2. “Leadership Matters!”
It matters a great deal in
leading a learning culture
where staff and students
improve in practice and
performance.
3. Adult behavior changes when . . .
If you want to change people’s
behavior, “You need to create a
community around them, where these
new beliefs could be practiced,
expressed and nurtured” (p. 173).
Fullan (2005)
10. We must adjust to
changing times,
but cling to unchanging
principles
11. Unchanging Principles
With a partner, please identify some
“unchanging principles” that “leaders”
demonstrate in the performance of their
practice?
What are some of the “big rocks” (leadership
characteristics) you want to be sure you
put into your jar (performance) each day?
12. Unchanging Principles
Integrity
Respect
Accountability
Service
Responsibility
Trust
Gratitude
Hope
A focus on results
Lifelong learner
Role model
Authentic listener
14. Leadership Priorities
Please select one or two leadership phrases
or comments that most align with your
view of leadership and reflect the culture
of where you work, or would like to work.
Share with a colleague or at your table why
you selected the phrase of comment.
15. Leadership . . .
Good leaders change organizations.
Great leaders change people.
16. Leadership is . . .
Management view:
“Doing things right.”
Leadership View:
“Doing right things.”
17. Leadership is . . .
“Doing right things right.”
Kenneth Leithwood, 2004
18. As a leader, what are the
“right things?”
What evidence do you have that
you are
“doing the right things right?”
19. Leading with the “Right Work”
“The right work at both the
school level and the district
level is to do something that
impacts the classroom.”
Waters & Marzano (2006)
23. June 26, 2002 Seattle P.I.
Germany ends South Korea’s dream
Three-time champs will face
Brazil or Turkey in final
BY JERE LONGMAN
The New York Times
“South Korea was playing out a fantasy,
while Germany is one of the world’s powers.
Victory is a relentless expectation, not a
delirious wish. While South Korea had a
nation’s support, it could not match
Germany’s skill and conviction.”
24. Great Schools Consist of . . .
Great teachers doing
great teaching.
McKinsey & Company (2007)
25. Great teaching consists of . . .
Teachers’ knowledge and skill,
Students’ engagement in their own learning, and
Challenging and meaningful content.
PELP Coherence Framework (2006)
26. A recent report (2007) from McKinsey & Company
titled, How the World’s Best-performing School
Systems Come Out on Top, concludes that :
1) the quality of an education system cannot
exceed the quality of its teachers, and
2) the only way to improve outcomes is to
improve instruction.
27. What does good instruction
look like?
It looks like . . .
28. Good instruction
All students tend to benefit from:
clear goals and learning objectives;
meaningful and challenging contexts;
a curriculum rich with content;
well designed and appropriately paced-
curriculum;
active engagement and participation;
opportunities to practice, apply, and
transfer new learning;
29. Good instruction
All students tend to benefit from:
feedback on correct and incorrect
responses;
periodic review and practice;
frequent assessments to gauge progress,
with reteaching as needed, and
opportunities to interact with other students
in motivating and appropriately structured
contexts.
(Goldenberg, 2008)
30. Students achieve when:
there is a culture of high expectations,
teachers know how and when learning
occurs, and
schools identify and support struggling
students.
Urquhart, 2008
McREL, Changing Schools
31. McKinsey & Company’s 2007 Report Findings . . .
Get the right people to teach,
Support their growth of their knowledge
and skills, and
Ensure that every student performs to his
or her potential focused around common
(agreed upon) learning beliefs.
32. The Role of Leadership in Highly
Effective Schools
Hire well
Develop people
Intervene early and often
Create a “high reliability” system
(failure is not an option for any student)
McKinsey & Company ( 2007)