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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 school 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:Shared leadership is defined as moving away from the leader/follower binary; capitalizing on the importance supportive vertical or hierarchical leaders, autonomy, shared purpose or goal, external coaching, accountability structures, interdependence, fairness of rewards, and and shared leadership emerges as a central concept to managing.
CEOs across industries share the leadership lessons they learned in and the leadership goals they plan to pursue in Fast Company asked CEOs across industries—social good, sexual. After two years of experimentation with shared leadership, TCC Group conducted an evaluation, and found that 78 percent of participants had increased their awareness, knowledge, and ability to develop staff as leaders at all levels of the organization.
Appropriate Leadership: Leadership is a shared function based on the need of the task rather than through consideration of formal role or position-based power.
This requires considerable. 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.
May 23, · Leadership has been described as the behavior of an individual when directing the activities of a group toward a shared goal. The key aspects of the leadership role involves influencing group activities and coping with change.
A difficulty when considering leadership of healthcare professionals is.