Multi school leadership.pptx

Multi school leadership.pptx

• 2.
  The challenges facingschool leaders include: • Ensuring consistently good teaching and learning • Integrating a sound grasp of basic knowledge and skills within a broad and balanced curriculum • Managing behavior and attendance • Strategically managing resources and the environment • Building the school as a professional learning community • Developing partnerships beyond the school to encourage parental support for learning and new learning opportunities.
• 3.
  The key dimensionsof successful leadership are identified as: • defining the vision, values and direction • improving conditions for teaching and learning • redesigning the organization • aligning roles and responsibilities • enhancing teaching and learning • redesigning and enriching the curriculum • enhancing teacher quality (including succession planning) • building relationships inside the school community building relationships outside the school community • placing an emphasis on common values.
• 4.
  Inpu t Principal Teacher Teacher Leaders Proc ess Vision- Strategic and Operational Plan Learning Teaching Curriculum Assessment Partnership Leadership Model one- teacher- one- classroom and one- leader- one- school paradigm. Inclusionand Learning outcome all students with great teaching and Pursuit of these goals drives school staffing and design decisions. all teachers with great leadership
• 5.
  four essential ingredientsthat can provide far more schools with excellent principals 1. Commitment. • a principal’s effectiveness has the second-largest impact on student learning • Students need excellent school leadership, and the great teaching it supports, consistently • Education Structure commit to reaching: • all students with great teaching and • all teachers with great leadership • Pursuit of these goals drives school staffing and design decisions.
• 6.
  four essential ingredientsthat can provide far more schools with excellent principals 2. Multi-Classroom Leaders. • Great teachers lead small teams covering one or more grades or subjects, and are accountable for • teaching excellence, • student outcomes, • and teacher development.
• 7.
  four essential ingredientsthat can provide far more schools with excellent principals 3. School wide Team of Leaders. • Principals lead their multi- classroom leaders as a team of leaders to improve instruction and implement a culture of excellence school wide.
• 8.
  four essential ingredientsthat can provide far more schools with excellent principals 4. Multi-School Leadership. • Great principals extend their reach • to small numbers of schools as “multi-school leaders” (MSLs) • while developing principals, or principals-in-training, on the job.
• 9.
  New Roles forTeachers: Team Leadership • MCLs • help the whole teaching team improve together, leading frequent analysis of data about student progress • problem-solving • to find instructional strategies that meet students’ changing needs. • typically spend one-third to two- thirds of their time teaching (and co- teaching) students, and the rest of the time planning instruction and supporting their team members. • “teacher leadership, • Fully accountable teaching-team leaders to lead while teaching, not just coach from the sidelines. • “Multi-classroom leaders,” • continue to teach while leading a team of teachers, sharing their strategies for success through modeling, co-teaching, coaching, co-planning, and providing feedback. • the MCL • determines how students spend time and tailors teachers’ roles, including their own, according to their strengths.
• 10.
  Characteristics of teacher-leaders •Role: • The principal and/or an assistant principal • manages and coaches a team of multi-classroom leaders, • who each lead one or more subjects or grades while also teaching part of the time 1. Role • ROLE: • THE PRINCIPAL AND/OR AN ASSISTANT PRINCIPAL • AN INSTRUCTIONAL LEADER
• 11.
  Characteristics of teacher-leaders 2.process • That “team of leaders”— • meets weekly, at least, to review student progress collaboratively, • identify problems, brainstorm solutions and, determine what changes • acts as a study group, reading and learning about leadership • SUCCESSFUL TEAMS OF LEADERS • COLLABORATION TIME ON IMPROVING TEACHING TO IMPROVE STUDENT LEARNING, NOT ON ADMINISTRATIVE TASKS. • LEAD AND DEVELOP THEIR TEAM TEACHERS ON THE JOB,
• 12.
  Characteristics of teacher-leaders 2.Data • The combination of a team of leaders and regularly updated student data • allows the driven principal to become a data hound, alone and with the team. • identify and solve problems with the team, whether common across the school or unique to a single team, teacher, • student subgroup, or even a handful of student outliers. • The team of leaders frees time for the principal to lead the school. Rather than • Focusing on one to five and other arrangmenet • Administrative work • Kebele and other commitment • Moreover fighting fires solo in 20 to 50 classrooms, • the principal gains time to think and strategize about how to • really meet the school’s goals, working with and through the • school’s team of teacher-leaders. 3. Time
• 13.
  How can weimplement this model? Team 3 Team 2 Team 1 MoE Region Woreda Cluster School Classroom Classroom Classroom School Cluster Woreda Region Woreda 1. Structure
• 14.
  Major Skills • Influencingskills e.g. motivating people, negotiating, public speaking and entrepreneurial • Learning skills e.g. rapid reading, thinking skills, information processing and anticipation • Facilitating skills e.g. listening, recognizing potential, team building, building alliances • Creative skills e.g. envisioning, inspiring, empowering and aligning
• 15.
  Objective • 1. (Re)definingschool leadership responsibilities • 2. Distributing school leadership • 3. Developing skills for effective school leadership
• 16.
  Training Toolkits (1) ‘leadingfor learning • Transformational and Instructional Leadership • Multi-Classroom Leaders and Multi School Leaders Transformational • Building vision and setting directions • Understanding and developing people • Redesigning the organization • Managing the teaching and learning programme Instructional • Establishing goals and expectations • Resourcing strategically • Planning, coordinating, and evaluating teaching and the curriculum • Promoting and participating in teacher learning and development • Ensuring an orderly and supportive environment
• 17.
  Training Toolkits (2) SafeSchool Reopening • Begin with proactive principal leadership. • Allow school leaders to deploy human and financial resources in a manner that best meets the needs of their school and community. • Provide a team-based framework to facilitate effective coordination of services and interventions. • Balance the needs for physical and psychological safety. • Provide relevant and ongoing professional development for all staff. • Integrate a continuum of health supports within a multitiered system of supports. • Engage families and community providers as meaningful partners. • Remain grounded in the mission and purpose of schools: teaching and learning
• 18.
  Training Toolkits (3) CommunitySchool Partnership
• 19.
  Training Toolkits (4) DataManagement and Evidence Based SI Planning