leadership: applying differentiated support to your own school context

Leadership: Applying Differentiated Support to Your

Own School Context

http://www.tellohio.org/

Copyright © 2011 New Teacher Center. All Rights Reserved.

Blackboard Collaborate Communication Tools

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Copyright © 2011 New Teacher Center. All Rights Reserved. Copyright © 2012 New Teacher Center. All Rights Reserved.

Collaborate Tools

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Participant Tools:EmoticonsStep AwayRaise Hand Polling

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Participant FeaturesAudio Setup Wizard Audio Setup Wizard

Audio & Video Settings

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Testing the Audio Setup Wizard

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Participant FeaturesAudio & Video

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③ Turn on Talk (and Video!) button.

④ Ask your question.

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Connections to Survey Results

Q7.1b There is an atmosphere of trust and mutual respect in this school.

Q7.1c Teachers feel comfortable raising issues and concerns that are important to them.

Q7.1d The school leadership consistently supports teachers.

Q7.3a The school leadership makes a sustained effort to address teacher concerns about leadership issues.

Q6.5 Teachers have an appropriate level of influence on decision making in this school.

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Objectives• Examine and reflect on your own leadership style preference

• Reflect on your leadership approach to a situation at your school

• Deepen understanding of how to adapt leadership style to meet learner need

• Apply new learning in your school context• Generate an action plan to implement a desired school initiative

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Copyright © 2011 New Teacher Center. All Rights Reserved.

Forum Norms

Use chat freely

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Some Initial Context

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A Leadership Style Framework

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Copyright © 2011 New Teacher Center. All Rights Reserved. Copyright © 2012 New Teacher Center. All Rights Reserved. 19

S1:Directing

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S2:Coaching

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S3:Supporting

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S4:Delegating

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What is Your Leadership Preference?

Which style do you tend to gravitate towards as a leader?

A.DirectingB.CoachingC.Supporting D.Delegating

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Supervising is Situational!!!• Your leadership preference has nothing to do with

what leadership style may be needed to best support a teacher

• The choice is made by considering a number of factors

• Teacher experience, readiness, competence• Teachable moment• Motivation• Trust

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Reflecting On YourSchool’s Context

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Levels of DevelopmentD1

Low Competence, High Commitment

““Enthusiastic Beginner”Enthusiastic Beginner”21


Apply

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Some Competence, Low Commitment

““Disillusioned Learner”Disillusioned Learner”23


Apply

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Moderate to High Competence, Variable Commitment

““Reluctant Contributor”Reluctant Contributor”25


Apply

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High Competence, High Commitment

““Peak Performer” Peak Performer” 27


Apply

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S3

S1S4

S2

Low Supportive and Low DirectiveBehavior

High Directive and Low SupportiveBehavior

High Directive and High SupportiveBehavior

High Supportive and Low DirectiveBehavior

DEVELOPMENT LEVEL OF FOLLOWER(S)

THE FOUR LEADERSHIP STYLES

DIRECTIVE BEHAVIOR

(High)

(High)(Low)

SUPPORTIVE BEHAVIOR

Peak Peak PerformerPerformer

Reluctant Reluctant ContributorContributor

Disillusioned Disillusioned LearnerLearner

Enthusiastic Enthusiastic BeginnerBeginner

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When optimal leadership is applied…

• Teachers feel supported in new tasks and empowered in tasks they are familiar with

• The potential for trust and mutual respect to take root increases

• Improved trust enables teachers to ask more questions and raise issues

• Educators save time

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Planning

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Trajectories of Supervision and Teaching Practice

Teacher Stage of Development

Purpose of Process

Locus of Control

Supervision Style

Supervision Models

Developing Proficient Accomplished DistinguishedUnsatisfactory

Quality Assurance Professional Learning Professional Learning Quality Assurance

Supervisor Support Provider Teacher

Directive Collaborative Facilitative

S1:Directing S2:Coaching S3:Supporting S4:Delegating

D1 D2 D3 D4

Traditional Supervision Consultation Collegial Problem Solving

Mentoring Cognitive Coaching Peer Alternative Models

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Considerations

• How can you empower higher skilled staff to acknowledge their abilities and support the development of others within the school?

• In what ways can district supports be leveraged to enhance your initiative?

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Considerations

• In what ways do already established systems and processes enhance or hinder your efforts (planning time, collaborative groupings, faculty meetings, etc)?

• In what ways can you gather evidence of impact that can further refine your plan along the way?

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• Need to add K church’s thing on evaluation for the session

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leadership: applying differentiated support to your own school context

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