A School Leader: 21Responsibilities

R= correlation between responsibility and student academic achievement

From Marzano, Waters, McNulty, School Leadership that Works

1. Affirmation- r=.19

Recognizes accomplishments of students

Celebrates accomplishments Recognizes accomplishments of

teachers Recognizes failures and shortcomings

of the school as a whole

2. Change r=.25 Challenges the status quo Willing to lead change initiatives with

uncertain outcomes Systematically considers new and

better ways of doing things Attempts to work at the edge rather

than the center of the school’s competence

*******Not the nature of schools

3. Contingent rewards r=.24

Uses hard work as the basis of rewards and recognition

Uses performance not seniority as a primary criterion for recognition

Turn to Hoy chapter 5- motivation

Look at p. 147- in your group discuss the six questions

What is motivation? Mini debate: Does making learning

fun make for good learning?

4. Communications r=.23

Develops means for teachers to communicate with each other

Easily accessible to teachers Maintains open lines with staff

5. Culture r=.25

Promotes cohesion among staff Promotes a sense of well-being

among staff Develops a sense of purpose among

staff Develops a shared vision of what a

school should be

6. Discipline r=.27

Protects instructional time from interruptions

Protects teachers from internal and external distractions

7. Flexibility r=.28

Adapts leadership style to the needs of specific situations

Is directive or nondirective as the situation warrants

Encourages people to express diverse and contrary opinions

Is comfortable in making major changes in how things are done

8. Focus r=.24

Establishes specific goals for curriculum, instruction, and assessment

Establishes concrete goals for the general functioning of the school

Establishes high expectations for all students

Keeps attention on established goals

9. Ideals/beliefs r=.22

Possesses well-defined beliefs about schools, teaching, and learning

Shares beliefs about school, teaching, and learning with the staff

Demonstrates behaviors that are consistent with beliefs

10. Input r=.25

Provides opportunities for staff to be involved in developing school policies

Provides input for staff input on all important decisions

Uses leadership teams in decision making

11. Intellectual stimulation r=.24

Exposes staff to cutting-edge research and theory on effective schools

Keeps infomred about current research and theory on effective schools

Fosters systematic discussion regarding current research and theory on effective schools

12. Involvement in curriculum, instruction, and assessment r=.20

Is directly involved in in helping teachers design curricular activities

Is involved in helping teachers address assessment issues

Is involved in helping teachers address instructional issues

13. Knowledge of curriculum, instruction, and assessment r=.25

Possesses extensive knowledge about effective instructional practices

Possess knowledge about curricular practices

Possesses knowledge about assessment practices

Provides guidance regarding effective classroom practices

14. monitoring/evaluation r=.27

Monitors effectiveness of curriculum, instruction, assessment

Is continually aware of impact of school practices on student achievement

15. Optimizer r=.20

Inspires teachers to accomplish things that are beyond their grasp

Is a driving force behind major initiatives

Portrays a positive attitude about the ability of staff to accomplish things

16. Order r=.25 Establishes routines for smooth

running of the school that staff understand and follow

Provides and reinforces clear structures, rules, and procedures for staff

Provides and reinforces clear structures, rules, and procedures for students

Hoy, chapter 7

How important are the first days of school?

How do you maintain a good learning environment?

Mini- debate: Does assertive discipline work?

17. Outreach r=.27

Ensures that school complies with all district and state mandates

Is an advocate of the school with parents

Is an advocate of the school with the central office

Is an advocate for the school with the community at large

18. Relationships r=.18 Is informed about all significant

personal issues within the lives of staff members

Is aware of the personal needs of teachers

Acknowledges significant events in the lives of staff members

Maintains personal relationships with teachers

19. Resources r=.25

Ensures teachers have necessary materials and equipment

Ensures that teachers have all staff development training relevant to teaching

20. Situational awareness r=.33

Predicts what could go wrong from day to day

Is aware of informal groups and relationships among the staff

Is aware of issues in school that have not surface but can cause discord

21. Visibility r=.20

Makes systematic and frequent visits to classrooms

Has frequent contact with students Is highly visible to students, teachers,

and parents

Activity

In your team decide on the top five from your point of view.

Tell why you chose these. Then choose the bottom five- why did

you choose these?

A. Scenario School Based Reading Data Week 2

You are assigned to review school based data in reading to determine the academic strength and needs of the students.

Then, you are and to locate scientifically based research programs and strategies that will align curriculum, instruction, and assessment.

Your tasks are: You are to locate and select scientifically researched based

strategies for improvement, including strategies to teach reading in all five components of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension throughout the content areas. Use the information from the District K-12 Comprehensive Reading Plans and other websites.

Example table: Component of Reading InstructionResearch Based Reading

InstructionResearch Based Instructional StrategiesSSS StandardsPhonemic AwarenessPhonicsFluencyVocabularyComprehensionContent Area Reading

Use the data from the Dart 2008 model or AYP data and complete the appropriate areas on the School Improvement Plan Template (SIPT) for reading only.

Scenario A: 1. Assign a person from each group to

review the readings from Florida School Leaders

2. Divide the readings from IRA-focusing on the Fab five

3.Divide the materials from the Florida Center for Reading Research

4. You may work on this as a group but submit it separately with your name only