Instructional Leadership Vision Project

1. Instructional Leadership Vision Project Omar R. Santiago

2. How did each school leader understand what was meant by instructional leadership?

3. Gund School • Marilyn Muck • “I am first a teacher. My job hasn’t changed, but my audience has. Now I teach teachers to use strategies and routines. My job is still to impact kids, but now I do it by helping teachers be as focused and effective as they can be” – Devona Dunekack (as cited in Knight, 2007, p. 19) • The 6 secrets (as cited in Grogan, 2013, p.214) • Instructional Leader is being that support system for staff and students, providing resources, and guidance • I learned that no matter what the leadership position, the main goal is to establish those relationship with the students, and be there for them, guiding them through the educational process.

4. Lawrence Upper School • Jason Lulp • “The solution is not to integrate students into the structure of oppression, but to transform that structure so they can become beings for themselves” (Freire, 2000, p. 74). • “Effective communicators start by trying to understand their audience, and they shape their messages so that it is easier for their audience to perceive them” (Knight, 2007, p. 79) • Being an instruction leader is to be there for everyone, support the staff and students, engage in those professional relationships, being visible and available for everyone. • I learned that teachers must enjoy their work and must be patient, especially when working with students that may have a learning disability. Students look up to teachers and one can never make a notion in school that they are upset or mad. One must remain positive at all times.

5. Waldorf School • Amy Hecky • “Real learning gets to the heart of what it means to be human. Through learning we re-create ourselves. Through learning we become able to do something we never were able to do. Through learning we reperceive the world and our relationship to it. Through learning, we extend our capacity to create, to be part of the generative process of life. This is the basic meaning of a learning organization, an organization that is continually expanding to create its future” (Grogan, 2013, p. 13) • “Teachers need trust to cope with the stress of changing expectations and the demands of accountability being asked of them” (Grogan, 2013, p. 41). • Being an instructional leader, you must obtain good communication skills, must be able to collaborate effectively with students and staff, and you must be organized • I learned that technology is not always a tool that is need for instruction as Waldorf School uses no technology whatsoever. Utilizing creativity in the arts and immersion can help students learn effectively.

6. Firestone (IB School) • Judy Harrison • “Teachers need trust to cope with the stress of changing expectations and the demands of accountability being asked of them” (Grogan, 2013, p. 41). • “Model lessons provide a way for ICs to demonstrate, and teachers to learn, the tacit dimensions of teaching practices” (Knight, 2007, p. 136). • Instructional leaders are people that are hard workers, dedicated, devoted, and truly care about students • I learned that the International Baccalaureate Program has the worlds most rigorous high school curriculum and as leaders, one needs patience to be able to deliver content and work with students to assist them in this rigorous curriculum.

7. Online School at Akron • Marcie Ebright • “Increased availability of digital media has a great potential to reduce gaps in political access across groups, but it requires attending not just to quantity of use but also quality” (Middaugh & Kirshner, 2015, p. 4) • “To learn to use digital media in powerful ways, students need access to a wide array of resources. Formal and informal educators need to work together” (Middaugh & Kirshner, 2015, p. 215). • “Rethinking basic literacies- we need to cultivate techno social literacy in civic education” (Middaugh & Kirshner, 2015, p. 212) • Being an instructional leader, one must always have a positive attitude. There will be challenges along the way but as a leader, one has to know how to face those challenges for the betterment of your students. • I learned exactly that. One must always be positive when working with students and staff. One must be mindful of situations that students may be going through and as a leader, one must be there to help whenever you are needed.

8. My Vision as Instructional Leader • Listen to all the silenced voices in order to create and establish a caring community where students and adults make contributions and are valued as individuals.

9. How does my vision align with the national leadership standards? • The CCSSO standards are • Clear, understandable, and consistent • Aligned with college and career expectations • Based on rigorous content and the application of knowledge through higher-order thinking skills • Built upon the strengths and lessons of current state standards • Informed by other top-performing countries to prepare all students for success in our global economy and society • My vision does align with the national leadership standards • My vision focuses on • Establishing relationships • Culturally responsive teaching

10. How does my vision align with the national leadership standards?

11. What research supports my vision? • “Too often standards-based curriculum reforms ignore the fact that students learn differently due in significant part to their cultural socialization, and that using diversity as a resource of educational process is fundamental to providing a genuine educational equity and excellence for ethnically, racially, socially, and linguistically diverse students” (Gay, 2010, p. 140). • Skerrett and Hargreaves (2008) concluded that “standardization has become the enemy of diversity” (p. 913), because the “increasing trend toward curriculum standardization and high-stakes testing has significantly reduced teachers’ flexibility in incorporating more culturally responsive practices into their classrooms” (p. 916) (as cited in Gay, 2010). • “Partnership, ultimately, is about treating somebody like a human being” – Ric Palma, instructional coach, Topeka High School (as cited in Knight, 2007, p. 37) • “The heart of relationships is emotional connection” (Knight, 2007, p.33)

12. How do I understand my responsibility as an instructional leader? • As an instructional leader, I will not only perform administrative tasks but also focus on • Setting clear goals • allotting resources to instruction • Managing the curriculum • Monitoring lesson plans • Evaluating teachers • Being visible and available to staff • Being great communicator

13. Potential challenges I may face as an instructional leader? • Not everyone may see eye to eye with my vision • “It is rare to see a clearly defined vision articulated by a leader at the top of the hierarchy and then installed by followers” (Grogan, 2013, p. 31) • Not listening to other staff members • “It is not enough to just know the facts; a leader also needs to understand the feelings, the meanings, and the perceptions that are tied to those facts. Such understanding requires careful listening to what is said and careful reading between the lines” (Grogan, 2013, p. 35). • Change may not occur instantly • “Principals working in a transactional world are expected to produce transformational change, yet process in education change very slowly” (Lindsey, Daly, & Ibarra, 2009, p. 7)

14. Understanding the vision of each instructional leader

15. Gund School • Marilyn Muck • To understand and advance the emotional well being of a student and teach them the skills in order to succeed in life. • Mrs. Marilyn understands her responsibility being at the school as she chose to be there. She understands that she is working with underprivileged students that need a lot of attention and care. She has worked hard with other staff members to pick out books and dissect them to an appropriate level for her students to understand. • CHALLENGES • Lack of writing ability of students • Lack of technology • Providing rationale for why funding is needed “Teachers must learn how to recognize, honor and incorporate the personal abilities of students into their teaching strategies” (Gay, 2010, p. 1)

16. Lawrence Upper School • Jason Lulp • Students with disabilities and students who learn differently will be able to learn skills to enhance them in life and their futures • Mr. Lulp understands the needs of his students at Lawrence and therefore he makes sure that he hires teachers that are patient and qualified to work there. He makes sure that he is available throughout the day and is constantly in communication with parents to update them on progress of the students. He is always positive and ensures positivity and a caring learning community. The teachers engage in learning experiences with the students while supporting them as well • CHALLENGES • Finding the right way to challenge students while supporting them as well “Through dialogue a new terms emerges--teacher student with students-teachers. The students, while being taught, also teach. They become jointly responsible for a process in which all grow. No one teaches another, nor is anyone self taught. We teach each other, mediated by the world” (Freire, 2000).

17. Waldorf School • Amy Hecky • Addressing the child as a whole, meeting the needs of each student through a multisensory environment in order to prepare them for future success • Mrs. Amy understands her responsibility to serve the school community as an instructional leader as she is readily available throughout the school at all hours of the school day. She supports her staff with materials and resources and engages in student dialogue • CHALLENGES • Finances • Enrollment • No teacher training institutes “Teachers need trust to cope with the stress of changing expectations and the demands of accountability being asked of them” (Grogan, 2013, p. 41).

18. Firestone (IB School) • Judy Harrison • Instilling a top of the line education using worlds of thought and art, the social and physical worlds in order to obtain the necessary skills to do well in the future • Mrs. Judy is a very organized and devoted leader as she has been the program coordinator for 10 years. She helps other teachers and is available to parents and students regarding any questions. She is supportive and understanding, all great qualities of being an effective instructional leader. • CHALLENGES • Families can be tough • Some teachers wont teach in the program due to the extra work it needs • Appropriate schedule to accommodate IB “We need a new kind of leader, one whose expertise is more invested in helping a group create a shared knowledge necessary for sustained improvement than in being the certain source of the answers and solutions” (Grogan, 2013, p. 221).

19. Online School at Akron • Marcie Ebright • Innovative and different way of reaching students preparing them for future success • Mrs. Marcie is a great example of an effective instructional leader. She works very well with her team and has great support while showing support for her staff members. Students appreciate her work and she is just extremely energetic and positive and students feed off that. She provides instructional support and resources and is always available for students and staff. • CHALLENGES • Always wanting to do more but sometimes incapable “Approaches to technology integration foster civic and political understanding, create a sense of membership in community, and a sense of agency in youth” ( Middaugh & Kirshner, 2015, p. 209)

20. Comparisons of my vision and understanding of instructional leadership to those I met in the field The common theme that I saw between the leaders I met today and my vision is “establishing relationships.” It is important for us to understand the importance of establishing the relationship with students and make that connection with them. It is vital for teachers to listen to students and in turn, it will lead to a more positive learning environment. Being an instructional leader, one must listen to those silenced voices and make sure students and adults are valued as individuals.

21. Photographs of Gund School

22. Symbolism behind photo’s • Art Therapy • Students should have the freedom to express themselves using their creativity in an artistic manner • Hero • Every child needs a hero, somebody to look up to, and we as leaders can be that hero • Bullies are Bad • Students and staff should treat each other with respect and care. School communities should not allow bullying to go on as it can have serious harms to a student’s well-being • Hope (in different languages) • This is awesome as it portrays culturally responsive pedagogy by including different languages in a creative way. Students must have hope that they will achieve the goals they set out to achieve and that no goal is too big for them

23. Photographs of Lawrence Upper School

24. Symbolism behind photo’s • Vision/Mission • It’s location within the school is remarkable as it is in the front entrance and is very clear, concise, and colorful. It portrays what the school is all about. • No Bully Zone • Students and staff should treat each other with respect and care. School communities should not allow bullying to go on as it can have serious harms to a student’s well-being • Respect • A great message to show that students must respect one another. If this happens, students will all get along and therefore “lift off” a positive learning environment

25. Photographs of Waldorf School

26. Symbolism behind photo’s • Vision/Mission • It’s location within the school is remarkable as it is in the front entrance and is very clear, concise, and colorful. It portrays what the school is all about. • Tell me a story • Every student has a story, we just have to listen to them and care about what they have to say. Eventually, we will learn a lot from them. • Poem • The poem is wonderfully written and engages in a positive message for the school community to read and practice • Trees are terrific • Students should have the freedom to express themselves using their creativity in an artistic manner. Sometimes pictures speak louder than words

27. Photographs of Firestone (IB school)

28. Symbolism behind photo’s • Bullying can happen to anyone • Students and staff should treat each other with respect and care. School communities should not allow bullying to go on as it can have serious harms to a student’s well-being • Success is our tradition • Right in the front entrance and portrays wonderful art created by students. It provides a welcoming entrance to the school • Profile of an IB student/Additional Activities • Clearly states what IB learners strive to be and what the program requirements are

29. Photograph of Online Akron Public School

30. Symbolism behind photo • District Focus • It colorfully portrays the mission and vision of the online school and the 3 focus areas of the program • Map showing progress moving from left top right and if completed successfully, students will achieve success

31. Photographs representing my values as an aspiring instructional leader

32. Symbolism behind photo’s • Colors of Rage/Worried Face/Fine Arts • Students should have the freedom to express themselves using their creativity in an artistic manner • Today is a good day for a good day • Expressing positivity and sharing positive thoughts is critical and in turn creates a positive learning environment • Dream • As leaders, we must give students the ability to Dream and reach for the stars when it comes to achieving their goals • Reimagine School • Schools should have mentors and utilize the partnership philosophy in order to create a positive and caring learning community

33. A mile in my shoes • Walk a mile in my shoes, and tell me what you see • A young man trying to break free • Of all the rage, of all the hurt, and all the pain • Slowly taking over my name • But once upon a time, I received a healing touch • I thought she was an angel, and she acted just as such • She told me everything will be ok, and that all I needed was a dream • Because dreams are the beginning, of a future I’ve never seen • Guiding me through life became her number one goal • Because she knew that I was broken, and wanted me to become whole • The rage turned into happiness, and the pain turned into smiles • I become thankful for my hero, because she went the extra mile • She became my inspiration, without her I wouldn’t be here • Without her I’d be forgotten, with a future not quite as clear • And now I’m on the other side, remembering what she did for me • It’s my turn to repay the favor, my eyes are wide open, I can clearly see • My students everyday, those that are lost and are confused • It’s time to open up ears and listen to them, and walk a mile in their shoes Omar R. Santiago

34. References • Freire, P. (1970). Pedagogy of the oppressed. New York: Herder & Herder. • Gay, G. (2010). Culturally responsive teaching (2nd ed.). New York, NY: Teachers College Press. • Grogan, M. (2013) (Ed.). The Jossey-Bass reader on educational leadership (3rd ed.). New York, NY: Wiley. • Hargreaves, A & Shirley, D. (2009). The fourth way. Thousand Oaks, CA: Corwin Press. • Kirshner, B. (2014). #youthaction: Becoming political in the digital age. Charlotte, NC: Information Age Publishing. • Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin. • Lindsey, R. B., Nuri-Robins, K., & Terrell, R. D. (2009). Cultural proficiency: A manual for school leaders (3rd ed.). Thousand Oaks, CA: Corwin Press.