4783876
Jess Levy - School Improvement Mind
Map
- Instructional leadership and Distributed
Leadership
- DLS - Distributed Leadership Series
- developing a new framework for
examining school leadership and
management
- In this framework, leadership practice
is constructed through the
interactions of leaders, followers, and
contexts.
- Cognition and Sociocultural activity theory
- Focuses on two
things; principal plus
and practice
- Principal plus:
multiple individuals
are involved in
leading and
managing schools
- Practice: prioritizes the
practice of leading and
managing schools and
frames this practice as
emerging from interactions
among school leaders and
followers
- Practice is most
important! It
focuses on where
the "rubber" of
school leadership
and management
meets the "road" of
instructional
improvement
- Principal plus:
multiple individuals
are involved in
leading and
managing schools
- Focuses on two
things; principal plus
and practice
- In this framework, leadership practice
is constructed through the
interactions of leaders, followers, and
contexts.
- Easier to be shared among many people: In one study, principals reported that "other school staff" shared responsibility for 31% of their daily activities
- Who leaders are depends upon the school, subject, and activity
- Important to make sure responsibilities are divided as
evenly as possible
- Important to make sure responsibilities are divided as
evenly as possible
- DLS - Distributed Leadership Series
- developing a new framework for
examining school leadership and
management
- Leadership Characteristics of Effective Leaders
- Self-confidence
- Ambitious
- Good communicator
- Optomistic but realistic
- Good listener
- Determination and motivated by failure
- Creative and eager to develop new ideas
- Good at collaborating with others and sharing responsibility
- 1. Leader's recognition and use of
internal intellecutal and experiential
resources 2. Differentiated top-down
and lateral decision making process
3. Cultural bulding through dialogue
and collaborative inquiry
- Seek, recognize, and use teacher's expertise
- Self-confidence
- Organizational factors that influence
school improvement
- Hurtful to School Improvement:
- We are many times too
fixated on leadership that
we don't pay enough
attention to the
importance of
management
- Adminstrators do not support teaching
staff when issues arise
- Lack of resources, funding, and supports
- Having one singular figure at
the top of a hierarchy
overseeing the allocation of
resources, building and
implementing a vision and
making decisions for staff has
proven unsustainable
- Having one singular figure at
the top of a hierarchy
overseeing the allocation of
resources, building and
implementing a vision and
making decisions for staff has
proven unsustainable
- Lack of resources, funding, and supports
- Adminstrators do not support teaching
staff when issues arise
- We are many times too
fixated on leadership that
we don't pay enough
attention to the
importance of
management
- Helpful to School Improvement:
- Good resources, staff, and supports
- Teachers and Administrators are on the same page
- Staff is kept in the loop with changes in school
day/school policies and school improvement efforts
- PLC's within the school collaborate with
each other and successfully facilitate
productive discussion
- Inquiry cycle for designing and implementing different instructional approaches and studying their impact
- Leadership is more effective when it's stretched over knowledgeable individuals of a school
- Leadership is more effective when it's stretched over knowledgeable individuals of a school
- Inquiry cycle for designing and implementing different instructional approaches and studying their impact
- PLC's within the school collaborate with
each other and successfully facilitate
productive discussion
- Staff is kept in the loop with changes in school
day/school policies and school improvement efforts
- Teachers and Administrators are on the same page
- Good resources, staff, and supports
- Hurtful to School Improvement:
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