Building Capacity with

Connections to School Executive

Standards

Goals for Today:

• Explore the role of an Instructional Leader

• Review the impact an Instructional Leader has on student achievement

• Examine the challenges an Instructional Leader faces

• Help each other consider different ways to think about our challenges

Instructional Leadership Challenges• 75% of principals feel that their

job has become too complex.• 50% of principals feel under

great stress “several days a week”

• 59% of principals say they are satisfied in their work, dropping from 68% in 2008

~ Metropolitan Life Insurance Company, 2013

School Leaders Matter!Leadership

Matters: What the Research

Says about the

Importance of Principal Leadership

~NASSP

Criteria for teachers remaining at their school or in their profession:•Quality of their colleagues•Quality of school leadership

Leadership is second only to classroom instruction as an influence on student learning.

School Leaders Matter!

Effective principals “raise the achievement of a typical student in their schools by between two and seven months of learning in a single school year; ineffective principals lower achievement by the same amount.”

Measuring the Impact of Effective Principals

~Branch, Hanusheck, Rivkin,

2013

But what does an effective Instructional Leader do?

6 Indicators of Principal Quality ~Dr. James Strong, College of William and Mary

• School Climate: Creating a positive culture, establishing high expectations, adhering to a practice of respect

• HR Administration: Hire and retain quality staff, provide opportunities for meaningful growth

• Professionalism: Ethical standards, serves as a role model, models life-long learning

6 Indicators of Principal Quality ~Dr. James Strong, College of William and Mary

• Communication and Community Relations: Effective communicator with all stakeholder groups

• Organization Management: Day-to day operations, securing and using resources to increase student achievement

• Instructional Leadership: Building a vision, using data, monitoring curriculum and instruction

Time-use study of principals.

Measured principal effectiveness with achievement data and surveys.

Sorted principal job tasks into six categories.

Principal Time-Use Categories• Managing student discipline• Supervising students (e.g. lunch duty)• Fulfilling EC requirements (IEP meetings)• Managing student services (reporting)• Managing school schedules

• Evaluating curriculum• Using assessment results for program

evaluation• Planning/facilitating professional development

for teachers• Releasing or counseling out teachers

Administration30%

Instructional Program

7%

Principal Time-Use Categories

• Managing budgets, resources• Hiring personnel• Dealing with concerns from all staff• Developing and monitoring a safe school

environment

• Attending school activities• Communicating with parents• Developing relationships with students• Interacting socially with staff about school

related and non-school related topics

Organization Management

20%

Internal Relations

15%

Principal Time-Use Categories• Evaluating teachers, providing instructional

feedback• Implementing required PD• Informally coaching teachers• Using data to inform instruction

• Meetings initiated by the district office• Principal initiated meetings with the district

office to obtain resources for the school• Fundraising• Working with local community members and

organizations

Day-to-Day Instruction

6%

External Relations

5%

Personal time/transitions, etc.

17%

Study Conclusion

• Time spent on Organizational Management activities is directly associated with positive student learning

• Support and participate in adult learning

• Principals should focus on coaching groups rather than on coaching individuals

“Transformers” vs. “Copers”

“School leaders improve teaching and learning indirectly and most powerfully through their influence on staff motivation, commitment, and working conditions.”

~Leithwood, Day, Sammons, Harris, & Hopkins, 2006

Leading Learning

Being a District and System Player

Becoming a Change Agent

Fullan’s Conclusion

• Principals who directly affect how teachers can learn together will maximize their impact on student learning.

• Leaders of Learning work with teachers to develop their capacity to work with data analysis linked to the personalized learning needs of students.

North CarolinaStandards for School Executives

1. Strategic Leadership2. Instructional Leadership3. Cultural Leadership4. Human Resource Leadership5. Managerial Leadership6. External Development

Leadership7. Micropolitical Leadership8. Academic Achievement

Leadership

Standard 2:Instructional LeadershipHow does this standard align with the studies we’ve just reviewed?

•Individually, look at Standard 2 and highlight anything that you think aligns with what studies show effective school leaders do.

•When finished, share as a table group.

Challenges of being an Instructional Leader?

Which barriers are dilemmas?

• It’s bugging me• It’s not being fixed• It’s my problem to fix• It matters to me

Dilemma Reflection and Break

• 5-10 minutes writing a paragraph about your dilemma

– Use the questions on the half sheet as a guide for your paragraph

Dilemma Protocol

Reflections and Feedback

Nola Taylor, District & School TransformationSchool Transformation Coachnola.taylor@dpi.nc.gov

Marshall Matson, PrincipalGuilford County SchoolsMendenhall Middle Schoolmatsonw@gcsnc.com

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