powerful sourcDistricts Shape Principal

14、s Collective Sense of Efficacy By1234Investing in thedevelopment ofinstructionalleadershipAssigning priority to the improvement of student achievement and instructionEnsuring teachers and administrators have access to worthwhile programs of PDEmphasizing teamwork and professional communityDistricts

15、Shape Principals Co50%of principals identified seven behaviorsas positive influences on their sense of efficacy:Provision of resourcesEncouragement to develop relationshipsFlexibility in pursuit of district goalsInsisting on data-based decision-makingAssisting in the interpretation and use of dataPo

16、licies that enable principals to staff their schools with the people they needClear direction50%of principals identified seHowever, if poorly managed or implementedMore likely will have null or even negative consequencesHowever, if poorly managed or For Example Investing in the professional developm

17、ent of school leaders had limited effects on efficacy and student achievement unless districts also developed and communicated clear goals for improvement. For Example Investing in t“For some time now we havebeen saying that principalsneed to be instructionalleaders, but we now knowthat the same is

18、true forsuperintendents and centraloffice staff.”McNulty & Besser (2011) p.44“For some time now we haveMcNu Superintendent ResponsibilitiesAverage rNon-negotiable goals for achievement and instruction.33Board alignment and support of district goals.29Defined autonomy; superintendent relationship wit

19、h schools.28Monitoring goals for achievement and instruction.27Use of resources to support the goals for achievement and instruction.26 Superintendent Responsibiliti“Principals play a critical role in student learning, but they are evaluated almost as an afterthought.”Andrew J. Rotherham, Time, Octo

20、ber 21, 2010“Principals play a critical roA New Model for EvaluationA New Model for EvaluationCriteria for a Multidimensional Leadership Assessment Criteria for a MultidimensionaPrestoSpeed, clarity, and adaptabilityPrestoSpeed, clarity, A Robust Evaluation SystemFMLA CharacteristicDescriptionProact

21、iveIt starts before the first 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

22、or “effective” TruthfulFeedback is honest and accurateObjectiveLeadership behaviors are a matter of description, not conjectureA Robust Evaluation SystemFMLAFMLA Framework1.0 Resilience1.11.21.31.41.5DomainSub-domainA logical grouping of characteristics, traits, and performance indicatorsFMLA Framew

23、ork1.0 Resilience1.10 Leadership DomainsResiliencePersonal Behavior and Professional EthicsStudent AchievementDecision-makingCommunicationFaculty DevelopmentLeadership DevelopmentTime/Task/Project ManagementTechnologyLearning10 Leadership DomainsResiliencResilientPersonal Behavior/Professional Ethic

24、sResilientPersonal Behavior/Student AchievementDecision-makingStudent AchievementDecision-maCommunicationFaculty DevelopmentCommunicationFaculty LeadershipDevelopmentTime/Task/ProjectManagementLeadershipTime/Task/ProjectTechnologyLearningTechnologyLearningPerformance ContinuumGeneric ScaleHighly Eff

25、ective(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 every other

26、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 level shows

27、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 time.Lea

28、dership 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.Performance ContinuumGeneric SLaunching Your WorkSmall groups will review the gap

29、analysis and areas the FPLS are silent on to:Create clear “word pictures” of the standardsIncorporate action oriented verbs within the standard that require high rather than low level cognitive functionsEnsure intent is clear and conciseLaunching Your WorkSmall groupFMLA CrosswalkFMLA CrosswalkBig P

30、icture ViewMany 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 researchFew areas will require major reworkIn some cases the standards are silent in critical leadersh

31、ip competenciesBig Picture ViewMany standardsFPLS Are Silent OnChange facilitationSystems thinkingOrganization developmentTime management (personal and organizational)Focus on prioritized needsLeadership developmentEssential behavioral leadership qualitiesPersonal learningFPLS Are Silent OnChange fa

32、ciChange FacilitationChange is highly complex, multivariate, and dynamicPredict much more about what truly happens during this process than is typically the caseBetter at attending to the needs of people involved and prevent what often goes wrongFuture change efforts can be more successful if leader

33、s have a strong knowledge and skill base Change FacilitationChange is hSystems ThinkingRecognizes the interrelationships and interdependencies among parts of the educational system and the communityCompetencies for successful systemic work (e.g., collecting, interpreting, and using data, creating co

34、herence, forging alliances, building capacity, promoting innovation)Requires all levels of the system (classroom, school, and district) be given attentionSystems ThinkingRecognizes theOrganization DevelopmentHelp members of the system/organization develop expertise and the capacity to use group and

35、individual process skills to solve its problemsBuilding and leading teamsEffective conversation skills (i.e., dialogue and discussion)Group decision-making and problem solving skillsOrganization DevelopmentHelp mTime ManagementPersonal time management that increases the amount of time leaders spend

36、focused on high-leverage practicesPrincipals must protect teachers from issues and influences that could distract them from using class time solely for teaching and learningProtecting instructional time from interruptionsTime ManagementPersonal time mFocus On Prioritized NeedsMore than six prioritie

37、s inversely related to achievementSchools with the highest levels of focus and monitoring achieved twice the gains in reading over three years compared to schools with lowest levelsTeachers and leaders burned to a cinder doing EVERYTHING their boards and administrators requireeven high scores on implementation of two dozen initiati