principal practices : planning for instructional leadership
DESCRIPTION
Principal Practices : Planning for instructional leadership. “Now that I have more time to spend on instruction, what do I do with it?”. Dave Sechler [email protected]. Primary audience. Principals – to create * the plan SAMs – to help implement the plan. Take- away s. - PowerPoint PPT PresentationTRANSCRIPT
Principal Practices:PLANNING
for
INSTRUCTIONAL LEADERSHIP“Now that I have more time to spend on instruction, what do I
do with it?”
Dave [email protected]
PRIMARY AUDIENCE•Principals – to create* the plan•SAMs – to help implement the plan
TAKE-AWAYs
•School-wide Expectations outline•Tools & Templates
Feel free to adopt, adapt, ignore…
NSIP CONFERENCE CONNECTIONSKIM MARSHALL•Big Rocks•Weekly staff memo
WILL BOWEN•Clear expectations•“No weeds in my garden.”
INTRODUCTIONS•Presenter: Dave Sechler•Participants•Thought Partners
The REAL work of the SAM project“SAM is a complex change process disguised as a simple idea.”
Jody SpiroWallace Foundation
3 PRECEPTS:1..2..3..
BEST PRACTICE: ASSESSMENTWould you expect teachers to assess their students without first telling students what they were going to be expected to know or be able to do?
BEST PRACTICE: ASSESSMENTBe crystal clear about your expectations for staff.
GOAL: School-Wide Expectations•“Living” document•Short: 1-3 pp.•Plan / Prepare before school year begins•Execute / Implement during school year
SCHOOL-WIDE EXPECTATIONS – GOALS•Common beliefs / understandings•What do you expect teachers and/or students to know or be able to do?
SCHOOL-WIDE EXPECTATIONS – PARTS•Introductory Statement•Expectations•Concluding remarks
SCHOOL-WIDE EXPECTATIONS – STYLE•Sense of connection•Build on what you’ve done•Past work doesn’t get lost•Sense of direction•Forward – always forward
SCHOOL-WIDE EXPECTATIONS – FLOW•Past•How you got to where you are now•“The past is prologue”
SCHOOL-WIDE EXPECTATIONS – FLOW•Present•Next steps (connection)•What I/we expect to see•What I/we will use to evaluate you
SCHOOL-WIDE EXPECTATIONS – FLOW
•Conclusion•Wrap it up•Bring it home
SCHOOL-WIDE EXPECTATIONS – WRITE•Past•How you got to where you are now•“The past is prologue”•5 minutes
THOUGHT PARTNERS•Share with your thought partners:•Where you are now•How you got there•2 minutes or less, then switch
SCHOOL-WIDE EXPECTATIONS – WRITE•Present•Next steps (connection)•What I/we expect to see•What I/we will use to evaluate you•10 minutes
BE SPECIFI
C !!!
THOUGHT PARTNERS•Share with your thought partners•Thought Partners – prepare for “critical friends” critique•5 minutes per team
SCHOOL-WIDE EXPECTATIONS – WRITE
•Conclusion•Wrap it up•Bring it home
THOUGHT PARTNERS•Share with your thought partners:•How did you wrap it up?•How did you “bring it home”?•2 minutes or less
SCHOOL-WIDE EXPECTATIONS•Sample
SCHOOL-WIDE EXPECTATIONS•Q & A
SCHOOL-WIDE EXPECTATIONS•Revisions
TOOLS•Important Dates List•Monday Morning Mail•Parent/Community newsletters
TOOLS – MAKING THEM EFFECTIVE•Don’t enable your staff’s lazy habits.•Don’t fall for answering the easy questions.•“If it’s important enough for me to write, it’s important enough for you to read.”
SCHOOL-WIDE EXPECTATIONS•Q & A