leadership 2.pptx conflict managent situations

conflict

1. TEXAS COMPREHENSIVE CENTER Leadership For School Improvement Southwest Educational Development Laboratory

2. TEXAS COMPREHENSIVE CENTER Leadership • Big Ideas: -Who leaders are in schools -What leaders do in relation to four improvement plan components Southwest Educational Development Laboratory

3. TEXAS COMPREHENSIVE CENTER Who are leaders? Vision to see it Belief that we can get there Help to do it Southwest Educational Development Laboratory Hord, S. M. (2000). Leadership for changing schools. Austin, TX: Southwest Educational Development Laboratory.

4. TEXAS COMPREHENSIVE CENTER MS Who are leaders in our schools? Southwest Educational Development Laboratory Formal leaders (e.g., principals, assistant principals, central office staff assigned to support the school)

5. TEXAS COMPREHENSIVE CENTER Who are leaders in our schools? • Teacher leaders (e.g., classroom teachers, department chairs, reading and math coaches) • Others (e.g., counselors, librarians) □run Southwest Educational Development Laboratory

6. TEXAS COMPREHENSIVE CENTER Southwest Educational Development Laboratory Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant. Thousand Oaks, CA: Corwin Teachers who are leaders lead within and beyond the classroom, identify with and contribute to a community of teacher learners and leaders, and influence others toward improved educational practice.”

7. TEXAS COMPREHENSIVE CENTER I What do leaders do? I • Communicate clear expectations I • Build capacity I • Monitor and review ■ SEDL. (2005). Working systemically to increase student ■ achievement in reading and mathematics. Austin, TX: Author. H Retrieved July 27, 2006, from http://www.sedl.org/ws/ . wggg Southwest Educational Development Laboratory

8. TEXAS COMPREHENSIVE CENTER MS What Leaders Do Southwest Educational Development Laboratory Communicate clear expectations Build capacity Monitor and review onnn

9. TEXAS COMPREHENSIVE CENTER “Great leaders have an internal compass and know which direction they want to take. They always have it in mind and use every activity and event as an opportunity to demonstrate the desired direction. These are leaders with a vision. Others get lost in complexity and behave more like weather vanes than compasses—switching direction depending on the prevailing winds.” * Prothroe , N., Shellard , E., & Turner, J. (2003). A practical guide to school improvement: Meeting the challenges of NCLB. Arlington, VA: Educational Research Service, p. 86. Southwest Educational Development Laboratory

10. TEXAS COMPREHENSIVE CENTER What Leaders Do: Communicate clear expectations Say Do Southwest Educational Development Laboratory imani

11. TEXAS COMPREHENSIVE CENTER No Consistency in Saying or in Doing Southwest Educational Development Laboratory

12. TEXAS COMPREHENSIVE CENTER Consistency in Saying/ Consistency in Doing/ Same Message Each Mutually Supportive Southwest Educational Development Laboratory

13. TEXAS COMPREHENSIVE CENTER Expectations about what? • Achievement of all students • Professional development • Teacher mentoring • Parent involvement • Use of data for decision making • Implementation of improvement plan Southwest Educational Development Laboratory

14. TEXAS COMPREHENSIVE CENTER Reflect a moment to yourself... Southwest Educational Development Laboratory On how you, as a leader, communicate clear expectations in what you SAY and DO about one or more of these areas. Using the list on the previous slide, write an expectation you communicate clearly on a sticky note and put it next to the aligned arrows.

15. TEXAS COMPREHENSIVE CENTER Reflect a moment to yourself... Southwest Educational Development Laboratory Write this expectation (from the list) on another sticky note and put it next to the unaligned arrow. On how you, as a leader, want to communicate your expectations more clearly about one or more of these areas

16. TEXAS COMPREHENSIVE CENTER MS What Leaders Do Southwest Educational Development Laboratory Communicate clear expectations Build capacity Monitor and review onnn

17. TEXAS COMPREHENSIVE CENTER Capacity: A definition • Competency/power/fitness/ability • Power to grasp and analyze ideas and cope with problems □mn Southwest Educational Development Laboratory

18. TEXAS COMPREHENSIVE CENTER What do we need to know about how people change in order to build capacity? Southwest Educational Development Laboratory

19. Learning = Change TEXAS COMPREHENSIVE CENTER □□□ai Southwest Educational Development Laboratory

20. •Self •Task Impact TEXAS COMPREHENSIVE CENTER When asked to change, people will have different concerns: Southwest Educational Development Laboratory

21. TEXAS COMPREHENSIVE CENTER Southwest Educational Development Laboratory J “I would like to know more about the strategy.” J “How is this going to affect me?” /“I’m concerned about whether I can do them.” Self Concerns • Want to know the personal impact of using research-based strategies

22. TEXAS COMPREHENSIVE CENTER Southwest Educational Development Laboratory S “I seem to be spending all of my time getting materials ready.” S “Where will I find the time to plan my lessons or take care of the record keeping required to do the strategies well.” Task Concerns • Concerned about how use of new strategies will be managed in practice

23. TEXAS COMPREHENSIVE CENTER Southwest Educational Development Laboratory J “I’m concerned about whether use of these strategies will help students learn better.” Impact Concerns • Interested in the impact on students or the school S “How is the use of these strategies going to affect students?”

24. TEXAS COMPREHENSIVE CENTER What are the concerns at your school? Southwest Educational Development Laboratory Self Task Impact Strategies for student achievement in core academic subjects 5% 75% 20% Professional development 50% 40% 10% Teacher mentoring 20% 55% 25% Parent involvement 50% 40% 10%

25. TEXAS COMPREHENSIVE CENTER What are the concerns at your school? Southwest Educational Development Laboratory Self Task Impact Strategies for student achievement in core academic subjects Professional development Teacher mentoring Parent involvement

26. TEXAS COMPREHENSIVE CENTER Strategies to Address Concerns Southwest Educational Development Laboratory • Self • Task • Impact onnn

27. TEXAS COMPREHENSIVE CENTER Ways to Build Capacity If not a workshop, then what? Southwest Educational Development Laboratory Richardson, J. (December/January, 2001). Tools for schools. Oxford, OH: National Staff Development Council.

28. TEXAS COMPREHENSIVE CENTER Leo Tolstoy Southwest Educational Development Laboratory “Everyone thinks of changing the world, but no one thinks of changing himself.”

29. TEXAS COMPREHENSIVE CENTER What Leaders Do Southwest Educational Development Laboratory Communicate clear expectations Build capacity Monitor and review onnn

30. Bernhardt’s Model of Data Categories TEXAS COMPREHENSIVE CENTER Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd cd.). Larchmont, NY: Eye on Education. Southwest Educational Development Laboratory

31. School TEXAS COMPREHENSIVE CENTER Bernhardt’s Model of Data Categories mographic Student Learning Examples : Enrollment Attendance Dropout rate Ethnicity Gender Grade level Language proficiency □n Southwest Educational Development Laboratory

32. School Processes TEXAS COMPREHENSIVE CENTER Bernhardt’s Model of Data Categories Demographic Student Learning Examples : Perceptions of learning environment Values and beliefs Attitudes Observations □n Southwest Educational Development Laboratory

33. School Processes TEXAS COMPREHENSIVE CENTER Bernhardt’s Model of Data Categories Demographic Student Learning Examples : Criterion-referenced tests Norm-referenced tests Teacher observations Authentic assessments □n Southwest Educational Development Laboratory

34. TEXAS COMPREHENSIVE CENTER Southwest Educational Development Laboratory Bernhardt’s Model of Data Categories Example : Description of school programs and processes Description of meetings Descriptions of parent-teacher conferences Perceptions

35. TEXAS COMPREHENSIVE CENTER Data Trends Southwest Educational Development Laboratory Time adds a dimension that usually increases understanding of data trends onnn

36. TEXAS COMPREHENSIVE CENTER Intersecting Categories of Data Provide Deeper Understanding nnnn Southwest Educational Development Laboratory

37. Bernhardt’s Model of Data Categories Demographic TEXAS COMPREHENSIVE CENTER Student Learning Tell us: whether specific groups of students are learning at the same level or not Demographic/ Student Learning Data Southwest Educational Development Laboratory

38. TEXAS COMPREHENSIVE CENTER Your Turn... Find your colored circles Southwest Educational Development Laboratory

39. TEXAS COMPREHENSIVE CENTER Adapted from: Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd cd.). Larchmont, NY: Eye on Education. What two categories of data would tell us... whether student perceptions about a school program are favorable Southwest Educational Development Laboratory

40. TEXAS COMPREHENSIVE CENTER Adapted from: Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd cd.). Larchmont, NY: Eye on Education. School Process/Perceptions Data Tell us: whether student perceptions about a school program are favorable Southwest Educational Development Laboratory

41. TEXAS COMPREHENSIVE CENTER Adapted from: Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd cd.). Larchmont, NY: Eye on Education. the impact of student perceptions of the learning environment on student learning What two categories of data would tell us... Southwest Educational Development Laboratory

42. Bernhardt’s Model of Data Categories TEXAS COMPREHENSIVE CENTER Perceptions/Student Learning Data Tell us: the impact of student perceptions of the learning environment on student learning Adapted from: Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd cd.). Larchmont, NY: Eye on Education. Southwest Educational Development Laboratory

43. TEXAS COMPREHENSIVE CENTER Adapted from: Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd cd.). Larchmont, NY: Eye on Education. whether a program is making a difference in student learning results What two categories of data would tell us... Southwest Educational Development Laboratory

44. TEXAS COMPREHENSIVE CENTER Tell us: whether a program is making a difference in student learning results Adapted from: Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd cd.). Larchmont, NY: Eye on Education. Student Learning/School Process Data Southwest Educational Development Laboratory

45. TEXAS COMPREHENSIVE CENTER about student participation in different programs and processes Adapted from: Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd cd.). Larchmont, NY: Eye on Education. What two categories of data would tell us... Southwest Educational Development Laboratory

46. TEXAS COMPREHENSIVE CENTER Adapted from: Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd cd.). Larchmont, NY: Eye on Education. Bernhardt’s Model of Data Categories School Process/ Demographic Data Tell us: about student participation in different programs and processes Southwest Educational Development Laboratory

47. TEXAS COMPREHENSIVE CENTER Now try these... Southwest Educational Development Laboratory

48. TEXAS COMPREHENSIVE CENTER Example 1: Southwest Educational Development Laboratory Checking Your Understanding of Data Categories Is there a relationship between student attendance and state test results? □□□ai

49. TEXAS COMPREHENSIVE CENTER Bernhardt’s Model of Data Categories Student Learning math \ achievement Demographic student attendance Southwest Educational Development Laboratory

50. TEXAS COMPREHENSIVE CENTER Example 2: Southwest Educational Development Laboratory Is there a difference in student achievement results by program participation? Checking Your Understanding of Data Categories □□□ai

51. TEXAS COMPREHENSIVE CENTER Bernhardt’s Model of Data Categories Southwest Educational Development Laboratory

52. TEXAS COMPREHENSIVE CENTER Example 3: Southwest Educational Development Laboratory Checking Your Understanding of Data Categories Are students who are most satisfied with school being taught differently from students who are less satisfied with school, and who are they? □□□ai

53. TEXAS COMPREHENSIVE CENTER Bernhardt’s Model of Data Categories Southwest Educational Development Laboratory

54. TEXAS COMPREHENSIVE CENTER Southwest Educational Development Laboratory What are the differences in student learning results based on who the students are and how they are taught algebra? _ Checking Your Understanding of Data Categories Example 4: □□□ai

55. School Processes TEXAS COMPREHENSIVE CENTER Bernhardt’s Model of Data Categories Student Learning algebra achievement emographic who students are Southwest Educational Development Laboratory

56. TEXAS COMPREHENSIVE CENTER Typically, school data are analyzed to... Improve instruction Measure program success and effectiveness Southwest Educational Development Laboratory Gain common understanding of what quality performance is and how close we are to achieving it Provide students with feedback on their performance

57. TEXAS COMPREHENSIVE CENTER Typically, school data are analyzed to... • Get to the “root cause” of problems Southwest Educational Development Laboratory Know which programs are getting the results we want Understand whether what we are doing is making a difference Make sure students do not “fall through the cracks”

58. TEXAS COMPREHENSIVE CENTER Typically, school data are analyzed to... • Guide curriculum development and revision • Promote accountability • Meet state and federal requirements rrm Southwest Educational Development Laboratory

59. TEXAS COMPREHENSIVE CENTER How does our school use data? Southwest Educational Development Laboratory

60. TEXAS COMPREHENSIVE CENTER "KB How does our school use data? Questions About Where We Are Data We Have on Hand Data We Need to Collect Student Achievement Is the same cohort of students improving in math achievement from year to year? Grades 3-8 state test; Benchmark tests Test scores from year to year on same cohort □n Southwest Educational Development Laboratory

61. TEXAS COMPREHENSIVE CENTER "KB How does our school use data? □n Questions About Where We Are Data We Have on Hand Data We Need to Collect Parent Involvement At what grade level does parent involvement start to decrease? Why do some parents stay involved? Rosters of parent attendance at parent/ teacher conferences in grades K-8 Year-to-year comparison of rosters; Parent perceptions of conferences at critical j unctures Southwest Educational Development Laboratory

62. TEXAS COMPREHENSIVE CENTER MS But remember... • Data must be analyzed to have meaning and be used. Southwest Educational Development Laboratory • Data collection just to be collecting data will serve no real purpose and will waste valuable time and energy. • Data collection needs to be thoughtful and intentional and connected to school goals and objectives.

63. TEXAS COMPREHENSIVE CENTER Leadership • Big Ideas: -Who leaders are in schools -What leaders do in relation to 4 improvement plan components Southwest Educational Development Laboratory

64. MS Who leaders are... TEXAS COMPREHENSIVE CENTER You Are A Leader! Ce ’"-«o z/ . f/fce Sz Southwest Educational Development Laboratory

65. TEXAS COMPREHENSIVE CENTER What Leaders Do Communicate Clear Expectations • Say • Do Ioann Southwest Educational Development Laboratory

66. TEXAS COMPREHENSIVE CENTER B it Leaders Do d Capacity arning = Change dress concerns: npact Southwest Educational Development Laboratory

67. TEXAS COMPREHENSIVE CENTER What Leaders Do Monitor and Review • Include data collection & analysis in plan • Collect a variety of data Ioann Southwest Educational Development Laboratory