At our last Principals and Vice Principal meeting there was a discussion on the following topics. Tables were asked to discuss a couple of the questions and to reflect and provide links or thoughts back to the Google document that was shared prior to the meeting.
The attempt was to run a flipped meeting, the agenda with reading and video was sent prior to the meeting. Then participants are able to add to the minutes and provide their own thoughts. The discussion part went very well but the additions and comments to the minutes were brief. Just shows that this process needs to be modeled and discussed to encourage all to participate.
I will be trying a similar process for the next meeting.
Here are the questions that were discussed
Which of the following statements best defines effective principals?
|a) They have a clear vision and inspire and engage others in developing and realizing it|
|b) They drive, facilitate and monitor the teaching and learning process|
|c) They foster a cohesive culture of learning|
|d) They are committed to student and adult learners and their development|
|e) They model professional, ethical behavior and expect others to do the same|
|f) They ensure equitable learning opportunities and high expectations for all|
|g) They lead continuous improvement|
Principals are the key players in developing the climate, culture, and processes in their schools. They are critical to implementing meaningful and lasting school change and in the ongoing school-improvement process. Principals who have a clear vision; inspire and engage others in embracing change for improvement; drive, facilitate, and monitor the teaching and learning process; and foster a cohesive culture of learning are the collaborative leaders our schools need to fully commit to ensuring each student—and school staff member—is healthy, safe, engaged, supported, and challenged.
Successful teachers are extremely aware of their purpose. They understand that they are the connection, the conduit that will enable the student to bridge the use of knowledge with the willingness to learn that knowledge.
Leaders matter. Therefore, significant improvements begin with significant changes in what leaders think, say, and do
Data Questions to discuss at tables
- What data do you gather to drive achievement in your school?
Whatever we say we VALUE, that’s what we need to be assessing.” Are teachers asking themselves: “What are the most important things I want my students to take away from my course? Am I assessing those elements?”
- Do we currently have enough data to drive achievement initiatives? What other data sets would you like to gather?
- Where is this data displayed?
- What is the climate and culture of your schools? What tools do you use to assess the culture and climate of the school?
- What do your schools achievement results report?
The 21st century Classroom understands that you can’t be “data-driven” unless you actually make adjustments and modifications to your instructional practices as a result of that data…
- Do your goals and objectives serve as signposts for where your school needs to go?
- Have you looked back at other school improvement efforts to identify what has worked and hasn’t?
- What makes data so difficult to engage with?
- How do we measure higher order thinking in classrooms??