Transcript Power Point Presentation

Leadership Ideas
Effective Leadership
Ashland University
Ronald L. Victor Ed.D.
Kirtland High Graduate
Teacher
Coach
Guidance Counselor
Assistant Principal
Area Coordinator Ohio,
Department of Education
Business Manager
Superintendent
President Leadership Ideas
Leadership Ideas
A company providing custom-built leadership
models designed to meet The Needs of the
Heart, provide Appropriate Conditions, and
achieve Successful Outcomes through:
Leadership and Organizational Consulting
Motivational Presentations
Staff Training
Teacher Education Curriculums
The Needs of the Heart
Appropriate Conditions
Successful Outcomes
Purpose
To engage in a discussion about
superintendent leadership.
The Superintendency or the Political
Churn
A relatively unstable political faction that
advances new reforms as ways of satisfying
their electoral constituencies, pausing only
long enough to take credit for having acted,
and quickly moving on to new reforms, with no
attention to the institutionalization or
implementation of previous reforms or
initiatives. (Hess, 1999)
Defining the Superintendent
The superintendency is political in the best sense of the
word--rich with the possibility of engaging the public
and fraught with the tensions of public responsibility
and accountability. The superintendent serves as the
gatherer of data, analyzer of their constituencies,
influencer of others, taker of initiatives, negotiator of
solutions, and steerer of a course for change.
Superintendents serve as facilitators, introducers of
policy, implementers, decision makers, and
managers. (Greyser, 1999)
Superintendent-A Change Agent?
Most reports emphasize the principal’s role and ignore
the superintendent’s role in the change process,
suggesting that the change in schools can occur
without the superintendent (Madylon, 1992). In
contrast, there has been a growing body of literature
that suggests that leadership by the superintendent of
schools is a critical component in institutionalizing
educational change. Research indicates that change
efforts are more likely to succeed when the
superintendent is an active supporter (Fullan, 1982;
Paulu, 1988).
Superintendent Tenure
With the average tenure of a superintendent being only
2-1/2 years (Elmore, 2000), board majorities only
held on to their superintendent long enough to
advance their own educational initiatives. Frequent
changes in superintendents’ positions may then
contribute to the failure of school districts to
implement educational initiatives. Hess contended
that superintendents were skillfully tailored to
obtaining their next job; after all, they are also
rational actors that at the first sign of opposition
move on to their next job (Hess, 1999).
Changing
Future
FOR
THE
Educate the Community and Win Their Support
Leading in a Culture of Change- Michael Fullan
Change is a double-edged sword. Its relentless pace
these days runs us off our feet. Yet when things are
unsettled, we can find new ways to move ahead and to
create breakthroughs not possible in stagnant
societies. If you ask people to brainstorm words to
describe change, they come up with a mixture of
negative and positive terms. On the one side, fear,
anxiety, loss, danger, panic; on the other,
exhilaration, risk-taking, excitement, improvements,
energizing. For better or for worse, change arouses
emotions, and when emotions intensify, leadership is
key.
Leadership for Incremental
Change
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Emphasize relationships.
Establish strong lines of communication.
Be an advocate for the school.
Provide resources.
Maintain visibility.
Protect teachers from distractions.
Create culture of collaboration.
Look for and celebrate successes.
Leadership for Second Order
Change
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Shake up the status quo.
Hold everyone’s feet to the fire.
Propose new ideas.
Operate from strong beliefs.
Tolerate ambiguity and dissent.
Talk research and theory.
Create explicit goals for change.
Define success in terms of goals.
Leadership
Factors Influencing Achievement
1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective Feedback
School
4. Safe and Orderly Environment
5. Collegiality and Professionalism
6. Instructional Strategies
7. Classroom Management
Teacher
8. Classroom Curriculum Design
9. Home Environment
10. Learned Intelligence/ Background Knowledge
Student
11 Motivation
Leadership
Leadership
Leadership
3. Parent and Community Involvement
Student Improvement
Administration Leadership
Teachers Knowledge
Parents Commitment
Students Desire
= Success
Schools today must…
Provide
Appropriate
Conditions
Meet the Needs of
the Heart
CultureRelationships
Improvement
Conditions
of learning &
teaching for
students &
adults
Competencies of
Adults-/Content
Achieve Successful Outcomes
Tony Wagner, Harvard University
Leadership Ideas
Meeting the Needs of the Heart!
How you operate
How you act and respond
Your sense of family
Your way of being
Teacher-Student Relationships
Teacher-student relationships are often mired by
bureaucratic roles that lead to a lack of
empathy and sensitivity to student needs.
Teacher Morale
Teacher morale in many schools is low. They are
being asked to do things they know are not
sound educational practices, teach to tests,
and cover knowledge in lock-step, thoughtless
ways.
For Kids and Families!
Meeting the needs of the heart…
As one high school student, Reginald, said to me
recently: “I’d rather be defiant and stupid in
school than let the teacher call me a failure.
My friends know I’m not dumb, and we laugh
at the teacher together.”
“Stupidity and Tears,” Herbert Kohl 2003
Bringing parents, teachers, students and administrators
together with innovative programs like:
Instructional Focus Teams: Enabling teachers and
administrators to work together and build a stronger more
effective curriculum.
Priority One: The Cycle of Success: The design plan to
support improved instruction.
Imagine: A forum where students can communicate issues
important to the community.
Leadership Conferences: Providing members of our
Learning Community leadership resources and tools to
help guide and create positive change.
Priority One: A Parent Contract for Success: Encouraging
parental involvement and commitment to the students and
the schools.
Appropriate Conditions!
Your environment
How you see, react and analyze change
How you implement priorities
Your continuous evaluation
Successful Outcomes!
Return on your investment
How to achieve and improve
How to manage continuous change
Your results
Outcomes for adults and kids!
Must be fostered, respected and explored. Emotionally
intelligent schools are successful schools. Much of
what we do in schools is based on what teachers think
is important for future development. Seldom do
students see the need to learn for today and
immediately see a present use for what has happened
in the classroom. We need to ask this important
question: What do I want students to remember
about my class five years from now?
The Bargain Students make with Teachers
If you will…
Than we will…
Show you care about the
material
Believe the
material can be important for us
Model how to act when
you or we make mistakes
Learn how to take
intellectual risks
Keep private anything
Personal
Trust you with
information that
could help you better teach us
“Fires in the Bathroom,” Kathleen Cushman
Lesson and Curriculum Design
Our state standards have over 90 thousand
words of discrete bench marks that often lead
teachers to the notion that they are in a time
crunch to cover material. “Coverage” leads
to lots of classroom activities and discrete
lessons but little understanding. We need to
teach teachers a curriculum design process
that focuses on what is essential and builds
conceptual understanding.
3 Stages of
(“Backward”) Design
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
Content
Content is the key to curiosity in the classroom
and the textbook approach to learning is not
only expensive; it is uninteresting to students,
boring and often not accurate. Creating
essential questions increases the likely hood
students will remember content.
Thank you!