Download School Leader Internship, 4th Edition challenges school leader interns to build competencies in 52 leadership skill areas. This unique resource provides step-by-step guidance for interns, their supervisors, and their faculty on how to initiate an internship and evaluate interns' work. In this updated fourth edition, the content is organized around the latest National Policy Board for Educational Administration NPBEA Professional Standards for Educational Leaders and includes intern activities to develop skills in cross-content literacy, distributive leadership, equity in practice, professional learning communities, remediation strategies, school improvement planning, and special populations.
The performance indicators are intended to provide clarity and specificity about the skills, beliefs, and knowledge a principal needs to demonstrate effective leadership in improving student achievement.
We are sharing them in draft form in the hope that you will share your thoughts and ideas about these critical principal performance behaviors. Please email Lani Seikaly, lani mdk Effective principals are strong educators, anchoring their work on central issues of learning and teaching and continuous school improvement.
According to Mike Schmoker in his book Results: Principals must lead their school through the goal-setting process in which student achievement data is analyzed, improvement areas are identified and actions for change are initiated.
This process involves working collaboratively with staff and school community to identify discrepancies between current and desired outcomes, to set and prioritize goals to help close the gap, to develop improvement and monitoring strategies aimed at accomplishing the goals, and to communicate goals and change efforts to the entire school community.
Principals must also ensure that staff development needs are identified in alignment with school improvement priorities and that these needs are addressed with appropriate professional learning opportunities.
Leadership Skills Five performance areas have been identified as the critical leadership skills a principal must demonstrate to effectively lead a school in improving student achievement. Promoting collaborative problem solving and open communication Collecting, analyzing, and using data to identify school needs Using data to identify and plan for needed changes in the instructional program Implementing and monitoring the school improvement plan Using systems thinking to establish a clear focus on attaining student achievement goals These five areas are not a chronology of what a principal must do first, second, and third, but rather are cyclical in nature and must be demonstrated continuously throughout the school improvement process.
The end product of this process is the school improvement plan, whereas the end goal for the process is improved student achievement.
The performance indicators under each performance area describe how effective principals perform and the skills, knowledge and dispositions necessary for effective performance.
The principal must believe in, value, and be committed to: Student learning as the fundamental purpose of schooling The proposition that all students can achieve high standards of learning Collaborative problem solving with staff and stakeholders Ongoing collection and analysis of data Data-driven decision making Life long learning for self and others Focus and alignment to achieve goals Doing the work required for high levels of personal and organization performance Knowledge Principals may need staff development in some of these areas to be able to effectively perform the indicators in the performance areas.
In order to demonstrate effective leadership in improving student achievement, the principal must have knowledge and understanding of: The relationship of assessment to improving student outcomes and strengthening instruction Information sources, data collection, and data analysis strategies The Align administrative practices with the isllc improvement planning process Maryland state content standards, core learning goals, and learner outcomes School district curriculum guidelines Strategies for classroom teachers to monitor student understanding and progress Research-based best practices The principles of Dimensions of Learning, Constructivism, and Multiple Intelligences Collaborative problem solving and consensus-building Staff development standards The change process for systems, organizations, and individuals Effective communication strategies Technology as a tool in organizing and analyzing data and in monitoring progress Performance Indicators Performance Area 1: Promoting collaborative problem solving and open communication.
Virtually all contemporary school reformers call for increased opportunities for teacher collaboration. Student achievement is likely to be greatest where teachers and administrators work together, in small groups and school-wide, to identify sources of student success and then struggle collectively to implement school improvement.
Creating and sustaining change requires creating a critical mass of educators within the school who are willing and able to function as change agents.
Performance indicators that demonstrate effective principal leadership: Collaborates with stakeholders in the school improvement process Shares student achievement data with all stakeholders Provides time for collaborative problem solving Demonstrates effective group-process and consensus-building skills in school improvement efforts Communicates the school vision, school goals and ongoing progress toward attainment of goals to staff, parents, students, and community members Recognizes and celebrates the contributions of school community members to school improvement efforts Nurtures and develops the leadership capabilities of others Evaluates the collaborative skills of staff and supports needs with staff development Performance Area 2: Collecting, analyzing and using data to identify school needs Understanding what your data tells you about where your school is performing relative to school and district goals is a first step in data analysis.
Seeking to understand why your data looks like it does is the second component. Principals need to model for and train staff to regularly collect, analyze and use data to inform instruction. Principals need to solicit the input of the major constituents teachers, administrators, parents, and students to ensure that all perceptions and attitudes are represented in this process.
Ensures that multiple sources of data are collected and used to assess student performance Engages the entire staff in analyzing student achievement data Identifies discrepancies between current and desired outcomes Engages staff and other stakeholders in a collaborative process to clarify the problem s Facilitates the identification of priority needs, based on the data analysis, to address in a school-wide effort Models the use of data to make decisions Regularly asks staff to identify the data they used in making a decision Evaluates the assessment competencies of teachers and supports gaps with staff development Uses a variety of tools including technology to organize and analyze data Performance Area 3: Using data to identify and plan for needed changes in the instructional program Stephen R.
Strategies are an enormous investment of resources both time and moneyso schools need to be rigorous in their evaluation and selection of school improvement strategies to ensure a wise investment.
Principals also need to build the capacity of their staff to implement strategies by identifying staff needs and providing appropriate staff development opportunities.
Ensures that the school improvement plan is based on data analysis and problem clarification Facilitates the development of an improvement plan in which goals, evidence of attainment, objectives and strategies are clearly aligned and articulated Identifies with staff the knowledge and skills that teachers need to implement the school improvement instructional strategies Ensures that the school improvement plan has identified activities to support strategies, milestones to assess progress toward goals, staff development to support staff needs and staff responsible for each implementation step Ensures that assessment, curriculum, and instruction are aligned Provides opportunities for staff to learn about research-based strategies that address the identified problem s Provides opportunities for staff to seek successful strategies data from similar schools that have outperformed them Performance Area 4: Implementing and monitoring the school improvement plan Even clearly stated curricular goals will lose their potential to drive the efforts of a school if no effort is made to collect and analyze accurate information about student achievement that is reflective of those goals.
In most organizations, what gets monitored gets done. Staff learn what principals value by observing what they pay attention to. Paying attention to the core values and priority goals of the school is the most important way for leaders to communicate effectively.
When a school devotes considerable time and effort to the continual assessment of a particular condition or outcome, it notifies all members that the condition or outcome is considered important. Conversely, inattention to monitoring a particular factor in a school indicates that it is less than essential, regardless of how often its importance is verbalized.
Facilitates the development of a calendar of all school improvement activities and ensures that the calendar is shared and reviewed regularly Establishes a regular, predictable process to track the impact improvement efforts have on student achievement Closely monitors the systematic collection and analysis of data by staff to assess whether progress toward attainment of objectives is satisfactory for all groups of students Continuously collects and utilizes data to inform instructional decisions at the building and classroom level and provide academic interventions for individual and groups of students Uses a variety of tools including technology to monitor progress Recognizes successes of key players Facilitates the use of data to continuously evaluate and revise the school improvement plan Aligns all resources monetary, staff, time, and staff development opportunities to maximize attainment of school improvement priorities Uses regularly scheduled time with staff e.
Using systems thinking to establish a clear focus on attaining student achievement goals Schools are notorious for having an expansive list of priorities that change frequently, are monitored infrequently, and leave the teacher without a clear sense of what is important for them to emphasize in their classrooms.
They understand that all parts of the school and school district system are interconnected and that it is critical to align school goals with district and state standards and goals. The allocation of time is one of the truest tests of what is really important in any organization.
The time devoted to an issue on both the annual calendar and within the daily schedule of an organization tells its people what is really valued.
All resources need to be managed in alignment with student achievement goals. Successful principals keep the focus on school improvement efforts and align time, money, and staff development opportunities with the improvement goals.The ISLLC standards note that a "school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and.
The authors argue for a high-quality internship or mentoring experience and for basing experiences around the Interstate School Leaders Licensure Consortium (ISLLC) research-based framework.
Chapters provide a detailed description of the key administrative . SLO Tool for School Leaders Development (Typically September-October) Topic(s) Principal Actions Connections ISLLC MDILF Using Effective Structures The following is evident from SLO planning documents: Structures are appropriately flexible and adaptable Procedures to develop and seek approval of SLOs are clear 1c, 2a, 2f, 3b, 3e, 5a.
Alignment with ISLLC Standards ISLLC Standards and Functions related to this course: ISLLC Standard 2: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive .
Align curriculum and instruction and assessment of the educational program to achieve high academic success at the school and division/district level. (VAS C.1) (ISLLC 2) The essential practices align to the school-level leadership standards displays the alignment between the Essential Practices of Coordinators and the ISLLC Standards.
increase competencies/skills in a specific area of instructional or administrative practice. In .