Instructional Instructional LeadershipLeadership

in Low-Performing in Low-Performing SchoolsSchools

Nikolai VittiNikolai VittiSeptember 21, 2009September 21, 2009

Florida Association of Florida Association of Staff DevelopersStaff Developers

Tampa, FL Tampa, FL

Political Leadership

Managerial Leadership

Instructional Leadership

Instructional Leadership

Managerial LeadershipPolitical Leadership

Selection of PrincipalsSelection of Principals

Record of achievement as teacher, Record of achievement as teacher, teacher leader, and/or administrator teacher leader, and/or administrator in a similar learning environment in a similar learning environment

Must have ability to talk through: Must have ability to talk through: curriculum, instruction, data, use of curriculum, instruction, data, use of coaches, use of common planning coaches, use of common planning time, monitoring systems, using time, monitoring systems, using funds to drive instructional reform, funds to drive instructional reform, and challenges/realities of students and challenges/realities of students and families who are being served. and families who are being served.

What do “turnaround What do “turnaround principals” do? principals” do?

Create a culture with children at the core, not adults.Create a culture with children at the core, not adults. Develop a vision AND plan to achieve it. Develop a vision AND plan to achieve it. Clear with expectations and plan of action. Clear with expectations and plan of action. Work harder than anyone else. Work harder than anyone else. Empower the best teachers; provides assistance to the Empower the best teachers; provides assistance to the

worst and then documents if improvement is not worst and then documents if improvement is not demonstrated. demonstrated.

Devote the majority of their time to instruction.Devote the majority of their time to instruction. -Assist in development of SIP and master schedule.-Assist in development of SIP and master schedule. -Know Instructional Focus. -Know Instructional Focus. -Visit classrooms AND provide feedback to teachers.-Visit classrooms AND provide feedback to teachers. -Actively communicates and supports coaches.-Actively communicates and supports coaches. -Analyzes data and conducts data chats.-Analyzes data and conducts data chats. -Protects instructional time.-Protects instructional time. -Advocate for literacy. -Advocate for literacy.

What do “turnaround What do “turnaround principals” do (continued)? principals” do (continued)? Create a culture of solutions and not excuses.Create a culture of solutions and not excuses. Creates a synergy between new and veteran teachers.Creates a synergy between new and veteran teachers. Responsive to teacher requests.Responsive to teacher requests. Visible.Visible. Deep belief in children and parents.Deep belief in children and parents. Creates alternatives to suspensions.Creates alternatives to suspensions. Holds everyone accountable to their jobs and then Holds everyone accountable to their jobs and then

some.some. Inspire some to do more. Inspire some to do more. Understand how to use meeting time for teachers and Understand how to use meeting time for teachers and

students.students. Listen and know how to ask the “right” questions. Listen and know how to ask the “right” questions.

What training is required of What training is required of low-performing principals?low-performing principals?

Qualities and characteristics of good teaching Qualities and characteristics of good teaching and learning BEYOND a checklistand learning BEYOND a checklist

Use of coachesUse of coaches Debriefing with teachers after walkthroughsDebriefing with teachers after walkthroughs Project managementProject management Actively supporting coachesActively supporting coaches Benchmarks for the three major subject areasBenchmarks for the three major subject areas Florida’s Continuous Model (Data chats, lesson Florida’s Continuous Model (Data chats, lesson

study, and creation of Instructional Focus study, and creation of Instructional Focus Calendars)Calendars)

Creation of SIPCreation of SIP Vision DevelopmentVision Development

How Districts Can Help How Districts Can Help (long term)?(long term)?

Use data to place and replace principals Use data to place and replace principals Reduce red tape and paperwork Reduce red tape and paperwork Allow principals to remove and recruit Allow principals to remove and recruit

teachersteachers Provide incentives for recruitment and Provide incentives for recruitment and

performance pay when successfulperformance pay when successful Create time in the master schedule or after Create time in the master schedule or after

school for planningschool for planning Revamp principal and teacher evaluation Revamp principal and teacher evaluation

toolstools Ensure IPDPs are created, implemented, Ensure IPDPs are created, implemented,

and monitoredand monitored

How Districts Can Help How Districts Can Help (long term)?(long term)?

Establish a monitoring process for schools at the Establish a monitoring process for schools at the district level district level

Link PD initiatives to the school site...follow up Link PD initiatives to the school site...follow up with evaluation, and results through student with evaluation, and results through student achievementachievement

Create quality control process and training for Create quality control process and training for coachescoaches

Establish a curriculum cycle that includes FCIM Establish a curriculum cycle that includes FCIM (benchmark focus, lesson plan, assessment, (benchmark focus, lesson plan, assessment, coaching) coaching)

Develop a succession management process for Develop a succession management process for urban schools that includes principal, assistant urban schools that includes principal, assistant principals, and coachesprincipals, and coaches

Race to the Top Race to the Top Application for Application for

Struggling School Struggling School

Questions/Questions/CommentsComments