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Leadership Toolkit
1.
-‐ 1 -‐ A Leadership Toolkit: Improving Rigor in Your School Ronald Williamson Eastern Michigan University web: www.ronwilliamson.com e-‐mail: rwmson214@aol.com blog: www.effectiveprinciapls.blogspot.com C Culture O Ownership and Shared Vision M Managing Data P Professional Development A Advocacy S Shared Accountability S Structures Leadership Tools: Culture: Conduct a Cultural Audit Self-‐Assessment of Your School’s Culture Ownership and Formation of Collaborative Teams Shared Vision: Fist to Five Managing Data: Student Shadow Studies and Focus Groups Professional Book Study Development: Lesson Study Advocacy: Elevator Talk Advocacy and Emerging Technology Shared Accountability: Learning Walks Credit Recovery Structures: Collaborative Teams Providing Collaborative Time ©Ronald Williamson (www.ronwilliamson.com) & Barbara Blackburn (www.rigorineducation.com). From Rigorous Schools and Classrooms: Leading the Way; Rigor in Your School: A Toolkit for Leaders; and The Principalship from A to Z (Eye on Education, www.eyeoneducation.com).
2.
-‐ 2 -‐ Culture Strategy 1: We suggest a good place to begin is to conduct a quick assessment of your school’s culture by talking with both students and staff, observing patterns of behavior, or considering your own behavior. • At a staff meeting ask each person to list five adjectives that describe the school’s culture. Organize the words into common themes. Discuss their meaning. • Walk the halls of your school. What do you see? What artifacts are visible that convey messages about student success? About the value of rigorous work? About a commitment to no accepting failure? • Talk with a cross-‐section of teachers or students. What gets them excited about their work? About their learning? What do they find joy in? • Consider the last three months. What have you done to show your enthusiasm for learning? For student success? How have you recognized and rewarded students and staff? Elements of Culture: Rituals and Ceremonies Heroes and Heroines Stories and Tales Rewards and Reinforcements ©Ronald Williamson (www.ronwilliamson.com) & Barbara Blackburn (www.rigorineducation.com). From Rigorous Schools and Classrooms: Leading the Way; Rigor in Your School: A Toolkit for Leaders; and The Principalship from A to Z (Eye on Education, www.eyeoneducation.com).
3.
-‐ 3 -‐ Strategy 2: Leadership Self-Assessment: You may also want to assess the indicators of culture in your school (Bolman & Deal, 2003). What do the indicators say about rigor in your school? Guiding Questions Examples from Your School Rituals and • What are the routines and rituals in Ceremonies your school? What values do they represent? • Are there special ceremonies or events at your school? What do they celebrate? • What messages do you communicate in your daily actions, classroom visits, and other interactions with members of your school community? Heroes and • Who are the heroes or heroines on Heroines your staff? Why are they recognized? • What ways do you identify and celebrate people who contribute to the success of every student? Who have high expectations for student success? Stories and Tales • How do you communicate verbally and through your actions with your faculty and staff? What underlying messages are represented? • What are the stories you tell about your school, its students and staff? What stories do you encourage others to tell? Rewards and • How do you recognize and reward Reinforcements teachers? What values are recognized and rewarded? Are these strategies successful? • Do you routinely reward teachers, staff and students who make exceptional efforts to improve student learning? ©Ronald Williamson (www.ronwilliamson.com) & Barbara Blackburn (www.rigorineducation.com). From Rigorous Schools and Classrooms: Leading the Way; Rigor in Your School: A Toolkit for Leaders; and The Principalship from A to Z (Eye on Education, www.eyeoneducation.com).
4.
-‐ 4 -‐ Ownership and Shared Vision Strategy 1: Formation of Collaborative Teams __________ Is the purpose clear? Is the role well defined? __________ Is membership representative? Is membership appropriate to the task? __________ Are there agreed upon norms for operation? For decision-‐ making? __________ Is there a mechanism to communicate with the larger school community? With other decision-‐making groups __________ What is the process for concluding the team’s work? Strategy 2: A Tool for Building Consensus: “Fist to Five” Consensus can be powerful but sometimes difficult to achieve. One tool we’ve found helpful to move a group toward consensus is the “Fist to Five.” It is an easy way to determine the opinion of each person and is a visible indicator of support. Use of “Fist to Five” can help a group seek common ground. Many groups we’ve worked with continue the process until everyone holds up a minimum of three fingers. Ask every participant to raise their hand and indicate their level of support, from a closed fist (no support) to all five fingers (it’s a great idea). Fist No support -‐ “I need to talk more on the proposal and require changes to support it.” 1 Finger No support but won’t block -‐ “I still need to discuss some issues and I will suggest changes that should be made.” 2 Fingers Minimal support -‐ “I am moderately comfortable with the idea but would like to discuss some minor things.” 3 Fingers Neutral – “I’m not in total agreement but feel comfortable to let this idea pass without further discussion.” 4 Fingers Solid Support -‐ “I think it’s a good idea and will work for it. 5 Fingers Strong Support – “It’s a great idea and I will be one of those working to implement it.” Adapted From: Adventure Associates ©Ronald Williamson (www.ronwilliamson.com) & Barbara Blackburn (www.rigorineducation.com). From Rigorous Schools and Classrooms: Leading the Way; Rigor in Your School: A Toolkit for Leaders; and The Principalship from A to Z (Eye on Education, www.eyeoneducation.com).
5.
-‐ 5 -‐ Managing Data Strategy 1: Student Shadow Study Originally developed by NASSP a shadow study charts the experience of students throughout a school day. Observers follow randomly selected students and record the ebb and flow of activities every five-‐to-‐seven minutes. Of course, students quickly figure out that something is going on. I suggest talking with the student you shadow before you begin and explain that you are not evaluating them or their work. It's also a good idea to talk with the student at the end of the day to gain additional insights into their experience. Shadow studies work best when several observers collect data by shadowing students. The December 2009 issue of Principal Leadership provides more detail about this approach. Comments/ Time Specific Behavior at 5 Minute Interval Impressions Strategy 2: Focus Groups One strategy for gathering data about your school is to hold a series of focus group sessions with students, parents, teachers or other interested people. A focus group is a group of individuals brought together for a more or less open-‐ended discussion about an issue. They are one way to gather information about people’s beliefs and attitudes. These sessions consist of structured discussion and are generally most useful when conducted by an outside facilitator. This encourages participates to speak more feely and discuss difficult issues. The information that emerges should be scripted, analyzed for patterns and themes, and publicly reported and discussed. There are several advantages to a focus group meeting: • Participants can learn more about your school during the meeting. • You gain a deeper understanding of how participants perceive your school. • These small group meetings provide data that may be helpful in working with larger groups. Additional information about focus groups is available from: National Association of Secondary School Principals (2009). Breaking Ranks: A Field Guide for Leading Change. Reston, VA: Author. ©Ronald Williamson (www.ronwilliamson.com) & Barbara Blackburn (www.rigorineducation.com). From Rigorous Schools and Classrooms: Leading the Way; Rigor in Your School: A Toolkit for Leaders; and The Principalship from A to Z (Eye on Education, www.eyeoneducation.com).
6.
-‐ 6 -‐ Professional Development Strategy 1: Book Study Book Study Protocol • Membership should be voluntary but inclusive. • Decide a meeting schedule, meeting place, length of book to be read and what will happen after the book is read. It is recommended that meetings last no more than one hour and be held at a consistent time and place. • Select a responsible facilitator to keep the group on task and help manage the meetings. • Select a book with a clear objective in mind. For example, use Rigor is not a Four Letter Word with teachers to launch the conversation about rigor or use Rigorous Schools and Classrooms: Leading the Way with school leaders or your school improvement team. • Conversation is important in a book study. Members of the group share insights, ask questions about the text, and learn from others. It is important to talk about how the ideas can be applied directly in the classroom and how to overcome any potential obstacles. • Journaling is a useful way for members to think about their reading and reflect on how it might be used. Strategy 2: Lesson Study Lesson Study Protocol • Participants should be volunteers but the invitation to participate should be inclusive. • While working on a study lesson, teachers work together to develop a detailed plan for the lesson. • One member of the group teaches the lesson in a real classroom while other members of the group observe the lesson. • The group comes together to discuss their observations about the lesson and student learning. • The group works together to revise the lesson. • Another teacher teaches the revised lesson while group members observe. • The group reconvenes to discussed the observed lesson. • The revision process may continue as long as the group believes it is necessary. • Teachers talk about what the study lesson taught them and how they can apply the learning to their own classroom. They may prepare a report to be shared with others. ©Ronald Williamson (www.ronwilliamson.com) & Barbara Blackburn (www.rigorineducation.com). From Rigorous Schools and Classrooms: Leading the Way; Rigor in Your School: A Toolkit for Leaders; and The Principalship from A to Z (Eye on Education, www.eyeoneducation.com).
7.
-‐ 7 -‐ Advocacy Strategy 1: Elevator Talk An elevator talk is a 30-‐60 second story that includes three elements. 1. Your name and what you do 2. Your key issue 3. What you would like the person to know to do Identify the key elements of an elevator talk about your school. Strategy 2: Advocacy and Emerging Technology Strengths Opportunities School Website • Does your school have a website? If so, how frequently is information updated? • Does it include your vision of a more rigorous school? • Does it provide information families can use to work with their children? • Does it provide ways families can become involved in your school? Social Media Sites • Does your school have a presence on social networking sites (Twitter, Facebook)? • If so, how do you share information about school events and successes? • Do parents know your school has a presence on these sites? ©Ronald Williamson (www.ronwilliamson.com) & Barbara Blackburn (www.rigorineducation.com). From Rigorous Schools and Classrooms: Leading the Way; Rigor in Your School: A Toolkit for Leaders; and The Principalship from A to Z (Eye on Education, www.eyeoneducation.com).
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-‐ 8 -‐ Shared Accountability Strategy 1: Learning Walks Learning Walk Protocol 1. Work with your staff to identify the purpose of the learning walk. 2. Determine the process including length of classroom visits as well as what will occur during the visits. Develop and use a consistent tool for participants to use to record their observations and collect data. 3. Inform staff when the learning walks will occur. 4. Conduct a pre-‐walk orientation for those participating 5. Conduct the learning walk and spend no more than 5 minutes in each classroom. Depending on the lesson talk with the teacher and students, look at student work, and examine the organization of the classroom. 6. Immediately after the walk ask participants to meet and talk about the information they gathered and how to share it with the faculty. They may develop questions that they would ask to learn more about what is occurring. 7. Develop a plan for sharing the information and for using it to guide your continued school improvement work. Strategy 2: Credit Recovery Elements of Instant Credit Recovery Model: 1. Teachers no longer assign grades below a C. 2. Eliminate the use of zeros. 3. Late work is late, but it must be completed if teachers are to correctly determine if students know, understand, and are able to do whatever the verb within the standard calls for. 4. Students must be given extra help opportunities (required) to learn the information, skill, or concept to complete assignments. 5. Students must retake tests that they fail and redo all assignments they earn less than a C grade on. 6. Consequences change for students not having work ready to turn in on time. 7. Grading systems change from zeros or failing grades to “I’s” or some other form of non-‐grade. 8. A few students will still fail no matter what. The goal is to get MORE students to complete MORE assignments and assessments to the proficient level of the standard. From: Southern Regional Education Board (www.sreb.org) ©Ronald Williamson (www.ronwilliamson.com) & Barbara Blackburn (www.rigorineducation.com). From Rigorous Schools and Classrooms: Leading the Way; Rigor in Your School: A Toolkit for Leaders; and The Principalship from A to Z (Eye on Education, www.eyeoneducation.com).
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-‐ 9 -‐ Structures to Support Success Strategy 1: Types of Collaborative Teams Option Description How this option could Advantages/ address student learning Disadvantages needs Faculty-‐wide Participation of teams the entire faculty on teams focused on the same issue. Interdiscipli Teams across nary teams grade or content areas or who share common planning time or the same students. Grade-‐level Focus on students teams at a single grade level. Vertical Working together teams across grade levels. Subject-‐area Focus within a teams single content area. Special topic Teams formed teams around topics of interest. Between Teachers from school teams different schools work together. Adapted from: Team to Teach: A Facilitator’s Guide to Professional Learning Teams. National Staff Development Council, 2009. ©Ronald Williamson (www.ronwilliamson.com) & Barbara Blackburn (www.rigorineducation.com). From Rigorous Schools and Classrooms: Leading the Way; Rigor in Your School: A Toolkit for Leaders; and The Principalship from A to Z (Eye on Education, www.eyeoneducation.com).
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-‐ 10 -‐ Strategy 2: Providing Collaborative Time Strategy Description Common Planning When teachers share a common planning period they may use some of the time for collaborative work. Parallel Scheduling When special teachers (PE, music, art, etc.) are scheduled so that grade level or content area teachers have common planning. Shared Classes Teachers in more than one grade or team combine their students into a single large class for specific instruction and the other teachers can collaborate Faculty Meeting Find other ways to communicate the routine items shared during faculty meetings and reallocate that time to collaborative activities. Adjust Start or End Members of a team, grade or entire school agree to start their of Day workday early or extend their workday one day a week to gain collaborative time. Late Start or Early Adjust the start or end of the school day for students and use the Release time for collaborative activity. Professional Rather than traditional large group professional development use Development Days the time for teams of teachers to engage in collaborative work. Ways We Currently Provide Collaborative Time: What IS Working with our Collaborative Time: What IS NOT Working with our Collaborative Time: Adapted from Williamson (2009) and DuFour, DuFour, Eaker & Many, 2006) ©Ronald Williamson (www.ronwilliamson.com) & Barbara Blackburn (www.rigorineducation.com). From Rigorous Schools and Classrooms: Leading the Way; Rigor in Your School: A Toolkit for Leaders; and The Principalship from A to Z (Eye on Education, www.eyeoneducation.com).
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-‐ 11 -‐ ACT Follow-Up A – What is the first ACTION you want to take when you return to your school to apply this information? C – What is one strategy you CURRENTLY use in your school that others would like to hear about? T – Which strategy or strategies are you most likely to TRY with your faculty/staff? ©Ronald Williamson (www.ronwilliamson.com) & Barbara Blackburn (www.rigorineducation.com). From Rigorous Schools and Classrooms: Leading the Way; Rigor in Your School: A Toolkit for Leaders; and The Principalship from A to Z (Eye on Education, www.eyeoneducation.com).