MarkRolewski Leadership for Results

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Slide1: 

Leadership for Results Mark T. Rolewski Center for Data-Driven Reform in Education

Purpose: 

Purpose To increase student achievement in Reading First schools. (Because 'real' reform only occurs when students do better quality work.)

Process: 

Process A collection of observations, discussions, and dialogues with school leaders from across the nation. And, some first-hand personal experiences…

Process: 

Process Elements of Successful Planning Elements of Successful Follow-Through

Slide5: 

No Child Left Behind Every child, every school We believe all children can learn All students…. Every child…

Slide6: 

Raise your hand if you have high expectations for students.

Slide7: 

Everyone believes that they have high expectations for students!

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Slide9: 

Everyone has their own picture of quality.

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Quality Work

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If I distributed a eighth grade writing sample and asked you to rate it on the following scale, what would happen? 6 Points 5 Points 4 Points 3 Points 2 Points 1 Point Unscorable

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Leaders have to define expectations for quality. If they don’t, others will!

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INSTRUCTIONAL EXPECTATIONS OUTCOMES EXPECTATIONS

Slide14: 

OUTCOMES EXPECTATIONS

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`Would you tell me, please, which way I ought to go from here?' `That depends a good deal on where you want to get to,' said the Cat. `I don't much care where--' said Alice. `Then it doesn't matter which way you go,' said the Cat.

Outcome Expectations: 

Outcome Expectations Leaders must be clear about what outcomes they expect regarding R1. OUTCOMES EXPECTATIONS If you aren’t crystal clear as to what they are, no one else is either.

Because we know…: 

A B C Start Target Stretch Because we know…

Outcome Expectations: 

People get better results when they know what they are expected to accomplish. Outcome Expectations OUTCOMES EXPECTATIONS

Outcome Expectations: 

Outcome Expectations Noble and Global 'All students will achieve benchmark on the DIBELS.' Growth—Specific We will increase the students who score at benchmark by 10% this year. Growth--General We will increase the number of students who achieve the benchmark on DIBELS. OUTCOMES EXPECTATIONS

Outcome Expectations: 

Outcome Expectations How much growth is enough? OUTCOMES EXPECTATIONS Stretch Realistic Conservative

Outcome Expectations: 

Outcome Expectations OUTCOMES EXPECTATIONS 61o

Outcome Expectations: 

Outcome Expectations Write Reading First outcome expectations for your school. In other words, when all is said and done how will you and your team know that you have been successful? Be prepared to share your ideas. OUTCOMES EXPECTATIONS

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Leaders must provide focus, direction, and clarity. Inconsistency is the anti-focus. A blurred focus creates confusion, resulting in diffused employee efforts. Outcome Expectations OUTCOMES EXPECTATIONS

“In absence of clearly defined outcomes we become strangely loyal to performing daily acts of trivia.” : 

'In absence of clearly defined outcomes we become strangely loyal to performing daily acts of trivia.'

Slide25: 

OUTCOMES EXPECTATIONS Using Data to Drive Achievement

Using Data to Drive Achievement: 

Using Data to Drive Achievement Where are you now? Where do you want to be? How will you know when you achieved your outcome? How do you respond when you don’t achieve your outcome? OUTCOMES EXPECTATIONS

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Do you know exactly where your students are performing in relation to your outcome expectations? OUTCOMES EXPECTATIONS Using Data to Drive Achievement

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33

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Non-Proficient Proficient

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Non-Proficient Proficient Precision: Exactly how many students must move to proficiency for you to meet your goal?

Outcome Expectations: 

Outcome Expectations Hot List OUTCOMES EXPECTATIONS

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OUTCOMES EXPECTATIONS Principal Reading Coach Teacher Student Parent Using Data to Drive Achievement

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Non-Proficient Proficient Three Types of Intervention

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Graphic Representation

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Quality Time How will your expectations be measured and monitored?

Outcome Expectations: 

Leaders hold people accountable for knowing the Reading First outcome expectations. Outcome Expectations OUTCOMES EXPECTATIONS

Outcome Expectations: 

Outcome Expectations OUTCOMES EXPECTATIONS

Outcome Expectations: 

Outcome Expectations How can you effectively communicate the Reading First outcome expectations to your teachers? OUTCOMES EXPECTATIONS

Responsiveness to Learning: 

Responsiveness to Learning It’s more than outcomes and assessment

Slide41: 

What do we want students to learn? How do we know when they have learned it?

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What do we want students to know? How do we know they have learned it? How do we respond when they don’t?

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Assessment is valuable if the results are used to modify or change instruction. Using Data to Drive Achievement OUTCOMES EXPECTATIONS

Slide44: 

'Our new equipment lets us find out exactly which of 127 viruses is causing your cold. Of course, we can’t cure any of them.'

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It is irresponsible for a school to mobilize, initiate, and act without any conscious way of determining whether such expenditure of time and energy is having a desirable effect. -Carl Glickman

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What mechanisms do you have in place at your school to ensure that you respond to students when they do not learn? Using Data to Drive Achievement OUTCOMES EXPECTATIONS

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INSTRUCTIONAL EXPECTATIONS OUTCOMES EXPECTATIONS

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INSTRUCTIONAL EXPECTATIONS Once you have established where you are in relation to where you want to be, you can begin to think about how to get there.

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Raise your hand if you have a Reading First plan for your school.

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Everyone has a plan! There are no shortage of plans in schools!

Follow-Through: 

Follow-Through 'The problem with American schools is not a lack of good ideas, but a lack of follow-through.'

Change Theory: 

Typical Change Process in Education forming-storming-forming-storming... Change Theory

Slide53: 

Most organizations fail because they do not implement their strategy. Organizations are in love with creating new plans (faddism). Low-achieving organizations spend more time developing plans. High-achieving organizations spend their time executing their existing one.

Change Theory: 

forming storming norming Desired Change Process in Education performing Change Theory

Slide55: 

How many times have we been told that the formula for losing weight is a balanced diet and exercising regularly? It’s not about knowing the formula. It’s about applying what we already know!

Slide56: 

Plan your dive, dive your plan.

Slide57: 

Three key reasons why organizations do not adhere to their plans. INSTRUCTIONAL EXPECTATIONS Instructional Expectations Lack of clear performance (instructional) expectations Lack of monitoring Lack of accountability

Slide58: 

INSTRUCTIONAL EXPECTATIONS Instructional Expectations

Slide59: 

INSTRUCTIONAL EXPECTATIONS Instructional Expectations

Instructional Expectations: 

'For the first 25 years of my life, I wanted freedom. For the next 25 years, I wanted order. For the next 25 years, I realized that order is freedom.' Winston Churchill INSTRUCTIONAL EXPECTATIONS Instructional Expectations

Slide61: 

Write your instructional expectations for your school related to Reading First achievement? Be prepared to share. INSTRUCTIONAL EXPECTATIONS Instructional Expectations

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Inspect what you expect. INSTRUCTIONAL EXPECTATIONS Instructional Expectations

Slide63: 

How will you monitor instructional outcomes in your school? Be prepared to share. INSTRUCTIONAL EXPECTATIONS Instructional Expectations

Leading for Adherence: 

Leading for Adherence INSTRUCTIONAL EXPECTATIONS

Slide65: 

Language Artifacts Rituals Celebrations

Slide66: 

The language—and body language—of leaders has an impact on achievement. Language

Slide67: 

Many leaders use both 'compliance' and 'passion' language when referring to mandated programs. Language

Slide68: 

Effective leaders talk—a lot—about the things that matter most. IMPACT TASK SELF

Body Language: 

Actions speak louder than words. Body Language

Body Language: 

Leaders let people know what is important by where they spend their time (proximity). Body Language

Leadership and Time: 

Leadership and Time Most administrators have the perception that they have little control over their time.

Slide72: 

IMPACT TASK SELF What leaders talk about and how they spend their time influences student achievement.

Slide73: 

Coaching Teachers Student Assessment Reporting Materials Coaches Balance

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Knowledge Skill Impact Achievement Demonstration Practice Feedback Coaching

Language: 

Effective leaders use various strategies to increase the amount of time they spend on things that influence achievement. What strategies do you use? Language

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Language Artifacts Rituals Celebrations

Artifacts: 

Artifacts can assist in keeping people focused on what is important. Artifacts

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Artifacts What are the artifacts of yourinstructional expectations?

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C-BAM - Levels of Use (LoU) Level VI Renewal Level V Integration Level IVB Refinement Level IVA Routine Level III Mechanical Use Level II Preparation Level I Orientation Level 0 Non-use INSTRUCTIONAL EXPECTATIONS Instructional Expectations

Artifacts: 

Artifacts Artifacts help school leaders monitor progress

Slide81: 

Specifically, what artifacts could you use to illustrate your Reading outcomes?

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Language Artifacts Rituals Celebrations

Rituals: 

A ritual is a formalized, predetermined set of symbolic actions which bond the organization together. Rituals

Rituals: 

Rituals Professional development is a ritual.

Rituals: 

Rituals Now, more than ever, people need feedback on their efforts and strategies for improvement.

Rituals: 

Rituals Three major themes: Widely shared mission, vision, values, and goals Collaborative teams that work independently to achieve common goals A focus on results -Professional Learning Communities

Rituals: 

Rituals No goal, no team.

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Working group Pseudo-team Potential team Real team High-performing team PERFORMANCE IMPACT TEAM EFFECTIVENESS Resource: The Wisdom of Teams

Rituals: 

Rituals Assessment Dialogues 'You are what you ask.'

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Data Data Data Data Data Data Data Data Data Data Data Data Data Data Data Data Data Data Data Data Data Data Data Data Data Data

Assessment Dialogues: 

Assessment Dialogues Not all questions are created equal. Categorize questions based on….

Assessment Dialogues: 

Assessment Dialogues

Slide93: 

T O R E M A I N F O C U S E D I T I S I M P O R T A N T TO ASK THE SAME QUESTIONS EVERY ASSESSMENT

Slide94: 

What are the primary questions (language) you want to consistently ask and answer after each assessment?

Slide95: 

Language Artifacts Rituals Celebrations

Celebrations: 

Celebrations LOW HIGH Linked to the Accomplishment of Expectations

Celebrations: 

Celebrations How do you celebrate the accomplishment of expectation outcomes?

Slide98: 

Responding to people who do not adhere to the instructional expectations INSTRUCTIONAL EXPECTATIONS Leadership Edge

Slide99: 

Edge: 'The ability to make tough decisions and the willingness to sacrifice the security of today for the sake of a better future.' Edge: 'Facing reality and having the courage to act, all to build for the future.'

Slide100: 

Organizational mission, values, beliefs 1 2 3 4 A c h i e v e m e n t

Slide101: 

How will you respond to people who do not adhere to the instructional expectations? INSTRUCTIONAL EXPECTATIONS Instructional Expectations

Slide102: 

INSTRUCTIONAL EXPECTATIONS OUTCOMES EXPECTATIONS

Mark T. RolewskiLeadership DevelopmentCenter for Data-Driven Reform in Educationmrolewski@cddre.org520.241.1705: 

Mark T. Rolewski Leadership Development Center for Data-Driven Reform in Education mrolewski@cddre.org 520.241.1705

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