Keeping with my theme of school leadership, I’m sharing a wonderful article I ran across by Nick Morrison on the Forbes website: The Eight Characteristics of School Leaders. At the core of the article Nick shares a list of eight qualities of successful school leaders developed by a group of UK educational researchers.
In Pennsylvania, teacher and principal effectiveness are hot topics and it has been something I’m interested in – all school leaders, not just principals – not from a policy perspective, but just from the perspective of improving performance of school leaders. The list shared in the linked post is a good one! I see this as really useful to share with all school leaders to prompt reflection. Dare I say we could stand to improve in many if not most of these areas? Nick shares additional ideas beyond the list in his post, so be sure to check it out.
They have consistent, high expectations and are very ambitious for the success of their pupils.
They constantly demonstrate that disadvantage need not be a barrier to achievement.
They focus relentlessly on improving teaching and learning with very effective professional development of all staff.
They are expert at assessment and the tracking of pupil progress with appropriate support and intervention based upon a detailed knowledge of individual pupils.
They are highly inclusive, having complete regard for the progress and personal development of every pupil.
They develop individual students through promoting rich opportunities for learning both within and out of the classroom.
They cultivate a range of partnerships particularly with parents, business and the community to support pupil learning and progress.
They are robust and rigorous in terms of self-evaluation and data analysis with clear strategies for improvement.
I enjoy reading the monthly PDFs published by ChangeThis. Each month the site publishes several PDFs focused on key ideas around leadership, innovation and the like. This month, one title in particular caught my eye: Leading from Above the Line. Based on the book, Above the Line: How the Golden Rule Rules the Bottom Line, the ideas shared in the ChangeThis PDF are relevant to K-12 education and beg the questions, Are our leaders engaged? How engaged? I particularly liked the “definition” of “above the line” because I think it can (and should) be used by all educational leaders to reflect upon their work. Do your leaders lead “above the line” or below it?
While those wishing to put stock in the rankings of the latest PISA results may claim some bias in this video from the American Federation of Teachers (AFT), the arguments reinforce the idea that our public schools are a reflection of our society. Until we (policy makers specifically) more effectively address issues such as poverty in America, we will only make incremental changes in student performance as assessed on these tests. It is interesting to me how much the United States’ ranking improves once levels of poverty are accounted for. Is this a valid argument?
With the release of Pennsylvania’s School Performance Profile, we continue to label schools, this time with a single score. While SPP is being touted as based on multiple measures, that’s really a bit of smoke and mirrors. Ninety percent (90%) of the score is still based on a single testing window (PSSA/Keystone Exams) snapshot in time.
I’m fortunate enough to be in a district where we value more than just the SPP score. This morning, I found this image on Twitter that communicates some of what we value beyond the simple test score.