Post on 17-Dec-2015
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April 3, 2009PIRLL
Jeanne CowanJanet Hensley
Mentors
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8:00 WelcomeIcebreaker: “Did You Know?”
8:15-9:00 PIRLL – FocusGoals – logic model—roadmap
9:00 – 9:30 Overview of Balanced Leadership Model9:30 – 10:00 Leadership Responsibilities & Purposeful Community10:00 – 10:15 Balanced Leadership Profile10:15 BREAK10:30 – 11:30 Mentoring
Group discussion of items sent in by mentors
11:30 –12:00 Lunch (served on-site)12:00 - 12:30 Technology12:30 – 1:30 Action Plans: Evidence & Analysis1:30 - Next Steps: April-May & ‘09-’10
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•Understand PIRLL focus•Review PIRLL Logic Model, Goals & Objectives, and SDI+ Roadmap•Review Balanced Leadership Responsibilities•Focus on Purposeful Community•Identify Effective Mentorship Practices•Improve the Use of Technology in Our Work•Determine Evidence of Effectiveness in LAPs•Outline Work Plan for April-May and ‘09-’10•Network and Reconnect with Mentors
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http://www.youtube.com/watch?v=cL9Wu2kWwSY
http://www.youtube.com/watch?y=cL9Wu2kWwSY
Did you know??Did you know????
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http://pirll.tie2.wikispaces.net/ http://pirll.tie2.wikispaces.net
Go to PIRLL wikiGo to PIRLL wikiDownload powerpointDownload powerpoint
Take notes on powerpoint.
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Logic Model
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SDI+ Concept Plan – Leadership SDI+ Concept Plan – Leadership AcademyAcademy
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Balanced Leadership -- Balanced Leadership -- ReviewReview
Find your partnerA. Hank / Larry /ButchB. Ella / Richard B./ ColyC-D. Marly / Dan E. Dawn / Richard D.
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Read section of Balanced Leadership: A Brief Overview
◦Discuss with partner
◦Chart major points
Share out
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PLCPLC
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Purposeful Community
Purposeful Community
Pur
pose
ful C
omm
unity
Purposeful C
omm
unity
The Balanced Leadership The Balanced Leadership FrameworkFramework™™
Leadership
Leadership
Lead
ersh
ip Leadership
MAGNITUDE
Create demand
Implement
Manage transitions
Monitor & evaluate
FOCUS
School practices
Classroom practices
Student characteristics
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Eight Leadership Eight Leadership Responsibilities to Create Responsibilities to Create Purposeful CommunitiesPurposeful CommunitiesA principal’s role is to initiate, facilitate, support and defend the A principal’s role is to initiate, facilitate, support and defend the following:following:
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Affirmation Communication Culture Ideals/beliefs Input Relationships Situational awareness Visibility
Eight Leadership Eight Leadership Responsibilities Associated Responsibilities Associated with Purposeful Communitywith Purposeful Community
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What are some characteristics of a “purposeful community”?
What is the difference between a “purposeful community” and a “professional learning community”?
Purposeful CommunityPurposeful Community
AffirmationAffirmationThe extent to which the
principal...Practices Used to Fulfill the Areas
of Responsibility
Recognizes and celebrates school accomplishments and acknowledges failures
Systematically and fairly recognizes the accomplishments of teachers and staff
Systematically and fairly recognizes and celebrates the accomplishments of students
Systematically and fairly recognizes the failures of and celebrates the accomplishments of the school as a whole
CommunicationCommunication
The extent to which the principal...
Practices Used to Fulfill the Areas of Responsibility
Establishes strong lines of communication with teachers and among students
Is easily accessible to teachers and staff
Develops effective means for teachers and staff to communicate with one another
Maintains open and effective lines of communication with teachers and staff
CultureCulture The extent to which the
principal ...Practices Used to Fulfill the
Areas of Responsibility
Fosters shared beliefs & a sense of community and cooperation
Promotes a sense of well being among teachers and staff
Promotes cohesion among teachers and staff
Develops an understanding of purpose among teachers and staff
Develops a shared vision of what the school could be like
Promotes cooperation among teachers and staff
Ideals/beliefsIdeals/beliefs The extent to which the
principal...Practices Used to Fulfill the
Areas of Responsibility
Communicates and operates from strong ideals and beliefs about schooling
Possesses well-defined beliefs about schools, teaching, and learning
Shares beliefs about school, teaching, and learning with the teachers and staff
Demonstrates behaviors that are consistent with beliefs
Input Input
The extent to which the principal...
Practices Used to Fulfill the Areas of Responsibility
Involves teachers in the design and implementation of important decisions
Provides opportunities for teacher and staff input on all important decisions
Provides opportunities for teachers and staff to be involved in developing school policies
Uses leadership teams in decision-making
RelationshipsRelationshipsThe extent to which the
principal...Practices Used to Fulfill the
Areas of Responsibility
Demonstrates awareness of the personal aspects of teachers and staff
Is informed about significant personal issues within the lives of teachers and staff.
Maintains personal relationships with teachers and staff.
Is aware of the personal needs of teachers and staff.
Acknowledges significant events in the lives of teachers and staff.
Situational AwarenessSituational Awareness
The extent to which the principal...
Practices Used to Fulfill the Areas of Responsibility
Is aware of the details and the undercurrents in the running of the school and uses this information to address current and potential problems
Is aware of informal groups and relationships among teachers and staff
Is aware of the issues in the school that have not surfaced but could create discord
Accurately predicts what could go wrong from day to day
VisibilityVisibility
The extent to which the principal...
Practices Used to Fulfill the Areas of Responsibility
Has quality contacts and interactions with teachers and students
Makes systematic and frequent visits to the classroom.
Is highly visible to students, teachers, and parents.
Has frequent contact with students.
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Mentors need to collect copies of the principals’ initial (fall) summary profile for each person.
Mentors will work with principals to complete and print a second (year end) profile.
Mentors collect both and send to Janet by May 1.
Balanced Leadership Balanced Leadership ProfilesProfiles
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Break
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Mentoring is:
Getting Mentoring RightGetting Mentoring Right
: Mentoring is not:
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An effective mentor:◦ sets high expectations for self-development in
high quality professional growth opportunities. ◦ has knowledge of and utilizes mentoring and
coaching best practices.◦ is active in instructional leadership.◦ respects confidentiality and a code of ethics in
the mentor protégé relationship.◦ contributes to the body of knowledge as it
pertains to principal and administrative mentoring.
◦ fosters a culture that promotes formal and informal mentoring relationships.
NAESP Mentor StandardsNAESP Mentor Standards
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Be low key in your approach Always be positive and supportive Let the principal determine how much help you can be Be willing to back off Don’t take rejection of ideas personally Continually reinforce the confidential nature of the
relationship Be there for them Be careful about discussing the principal with
superintendents or others Motivate principals to think for themselves
From Extra Support for Principals (ESP), Albuquerque, NM
Principles for Mentoring Principles for Mentoring PrincipalsPrincipals
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Mentoring is:
Getting Mentoring RightGetting Mentoring Right
: Mentoring is not:
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Topics submitted:
1. Principals' action plans - over time process vs. more event driven
2. How are mentors addressing their conversations differently with experienced principals and new/relatively new principals?
3. How do you change patterns in principals that have been ‘doing it for a long time?’
4. Balanced LeadershipThat Works and how it is working for us in the schools with our mentees
5. Small group discussion
DiscussionDiscussion
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What resources are available through the TIE office and what we are using (have them available for review and checkout) EX: I have given about three resources out and have found other mentees would like/need the same material.
Discussion on what happens if a principal leaves or takes a different job within the district for the following year? If it takes place before school is out, do we continue our efforts?
How do you work on the leadership responsibility communication if the "team" feels left out and there is no open communication?
How do you handle mentees that don't see that changing and don't feel they can have a honest open communication without "personal fall out“?
What line do you walk when all the principals say the say thing. How do you respond when the criticism is toward the CEO of the district? This is "touchy" and a confidentiality issue-sharing it with anyone. Maybe a communication discussion in small groups with sharing.
More discussion itemsMore discussion items
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1. Get into teams of 3, select a timekeeper and number or from 1 to 3.
2. Participant 1 has 3 minutes to share his or her most important thoughts from the article.
3. Participants 2 and 3 have 1 minute each to respond to what Participant 1 has shared.
4. Participant 1 has 1 minute to respond, wrap up or summarize the dialogue.
5. Repeat the process two more times.
Conversation ProtocolConversation Protocol
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LunchLunch
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Downloading forms
Creating filing system
Filling out forms / saving /filing
Sending forms electronically
Other
TechnologyTechnology
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Time sheets - mileageTime sheets - mileage
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Need to collect their first profile. (7/4/3 report)◦ Discuss
Have them take 2nd profile and you send it to Janet by May 1.
Mentors collect both and send to Janet by May 1.
ProfileProfile
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Do evidence of effectiveness Have them look at their people’s action plans.
Balanced Leadership Action Balanced Leadership Action PlanPlan
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In same groups ◦Discuss goals and evidence of effectiveness◦ See if there is one thing you can suggest to add by the
end of the year to show effectiveness of work. Keep notes to go over with your principal.
Discuss at their table. Have them look at their own and make notes of ideas
to discuss with their principal for improvement
Fill out the action plan analysis/reflection with your principal. Be thorough. Turn in to Janet
by May 15.
Evidence of EffectivenessEvidence of Effectiveness
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Do reflection page with principal – answer questions that go over evidence of effectiveness.◦ Send to Janet by _______
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Goal (based on Leadership
Responsibilities)
Strategies and Actions
Person(s) Responsibl
e
Timeline Evidence of Effectiveness
Leadership Action PlanPrincipal’s Name __________________ Mentor’s Name ________________ Date _____________School ____________________________________
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Take online survey April 27 – May 1 Must be completed by May 1
Principals receive $1000.00.
Starting in April, turn in mentor logs with time sheet – on the 10th of each month to Janet (electronically)
Survey – mentors – Survey – mentors – principalsprincipals
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1)Profilea) Print McRel profile results from fall.b) Have principal take profile again and print results.c) Turn in to Janet by May 1.
2) Surveya) Mentor surveyb) Principal surveyc) Due to Janet by May 1.
3)Action Plan analysis/reflectiona) Work on together.b) Be detail orientedc) Submit to Janet by May 15 electronically.
Three assignmentsThree assignments
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•Summer Institute – August 10,11 in Pierre•Access PIRLL wiki for handoutshttp://pirll.tie2.wikispaces.net/http://pirll.tie2.wikispaces.net
•Send mentor logs and time sheets electronically to Janet by the 10th of the month – jhensley@tie.net