Welcome!

1. Welcome! Leadership Academy November 5, 2008 • Dr. Joe Hauge • Jeanne Cowan • Janet Hensley Please fill out contact / conversation starters.

2. Leadership AcademyAgenda 10:00-11:30 Welcome / Overview of SDI+ and Leadership Academy Dr. Joe Hauge, Jeanne Cowan, Janet Hensley Overview of Cognitive Coaching Model (Marilyn Hofer) 11:30 –12:15 Lunch (served on-site in the Sheridan Room) 12:15- 1:45 Introduction to Balanced Leadership model 1:45 – 2:00 Break (cookies in the Sheridan Room) 2:00 – 3:00 Planning for Effective School Leadership 3:00-3:15 Closure and Evaluation 3:15 – 4:00 Meet with Mentors/General Information

3. Outcomes • Update on SDI+ and Leadership Academy • Understand the purpose and process for utilizing mentors to strengthen leadership skills • Build background of ‘Cognitive Coaching Model’ • Overview of ‘Balanced Leadership Model’ • Begin forming mentor-principal relationships

4. Norms • Take care of your own needs • Limit side conversations in large group • Raised hands = rejoin the large group • Mute cell phones • Respect others’ opinions and viewpoints • Others?

5. Mileage forms . . . *PROJECT: ________PIRLL________________________ PLEASE FILL OUT COMPLETELY * DATE OF EVENT: __Nov 4th 2008_to May 31 2009 ___ Revised 10/10/08 * COORDINATOR: _Janet Hensley and Jeanne Cowan__ TIE / BHSSC Travel Reimbursement Voucher 1925 Plaza Blvd. Rapid City, SD 57702 Name (Please Print): Social Security #: Address: City, State, Zip: Phone: *Destination: *Reason for Travel / Event: Departure Date: Time:AM PM Return Arrival Date: Time:AM PM Transportation - Mileage (round trip): Miles Personal Vehicle School Vehicle (NOTE: As of July 1, 2006, mileage will only be reimbursed if you travel out of the district where you work.) List Passengers Commercial Airlines – Cost of airfare (attach receipt): $ Lodging: (Attach Original receipts for parking, taxi, etc. as appropriate.) Signature of Claimant: Date:

6. Update on SDI+ Recruitment and Retention

7. Update on SDI+ Individual Leadership Roles & Responsibilities

8. Update on SDI+ Individual Effective Performance

9. Update on SDI+ School-based Performance

10. Cognitive Coaching preview Presented by Marilyn Hofer

11. Outcomes • Understanding of the essence of Cognitive CoachingSM • Experience the power of a structured professional conversation.

12. A coaching metaphor • Coach – a means of conveyance. To convey a valued person from where he/she is to where he/she wants to be.

13. Coaching paradigm Desired State • Precise plan • Deep reflections for learning • Resourceful (high states of mind • Existing State • Vague Plan • Superficial • Reflection • Problem – stuck • (low S.O.M.)

14. The Mission of Cognitive CoachingSM The mission of Cognitive CoachingSM is to produce self-directed persons with the cognitive capacity for high performance both independently and as members of a community.

15. Mission of Cognitive CoachingSM

16. Roam and buzz 1. Individually, write down one thing that happens nonverbally between two people when relating well. 2. Move around the room quickly listening, not writing collecting orally as many ideas as you can. 3. At the signal, return to your chair and write down as many as you can remember.

17. Rapport • Mirroring/matching is the technology whereby we offer back another’s non-verbal behavior. • When we mirror people, through matching their behavior, we are offering them not only invisible and subconscious images of themselves, but images that are delivered without our meanings attached to them.

18. Mirroring taken to an extreme ismimickingwhich is highly irritating and ineffective.

19. Model conversation – Data collection Pairs • A - pay attention to the verbal and non-verbal behaviors of the coach. • B - pay attention to the verbal and non-verbal behaviors of the speaker • A and B record your observations during the conversation • Share with your partner

20. ROLE PLAY SCENARIO # 2 Role play scenario #1 A colleague says to you, “I’ve done everything I know to do and this teacher is still having difficulty with classroom management.”

21. Role play scenario #2 A colleague sees you at a meeting and loudly complains about the overload of forms and paperwork that is piling up.

22. Role play scenario #3 A parent comes to the principal and says, “I’ve had it with that teacher! I want my child taken out of her class TODAY!”

23. Support Functions Foundations of Support

24. Outcomes • Understanding of the essence of Cognitive CoachingSM • Experience the power of a structured professional conversation.

25. Lunch

26. Welcome back! • Refocusing activity: • Consider what you do as a leader to influence student achievement. • Make a list of practices that you use to influence student learning.

27. Your Professional Development We want you to know that we have attempted to use key elements of high-quality professional development today. • Application to YOUR practice • Collaboration • Dialogue • Differentiation • Guided application • Networking • Reflection

28. Balanced Leadership Academy • Designed and presented by MCREL • Sponsored by the South Dakota Department of Education and School Administrators of South Dakota • Second cohort beginning in June 2009

29. Balanced Leadership:A Brief Overview Marzano’s School Leadership that Works.

30. Changing Environments • Higher expectations • Greater accountability • Rapid increases in information • Public scrutiny • Work overload

31. New Expectations • Leading increasingly complex change • Relentless focus on improving student achievement • Sharing leadership

32. Balanced Leadership Framework Provides a simple model that helps us define, understand and emphasize a set of leadership responsibilities that are associated with higher levels of student achievement. Helps to integrate and apply research findings to support YOUR practice.

33. Balanced Leadership Framework Four components: • Leadership • Focus of Change • Magnitude of Change • Purposeful Community

34. Three Findings from Meta-Analysis • There is a relationship between leadership and student achievement; leadership matters. • There are 21 leadership responsibilities, each with a statistically significant and positive relationship to student achievement. • Leaders perceived as strong do not always have a positive impact on achievement (focus or magnitude of implementation).

35. Finding #1:Leadership Matters • There is a relationship between leadership and student achievement. • What principals do has an effect on student achievement. • Increases in leadership behavior are associated with increases in student achievement.

36. Finding #2:Responsibilities & Practices • 21 leadership responsibilities • 66 leadership practices • All correlated to student achievement • Each correlation is statistically significant

37. 21 Leadership Responsibilities

38. Leadership Card Sort Each group will need three colors of cards. In your small group: • Consider each leadership responsibility card. (blue) • Match each leadership responsibility with its corresponding description (salmon). • Match the paired description and responsibility cards with the corresponding practices card. (yellow)

39. Think – Pair – Share • Check your answers with the handout. • What surprises you about the leadership responsibilities and practices? • What questions do the responsibilities and practices raise for you? • Share your thoughts with a partner.

40. Finding #3:Differential impact of leadership Leaders perceived as strong do not always have a positive effect on student achievement. McREL’s interpretation: • Focus of the change—Are we focused on the right work? • Magnitude of the change—Is it first- or second-order change?

41. Richard Elmore: “The problem in low-performing schools is not getting people to work, it is getting them to do the right work.”

42. Examples of ineffective focus • Focus on improving practices that are already well-developed and implemented. • Focus on practices that are marginally implemented. • Focus on practices that lack evidence for improving student achievement.

43. Order of Change Order of change is the magnitude and implications of changes for the people expected to implement them or those who will be impacted by them. (Waters, Marzano, & McNulty, 2003).

45. Second-order Change

46. Second-order Change

47. Guidance for intentional focus on specificBalanced Leadership Responsibilities • Responsibilities associated with purposeful community • Responsibilities associated with managing change. • Responsibilities associated with choosing the right focus.

48. Break

49. Balanced LeadershipChapter 7 – A Plan for Effective School Leadership

50. Marzano’s Research