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Principal as Instructional Leader presentation
This document discusses the role of school principals as instructional leaders and the impact of effective leadership on student achievement. It reviews research showing that leadership is second only to classroom instruction in influencing learning and that effective principals can increase student achievement by 2-7 months in one year. The document also examines the challenges principals face, such as feeling their jobs are too complex and experiencing high stress levels. It then outlines the key activities of instructional leaders, such as coaching teachers, using data to inform instruction, and focusing on adult learning. Overall, the summary emphasizes that school principals indirectly improve teaching and learning most powerfully through their influence on staff motivation, commitment, and working conditions.
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Principal as Instructional Leader presentation
- 1. Building Capacity with Connectionsto School Executive Standards
- 2. 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
- 3. 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
- 4. School Leaders Matter! Leadership Matters: Whatthe 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.
- 5. School Leaders Matter! Effectiveprincipals “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
- 6. But what doesan effective Instructional Leader do?
- 7. 6 Indicators ofPrincipal 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
- 8. 6 Indicators ofPrincipal 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
- 9. Time-use study of principals. Measuredprincipal effectiveness with achievement data and surveys. Sorted principal job tasks into six categories.
- 10. 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 Administration 30% Instructional Program 7%
- 11. 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%
- 12. 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%
- 13. Study Conclusion • Timespent 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
- 14. “Transformers” vs. “Copers” “Schoolleaders improve teaching and learning indirectly and most powerfully through their influence on staff motivation, commitment, and working conditions.” ~Leithwood, Day, Sammons, Harris, & Hopkins, 2006
- 15. Leading Learning Being aDistrict and System Player Becoming a Change Agent
- 16. Fullan’s Conclusion • Principalswho 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.
- 17. North Carolina Standards forSchool Executives 1. Strategic Leadership 2. Instructional Leadership 3. Cultural Leadership 4. Human Resource Leadership 5. Managerial Leadership 6. External Development Leadership 7. Micropolitical Leadership 8. Academic Achievement Leadership
- 18. Standard 2: Instructional Leadership Howdoes 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.
- 19. Challenges of being anInstructional Leader?
- 20. Which barriers aredilemmas? • It’s bugging me • It’s not being fixed • It’s my problem to fix • It matters to me
- 21. Dilemma Reflection andBreak • 5-10 minutes writing a paragraph about your dilemma – Use the questions on the half sheet as a guide for your paragraph
- 22.
- 23. Reflections and Feedback NolaTaylor, District & School Transformation School Transformation Coach [email protected] Marshall Matson, Principal Guilford County Schools Mendenhall Middle School [email protected] ContactContact InformationInformation