System Structures and Expectations
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Role of a system leader in...That promotes ongoing critical reflection on practiceSuperintendentSecretary tressurers must...High levels of learningCommunicationB.2 System structures and expectationsWhat is the role of other system leaders?System leadersOther system leadersWhat is our role as system leaders in communicating and enacting a clear view?Role as system leaders in expecting and supporting shared instructional leadership:Employing ongoing evidence...
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Communicating and enacting a clear vision focused on teaching and learning.Biannual school reviews based on SIP based on the LIFT'N (Litenacy, Inclusion, Faith, Technology and Numeracy) focus (Kathleen, Trish -> RDCRS)Ensuring clear visionset the tone and then follow up1) Communicating and enacting a clear vision... -Div. teams sharing the message through aligned portfolios i.e. inclusive ed's role; FNMI role... -Frame our work/build coherence in supporting vision. -Is this having an impact on kids/high quality learning? (ask same question at every level) 1) Develop consensus with all stakeholders and ensure Board commitment. -Board visits each school once per term; or once per year in smaller Divisions. -Gather school councils and leadership for engaged discussions. -Gather teachers that are non-union reps. to discuss essential issues. Ensure input is validated. -Present draft education plans to principal colleugues.1) -Help establish and support a common vision. -Use constant messaging -Be listeners -Help school leaders and teachers develop ownership of a shared clear vision.1) Communicating and Enacting Vision *Vision, goals and priorities are consistent and embedded through everything you do. -Dialogue is moved through this lens (up, down and across the jurisdiction.) *Pricipal working groups. -Review vision, goals, priorities. -Creating a data picture of their school. -Updating improvement plans. -Senior leaders have monthly convos around moving planning forward.Supporting the vision in every context1) Repetitives -consistant message -> division meeting, focus on the three goals (teaching and learning, culture, wellness) Praireland. Directors -are all aligned to the goals (different context, same thread) -Understanding the "fit" into the goal. -Forward looking -> understanding what is coming (research, changes) -Systems model/participate in the learning and growth side by side. Support principals -to move beyond reports to a living breathing representation of their great work (a narrative, a story) -Align reporting to be more authentic. 2) Align reporting to what needs to be messured. -Modeling learning -Increasing collaboration -Site based vs central -Supporting tech implementation -Aligning resources to instructional needs 3) Data leadership day -Not usng 1 shot Pd.Provide consistent messaging that has continuity over time (3yr ed plan) Provide solid documents ie. Policies, procedures, APIS... that are reflective of the current reality.Ensure that data collection is meaningful and reflective of the priorities.
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-ways to support sistinct goals within your own portfolio, connecting your work to oter areas of focus using the ed plan as your guide (laser focus) -sharing the work/ knowing everyones work and then finding ways to support the work.Four "School Ops" meetings a year with assigned schools (3 yr cycle). Review of 3YEP and data. (STAR catholic -Laurie Kardynal)-Ongoing communication -cascading information - decisions linking to vision/goals -whyconduct meetings with Division departments/schools to ensure coherence between educational, operationsal and financial plans.2) Expecting and supporting shared instructional leadership... -Always bring it back to learning. -Being explicit about the "Why" and the reasearch behind it. - Modelling and models that differentiates the needs/ diversity of everyone.2) Instructional leaderships: -Professional learning at every admin. mtg and follow-up during school visits. -Determine core matters and focus on these with all admin. -Division teams goes inton school to ensure consistent focus and implementation. 2) -Reinforce the expectation of shared instructional leadership -Model instructional leadership -Support all instructional leaders where they are. -Expect the best! (not the worst) -Ensure expectations are clear.2) Expecting and supporting instructional leadership. *Supervision model ensures that teacher practice supports -Vision, goals and priorities. -Shift focus in admin meetings. -Build professional learning cohorts. -Empower principals to be change agents with their teachers.providing clarity1) Communicating and enacting: -Ensuring we have evidence that people understand what we are trying to do (effectively communicating) -Communicating to staff what system leaders are doing in their role. -Survey to staff -> assessing needs (evidence), check in (are we meeting needs?) -Feedback from system staff. 2) Expecting and supporting sared inst. leadership: -Be more visible in schools (carve out time to be in schools) -Purposeful visits to schools 3) Employing ongoing evidence informed approaches: -Asking the right questions to get evidence. -Apriring leadership professional development -Admin input in PD topics -Collaborative learning opportunities. Vision must be clear Have high expectations for student achievementAsk the right questions - will the data support student learning?
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Expecting and supporting shared instructional leadershipfocus on evidence "how do you know?" Intentional collegue discussions on why I know my students are learning (Lloyd - PRS)Shared instructional leadershipAssisting in determining the decision making structure3) Employing ongoing evidence informed approches to prof. learning... -Making the research aval. / "translate" it... -Ensure variety of ways of sharing research i.e. print, videos, wbesites,... (time is a factor) -Support reflective practice (Model...) (reflective practice -> making a difference) -Accountability Prof. Learning.Establish and communicate beliefs and vision through collaboration.3) -Demonstrate and use data to inform practice. -Revisit the research to truly stay current. -Model effective professional learning practice. -Model life (career) long learning. -Employ collaboration.Aligning procedured and practice with the vision and policiesSuperintendent's message must be repeated and clear. Appreciate local context and differentiate or allow for flexibility based on context.Take the time to be present and assist leaders becoming great instructional leaders.
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1) as system leaders we need to know the research/ stay up on current/ best practices on instructional leadership/ quality instuction. 2) each Superintendent - brings questions on instructional leaderhip to each Principal -Principals developed a model of instructional leadership and then central developed a framework based on the model from the Principals.Create frameworks that guide student learning and promote wellness. These frameworks should be designed by multiple stakeholders and based on solid research (PRS)-Modelling. eg) right structures? supports in place, admin counsel -Intentional conversations. eg) monthly dialogue between sr admin and principals. -Provide supports -Principal academy / leadership academy /cohort. -Right people.managing and creating flexible systems to support data based decision-makingconsistent messagingModel instructional leadershipComprehensive knowledge of one anothers portfoliosModel relfective practices - trust and team are crucial.
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Employing ongoing evidence informed approches to professional learningOngoing evidencecreate efficient and effective processes to free up time for other system leaders to focus their time and efforts on other instructional leadershipProactive in messaging internally and externally (monitoring the narrative)Providing professional development and capacity buildingVision and messaging must cadcade throughout the Division and the stakeholders.Pause, reflect and CELEBRATE achievements and accomplishments.
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-Being purposeful with the data you are collecting. -re-visiting the data. -use data to drive instruction learning, vision. -use the data to plan/provide professional learning in the areas of needed growth/support.-Accountable/ assurance (regular meetings) -Generative dialogue (not compliance) -look for adjusdtment / do-over on plans. -specificity.create a system that promotes reliable and timely indormation systems to inform decision-making.advocating for coherence between expectations and resourcesKnowing one another's roles (communication is clear. Connected.)Lead your organization through actions, attitudes and behaviors.
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Carry the message to Principals, Teachers, Parents consistenly and accurately.ultimately provide environments that support safe and quality teaching and leadership.creating opportunities for questions and dialogue with a variety of stakeholders.Intentional planning and communication focused on key goals (3yr. plan) ->How: monthly sr. admin meetings
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Provide structurescommong and consistent languaging, repeated frequently.How: -specific language and learning @ admin meetings LST mtgs etc. -3 Key areas are visual on every agenda, repeated and shown at every gathering to demonstrate commitment. -Provide admin. specific examples and activities/language to take back to their staff. -Instructional framework shared, modeled, practices for admin. (to then share with staff)
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Reporting must include evidence of success linked to the 'Eddential Conditions'"practice what you preach" -model expectations.
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keep the message alive during staff, student and parent changes.
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