FindingYourFocus找到你的焦點(diǎn)課件

ObjectivesProvide

a

brief

glance

of

some

currentleadership

researchOverview

the

criteriaformultidimensional

leadershipassessment

(PRESTO)Present

a

new

model

for

principalevaluation

based

on

the

researchIdentify

where

the

gaps

are

in

thecurrent

FPLS

compared

tocontemporary

research

on

leadershipA

backward

glancedown

the

leadershipresearch

road…James

McGregor

Burns(1978),

"Leadership

isone

of

the

mostobserved

and

leastunderstoodphenomena

on

earth.”“There

is,

in

fact,

asubstantial

relationshipbetween

leadership

andstudent

achievement.”(Marzano,

Waters,

&McNuluty,

2005)“…when

district

leaders

arecarrying

out

their

leadershipresponsibilities

effectively,student

achievement…ispositively

affected.”

(Waters&

Marzano,

2006)“School

leaders

whofocus

on

students’achievement

andinstructionalstrategies

are

themost

effective.”(Hattie,

2009)Visible

LearningZone

ofDesired

Effectsd

=

0.4A

Barometer

of

InfluencesStudentscould

haveachieved

w/oschoolingWhat

teachersaccomplish

in

atypical

yearThe

greatestimpact

on

studentachievementoutcomesInterpreting

Effect

SizeAverageFormativeEvaluationWhen

implementing

anewprogram,

an

effect

size

of

1.0would

mean

that,

on

average,students

receiving

thattreatment

would

exceed

84%of

students

not

receiving

thattreatmentWhen

teachers

SEElearning

throughthe

eyes

of

thestudent

and

whenstudents

SEEthemselves

as

theirown

teachersInstructional

LeadershipDimensionsPromoting

&

participating

in

teacherlearning

and

developmentStrategic

resourcingEstablishing

goals

and

expectationsEnsuring

an

orderly

supportiveenvironmentd=0.91Planning,

coordinating,

and

evaluating

d=0.74teaching

and

the

curriculumd=0.60d=0.54d=0.4960%of

a

school's

impact

onstudent

achievementis

attributable

toprincipal

and

teachereffectiveness25%33%PrincipalTeacherAugustine,

Gonzalaz,

Ikemoto,

Russell,

Zellman,

Constant,Armstrong,

&

Dembosky

(2010)Large

Scale,

SixYearLeadership

StudyLargest

of

its

kind

todateNine

states,

43

school

districts,

and180

elementary,

middle,

and

secondaryschools.Survey

Data

from

8,391

teachers

and471

school

administrators

andobservational

data

from

312classrooms.“Our

research

confirmsleaders’

potentialinfluence,

as

well

asthe

limits

on

theirability,

to

be

thecentralfigure

and

catalystforauthentic

and

lastingsystemic

educationalreform.”(Wahlstrom

et

al.,

2010)Powering

Leadership2ndissecondonly

toclassroominstruction

as

aninfluence

on

studentlearning“To

date

we

have

not

found

a

single

caseof

a

school

improving

its

studentachievement

record

in

the

absenceoftalented

leadership”

(p.9)“School’s

leaders

have

animpact

on

studentachievement

primarilythrough

their

influence

onteacher’s

motivation

andworking

conditions”Viewing

Leadership

ThroughThree

LensesCollectiveLeadershipSharedLeadershipDistributedLeadershiphas

a

stronger

influenceonstudent

achievement

thanindividual

leadershipHigher-performing

schools

award

greaterinfluence

to

teacher

teams,

parents,

and

studentsLeadershippractices

targeteddirectly

atimprovinginstruction

havesignificant

effectson

teachers’workingrelationships

and,indirectly,

onstudentachievementOne

of

the

mostpowerful

sources

ofdistricts’

influence

onschools

and

studentsis

throughthedevelopment

of

schoolleaders’

collectivesense

of

efficacy

abouttheirjobsDistricts

Shape

Principals’Collective

Sense

of

EfficacyBy…1

23

4Investing

inthedevelopment

ofinstructionalleadershipAssigningpriority

to

theimprovementofstudentachievementEnsuringteachers

andhave

accesstoworthwhileand

instruction

programs

ofPDEmphasizingteamwork

andadministrators

professionalcommunity50%of

principals

identified

seven

behaviorsas

positive

influences

on

their

sense

of

efficacy:Provision

of

resourcesEncouragement

to

develop

relationshipsFlexibility

in

pursuit

of

district

goalsInsisting

ondata-baseddecision-makingAssisting

in

the

interpretation

and

use

ofdata

Policies

that

enable

principals

to

staff

theirschools

with

the

people

theyneedClear

directionHowever,

if

poorly

managedorimplemented…More

likely

will

have

null

or

evennegative

consequencesFor

Example…Investing

in

the

professionaldevelopment

of

school

leadershad

limited

effects

on

efficacyand

student

achievementunless

districts

also

developedand

communicated

clear

goalsforimprovement.“For

some

time

now

we

havebeen

saying

that

principalsneed

to

beinstructionalleaders,

but

we

now

knowthat

the

same

is

true

forsuperintendents

and

centraloffice

staff.”McNulty

&

Besser

(2011)

p.44SuperintendentResponsibilitiesAverage

rNon-negotiable

goalsfor

achievement

andinstruction.33Board

alignment

andsupport

of

districtgoals.29Defined

autonomy;superintendentrelationship

withschools.28Monitoring

goalsforachievement

andinstruction.27Use

of

resources

tosupport

the

goals

forachievement

andinstruction.26“Principalsplay

acriticalrole

in

studentlearning,

butthey

areevaluatedalmost

as

anafterthought.”Andrew

J.Rotherham,

Time,October

21,

2010A

New

Model

forEvaluationCriteria

for

aMultidimensionalLeadershipAssessmentPrestoSpeed,

clarity,and

adaptabilityA

Robust

Evaluation

SystemFMLACharacteristicDescriptionProactiveIt

starts

before

the

first

day

on

the

jobReciprocalIt

gives

the

leader

the

opportunity

to

provide

feedbacktothe

organizationEmpoweringLeaders

have

the

authority

to

make

decisions

thatwillimprove

their

effectivenessStandards-basedSuccess

is

not

a

guessing

game,

as

the

standards

forproficient

or

“effective”TruthfulFeedback

is

honest

and

accurateObjectiveLeadership

behaviors

are

a

matter

of

description,notconjectureFMLA

FrameworkDomain1.0ResilienceSub-domain1.11.21.31.41.5A

logicalgrouping

ofcharacteristics,traits,

andperformanceindicators10

Leadership

DomainsResiliencePersonal

Behaviorand

ProfessionalEthicsStudentAchievementDecision-makingCommunicationFacultyDevelopmentLeadershipDevelopmentTime/Task/ProjectManagementTechnologyLearningResilientPersonal

Behavior/ProfessionalEthicsStudent

AchievementDecision-makingCommunicationFacultyDevelopmentLeadershipDevelopmentTime/Task/ProjectManagementTechnologyLearningPerformance

ContinuumGeneric

ScaleHighly

Effective(System-wide

Impact)Effective(Local

Impact)Needs

Improvement(Leadership

Potential)UnsatisfactoryLeadership

performance

at

thislevel

is

dramaticallysuperior

to

“Proficient”or

“Effective”

in

itsimpact

on

students,

staff

members,parents,and

the

schooldistrict.The

leader

helpseveryother

element

within

theorganization

become

asgood

as

they

are.Leadershipperformance

at

thislevel

has

local

impact(i.e.,

within

the

school)and

meetsorganizational

needs.

Itis

adequate,

necessary,and

clearly

makes

asignificant

contributionto

theschool.Leadershipperformance

at

thislevel

shows

potentialbut

lacks

sufficientproficiencies

to

improvestudent

learning,instructional

practiceand/or

otherresponsibilities.

Theleader

understandswhat

is

required

forsuccess,

is

willing

towork

toward

thatgoal,and,

with

coaching

andsupport,

can

becomeproficient

within

areasonable

time.Leadershipperformance

at

thislevel

is

inadequate.

Theleader

doesnotdemonstrateunderstanding

of

whatis

required

forproficiency

or

they

havedemonstratedunsatisfactoryproficiency

throughtheir

action

and

inaction.Launching

Your

WorkSmall

groups

will

review

the

gap

analysisand

areas

the

FPLS

are

silent

on

to:Create

clear

“word

pictures”

ofthestandardsIncorporate

action

oriented

verbswithin

the

standard

that

require

highrather

than

low

level

cognitivefunctionsEnsure

intent

is

clear

and

conciseFMLA

CrosswalkBig

Picture

ViewMany

standards

are

aligned

withcontemporary

expectations

of

leadersand

will

require

only

minor

reworkSome

standards

will

require

a

moreconcerted

effort

so

they

reflecttheleadership

researchFew

areas

will

require

major

reworkIn

some

cases

the

standards

are

silentin

critical

leadership

competenciesFPLS

Are

Silent

On…Change

facilitationSystems

thinkingOrganizationdevelopmentTime

management(personal

andorganizational)Focusonprioritized

needsLeadershipdevelopmentEssential

behavioralleadership

qualitiesPersonal

learningChange

FacilitationChange

is

highly

complex,

multivariate,

anddynamicPredict

much

more

about

what

trulyhappens

during

this

process

thanistypically

thecaseBetter

at

attending

to

the

needs

of

peopleinvolved

and

prevent

what

often

goes

wrongFuture

change

efforts

can

bemoresuccessful

if

leaders

have

a

strongknowledge

and

skill

baseSystems

ThinkingRecognizes

the

interrelationships

andinterdependencies

among

parts

of

theeducational

system

and

the

communityCompetencies

for

successful

systemic

work(e.g.,

collecting,

interpreting,

and

using

data,creating

coherence,

forging

alliances,building

capacity,

promoting

innovation)Requires

all

levels

of

the

system(classroom,

school,

and

district)

be

givenattentionOrganization

DevelopmentHelp

members

of

thesystem/organization

develop

expertiseand

the

capacity

to

use

group

andindividual

process

skills

to

solveitsproblemsBuilding

and

leading

teamsEffective

conversation

skills

(i.e.,dialogue

and

discussion)Group

decision-making

and

problemsolving

skillsTime

ManagementPersonal

time

management

thatincreases

the

amount

of

time

leadersspend

focused

onhigh-leveragepracticesPrincipals

must

protect

teachers

fromissues

and

influences

that

could

distractthem

from

using

class

time

solely

forteaching

and

learningProtecting

instructional

time

frominterruptionsFocus

On

Prioritized

NeedsMore

than

six

priorities

inversely

relatedtoachievementSchools

with

the

highest

levels

of

focus

andmonitoring

achieved

twice

the

gainsinreading

over

three

years

comparedtoschools

with

lowest

levelsTeachers

and

leaders

burned

to

a

cinderdoing

EVERYTHING

their

boards

andadministrators

require—even

high

scoresonimplementation

of

two

dozen

ini