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Visionary Leadership in Education: Engaging and Empowering Students

This article explores the importance of visionary leadership in education, highlighting the impact it has on student engagement and achievement. It emphasizes the need for strong administrative skills and offers insights into effective leadership practices. The article also discusses the role of data analysis and decision-making in educational settings.

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Visionary Leadership in Education: Engaging and Empowering Students

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  1. Education Week -- October 6th, 2010 ….visionary leadership and strong administrative skills…. “…$230,000, plus and excellent comprehensive benefits package…..”

  2. “..No one of us… is as good as all of us…” Dave Steckel

  3. “Christensen credits the Tigers’ success to Pinkel, who he said was so detail-oriented that if a pass route required receivers to make a cut at 12 ½ yards, they had better not do it at 12 or 13.”The New York Times, Oct24, 2010

  4. What Leaders do….. Make you think you can do things you didn’t think you could do…. ….. and “demand” you do it. More than skill development -- engagement Building a good team …. (don’t go alone!) … quality people and smart social capital A Vision ..to care about .. A Plan to work

  5. Who has made a difference in your life … in your professional career…. What was their vision? How did it engage you?

  6. Office of Social and Economic Data Analysis University of Missouri • Data • Information • Knowledge • Wisdom “The construction of knowledge involves more the orderly loss of information than it’s meaningless accumulation.” -- Kenneth Boulding Indicators are conceptually connected data .. answers to questions arising from the logic of the program model

  7. Utilization Focused Information “Answers” are “useful” when they reduce the risks of making the wrong decision. To know you have asked the “right” questions and produced “useful” answers…. focus on decision makers (Stakeholders) and decision-making (Choices)

  8. Formative “Improve” Periodic and timely Focus on program activities and outputs Leads to early recommendations for program improvement Summative “Prove” Were resources committed worthwhile? Focus on outcomes and impact Measures value of program based on impact Educational Decision-Making

  9. Navigation ... “Summative” Result Choosing and Getting to Port (Where we’re going) Plotting a Course  (Making a plan) Estimating Position (Where we might be) Taking a “FIX” (where we really are) “Set and Drift” Adjusting Course “Formative” Information Learning is a journey, not a just a destination.

  10. Other “Models” • Logic Models NSF • Comprehensive School Improvement Plans • Operational Tasks Plans (matrices) • Objective, indicator, metric, target. • Getting Focused… • Important Impacts…

  11. Challenging Times…. The MSIP Educational Framework Resources Processes Performance Demographic Context

  12. Academic AchievementCollege and Career ReadinessAttendanceHigh School Graduationand soon….Early Learning

  13. D R A F T

  14. Challenging Times…. The MSIP Educational Framework Resources Processes Performance Demographic Context

  15. Demographic ContextDemographic factors are not an“excuse”…. they can beexplanatory factors…

  16. Quick Review of Demographics Total Population 2009 World: 6.8 Billion U.S.: 307 Million Mo.: 5,987,580 U.S. Increase 9% Missouri 7% Six States account for 55% * * * * * *

  17. In Missouri nearly 80% of us live on about 3% of our land

  18. Diverse Trends: Regions within Regions – and within urban areas

  19. Challenging Times….

  20. Challenging Times ... Regional Differences

  21. Patterns of Growth

  22. Patterns of Growth

  23. Expanding Stakeholder Groups

  24. Latino Growth

  25. Population Pyramids of Missouri Percent of Total Population 2000 2020 Male Female Male Female

  26. Quality of Life --- Children

  27. Stuff happens…

  28. Educational Issues – building expectations From the “Employer” Report:Returns to Associate Degrees

  29. Educational Issues – building expectations From the “Employer” Report:Returns to Bachelor Degrees

  30. New Census Estimates On the Brink of New Data • New American Community Survey • New (5 year) ACS in December • New 2010 counts in December • Be careful with small areas • Plus and Minus of Estimates is large

  31. Educational Resources

  32. Challenging Times…. Resources

  33. Educational ProcessesProfessional Practice

  34. STUDENTS: Efficacy & expectations explains 17.2% of the variance in communication arts achievement

  35. MSIP “AQ”Efficacy/Expectations Scale(Students)

  36. Efficacy/Expectations Scale(Students)

  37. STUDENTS: Efficacy & expectations explains 17.2% of the variance in communication arts achievement

  38. CLASSROOM OBSERVATION • Prevailing instructional practice • Instructional assessment and improvement • Opportunity for Instructional leadership

  39. Educational PerformanceStudent Growth ModelsStudentGrowth Percentiles

  40. PERFORMANCE DATA • Annual Performance Report (APR) • APR and AYP disaggregated by gender, race, free and reduced lunch, etc. • MAP/EOC Results • Benchmark or Common Assessments • Student Growth Data

  41. Growth Models Explored to Date • Missouri AYP “Increment” Model • Student Growth Percentiles using R (SGP) • Hierarchical Linear Models (HLM) • Ordinary Square Regression (OLS) • Mixed Models All of these have advantages depending on the question and the audience

  42. All Models are Highly Correlated Spearman’s Rho Correlations of Growth Percentiles among Growth Models Data: MAP 2006-2008 Communication Arts, Cohort Grade 5 in 2008 (N=56,231) Note. SGP = Student Growth Percentile; HLM = Hierarchical Linear Modeling; OLS = Ordinary Least Squares.

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