Hickory Ridge

Angelina Saloom Amy BobakKimberly Carthy-Pierre Tina Pavy

focus on school climate and culture principal leadership questionnaire – improve

leadership skills school climate survey build trust and respect among teachers

through PLC teambuilding exercises and activities –like

the ropes course or workshops implement basic technology usage

First Year GoalsHickory Ridge High School

School Culture and Climate

Principal Leadership Questionnaire

(Leithwood, 2008)

“Leadership that moves individuals toward a level of commitment to achieve school goals by identifying and articulating a school vision, fostering the acceptance of group goals, providing individualized support, providing intellectual stimulation, providing an appropriate model, and having high performance expectations.”

(Jantzi & Leithwood, 1996 as cited by Mees, & Valentine, 2008).

Transformational Leadership

School Culture and Climate

Effective leaders believe being visible around a school is more important than paperwork.

Principal Leadership Style Identifies a vision Models appropriate behavior Acceptance of group goals Provides individualized support Promotes intellectual stimulation Holds high performance expectations

for staff members(Leithwood, 2008)

School Culture and Climate Principals can only impact the school

culture if they understand it.

School Culture and Climate

Principal O’Connor must evaluate the current school culture at Hickory Ridge High School.

(Gruenert & Valentine, 1998)

School Climate Survey Collaborative leadership Professional leadership Professional development Collegial support Unity of purpose Learning partnerships

(Gruenert & Valentine, 1998)

School Culture and Climate Recreate a new

school vision done through a collaborative approach and open communication.

This shared decision-making becomes part of the culture, increasing teacher motivation.

School Culture and Climate With a clear understanding of

where they are and where they want to be, the principal, administrators, and teachers are able to develop an appropriate course of action to move the school forward.

(Change Toolkit, 2002)

School Culture and Climate

Team Building

Team Building Attributes of High-Achieving Schools are:

academic rigor and high expectations for all students,

effective curriculum and instruction, a common focus, a healthy, supportive school culture and

climate, small, safe, personalized learning

communities, flexible structures, and learning partnerships

(Seattle School District, 2002)

Team Building Design a team of stakeholders that

identify needs of the school and develop ways to solve those needs in a collaborative nature.

H.R.H.S. Unity

Team Building Team-teaching positions

Create groups of willing participants to collaborate and pilot new programs

“Expert” teachers in certain aspects of the curriculum develop workshops to present to their peers

Team Building Principal O’Connor provides time for

teams to meet regularly to exchange ideas, set team goals, and develop plans

Professional Collaborative Culture Creating a democratic school community,

including shared decision making through a representative leadership team and involving all faculties in making decisions about high impact issues affecting learning, teaching, and assessment.

Fostering the skills and practices of strong leadership among administrators and teachers to manage and facilitate change, and to stay focused on teaching and learning.

Establishing regular common planning time to talk about learning and teaching.

Embedding professional development in the daily practices of the school, through practices such as action research to explore important classroom questions, peer observation to promote collegial feedback, and looking at student work.

Building the faculty's capacity to look critically and constructively at teacher work.

(Center for Collaborative Education, 2003)

Professional Collaborative Culture

Team Building Conduct workshops that build on

spirit of teamwork. . . . moving people away from their normal routine will create a meaningful experience that will have a positive lasting impact on awareness of collaboration and the effects of organizations working as teams.

Professional Learning Communities

P L C

Shared vision/missi

on

Collective Inquiry

Collaborative Teamwork

Action ORientation

Continous Improveme

nt

Results Orientation

trust

Action Orientation

Collaborative

TeamworkContinuous Improveme

nt

Results Orientation

Shared vision/missi

on

Collective Inquiry

P L C

Professional Learning Community “A Professional Learning Community

is defined as a school in which the professionals (administrators and teachers) continuously seek and share learning to increase their effectiveness for students, and act on what they learn.”

(Cowan, 2000, p.1)

Collective Inquiry

Collaborative

Teamwork

Action Orientation

Continuous Improveme

nt

Results Orientation

Shared vision/missi

on

S – specific

M – measurable

A – achievable

R – realistic

T – time frame

SMART Goals

Shared vision/miss

ion

Collaborative

Teamwork

Action Orientation

Continuous Improveme

nt

Results Orientation

Collective Inquiry

Shared vision/missi

on

Collective Inquiry

Action Orientation

Continuous Improveme

nt

Results Orientation

Collaborative

Teamwork

Shared vision/missi

on

Collective Inquiry

Collaborative

Teamwork

Continuous Improveme

nt

Results Orientation

Action Orientation

Shared vision/miss

ion

Collective Inquiry

Collaborative

Teamwork

Action Orientation

Results Orientation

Continuous Improveme

nt

Shared vision/missi

on

Collective Inquiry

Collaborative

Teamwork

Action Orientation

Continuous Improveme

nt

Results Orientation

Shared responsibility both learn

Powerful learning increased knowledge

Great teaching higher learning gains smaller gaps

Who Benefits?

Site-Based Management

Site-Based Management means:

Focus on

learning

Successful Schools

Strong leadershipSuccessful School

Community

Successful school

Resources aimed to lead, learn, and teach

Successful School

Listen first

Lead by example

Be patient

As a Leader

Technology

Survey used to gauge teachers’ understanding of technology

Technology

Administrator Technology Department Members Staff Member from each department

in the school One member from the Guidance

Department

Technology Committee

Technology NETS

Standards for Teachers

NETS Standards

for Students

Technology-Developmental Levels Non-readiness

Little knowledge of how to use Often dismiss the value of

technology

Survival Focus on own personal learning Does not use in the classroom

Mastery Teachers have understanding Use in the classroom Comfortable using one particular

technology application

Impact Use in teaching Use a variety of hardware and software

Technology-Developmental Levels

Innovation Experts in technology Highly trained Train peers

(Holland, 2001)

Technology-Developmental Levels

Teacher Software

Share Point OnCourse Systems Achievement

Series SnapShot Pinnacle Analytics

Student Software

Blogging Power Point Web pages Video conferencing Live video

Technology – Software Options

Long-range Plan Professional Learning Community Site Based Management Yearly teambuilding reinforcements Continue staff development in

technology Any reform will take several years

to implement  

Lessons from Geese

ReferencesCenter for Collaborative Education. (2003). A design for whole school change: Building

leadership capacity and a professional collaborative culture. Retrieved from http://www.ccebos.org/design.html

Cowen, D. (2000). Launching Professional Learning Communities: Beginning Actions. Retrieved October 30, 2009, from http://elearning.fgcu.edu/section/default.asp?id=200908%2D80173

Goodmeasure Inc. (2002). Change toolkit: Reinventing education.org. Retrieved October 31, 2009, from http://www.reinventingeducation.org/RE3Web/login.jsp

Holland, P.E. (2001) Professional development in technology: catalyst for school reform. Journal of Technology and Teacher Education 9. Retrieved from http://vnweb.hwwilsonweb.com/hww/results/results_single.jhtml;hwwilsonid=BP3VWZG00NBU3QA3DIKSFGOADUNGIIV0

Mees,G. & Valentine, J. (2008). The relationships among principal leaderships, school culture, and student achievement in Missouri middle schools. Retrieved October 29, 2009 from http://www.principals.org/s_nassp/bin.asp?CID=1339&DID=59554&DOC=FILE.PDF

Middle Level Leadership Center, University of Missouri. (2009). School improvement surveys. Retrieved October 30, 2009 from http://www.mllc.org/

Seattle School District. (2002). School Design Process. October 31, 2009, www.seattleschools.org/area/facilities/DesignStandards/SchoolDesignManual.pdf