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Vision for a Successful High School by
Shelley Klein, 2013
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A culture of continuous learning & growthfor all stakeholders
engaged in constructing their own knowledge.
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Improving Student Learning Research
• Engaging students in constructing their own knowledge (Schletchy,1997; Schon, 1987; York-Barr, et al, 2004)
• Classroom teacher most important school factor
• Effective Principal is second (Leithwood, et al, 2004; Marzano, Waters & McNulty, 2005).
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School Focus = Designing high quality learning opportunities
• Professional learning communities (PLCs) can improve school culture (Garmston & Wellman, 2009).
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Build Relationships: Collaborate, Partner, Reflect, Plan & Act
• Hord (1997) shares how powerful and energizing teachers are when engaged in reflective practice together.
• Sharing experiences, about implementation common goals, increases teacher knowledge and increases student learning (Firestone, 1996).
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Engage Staff: Collective, Regular, Context-specific Learning
• Fullan (2010), for system change all of the school community needs context knowledge, PLC knowledge, change process knowledge and the commitment to continuous learning.
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Addressing Inequities: Teaching & Learning Support for Students
• In PLCs teacher identify student needs and problem solve, exploring ways to improve the quality of the teaching and learning (DuFour, et al, 2010).
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Promote Culture: Improving Teaching and Learning
• Systematic process need to be put in place, time to collaborate, timely data, resources to support the school wide focus on improving the quality of student learning (Ash & Persall, 2000).
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Effective Principal
• Focus on creating knowledge in teachers and students and what does that knowledge look like, assessments (Crowther, et al, 2002).
• DuFour, et al, 2010 asks what do we want students to know and how will we know they know it?
• Principals cannot be experts in all areas, develop teacher leaders especially in the PLCs.
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Strengths and Roles• Role as Organizer: Assist leadership encourage
and support use of content area PLC• Role as Relator: Build trusting relationships for
open and honest communication and resolve conflicts.
• Role as Achiever: Assist school & PLCs setting common outcomes and systematically collect and analyze student results and set improvement goals.
• Role as Learner: Share research with all stakeholders to build their knowledge and understanding.
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Personal Goals and Responsibility• Nurturing open and honest dialogue with all
stakeholders,• Developing system processes for gathering, analyzing
and sharing meaningful and appropriate data, • Expanding the professional skills of teachers through
actualization of content collaborative groups to develop and implement the Common Core State Standards to improve instruction and assessment,
• Continuing to encourage and practice reflective learning with the staff and students, and
• Fostering real-life problem solving and critical thinking skills with my students.
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What will this look like at SMHS?• Principal and teacher leaders encourage & support
PLCs, open and trusting dialogue, focus on implementing CCSS and team work.
• Teachers engage in designing high quality teaching including technology, CCSS practices and real-world projects and presentations.
• Use of current data and research in best practices.• Student outcomes collectively shared & analyzed,
use of reflective practice to form new goals.• All stakeholders communicating to build knowledge
and support for student learning.
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References• Ash, R. & Persall, J. (2000). The principal as chief learning officer. National
Association of Secondary School Principals, 84(616), 15-22. • Crowther, F., Kaagan, S., Ferguson, M. & Hann, L. (2002). Developing
teacher leaders: How teacher leadership enhances school success. San Francisco. CA: Corwin Press, Inc.
• DuFour, R., DuFour, R., Eaker, R. & Many, T. (2010). Learning by doing: A handbook for professional learning communities at work. Bloomington, Ind: Solution Tree.
• Firestone, W. (1996). Images of teaching and proposals for reform: A comparison of ideas from cognitive and organizational research. Educational Administration Quarterly. 32-2, 209-235.
• Fullan, M. (2010). All systems go: the change imperative for whole system reform. Thousand Oaks. CA: Corwin.
• Garmston, R. J., & Wellman, B. M. (2009). The adaptive school: A sourcebook for developing collaborative groups. Norwood, MA: Christopher-Gordon Publishers, Inc.
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• Hord, S.M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Laboratory. Retrieved from http://www.sedl.org/pubs/catalog/items/cha34.html
• Hord, S. & Sommers, W. (2008). Leading professional learning communities: Voices from research and practice. Thousand Oaks, CA: Corwin Press.
• Leithwood, K., Louis, K., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning. Toronto: University of Minnesota.
• Lencioni, P. (2005). Overcoming the five dysfunctions of a team: A field guide for leaders, managers, and facilitators. San Francisco, CA: Jossey-Bass.
• Reeves, D. (2011). Finding your leadership focus: What matters most for student results. New York. NY: Teachers College Press.
• Schlechty, P. (1997). Inventing better schools: An action plan for educational reform. San Francisco, CA: Jossey-Bass Publishers.
• Schӧn, D. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.
• York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255-316.
• York-Barr, J., Sommers, W., Ghere, G. & Montie, J. (2006). Reflective practice to improve schools: An action guide for educators. Thousand Oaks, CA: Corwin Press.
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