Differentiated School Leadership

1. Differentiated School Leadership Kentucky Principal’s Academy 2010

2. Is there One best way to lead a school? All schoolsneed leadership The question reallyshouldbe … Do schoolsneed the samekind of leadership? Similary…what leadership skills are required in schoolswithdifferentneeds?

3. So what does this mean? • Relying on past and present theory on school leadership, Duke (2010) argues that the school context – the NEEDS of schools dictate the type of leadership that is necessary • Could that be differentiated leadership?

4. Where do you start? • What data inform the situation? • Are there standards in place to guide behavior? • What does the research say about leadership and school improvement? • How do you PROVE that you’ve met the standards and grown as a school?

5. Begin With The Situation • ‘The situation both enables and constrains leadership practice.’ • The starting point in school leadership is an analysis of the situation. • Knowing what to focus on and when can spell the difference between success and failure.

6. The Situation You Say? • How does the principal determine what leadership skills are necessary? • You must hone your skills as a diagnostician. • What are the pieces of the puzzle? • Once together, what picture does the puzzle reveal?

7. Mining SISI for Practitioner Relevance • The SISI standards help us to diagnose the leadership needed in our schools. • The SISI standards ARE the pieces of the puzzle of school leadership – they identify ACTION. • First things first…. • Grab a highlighter, a pen, and a partner! • Let’s see where and how standards inform practice.

8. Standards and Indicators for School Improvement • The school develops and implements a curriculum that is rigorous, intentional, and aligned to state and local standards. • The school uses multiple evaluation and assessment strategies to continuously monitor and modify instruction to meet student needs and support proficient student work. • The school’s instructional program actively engages all students by using effective, varied, and research-based practices to improve student academic performance. • The school / district functions as an effective learning community and supports a climate conducive to performance excellence. • The school / district works with families and community groups to remove barriers to learning in an effort to meet the intellectual, social, career, and developmental needs of students. • The school / district provides research-based, results driven professional development opportunities for staff and implements performance evaluation procedures in order to improve teaching and learning. • School / district instructional decisions focus on support for teaching and learning, organizational direction, high performance expectations, creating a learning culture, and developing leadership capacity. • There is evidence that the school is organized to maximize use of all resources to support high student and staff performance. • The school / district develops, implements, and evaluates a comprehensive school improvement plan that communicates a clear purpose, direction, and action plan focused on teaching and learning.

9. Standards and Indicators for School and District Improvement • 1. The school develops and implements a curriculum that is rigorous, intentional, and aligned to state and local standards. • 2. The school uses multiple evaluation and assessment strategies to continuously monitor and modify instruction to meet student needs and support proficient student work. • 3. The school’s instructional program actively engages all students by using effective, varied, and research-based practices to improve student academic performance. • 4. The school / district functions as an effective learning community and supports a climate conducive to performance excellence. (Summarized as School Culture) • 5. The school / district works with families and community groups to remove barriers to learning in an effort to meet the intellectual, social, career, and developmental needs of students. • 6. The school / district provides research-based, results driven professional development opportunities for staff and implements performance evaluation procedures in order to improve teaching and learning. • School / district instructional decisions focus on support for teaching and learning, organizational direction, high performance expectations, creating a learning culture, and developing leadership capacity. (Summarized as Leadership) • There is evidence that the school is organized to maximize use of all resources to support high student and staff performance. • 9. The school / district develops, implements, and evaluates a comprehensive school improvement plan that communicates a clear purpose, direction, and action plan focused on teaching and learning.

10. Standards and Indicators for School and District Improvement • 1. The school develops and implements a curriculum that is rigorous, intentional, and aligned to state and local standards. • 2. The school uses multiple evaluation and assessment strategies to continuously monitor and modify instruction to meet student needs and support proficient student work. • 3. The school’s instructional program actively engages all students by using effective, varied, and research-based practices to improve student academic performance. • 4. The school / district functions as an effective learning community and supports a climate conducive to performance excellence. (Summarized as School Culture) • 5. The school / district works with families and community groups to remove barriers to learning in an effort to meet the intellectual, social, career, and developmental needs of students. • 6. The school / district provides research-based, results driven professional development opportunities for staff and implements performance evaluation procedures in order to improve teaching and learning. • School / district instructional decisions focus on support for teaching and learning, organizational direction, high performance expectations, creating a learning culture, and developing leadership capacity. (Summarized as Leadership) • There is evidence that the school is organized to maximize use of all resources to support high student and staff performance. • 9. The school / district develops, implements, and evaluates a comprehensive school improvement plan that communicates a clear purpose, direction, and action plan focused on teaching and learning.

11. Standards and Indicators for School and District Improvement • 1. The school develops and implements a curriculum that is rigorous, intentional, and aligned to state and local standards. • 2. The school uses multiple evaluation and assessment strategies to continuously monitor and modify instruction to meet student needs and support proficient student work. • 3. The school’s instructional program actively engages all students by using effective, varied, and research-based practices to improve student academic performance. • 4. The school / district functions as an effective learning community and supports a climate conducive to performance excellence. (Summarized as School Culture) • 5. The school / district works with families and community groups to remove barriers to learning in an effort to meet the intellectual, social, career, and developmental needs of students. • 6. The school / district provides research-based, results driven professional development opportunities for staff and implements performance evaluation procedures in order to improve teaching and learning. • School / district instructional decisions focus on support for teaching and learning, organizational direction, high performance expectations, creating a learning culture, and developing leadership capacity. (Summarized as Leadership) • There is evidence that the school is organized to maximize use of all resources to support high student and staff performance. • 9. The school / district develops, implements, and evaluates a comprehensive school improvement plan that communicates a clear purpose, direction, and action plan focused on teaching and learning.

12. Standards and Indicators for School and District Improvement • 1. The school develops and implements a curriculum that is rigorous, intentional, and aligned to state and local standards. • 2. The school uses multiple evaluation and assessment strategies to continuously monitor and modify instruction to meet student needs and support proficient student work. • 3. The school’s instructional program actively engages all students by using effective, varied, and research-based practices to improve student academic performance. • 4. The school / district functions as an effective learning community and supports a climate conducive to performance excellence. (Summarized as School Culture) • 5. The school / district works with families and community groups to remove barriers to learning in an effort to meet the intellectual, social, career, and developmental needs of students. • 6. The school / district provides research-based, results driven professional development opportunities for staff and implements performance evaluation procedures in order to improve teaching and learning. • School / district instructional decisions focus on support for teaching and learning, organizational direction, high performance expectations, creating a learning culture, and developing leadership capacity. (Summarized as Leadership) • There is evidence that the school is organized to maximize use of all resources to support high student and staff performance. • 9. The school / district develops, implements, and evaluates a comprehensive school improvement plan that communicates a clear purpose, direction, and action plan focused on teaching and learning.

13. Standards and Indicators for School and District Improvement • 1. The school develops and implements a curriculum that is rigorous, intentional, and aligned to state and local standards. • 2. The school uses multiple evaluation and assessment strategies to continuously monitor and modify instruction to meet student needs and support proficient student work. • 3. The school’s instructional program actively engages all students by using effective, varied, and research-based practices to improve student academic performance. • 4. The school / district functions as an effective learning community and supports a climate conducive to performance excellence. (Summarized as School Culture) • 5. The school / district works with families and community groups to remove barriers to learning in an effort to meet the intellectual, social, career, and developmental needs of students. • 6. The school / district provides research-based, results driven professional development opportunities for staff and implements performance evaluation procedures in order to improve teaching and learning. • School / district instructional decisions focus on support for teaching and learning, organizational direction, high performance expectations, creating a learning culture, and developing leadership capacity. (Summarized as Leadership) • There is evidence that the school is organized to maximize use of all resources to support high student and staff performance. • 9. The school / district develops, implements, and evaluates a comprehensive school improvement plan that communicates a clear purpose, direction, and action plan focused on teaching and learning.

14. Standards and Indicators for School and District Improvement • Curriculum • 2. Classroom Evaluation and Assessment • 3. Instruction • School Culture • Student, Family & Community Support • Professional Growth, Development & Evaluation • Leadership • Organizational Structure & Resources • Comprehensive & Effective Planning

15. Standards and Indicators for School and District Improvement

16. Putting the Puzzle together… • The puzzle has 9 pieces – the SISI standards. • Let’s walk through each piece of the puzzle – • diagnose the current situation in your respective schools using current data • Identify leadership skills needed in the given situation • And plan for improvement.

17. The Puzzle of School Leadership • The puzzle of school leadership serves myriad purposes: • It helps us realize that all leadership behavior and skills are interrelated. • It reminds us that we cannot focus on one area alone • It points to the competing roles of educational leaders • It allows us to see our growth toward achieving the mission and vision of the school.

18. Organizational Diagnostics: The Pieces of the Puzzle SISI Standard 1: Curriculum Evidence looks like…?

19. Organizational Diagnostics: The Pieces of the Puzzle SISI Standard 2: Classroom Evaluation and Assessment Evidence looks like…?

20. Organizational Diagnostics: The Pieces of the Puzzle SISI Standard 3: Instruction Evidence looks like…?

21. Organizational Diagnostics: The Pieces of the Puzzle SISI Standard 4: Culture Evidence looks like…?

22. Organizational Diagnostics: The Pieces of the Puzzle SISI Standard 5: Student, Family & Community Support Evidence looks like…?

23. Organizational Diagnostics: The Pieces of the Puzzle SISI Standard 6: Professional Growth, Development & Evaluation Evidence looks like…?

24. Organizational Diagnostics: The Pieces of the Puzzle SISI Standard 7: Leadership Evidence looks like…?

25. Organizational Diagnostics: The Pieces of the Puzzle SISI Standard 8: Organizational Structure & Resources Evidence looks like…?

26. Organizational Diagnostics: The Pieces of the Puzzle SISI Standard 9: Comprehensive & Effective Planning Evidence looks like…?

27. Putting It All Together

28. So the question begs to be asked… How would you diagnose your school?

29. What Do YOU See? • Duke proposes four types of schools: • Schools in Decline • Low Performing Schools • Schools Sustaining Improvement • Schools New in Design

30. The Leadership Needed • Based on your diagnosis, how should leaders behave in these schools?

31. Plan Your Work, Work Your Plan • Now what? • Building your case – how will you use data to demonstrate change?

32. Individual Reflection • Consider the following: • Where do you start (what standard)? • What changes will you make? • What evidence is needed?

33. Individual Reflection • Answer the following: • Where is the deficiency? • Next steps (research based strategy)? • Person Responsible? • Resources Needed? • Implementation/Monitor/Evaluate? • Evidentiary support?