3 The Essential Supports for School Improvement ; Consortium on Chicago School Research, 2006:
4 What is the Leadership Team? Leadership Team (LT)What is the Leadership Team?Goal SettingResource ManagementShared LeadershipLeadership Team
5 Goal SettingThe principal and leadership team collaborate to establish and communicate instructional goals for school success.The principal leads the school community in creating and revising a vision for the school that is informed by the community context.The leadership team sets high expectations for teaching, learning, and leading and fosters an environment where staff are free to take risks.The principal and leadership team are knowledgeable about instructional best practices and research; they expect and support high-quality instruction in every classroom
6 Resource ManagementThe leadership team allocates and manages resources to support the school’s instructional program.The leadership team effectively allocates and manages the school’s resources – people, time, funds, and materials – to address school priorities and students’ needs.The school community evaluates and plans school programs and policies based on their contribution toward reaching school goals.Teachers use other staff, classroom volunteers, and family resources at home to maximize the amount of individualized instruction students receive.
7 Shared LeadershipSchool staff share leadership responsibilities and participate in decision making that advances the school’s mission.The leadership team empowers staff and holds them accountable for results, developing a plan for leadership succession.Teachers and students assume leadership roles outside of the classroom, actively participate in the school improvement process, and take ownership of resulting setbacks and successes.The leadership team reflects the varied perspectives in the school; the principal taps into staff members’ interests and areas of expertise to strengthen school programs.
8 Change Agent Role: a skilled community coordinator is the key to developing an effective community of practice, * (Wenger, McDermott & Snyder, 2003)AIdentify important issues to focus the ILT’s workPlan and facilitate ILT events/activitiesBInformally link ILT members in order to broker knowledge exchangesManage the boundary between the ILT and the faculty/schoolFoster individual learningCBuild the practice for group learning knowledge base, lessons learned, best practices, tools and methods, and learning eventsAssess the health of the ILT and its contribution to the school and the members.
9 School Leadership Principal & Change Agent K-5 Team LeadsCounselor & Family Resource CenterContent CoordinatorsSchool Administrative Manager
10 The School-Level Strategy School Leadership TeamSet Standards & Expectations for LeadershipProvide Research-Based & Effective Instruction in Support of State and District StandardsSupport Instruction in the ClassroomSupervision & Monitoring of InstructionUse Data for Planning & AccountingEngage Families & Community
11 Setting Expectations for Achievement First learning expectationsReview available dataMake connection for establishing goal for improving student achievementEstablish curriculum benchmarksDiscuss formative, interim and summative assessment strategies
12 Use Program of Studies and Core Curriculum Map Providing Research-Based and Effective Instruction in Support of State and District StandardsUse Program of Studies and Core Curriculum MapGrade-level team discussion/selection of research- based intervention programs in reading and math (to best support lower achieving students)Discussion/selection of research-based programs to best support higher achieving students
13 Supporting Instruction in the Classroom Attend weekly collaborative team meetingsAnalyze student work and student dataDevelop an intervention program using research- based materialsFund professional development for embedded PD within the buildingAllocate funding for specific instructional goalsSchedule daily common planning times
14 Supervision and Monitoring of Instruction Principal makes routine classroom visits to observe instruction and feedbackTeachers participate in peer observation and feedbackTeachers participate in collaborative teachingand assessmentPrincipal routinely reviews lesson plans and provides feedback
15 Engaging Families and Community Send academic achievement reports to parents regarding their child’s progressSchool sends home monthly publication to families and communityClassroom teacher send home weekly newsletter and/or reportsDevelop online interactive webpage for informationCoordinate monthly activities to bring families and community into the building
16 Using Data for Planning and Accountability Use multiple data sources to identify academic achievement gapsUse Classroom Assessment System & Community Access Dashboard for Education (CASCADE) and other assessment tools to ascertain achievement levels, determine benchmarks, appropriate intervention, and redirect instructional strategies
17 The Next Level of LT Weekly Collaborative Team Meetings Use of evidence on student performance has moved to:Analysis of student learning patternsHigher order questions abut why particular instructional practice are or are not workingDiscussions about teaching and learning are grounded in evidence and analysis; rather than opinion and preconceptionsShift accountability from the individual teacher to the teaching community
18 Turning Around Low-Performing Schools: Planning Template for Working With Schools * Do What Works from the Department of Education
19 Activity How would you use Leadership Teams with a strong principal? How would you use Instructional Leadership with a strong principal?