Linda Bendikson - Student Centred Leadership
Need to know where you are all going? Together define where you are going.
Harness the effort and goodwill to get there.
Sources of influence:
Relationships are central
Position as Leader
Expertise
Work through targets, structures and PLD to achieve goal.
We judge leadership by it's impact on students. How have we made a difference?
Five dimensions of student-centred leadership:
Leading Teacher Learning and Development 0.84 effect size
Establishing Goals and Expectations 0.42
Ensuring Quality Teaching 0.42
Resourcing Strategically 0.31
Ensuring an Orderly and Supportive Environment 0.27
Three Aspects to the job:
1 BAS
2 Crisis and Surprises
3 Goals and Priorities
Need clarity, commitment and capacity
Need focus, effort, persistence and feedback.
Analogy to Cricket - goal setting during the game.
Resourcing Strategically
People are our Biggest Asset
Time - don't waste people's time
Money - prioritise and align to our two goals
Systems/Tools - create systems to align to our two goals
Goals give Clarity and Focus
What is and what is not being resourced and why
Focused and not fragmented
Quality Teaching
The biggest source of school-based variance in achievement
Quality teaching maximises the TIME that learners are ENGAGED and SUCCESSFUL in the learning of IMPORTANT OUTCOMES.
Review at Breens - how much ACADEMIC learning time is going on?
Conversations need to happen about how well we are performing.
High sense of collective responsibility = high performing schools.
Leading Teacher Learning and Development
Effective PD is very narrowly focused on our school goals
In-school PD where the Principal is fully involved is the most effective
Content must be worthwhile - rigorous and based on evidence.
Multitude of opportunities to learn with others and to have their own theories of effectiveness engaged.
Ensuring an Orderly and Safe Environment
Protect time for Teaching and Learning
Reduce external pressures and interruptions
Implement norms and routines that support cognitive and behavioural engagement of students
Home-school relationships about learning - ask the parents - invite them in for a chat about what is going on with learning - how can we work together? See BES case studies at the back.
A Model for School Improvement
The Spirals of Inquiry - it is a model to be used for school improvement also.
Scanning. What is going on?
What is your hunch? What causes the problem?
Collect some evidence - children, teachers, parents. What is going well? What needs to be improved? What is the priority problem we need to solve? STUDENT CENTRED GOALS and TARGETS
Focusing. ie exactly what do we want to work on in written language? Bring the target down to something very specific. BASELINE DATA.
Learn together. What are the requirements for a good solution? THEORY FOR IMPROVEMENT.
Take some action with the children. What strategies will address the cause of the problem?
Checking. How are we going? What next? How we can be sure we are making an impact? MONITOR.
SPEND THE TIME understanding the causes .... focus on the students. Get everyone's theories out on the table. Then map out what causes what. Where are most of the arrows coming from? Narrow down where the focus needs to be.
What is a good target? Make it student centred.
A measurable depiction of the goal. Use name, number, need.
Make the target - challenging, clear and measureable. The higher goal, the higher the results ... so long as goal conditions are evident.
Annual planning is about having a theory for improvement ... it's not about the bit of paper.
My job as a leader is to be motivating - aiming for collective pursuit of our shared goals.
Monitor as you go. No good waiting til the end of the year. Use proximity indicators to see how we are going. JUST IN TIME MONITORING each TERM. (simple, carry out once a term and reported, fine grained, good proxy for the target, easy to gather). OTJs On track, not on track etc ... It may be a moving target.
COL goals need to aligned to the school goals and vice versa.
Appraisal focus should also be linked to the school goals.
From goals to targets to strategies for improvement.
You need to have just a few high leverage actions. What will make the biggest difference? Assign someone to oversee the targets - delegate and have the reporting back to me.
Leaders will ... Teachers will ... Students will .... Families will ...
Annual targets - annual goal - strategic goal - vision
When we are doing it we work from left to right in terms of wanting to achieve our vision.
Vision/Leaver Profile ... when kids leave our school they will be B, B, B, B and B life long learners.
Strategic Goal - one big academic goal ie improve Literacy levels of students
Annual Goal - two smaller goals to get to strat goal ie improve written language.
Annual Targets - specific targets (with names behind)
Thinking about what I want my students to do. Keep the focus on students, not teachers.
You need to be able to say it ... in order to be working on it.
If you can't say what you are aiming at you will never hit it.
Graphing the progress and communicating it to others. Baseline. Time 1. Time 2. Tell and sell the targets - people need to see patterns.
Planning for PD 2017
Schedule in bi-weekly PLD sessions just for our focus area or three weeks stints on Thursday to focus sharply in on the problem. 2 a term for curriculum focus teams/reviews.
Sit with our staff. What are the things getting in the way of improvement. If we had to narrow it down to three things that we think are priority problems for our learners. What are your hunches (which you have control over) about why that is a problem?
2 or 3 targets a year. Writing or Reading or Maths could be one of those main targets and have associated focus PLD. The other two could be maintenance targets. Motivation of students?
SET ....
Strategic direction with BOT
Annual direction with TEACHING TEAM
Back to the BOT to ask for strategic resourcing
Growing Great Leaders Course through Auckland Uni. Will come to Christchurch if there are numbers. Something for our Middle Leaders in COL?
Cheryl Doig - Future Focused Leadership
http://bit.ly/ExpoChangeDoig
www.thinkbeyond.co.nz
https://www.dropbox.com/s/pqnmlc7ssahshn1/LeadingExponentialChange_FTPP.pdf?dl=0
As Technology keeps changing, our role as a Leader (relationships/trust) will become even more important.
Complexity Theory and Systems Thinking
"We need will endoskeletons in our school as we continue into the future".
Do we provide mainly a shell (systems, procedures, micro management) or a backbone (here is the framework - for it, be progressive) in our school .
#learningecosystem
How might we ... grow learners who are passionate about written language, across our entire community of learning?
Final Sector Group Meeting:
Tips:
One code for (Heat, Light, Water) See online funding handbook.
Ask for a review if your invoices show evidence that you are well over what the MOE is giving you. Direct to online RESOURCING in Wellington.
Banked Staffing
Have until 31 March the following year to balance it. End of pp 26.
Estimated Value of staffing - 1.47 (equates that I would need to pay one of my teachers 1.47 pay period to balance it) We have 13 pay periods left at present in order to balance it out.
Use the Relief Teacher line on OPS grant to help balance back.
Coding of Relievers.
**Option 1 pay from bulk grant (keeps relievers away from staffing report) Do this if the money is sitting there for relievers.
Option 2 code all to teacher salaries (very expensive if you don't do something about it) You can fix that by ... identify your cheapest teacher around step 6 (third year teacher)
So in summary:
Cheaper relievers BG
All other relievers code to TS
Switch cheaper teacher to BG to balance your staffing.
Fixed term staff and support staff will create an overuse around mid Dec. After that we will underuse so it should balance out.
In Term Four, use staffing spreadsheet to load in provisional staffing and intended staffing.
Put average cost for relievers in a row. (9 sick days per person) eg 9 x 8 people - 72 x 0.1368/26pp - 0.378 round to 0.4
Other release for special programmes, PLD, ALL etc.
Get Sharron to put in ACTUAL numbers from SUE report for relievers into banked staffing cells so we can track.
Provisional Staffing Review - check with Karyn at MOE (Nov 1 - 15 Nov)
Need to know where you are all going? Together define where you are going.
Harness the effort and goodwill to get there.
Sources of influence:
Relationships are central
Position as Leader
Expertise
Work through targets, structures and PLD to achieve goal.
We judge leadership by it's impact on students. How have we made a difference?
Five dimensions of student-centred leadership:
Leading Teacher Learning and Development 0.84 effect size
Establishing Goals and Expectations 0.42
Ensuring Quality Teaching 0.42
Resourcing Strategically 0.31
Ensuring an Orderly and Supportive Environment 0.27
Three Aspects to the job:
1 BAS
2 Crisis and Surprises
3 Goals and Priorities
Need clarity, commitment and capacity
Need focus, effort, persistence and feedback.
Analogy to Cricket - goal setting during the game.
Resourcing Strategically
People are our Biggest Asset
Time - don't waste people's time
Money - prioritise and align to our two goals
Systems/Tools - create systems to align to our two goals
Goals give Clarity and Focus
What is and what is not being resourced and why
Focused and not fragmented
Quality Teaching
The biggest source of school-based variance in achievement
Quality teaching maximises the TIME that learners are ENGAGED and SUCCESSFUL in the learning of IMPORTANT OUTCOMES.
Review at Breens - how much ACADEMIC learning time is going on?
Conversations need to happen about how well we are performing.
High sense of collective responsibility = high performing schools.
Leading Teacher Learning and Development
Effective PD is very narrowly focused on our school goals
In-school PD where the Principal is fully involved is the most effective
Content must be worthwhile - rigorous and based on evidence.
Multitude of opportunities to learn with others and to have their own theories of effectiveness engaged.
Ensuring an Orderly and Safe Environment
Protect time for Teaching and Learning
Reduce external pressures and interruptions
Implement norms and routines that support cognitive and behavioural engagement of students
Home-school relationships about learning - ask the parents - invite them in for a chat about what is going on with learning - how can we work together? See BES case studies at the back.
A Model for School Improvement
The Spirals of Inquiry - it is a model to be used for school improvement also.
Scanning. What is going on?
What is your hunch? What causes the problem?
Collect some evidence - children, teachers, parents. What is going well? What needs to be improved? What is the priority problem we need to solve? STUDENT CENTRED GOALS and TARGETS
Focusing. ie exactly what do we want to work on in written language? Bring the target down to something very specific. BASELINE DATA.
Learn together. What are the requirements for a good solution? THEORY FOR IMPROVEMENT.
Take some action with the children. What strategies will address the cause of the problem?
Checking. How are we going? What next? How we can be sure we are making an impact? MONITOR.
SPEND THE TIME understanding the causes .... focus on the students. Get everyone's theories out on the table. Then map out what causes what. Where are most of the arrows coming from? Narrow down where the focus needs to be.
What is a good target? Make it student centred.
A measurable depiction of the goal. Use name, number, need.
Make the target - challenging, clear and measureable. The higher goal, the higher the results ... so long as goal conditions are evident.
Annual planning is about having a theory for improvement ... it's not about the bit of paper.
My job as a leader is to be motivating - aiming for collective pursuit of our shared goals.
Monitor as you go. No good waiting til the end of the year. Use proximity indicators to see how we are going. JUST IN TIME MONITORING each TERM. (simple, carry out once a term and reported, fine grained, good proxy for the target, easy to gather). OTJs On track, not on track etc ... It may be a moving target.
COL goals need to aligned to the school goals and vice versa.
Appraisal focus should also be linked to the school goals.
From goals to targets to strategies for improvement.
You need to have just a few high leverage actions. What will make the biggest difference? Assign someone to oversee the targets - delegate and have the reporting back to me.
Leaders will ... Teachers will ... Students will .... Families will ...
Annual targets - annual goal - strategic goal - vision
When we are doing it we work from left to right in terms of wanting to achieve our vision.
Vision/Leaver Profile ... when kids leave our school they will be B, B, B, B and B life long learners.
Strategic Goal - one big academic goal ie improve Literacy levels of students
Annual Goal - two smaller goals to get to strat goal ie improve written language.
Annual Targets - specific targets (with names behind)
Thinking about what I want my students to do. Keep the focus on students, not teachers.
You need to be able to say it ... in order to be working on it.
If you can't say what you are aiming at you will never hit it.
Graphing the progress and communicating it to others. Baseline. Time 1. Time 2. Tell and sell the targets - people need to see patterns.
Planning for PD 2017
Schedule in bi-weekly PLD sessions just for our focus area or three weeks stints on Thursday to focus sharply in on the problem. 2 a term for curriculum focus teams/reviews.
Sit with our staff. What are the things getting in the way of improvement. If we had to narrow it down to three things that we think are priority problems for our learners. What are your hunches (which you have control over) about why that is a problem?
2 or 3 targets a year. Writing or Reading or Maths could be one of those main targets and have associated focus PLD. The other two could be maintenance targets. Motivation of students?
SET ....
Strategic direction with BOT
Annual direction with TEACHING TEAM
Back to the BOT to ask for strategic resourcing
Growing Great Leaders Course through Auckland Uni. Will come to Christchurch if there are numbers. Something for our Middle Leaders in COL?
Cheryl Doig - Future Focused Leadership
http://bit.ly/ExpoChangeDoig
www.thinkbeyond.co.nz
https://www.dropbox.com/s/pqnmlc7ssahshn1/LeadingExponentialChange_FTPP.pdf?dl=0
As Technology keeps changing, our role as a Leader (relationships/trust) will become even more important.
Complexity Theory and Systems Thinking
"We need will endoskeletons in our school as we continue into the future".
Do we provide mainly a shell (systems, procedures, micro management) or a backbone (here is the framework - for it, be progressive) in our school .
#learningecosystem
How might we ... grow learners who are passionate about written language, across our entire community of learning?
- culturally responsive
- authentic contexts
- future focused
- partnerships beyond schools
Final Sector Group Meeting:
Tips:
One code for (Heat, Light, Water) See online funding handbook.
Ask for a review if your invoices show evidence that you are well over what the MOE is giving you. Direct to online RESOURCING in Wellington.
Banked Staffing
Have until 31 March the following year to balance it. End of pp 26.
Estimated Value of staffing - 1.47 (equates that I would need to pay one of my teachers 1.47 pay period to balance it) We have 13 pay periods left at present in order to balance it out.
Use the Relief Teacher line on OPS grant to help balance back.
Coding of Relievers.
**Option 1 pay from bulk grant (keeps relievers away from staffing report) Do this if the money is sitting there for relievers.
Option 2 code all to teacher salaries (very expensive if you don't do something about it) You can fix that by ... identify your cheapest teacher around step 6 (third year teacher)
So in summary:
Cheaper relievers BG
All other relievers code to TS
Switch cheaper teacher to BG to balance your staffing.
Fixed term staff and support staff will create an overuse around mid Dec. After that we will underuse so it should balance out.
In Term Four, use staffing spreadsheet to load in provisional staffing and intended staffing.
Put average cost for relievers in a row. (9 sick days per person) eg 9 x 8 people - 72 x 0.1368/26pp - 0.378 round to 0.4
Other release for special programmes, PLD, ALL etc.
Get Sharron to put in ACTUAL numbers from SUE report for relievers into banked staffing cells so we can track.
Provisional Staffing Review - check with Karyn at MOE (Nov 1 - 15 Nov)
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