Finding Your Focus找到你的焦点.ppt
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1、Florida Department of Education Teacher and Leader Preparation Implementation Committee,May 9th, 2011 Ocala, Florida,Objectives,Provide a brief glance of some current leadership research Overview the criteria for multidimensional leadership assessment (PRESTO) Present a new model for principal evalu
2、ation based on the research Identify where the gaps are in the current FPLS compared to contemporary research on leadership,A backward glance down the leadership research road,James McGregor Burns (1978), “Leadership is one of the most observed and least understood phenomena on earth.”,“There is, in
3、 fact, a substantial relationship between leadership and student achievement.” (Marzano, Waters, & McNuluty, 2005),“when district leaders are carrying out their leadership responsibilities effectively, student achievementis positively affected.” (Waters & Marzano, 2006),“School leaders who focus on
4、students achievement and instructional strategies are the most effective.” (Hattie, 2009),Visible Learning,Zone of Desired Effects,d = 0.4,A Barometer of Influences,Students could have achieved w/o schooling,What teachers accomplish in a typical year,The greatest impact on student achievement outcom
5、es,Interpreting Effect Size,Average,Formative Evaluation,When implementing a new program, an effect size of 1.0 would mean that, on average, students receiving that treatment would exceed 84% of students not receiving that treatment,When teachers SEE learning through the eyes of the student and when
6、 students SEE themselves as their own teachers,Instructional Leadership Dimensions,d=0.91,d=0.74,d=0.60,d=0.54,d=0.49,60%,of a schools impact on student achievement is attributable to principal and teacher effectiveness,25%,33%,Principal,Teacher,Augustine, Gonzalaz, Ikemoto, Russell, Zellman, Consta
7、nt, Armstrong, & Dembosky (2010),Large Scale, Six Year Leadership Study,Largest of its kind to date Nine states, 43 school districts, and 180 elementary, middle, and secondary schools. Survey Data from 8,391 teachers and 471 school administrators and observational data from 312 classrooms.,“Our rese
8、arch confirms leaders potential influence, as well as the limits on their ability, to be the central figure and catalyst for authentic and lasting systemic educational reform.” (Wahlstrom et al., 2010),Powering Leadership,2nd,Leadership is second only to classroom instruction as an influence on stud
9、ent learning,“To date we have not found a single case of a school improving its student achievement record in the absence of talented leadership” (p.9),“Schools leaders have an impact on student achievement primarily through their influence on teachers motivation and working conditions”,Viewing Lead
10、ership Through Three Lenses,Collective Leadership,Shared Leadership,Distributed Leadership,Collective leadership has a stronger influence on student achievement than individual leadership,Higher-performing schools award greater influence to teacher teams, parents, and students,Leadership practices t
11、argeted directly at improving instruction have significant effects on teachers working relationships and, indirectly, on student achievement,One of the most powerful sources of districts influence on schools and students is through the development of school leaders collective sense of efficacy about
12、 their jobs,Districts Shape Principals Collective Sense of Efficacy By,1,2,3,4,Investing in the development of instructional leadership,Assigning priority to the improvement of student achievement and instruction,Ensuring teachers and administrators have access to worthwhile programs of PD,Emphasizi
13、ng teamwork and professional community,50%,of principals identified seven behaviors as positive influences on their sense of efficacy:,Provision of resources Encouragement to develop relationships Flexibility in pursuit of district goals Insisting on data-based decision-making Assisting in the inter
14、pretation and use of data Policies that enable principals to staff their schools with the people they need Clear direction,However, if poorly managed or implemented,More likely will have null or even negative consequences,For Example,Investing in the professional development of school leaders had li
15、mited effects on efficacy and student achievement unless districts also developed and communicated clear goals for improvement.,“For some time now we have been saying that principals need to be instructional leaders, but we now know that the same is true for superintendents and central office staff.
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