IF A CHILD CANNOT LEARN THE WAY I TEACH, THEN I MUST LEARN TO TEACH THE WAY HE CAN LEARN.
SOURCE UNKNOWN
Fordham University Graduate School of Education
Division of Educational Leadership, Administration and Policy
ASGE 6130 Instructional Leadership
Kevin J. Smith
May, 2010
Edgar Schein (1992) contends that the most important work of leaders is developing a “learning organization.”
“The purpose of our school is to see to it that all students learn at high levels, and the future of our students depends on our success. We must work collaboratively to achieve that purpose, because it is impossible to accomplish if we work in isolation. And we must continually assess our effectiveness in achieving our purpose on the basis of results—tangible evidence that our students are acquiring the knowledge, skills, and dispositions we feel are essential to their future success. –On Common Ground
Course Introduction
Schools are complex organizations. Often criticized, seldom truly understood, schools and by consequence, teachers and students, become subject to the latest “quick fix,” en vogue reform, or latest educational fad all in an effort to Leave No Child Behind. In short order, with no discernable results, reform efforts are abandoned for the next new fix. External demands for results coupled with chronic concerns in the teaching profession: low salaries, high teacher turnover, growing class size, transfer policies that limit experiential credit, a public misconception that teachers enjoy short work days and summers off, and little support for beginning teachers contribute to a need for significant educational change can leave teachers demoralized and defensive and leave school leaders caught in a cycle that promotes stasis. Though research about educational change and school improvement is complex and sometimes contradictory, several themes emerge: (1) without skilled and committed leadership creating exemplary schools that are characterized by meaningful instruction and high academic achievement will not emerge. (2) Effective schools are those in which the school culture promotes open and honest dialogue about the teaching and learning process. (3) In effective schools the work of the principal, while tending to important managerial matters, is focused on instructional leadership. In effective schools, all members of the school community are engaged in deciding what students should learn, how they should learn it and what to do when they do not. In their discussion of effective instructional leadership Wiggins and McTighe (2006) argue “leadership in a learning organization means leading by being a model learner and by demanding learning-not just because continual learning is desirable, but because it is essential.”
Course Objectives
*Learners will identify practices of effective instructional leaders.
*Learners will reflect on and interpret what each of the following mean: effective instruction, quality support for effective instruction, school culture, instructional leadership, professional development, curriculum development, conversations about teaching, supervision of instruction, learning organizations, professional learning communities, analysis of student work, data driven instruction, formative and summative assessment, backwards design curriculum planning.
*Learners will describe how each of the educational practices and beliefs listed above inter-relate and impact on one another.
*Learners will demonstrate evidence of understanding of the role of the principal as servant leader, managerial leader, and instructional leader.
*Learners will produce a coherent, creative, and comprehensive “learning and teaching” plan for a new school. The plan will incorporate, synthesize and build on course activities, readings, and assignments.
Course Methodology
This course seeks to model the variety and styles of teaching that one would ideally find in the most effective schools at each level. The instruction will be student-centered and active. It will involve challenging assignments designed to promote critical self-reflection on teaching practices, school culture, and instructional leadership. In recognition of the importance of collaborative and cooperative grouping as effective pedagogy, some work will be completed in teams. The course aims to tie together theory and research with practice and the pressing realities of classroom life in real schools.
The course work is mediated on a principle identified in the New Science of Quantum Mechanics and translated for implementation in leadership and management. Namely, the world is interrelated and organized in systems, some simple, many complex. In recognizing and utilizing our interrelatedness we can create a synergy which will allow us to learn far more then we ever could independently. Finally, this course will seek to put into practice theories of adult learning. Specifically, the work will be meaningful, related to students’ professional lives and will allow time for discussion and debate as students appropriate new knowledge.
The course will focus on three strands of instructional leadership: (1) School culture, (2) leadership, and (3) curriculum, assessment and instruction.
Course Schedule
Session Topic Assignment/s
5/7 Course Introduction *Naming the elephants
Systems Thinking *Vision of Teaching and
Norming for a PLC Learning – 10 words to
describe Instructional
Leadership
5/8 SuperVision of Instruction Lesson Assessments
Assessing Organizational Culture Poster Activity
Tradition/Congenial/Collegial Schoos
5/14 Creating PLC’s Due: Reflection Paper #1
Problems of Practice Glickman ch’s 1-3
Smart “SMART” Goals DuFour Intro, Ch’s1-2
5/15 The Danielson Framework Due: Reflection Paper #2
Clinical Supervision I Glickman ch’s 9-11
DuFour ch’s 3-4;7
Danielson ch’s 1-2
5/21 The Danielson Framework Due: Lesson Video
Clinical Supervision II Glickman ch. 16
Danielson ch’s 3-4
5/22 Effective Schools Due: Culminating Project
Course Requirements
Class preparation, attendance, and “vigorous participation.” Students are expected to be at every class session prepared to engage fully in conversations about readings and class activities. Time at the start of several classes will be allotted for Reading Groups to meet and summarize readings. Whether or not a written assignment is given with a reading, it is expected that the assigned pages be completed so that meaningful class activities can be conducted. Assignments are due when they are due.
Poster: This activity should be completed either on posterboard, or electronically. Your poster should highlight “artifacts” from your school that highlight espoused values and uncover deeply held beliefs within your school and aid in defining your school culture. While most of these will be very positive, the astute learner will endeavor to uncover those subtle insidious beliefs that may exist and stand as significant obstacles to authentic collegiality.
Reflection Paper #1: This is a 3-4 page reflection on the ideas presented in the DuFour article, “What is a professional learning community?” Students are expected to discuss the strengths and barriers that exist within their own school culture as they relate to developing a professional learning community.
Reflection Paper #2: “What is SuperVision?” In this 3-4 page reflection student need to highlight the critical elements identified in the readings of an effective instructional leader and in that light examine their own strengths. What aspects of effective leadership do you possess, where do you need to grow?
Lesson Videotape: Identify a willing colleague, or tape yourself presenting a lesson. Highlight 5-10 minutes that illustrate one of Danielson’s components. Be prepared to share the segment and discuss the component and element.
Triad Assignment: Students will role play in class three modes of instructional leadership: coaching, collaborative, and directive leadership.
Lesson Preparation (in class team assignment): Students will present an outline for a lesson (as part of a unit) on a given topic. Lessons need to follow backwards design format and highlight opportunities for differentiation, formative, and summative assessment. Technology integration, and the opportunity for peer-to-peer collaboration should be given every consideration in the lesson design.
Culminating Project: Creating a Professional Learning Community. This is designed as a synthesis activity. Students are expected to draw upon all of the readings, course assignments, classroom discussions, and individual insights to create a plan to develop and implement a Professional Learning Community within your school. Plans should highlight a process, key individuals, scheduling considerations, potential barriers, and strategic student achievement goals around which to galvanize a staff. Milestones should be identified, and opportunities for celebration should be noted.
Required Readings
Danielson, C. (2007). Enhancing professional practice: A framework for teaching. 2nd
Edition. Association for Supervision and Curriculum Development. (ISBN: 9781416605171)
Dufour, R. (2004). What is a professional learning community? Educational Leadership, Alexandria, Va:ASCD.
Dufour,R., Eaker, R, and Dufour, R. (2005). On common ground: The power of
professional learning communities. Solution Tree. (ISBN: 1932127429)
Glickman, C.D., Gordan, S.P., & Ross-Gordon, J.M. (2005). The basic guide to supervision and instructional leadership. New York: Pearson. (ISBN: 020540443)
Miller, K.D. (2003). Assessing your institution’s culture. The Risk Management
Association.