LEADING & LEARNING IN

CENTRAL NEW YO

RK

2 0 1 1 - 2 0 1 2 CO H O R T

February, 2012

INTRODUCTIONSGUIDING QUESTIONS:• What is instructional leadership? • How can I make room for instructional leadership

giving the incredible management and supervision demands in todays schools?

• How can supervision and evaluation be about promoting teacher growth and student learning?

INTRODUCTIONSFOCUS AREAS:• Being deliberate about instructional leadership• Making meetings about instruction• Communication and Instructional leadership• Best Practices in a Standard-based Classroom• Multiple Methods of Data Collection• Feedback: Oral and Written

maps

INTRODUCTIONSFOCUS AREAS:• Being deliberate about instructional leadership• Making meetings about instruction• Communication and Instructional leadership• Best Practices in a Standard-based Classroom• Multiple Methods of Data Collection• Feedback: Oral and Written

INTRODUCTIONSFOCUS AREAS:• Being deliberate about instructional leadership• Making meetings about instruction• Communication and Instructional leadership• Best Practices in a Standard-based Classroom• Multiple Methods of Data Collection• Feedback: Oral and Written

today

INTRODUCTIONSFOCUS AREAS:• Being deliberate about instructional leadership• Making meetings about instruction• Communication and Instructional leadership• Best Practices in a Standard-based Classroom• Multiple Methods of Data Collection• Feedback: Oral and Written

today

CREATING A DEFINITION• What is “growth-producing feedback?• Why is it important?• How does it fit with the Race To The Top?

ACTIVITY: With your partner, write adefinition of “growth producing feedback”

ADULTS AS LEARNERS (ANDRAGOGY)• Our teachers are our learners• Adult learners are not just like younger learners

ACTIVITY: Turn to page 181 in Leading the Learning. Which of these is a little different for adult learners?

SEEK FIRST TO UNDERSTAND

E X T R OV E RT E DPrefer to respond to new information immediately, doing your thinking out loud…

I N T R OV E RT E DPrefer information in advance so that you have time to think about the issues before you respond…

SEEK FIRST TO UNDERSTAND

E X T R OV E RT E DPrefer to respond to new information immediately, doing your thinking out loud…

I N T R OV E RT E DPrefer information in advance so that you have time to think about the issues before you respond…

SEEK FIRST TO UNDERSTAND

E X T R OV E RT E DPrefer to respond to new information immediately, doing your thinking out loud…

I N T R OV E RT E DPrefer information in advance so that you have time to think about the issues before you respond…

SEEK FIRST TO UNDERSTAND

G LO B A LTend to see the big picture and like to have scaffolding on which to hang details…

A N A LY T I C A LPrefer to see the bits and pieces and then put them into a whole…

SEEK FIRST TO UNDERSTAND

R A N D O MInclined to jump around inside a problem and deal with the parts that interest you first…

L I N E A RWork through steps in sequence…

SEEK FIRST TO UNDERSTAND

C O N C R E T EWant to see the real thing first…

A B S T R A C TInterested in the theory and the possibilities…

SEEK FIRST TO UNDERSTAND

S E N S I N GPrefer to go deal with the observable facts (see, hear, touch)…

F E E L I N GPrefer to go with gut instincts…

SEEK FIRST TO UNDERSTAND

H E A DDo you lead primarily with your head, saying “I think”…

H E A RTDo you lead primarily with your heart, saying “I feel”…

SEEK FIRST TO UNDERSTAND

H A L F F U L LSee the world with rose-colored glasses…

H A L F E M P T YMore likely to see or expect problems just around the corner…

SEEK FIRST TO UNDERSTAND

R E S E A R C HTend to seek our and cite research…

E X P E R I E N C EPrefer to rely on personal experience…

SEEK FIRST TO UNDERSTAND

P O S I T I O N P O W E R

Define authority primarily by titles and positions in an organization…

P E R S O N A L P O W E RAuthority comes from the respect for the person…

SEEK FIRST TO UNDERSTAND• What does this mean for you as a leader?

THE ASK CONSTRUCT• Attitude• Skill• Knowledge

ACTIVITY: Handout #25

TALKING WITH STAFF• Glickman, Gordon & Ross (p. 186)• Hunter (p. 186)• Hershey & Blanchard (p. 187)• Costa & Garmston (p. 187)• Lipton & Wellman (p. 188)• Blase & Blase (p. 188)

ACTIVITY: Summarize one approach and share with the group

THE THREE Cs• Coach• Collaborate• Consult

ACTIVITY: Turn to the chart on page 190

THE THREE Cs• Coach• Collaborate• Consult

ACTIVITY: What Do You Do When… Which way would you approach it?

How would you approach the situation?What would you say?

HOMEWORKWhen you plan for your post mini-conference chats,

plan your approach based on some of the things we discussed.