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INSTRUCTIONAL LEADERSHIP

INSTRUCTIONAL LEADERSHIP. What’s an Administrator to Do? IN DOE Reading First Administrators’ Meeting January 19, 2006 Peggy W. Hill. PARTICIPANTS WILL:.

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INSTRUCTIONAL LEADERSHIP

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  1. INSTRUCTIONAL LEADERSHIP What’s an Administrator to Do? IN DOE Reading First Administrators’ Meeting January 19, 2006 Peggy W. Hill

  2. PARTICIPANTS WILL: • Examine their current role as instructional leaders • Consider options to expand or revise their role • Determine which options will move student reading achievement ahead in their Reading First schools • Go forth and implement!

  3. READING FIRST means… Reading MUST be first • For children • For parents • For teachers • For administrators.

  4. ROLES • Budget/Finance manager • Personnel • Coordinator • Enforcer • Evaluator • Learner • Teacher • Model

  5. INstructional Leadership inINdianaReading First Schools • INvolvement • INtensity • INtentionality

  6. THINK: • What are the things that you find yourself most often doing for RF? • Jot down the three items that consume the most time. • Which items are high-yield strategies and are the most important to you?

  7. PAIR AND SHARE: • At your table, discuss, then determine what you deem to be the three most important things that you do to support implementation of Reading First.

  8. PRIORITIES FOR PRINCIPALS • Visible presence…frequent, brief, and extended • Model behaviors…”walk the talk” • Use data • Use the observation/evaluation process of your district to facilitate professional growth

  9. PRIORITY ONE: Have a visible presence in the primary wing during the 90-minute block.

  10. PRIORITY TWO: Model behaviors that you wish to institutionalize within the building.

  11. PRIORITY THREE: Use data to drive instruction and your conversations about instruction.

  12. PRIORITY FOUR: Use the observation/evaluation process to identify strengths and areas of growth.

  13. PRIORITIES FOR CENTRAL OFFICE ADMINISTRATORS: • Be visible…as often as possible, 90-minute block, meetings, etc. • Model behaviors • Use data • Provide organizational structure

  14. PRIORITY ONE: Have a visible presence in the RF schools during the 90-minute block.

  15. PRIORITY TWO: Model behaviors that you wish to institutionalize within the buildings.

  16. PRIORITY THREE: Use data to drive instruction and your conversations about instruction.

  17. PRIORITY FOUR: Monitor due dates, reports, budgets, and timelines and provide leadership in making sure that they are done in a timely fashion.

  18. THINK: • What new thoughts did you have regarding your RF responsibilities? • How will you go about implementing these ideas when you return to your district?

  19. PAIR AND SHARE: • At your table, discuss what you intend to do differently. Will your priorities change? If so, how?

  20. REMEMBER: • Schools with strong instructional leaders show significantly greater student gains. (Andrews and Soder, 1987) • Strong instructional leaders are intensely involved and act with great intentionality. • Schools with strong instructional leaders build sustainability within their programs.

  21. SUSTAINABILITY: • The ability of a Reading First school to successfully implement SBRI on an ongoing, permanent basis without the assistance of the state and federal DOE or any other technical assistance. • That’s the goal. • WE CAN DO IT!

  22. QUESTIONS/COMMENTS?

  23. INSTRUCTIONAL LEADERSHIP What’s an Administrator to Do? IN DOE Reading First Administrators’ Meeting January 19, 2006 Peggy W. Hill

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