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Transcript of Instructional Leadership
Immersion modeled on 'comprehensible input'
All coursework focuses on reading & writing
Every year students read 100s of pages & write over 100 pages
Two novels per level per year
Weekly quick writes
Relationships & bi-weekly interventions have led to:
2-yr program growing into 3-yr college prep
94% passing rate in all levels
60% matriculation into 3rd year
Reading To Understand
Curriculum & Instruction
Always Building Capacity Within Myself
Led 30 hours of PD and mentoring over two years for world language teachers
Co-created school-wide PBIS system: wrote classroom menus, directions, student/staff member of the month policy and application forms, and other relevant print materials
Co-led over 20 hours of PD and mentoring over one year to support building-wide Advisory social/emotional curriculum
Co-facilitated end-of-semester academic celebrations for over 50 students
Co-led building-wide locker visitation policy
Engaging In Meaningful Collaboration
Driving Student Achievement through Teaching Proficiency through Reading & Storytelling (TPRS)
Educators who have influenced me...
R & R DuFour
...I'm always researching and exploring because I know what's at stake
According to R. & R. DuFour "over 80% of the issues a school faces can be tackled from within."
I'm the faculty lead on the Bogan Advisory Committee (BAC). Our team collaborates to:
Write social/emotional curriculum for all grade levels
Embed academic check-ins every 5th week into the sequence
Lead monthly grade-level curriculum PD for teachers
Facilitate four surveys throughout the year to garner stakeholder feedbeek
One of our greatest challenges remains in the area of colleague buy-in. Our response:
SUPPORT SUPPORT SUPPORT
our colleagues in the face of resistance.
I leveraged my knowledge of the Federal Equal Access law to support our LGBTQ students
For three academic years I've been the adult ally of the GSA
In 2010 I secured a $1200 Harris Fellows grant to support the GSA
Some of the many GSA successes...
Safe Zone campaign
3-Day LGBT Film Festival
World AIDS Day
Day of Silence
Chicago Pride Parade
Springbreak in Paris
Collaboration supports schoolwide initiatives
I've participated in
over 50 hours
of critical analysis and application of Charlotte Danielson and the CPS Framework for Teaching.
Building Capacity In Student Leadership
Through TPRS students succeed at
comprehending a novel
written with a 300-word vocabulary
in Week 3 French I
The book "Le petit prince" is a staple in AP French IV classrooms. TPRS develops a student's fluency so rapidly that s/he is able to read this book in French III - a full year earlier. This is due to TPRS's
focus on structures, not grammar
My Theory of Action
I believe that by coaching, mentoring, and facilitating relevant professional development, great administrative leadership will build internal capacity, create meaningful relationships and drive student achievement.
You are about to see a few documents that I co-produced through collaboration to support our building-wide Positive Behavior Intervention Strategies (PBIS).
PBIS is a powerful tool
that can foster healthy relationships between teachers and students. The end result: higher levels of student achievement.
Collaboration starts with great support!
Jim Collins writes that "the enemy of great is good."
Bengals on top of the Eiffel Tower
Writing to learn
Dry erase boards act as a quick
that gives a teacher immediate data that informs instruction.
Storyboards and isolated images are prompts that
within students as they perform their timed writings.
Essay sheets are constructed with five hash marks per line making it very easy for
students to gather data on their own achievement
as they count the number of words they write during a timed writing assessment.
Using my students' achievement in French as a guide, the World Lang Dept. collaborated to create a universal scope & sequence. Our product: semester benchmarks that were both
vertically aligned within each program and congruent between
. This work impacts the achievement of over 80% of our students.
You are about to see some documents that I used to track the progress of an attendence initiative that I supported during the winter/spring 2012.
The goal: cut down on tardies.
The impetus: we needed to get students to class! Students could only go to their locker before 1st, and after 3rd, 6th, and 8th periods.
Below is part of a report prepared for administrative review.
The Y-axis denotes number of violations.
The X-axis denotes day numbers beginning on Jan 30th, 2012.
In analyzing 21 class days (5 weeks) of consistant enforcement, the weekly
dropped from 102 to only 37
(a 64% reduction). This is in a school of 1650 students, all of whom have their own lockers .
Form 3 (the scripting guide) provides both the teacher and administrator with data and evidence that fosters deeper, more meaningful reflection surrounding the lesson observed. The result:
The CPS Framework for Teaching supports great teaching because it fosters
before the teaching takes place. And it continues after the lesson, giving way to
rich and relevant reflection
According to research published by New Leaders for New Schools (2009), the impact a principal has on student achievement has been quantified to be more than 25%.
Collaboration leads to great interventions
The first task of a teacher is to
. The second task of a teacher is to
support, support, support
. We do this by providing all students with immediate supports if they are not achieving at their ability.
Great curriculum and instruction are sustained only through great classroom management within and great building management without.
Consistency is the key.
Bengals visiting the Mona Lisa
Now, this leaves me with just one question...
...How do we get great?
Consequences are most effective when they
to the infraction. Locker visit violators received a 24-hour locker lock-out (except to provide access to personal effects) effective the same day as the infraction.
Fostering The Social/Emotional Growth Of Every Student
Bengals climbing up the Eiffel Tower
Creating Equity Of Opportunity For Urban Learners
I have led 8 overseas trips for urban secondary students
Zero-commission work - I do not believe in traveling on the backs of kids
I personally worked with families of color to make experience a reality
Each trip: an 8-day immersion experience in/around Paris
Proudest achievements: brought overseas travel back to...
2005 - Como Park HS - 37 participants
2006 - Southwest HS - 12 participants
2011 - Bogan HS - 17 participants
Bengals at the Palace of Versailles
Bengals visit the Center on Halsted in Lakeview
Bengal family participates in Chicago Pride parade
My biweekly interventions brought my passing rate
from 73% to 94% over an 8 week span of time in the fall of 2009. Consistent support of my students through these interventions has kept my passing rate at 94% for over two and a half years.
The relationships that I forged with students led to 60% matriculation to French III for the second year in a row. Nationally,
fewer than 5%
of students continue beyond the second year in a foreign language program.
This implies that with effective administration and meaningful collaboration great schools are within reach of every family.
Bengals at Buca di Beppo on Michigan Ave
I interpret this to mean that if we settle for what is 'good' or 'good enough', we have given up on pushing ourselves to make our school great.
'Good' is the reason why most of our lessons are pre-written only most of the time
'Good' is why we walk away from a meeting without an action plan ...with work undone
'Good' leads to poor staffing choices, ...to favorites and favoritism
'Good' takes away the urgency of our task
'Good' creates islands of excellence versus highly functioning PLCs
In short, 'good' maintains the status quo.
I believe that
this 25% impact
does not rest solely with the principal, but
encompasses the entire admnistrative team
I believe that 'good' cannot be good enough.
Even with R.E.A.C.H., we know that the formal evaluation process can be the classic "dog-and-pony" show. With a tool such as the Praise-Question-Suggestion you are able to perform several unannounced 10-15 minute long informal observations throughout a term, which can inform the teacher-administrator conversation.
Above there are sample lists of locker numbers. They belong to students who were cited with a locker visit violation.
No highlights denotes first offense
Yellow highlights denote second offense
Red highlights denote third offense
A professor of mine once insisted that the greatest take-away from his class was that, as an administrator, I need to continuously develop the ability to listen ...to really listen... to my faculty and staff.
It made me think a great deal about how I might be perceived as a newly hired administrator if I don't take the time to
genuinely listen to my faculty and staff
. .....to learn about them and their life paths.
The product of all my reflection is my WTF -
Wow, That's Fantastic!
- form. I hope to use it to sollicit insight from those in my school within the first few days of my tenure.