Jeanne Cowan jcowan@tie Janet Hensley jhensley@tie

www.tie.netwww.tie.net

Jeanne [email protected]

Janet [email protected]

PIRLLPartnership for Improvement

in Rural Leadership and Learning

August 31, 2009


•PIRLL - Partnership for Improvement in Rural Leadership and Learning

Objective 1: To provide intensive professional development for 60 practicing principals and assistant principals that is embedded in their local practice and responsive to the needs of students served and the culture of their community.

Objective 2: To recruit, instruct and support 50 aspiring school leaders who will become prepared and credentialed to serve high needs schools.


Agenda8:30 Welcome (Reflections on Summer Institute)

9:00 Contracts, Timesheets, Mentor logs,Leadership Action PlansMcRel 360 SurveyQuestions

10:15 Break10:45 Revisiting Professional Learning Communities at Work, Chapter 1211:45 Lunch12:30 Eight Leadership Responsibilities associated with Purposeful Communities1:30 Break1:45 Eight Leadership Responsibilities continued2:45 Planning of Leadership Academy, Sept. 29:3:15 - 3:30 Closing


Outcomes• Share reflections on learnings from the Summer

Institute

• Review record keeping processes

• Deepen understanding of the eight leadership responsibilities associated with effective professional learning communities

• Introduce DuFour’s Revisiting Professional Learning Communities at Work

• Developing plans for mentoring in year two



• Discuss goals and evidence of effectiveness– In groups of 2, work on ideas that could

be used for the assigned goal.• Some mentees that you work with may need

a different goal. • Keep notes to go over with your principal.

• Action Plans are due October 30 Action Plans are due October 30 (different date than mentioned previously)


Choose 1 of the Leadership Responsibilities

Groups: Marly, Dan, Richard D., Ella Trudie, Larry, Butch, Dawn Harry, Richard B, Hank

Work together to develop: Strategies and Activities Evidence of Effectiveness

Share out


Leadership Profile 360 (www.educationleadershipthatworks.org) survey

•Gathers information from three perspectives: •principals, •teachers, •principals' supervisors

•The 360-degree feature enables principals to identify differences among their own leadership behaviors and the perceptions of staff members and supervisors.

•The 92-item survey also includes items designed to gauge how teachers perceive improvement efforts underway in their schools –

• that is, whether teachers view such efforts as small, incremental changes• or as more complex changes that are likely to require principals to emphasize a different set of leadership responsibilities.

• To help principals use the survey results to become better school leaders, the new website also provides principals with a wide array of professional development resources.

• The survey is based on McREL's meta-analysis of 30 years of research examining the impact of school leadership on student achievement, reported in the new publication School Leadership that Works: From Research to Results (Marzano, Waters & McNulty, 2005).

• The research study, the largest-ever study of school leaders, identified 21 leadership responsibilities that are significantly correlated with higher levels of student achievement.

"Our research on school leaders makes it clear that principals can have a profound impact on student achievement. This survey answers the increasingly loud call for research-based guidance to help school leaders become more effective in helping all students achieve," said Tim Waters, McREL's President and CEO.




Balanced Leadership Balanced Leadership FrameworkFramework


Affirmation Involvement with CIA

Change Agent Knowledge of CIA

Communication Monitor/Evaluate

Contingent Rewards Optimize

Culture Order

Discipline Outreach

Flexibility Relationships

Focus Resources

Ideals/Beliefs Situational Awareness

Input Visibility

Intellectual Stimulation


The 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




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


The extent to which the principal ...


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




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




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




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.




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




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.


• What are some characteristics of a “purposeful community”?

• What is the difference between a “purposeful community” and a “professional learning community”?

1. Profile – New Principals to the project –Change Initiative:• Implementing Professional Learning Communities Email profile results for the 21 leadership responsibilities to yourself and

then to [email protected] and your memtor.

Print McRel profile results for your use.

2. Action Plan (Begin thinking of action plan.) a) Can discuss and work on with your mentor during the

September visit.

b) One goal will be ”Identify and implement 1 or 2 leadership responsibilities aligned with leading a purposeful learning community.”

c) DUE October 30


3. Face to face meetings one to two times per month with each principal.

Emphasize 21 leadership responsibilities and 8 that are associated with Puruposeful Learning Communities.

Discuss results of McRel 360 profile

4. Attend the Leadership Academy on Sept. 29th

at the Ramkota in Rapid City, SD.

5. Complete the survey at the end of 2009-10.

6. Time cards and mentor logs due the 10th of every month. Must be submitted even if nothing.


•The Balanced Leadership Profile is an online feedback tool based on the leadership practices identified in School Leadership that Works•Survey responses give principals, including assistant and aspiring principals, valuable information about leadership related to a specific change initiative.•FREE•Directions provided in handout.

www.educationleadershipthatworks.org

Balanced Leadership ProfileNew Principals ONLY (fall

–everyone – spring)


• Principals need to take the profile.• Mentors can add support.• Change Initiative:

• Implementing Professional Learning Communities

• Principals will take again at the end of the 2009-10 school year.

• Email results to yourself and then forward to [email protected]• You must email to yourself or your name won’t be

attached to the profile.• Profile benefits

• The profile will assist you in identifying and working on your personal areas of growth (with the assistance of your mentor).

• The profile will be used in generic form by the evaluation team for PIRLL.

Balanced Leadership Balanced Leadership Profiles –Profiles –

New New Principals – due Oct. 1Principals – due Oct. 1


Upcoming Dates:

• September 29 – Leadership Academy

Ramkota, Rapid City, South Dakota

(Running concurrently with theIndian Education Summit)

8:30 – 3:00

• November 16 - 17 -- Cedar Shore• 16th start at 1:00 and finish the 17th at 2:00

• February 9 - Rapid City, 8:30 - 3:00

• April 14 - Rapid City, mentor meeting


• http://pirll.tie2.wikispaces.net/

• Up


Documents

Jeanne Cowan jcowan@tie Janet Hensley jhensley@tie