Strawbridge GSU EPEL 7410 Slides 1
Instructional
Leadership
Nancy Sharpe Strawbridge
GSU/EPEL 7410
Fall 2008
Instructional Leadership
EPEL 7410
Introductions
Overview
Course
of syllabus
content
Reading
for this class meeting
Are schools
special places?
--Thomas J. Sergiovanni
Changing our thinking from
organization to moral community . . .
(Sergiovanni)
Moral communities are based in
covenants—”planted in the heart
rather than written in stone.”
"I will put my law in their minds
and write it on their hearts.”
Jeremiah 31:33
Case Study from Sergiovanni
Why do we even need to talk about
instructional leadership?
. . . because things don’t just
happen in the movies. . .
Course Content
Overview
of instructional
leadership, supervision, and
evaluation
Adult learning; professional
learning; nurturing teacher
leadership
Talking about teaching; what
does good teaching look like?
Formal
and informal
observation and evaluation;
the walk-through
Confronting marginal
teaching
Mentoring, coaching, and
teacher induction
What is
instructional leadership?
What does it mean to you?
“The principal of a successful
school is not the instructional
leader, but the coordinator of
teachers as instructional
leaders.”
Carl Glickman, 1991
School Leaders as
Instructional Leaders—Questions to
Consider . . .
What does effective instruction
(instruction that causes learning)
look like? (UBD, backward design,
facets of understanding)
How do you know effective
instruction is taking place?
How do curriculum, instruction, and
assessment come together in the
classroom?
Expanding views of instructional
leadership . . .
1)
Individuals other than principals
engage in instructional leadership.
Who? How?
2)
Instructional leadership can (and
should) extend beyond direct
intervention in the classroom.
How?
Daresh, J. (2002). What it Means to be a Principal:
Your Guide to Leadership
Direct Instructional Leadership
Staff Development
Plan
for professional learning
Assess professional learning needs
and plan for a year of ongoing
activities
Provide training for support staff on
how their roles relate to the
instructional program
Teacher Evaluation and Supervision
What
is the difference between
evaluation and supervision?
Setting clear goals and objectives
for instruction
What about the walk-through?
Work with the belief that all
teachers can teach well
Conferencing with teachers
GTEP; state requirements
Indirect Instructional Leadership
Resource Acquisition and Building
Maintenance
Adequate
resources for teaching
Prioritize needs to support
instruction
Maintain physical facilities
What other “resources” to teachers
need?
Instructional Facilitation
Establish
instruction as a priority in
terms of activities and time
Support teachers who are
innovative
Support risk-taking and possible
failure
Demonstrate the belief that all
children can learn
Student Problem Resolution
Assist
teachers in discipline
matters
Enforce attendance laws
Interact directly with students and
parents who are having difficulty in
school
Be the “bad guy!”
Behavior Patterns of
Instructional Leaders
They provide a sense of vision to
their school.
They engage in participative
management.
They provide support for instruction.
They monitor instruction.
They are resourceful.
According to your text (Zepeda p.1). . .
“perhaps the most important work a
supervisor does—regardless of title or
position—is to work with teachers in ways
that promote lifelong learning skills:
inquiry, reflection, collaboration, and a
dedication to professional growth and
development.”
What do you think?
What about standards?
Content standards—National Council
of Teachers of Mathematics
Grade level standards—National
Middle School Association
State department standards—exist in
many areas (Kentucky has standards
for beginning and experienced
teachers)
National standards—National Board
Certification for Teachers
Standards for School Leaders
Zepeda p. 3-7
Accountability and
High Stakes Testing
Should teachers be evaluated on the
success of their students?
Shouldn’t high stakes accountability
apply to students and adults?
Should states be able to determine their
own accountability benchmarks?
Supervision v. Evaluation
Supervision is formative—ideally
leading to improved teaching. This
is where professional learning
should be generated.
Evaluation is summative—leading
to a job performance rating.
School Culture &
Work Environment
What is the legacy of the one-room school?
From effective schools to school
improvement—why culture matters . . .
1960s and 1970s
The Coleman Report
Jencks’ findings about inequality
Ron Edmonds “all schools could be
effective” (Glickman, p.33)
1980s
Continuing emphasis on effective schools
Emerging emphasis on SBM, leadership,
collegiality, professional learning, etc.
Beginnings of school choice & charter
school movements
1990s
Murphy
asserts that we must move
beyond narrow definitions of school
effectiveness to broad principles:
All students can learn.
Focus on student outcomes (data-driven
instruction)
Assume responsibility for student
learning—stop blame
School communities should be
structurally, symbolically, and culturally
linked
According to Murphy and Datnow in
Leadership Lessons from Comprehensive
School Reforms . . .
. . . successful principals build “dense
leadership organizations.” More
commonly thought of as
“distributed leadership,” this
leadership builds on collaborative
skills and allows for the exercise of
leadership to be accomplished by
different people at different times.
Effective Schools to
Improving Schools (Glickman, p. 37)
Varied sources of leadership
Consideration of individual school context and
culture
Parental involvement
Shared vision
External and internal support
Focus on teaching and learning
Ongoing, imbedded professional development
Teacher collaboration—instructional dialogue
Democratic, collective inquiry—action research
Coherent improvement efforts
Data-based feedback on improvement efforts
using multiple measures
Does school culture matter in
improving schools? Where does it
come from?
Beliefs and values about students,
learning and leading shape our
personal vision and our vision for our
work.
“Strong cultures don’t appear
magically.” p. 18
Questions for reflection (adapted from
Zepeda, p. 17):
What do I stand for? What are my
core beliefs about teaching and
learning and school?
What is good teaching? What make
an excellent teacher?
What kind of support do teachers
need to become excellent?
How do supervision, evaluation and
professional learning contribute to
excellent teaching? How do they
ensure learning?
Principals in Healthy Cultures
(from Zepeda, Figure 1.9 p.19)
Are visible
Communicate well and often
Are always role models
Are passionate about their work
Accept responsibility for the
school’s culture
Are organized
Are positive
Take pride in the school’s
physical environment
Empower others appropriately
Demonstrate stewardship—
protect their school and its
people
Principals in Unhealthy Cultures (cont.)
Communicate little and are not
visible.
View themselves as “the boss.”
Are poorly organized.
Feel that others are responsible for
the physical plant.
Make excuses—place blame on
outside influences.
Glickman, et.al. reference a “paradigm shift”
in supervisory practices marked by:
Relationships between supervisors and
teachers are collegial not hierarchical
Supervision is practiced by all—teachers
and administrators
Focus is on teacher growth not
compliance with minimum competency
Teacher collaboration is facilitated
Teachers are involved in ongoing
reflective inquiry
Supervision involves mastery of:
Knowledge
Interpersonal skills
Technical skills
Glickman, et. al. p. 9
Darling-Hammond, et. al., view supervision
as PREPARING TEACHERS FOR A
CHANGING WORLD . . .
Teaching as a Profession
Learning in a Democracy
A Vision of Professional Practice
Knowledge
of learners and their
development
Knowledge of subject matter
Knowledge of teaching
Bridging the gap between supervision
and evaluation (from Zepeda, pp. 32-33)
Emphasize the function of teacher
evaluation in finding and recognizing good
teaching
Include the teacher in the process
Use more than one person to evaluate
Use multiple sources of data to inform
judgments about teacher quality—
including student achievement data
Use evaluation results to support teacher
growth and promotion
Attend to the sociology of teacher
evaluation.
Differentiated Supervision. . .
What do teachers want?
(Zepeda,
p.34-38)
What should teachers be
doing?
What does differentiated
supervision look like in your
building?
Supervisory Styles
(Zepeda, Figure 2.2, p.37)
Directive control approach
Directive informational approach
Collaborative approach
Nondirective approach
What approach will
you use with
Mr. Grimes?
Next class . . .
Adults as learners,
Professional Learning, and
Nurturing Teacher
Leadership
Leadership
Nancy Sharpe Strawbridge
GSU/EPEL 7410
Fall 2008
Instructional Leadership
EPEL 7410
Introductions
Overview
Course
of syllabus
content
Reading
for this class meeting
Are schools
special places?
--Thomas J. Sergiovanni
Changing our thinking from
organization to moral community . . .
(Sergiovanni)
Moral communities are based in
covenants—”planted in the heart
rather than written in stone.”
"I will put my law in their minds
and write it on their hearts.”
Jeremiah 31:33
Case Study from Sergiovanni
Why do we even need to talk about
instructional leadership?
. . . because things don’t just
happen in the movies. . .
Course Content
Overview
of instructional
leadership, supervision, and
evaluation
Adult learning; professional
learning; nurturing teacher
leadership
Talking about teaching; what
does good teaching look like?
Formal
and informal
observation and evaluation;
the walk-through
Confronting marginal
teaching
Mentoring, coaching, and
teacher induction
What is
instructional leadership?
What does it mean to you?
“The principal of a successful
school is not the instructional
leader, but the coordinator of
teachers as instructional
leaders.”
Carl Glickman, 1991
School Leaders as
Instructional Leaders—Questions to
Consider . . .
What does effective instruction
(instruction that causes learning)
look like? (UBD, backward design,
facets of understanding)
How do you know effective
instruction is taking place?
How do curriculum, instruction, and
assessment come together in the
classroom?
Expanding views of instructional
leadership . . .
1)
Individuals other than principals
engage in instructional leadership.
Who? How?
2)
Instructional leadership can (and
should) extend beyond direct
intervention in the classroom.
How?
Daresh, J. (2002). What it Means to be a Principal:
Your Guide to Leadership
Direct Instructional Leadership
Staff Development
Plan
for professional learning
Assess professional learning needs
and plan for a year of ongoing
activities
Provide training for support staff on
how their roles relate to the
instructional program
Teacher Evaluation and Supervision
What
is the difference between
evaluation and supervision?
Setting clear goals and objectives
for instruction
What about the walk-through?
Work with the belief that all
teachers can teach well
Conferencing with teachers
GTEP; state requirements
Indirect Instructional Leadership
Resource Acquisition and Building
Maintenance
Adequate
resources for teaching
Prioritize needs to support
instruction
Maintain physical facilities
What other “resources” to teachers
need?
Instructional Facilitation
Establish
instruction as a priority in
terms of activities and time
Support teachers who are
innovative
Support risk-taking and possible
failure
Demonstrate the belief that all
children can learn
Student Problem Resolution
Assist
teachers in discipline
matters
Enforce attendance laws
Interact directly with students and
parents who are having difficulty in
school
Be the “bad guy!”
Behavior Patterns of
Instructional Leaders
They provide a sense of vision to
their school.
They engage in participative
management.
They provide support for instruction.
They monitor instruction.
They are resourceful.
According to your text (Zepeda p.1). . .
“perhaps the most important work a
supervisor does—regardless of title or
position—is to work with teachers in ways
that promote lifelong learning skills:
inquiry, reflection, collaboration, and a
dedication to professional growth and
development.”
What do you think?
What about standards?
Content standards—National Council
of Teachers of Mathematics
Grade level standards—National
Middle School Association
State department standards—exist in
many areas (Kentucky has standards
for beginning and experienced
teachers)
National standards—National Board
Certification for Teachers
Standards for School Leaders
Zepeda p. 3-7
Accountability and
High Stakes Testing
Should teachers be evaluated on the
success of their students?
Shouldn’t high stakes accountability
apply to students and adults?
Should states be able to determine their
own accountability benchmarks?
Supervision v. Evaluation
Supervision is formative—ideally
leading to improved teaching. This
is where professional learning
should be generated.
Evaluation is summative—leading
to a job performance rating.
School Culture &
Work Environment
What is the legacy of the one-room school?
From effective schools to school
improvement—why culture matters . . .
1960s and 1970s
The Coleman Report
Jencks’ findings about inequality
Ron Edmonds “all schools could be
effective” (Glickman, p.33)
1980s
Continuing emphasis on effective schools
Emerging emphasis on SBM, leadership,
collegiality, professional learning, etc.
Beginnings of school choice & charter
school movements
1990s
Murphy
asserts that we must move
beyond narrow definitions of school
effectiveness to broad principles:
All students can learn.
Focus on student outcomes (data-driven
instruction)
Assume responsibility for student
learning—stop blame
School communities should be
structurally, symbolically, and culturally
linked
According to Murphy and Datnow in
Leadership Lessons from Comprehensive
School Reforms . . .
. . . successful principals build “dense
leadership organizations.” More
commonly thought of as
“distributed leadership,” this
leadership builds on collaborative
skills and allows for the exercise of
leadership to be accomplished by
different people at different times.
Effective Schools to
Improving Schools (Glickman, p. 37)
Varied sources of leadership
Consideration of individual school context and
culture
Parental involvement
Shared vision
External and internal support
Focus on teaching and learning
Ongoing, imbedded professional development
Teacher collaboration—instructional dialogue
Democratic, collective inquiry—action research
Coherent improvement efforts
Data-based feedback on improvement efforts
using multiple measures
Does school culture matter in
improving schools? Where does it
come from?
Beliefs and values about students,
learning and leading shape our
personal vision and our vision for our
work.
“Strong cultures don’t appear
magically.” p. 18
Questions for reflection (adapted from
Zepeda, p. 17):
What do I stand for? What are my
core beliefs about teaching and
learning and school?
What is good teaching? What make
an excellent teacher?
What kind of support do teachers
need to become excellent?
How do supervision, evaluation and
professional learning contribute to
excellent teaching? How do they
ensure learning?
Principals in Healthy Cultures
(from Zepeda, Figure 1.9 p.19)
Are visible
Communicate well and often
Are always role models
Are passionate about their work
Accept responsibility for the
school’s culture
Are organized
Are positive
Take pride in the school’s
physical environment
Empower others appropriately
Demonstrate stewardship—
protect their school and its
people
Principals in Unhealthy Cultures (cont.)
Communicate little and are not
visible.
View themselves as “the boss.”
Are poorly organized.
Feel that others are responsible for
the physical plant.
Make excuses—place blame on
outside influences.
Glickman, et.al. reference a “paradigm shift”
in supervisory practices marked by:
Relationships between supervisors and
teachers are collegial not hierarchical
Supervision is practiced by all—teachers
and administrators
Focus is on teacher growth not
compliance with minimum competency
Teacher collaboration is facilitated
Teachers are involved in ongoing
reflective inquiry
Supervision involves mastery of:
Knowledge
Interpersonal skills
Technical skills
Glickman, et. al. p. 9
Darling-Hammond, et. al., view supervision
as PREPARING TEACHERS FOR A
CHANGING WORLD . . .
Teaching as a Profession
Learning in a Democracy
A Vision of Professional Practice
Knowledge
of learners and their
development
Knowledge of subject matter
Knowledge of teaching
Bridging the gap between supervision
and evaluation (from Zepeda, pp. 32-33)
Emphasize the function of teacher
evaluation in finding and recognizing good
teaching
Include the teacher in the process
Use more than one person to evaluate
Use multiple sources of data to inform
judgments about teacher quality—
including student achievement data
Use evaluation results to support teacher
growth and promotion
Attend to the sociology of teacher
evaluation.
Differentiated Supervision. . .
What do teachers want?
(Zepeda,
p.34-38)
What should teachers be
doing?
What does differentiated
supervision look like in your
building?
Supervisory Styles
(Zepeda, Figure 2.2, p.37)
Directive control approach
Directive informational approach
Collaborative approach
Nondirective approach
What approach will
you use with
Mr. Grimes?
Next class . . .
Adults as learners,
Professional Learning, and
Nurturing Teacher
Leadership