Analysis Of Paul Bambrick Santoyo 's ' Leverage Leadership '

According to former Indiana state superintendent of schools Dr. Suellen Reed, “We know from our research that there’s no turnaround school without a turnaround principal” (as cited in Gammil, 2007, para. 2), further supporting the fact that “school leaders have an essential role in cultivating a positive school culture in public schools” (Peterson and Deal, 2002, p.30). However, it is imperative to improve our understanding as to how principal leadership impacts the school culture in high poverty schools to ensure that all children receive a quality education, regardless of zip code, in an environment conducive to learning. The six measured factors are as follows:

The major emphasis in education for the 21st century is on data driven accountability measured by student performance on standardized testing. National and state expectations require students to demonstrate mastery of curriculum objectives. Instructional objectives are the focus of the building principals to show measurable student progress. The improvements are evaluated based on data and monitoring of the curriculum.

Teachers are able to target the learning gaps by developing a plan of action based on the needs for our students. Verbiest (2014) and Hershkovitz (2015) argue data is used to tailor (how we sever students, how we offer support, types of support, what resources we need to invest on, whether we take a student to students needs with our school psychologist) instruction for students in all content areas in an effort to increase student achievement. As a result, the school can provide specific professional learning, support, and resources to teachers based on the needs and areas of weakness of our students (Fox, 2001). As lifelong learners, teachers recognize that their professional practice continues to evolve as they reflect and act on new information. If teachers have information that helps them confidently identify the root of educational challenges and track progress, they can more readily develop action plans that will have a positive impact on their students’ achievement (Halverson et al.,

With confidence, the Rolla Public School District is here to not only improving student learning, but to guide students directly. Our responsibility is to provide parent and community involvement so our students can learn effectively. Committing to students is important because they rely on the faculty such as our educators assessing them properly. We believe that our students should deserve high-quality educators because “it is the most important school-related factor influencing student achievement” (Rice, 2003, para.1). Rolla Public School’s allow our students to set goals and our educators help them achieve them by the proper guidance.

The article, Code Red: The Danger of Data-Driven Instruction, the author, Susan Newman provides ineffective uses of data-driven instruction. The author highlights the use of worksheets, spreadsheets, and teaching to the test strategies as weak time consumers that detract from the active learning and classroom engagement. Data-driven instruction is a tool to guide education to increase student performance with researched based practices, rigorous teaching modalities, and differentiated individualized instruction.

Data-driven instruction means teaching needs to be based on data. The No Child Left Behind Act holds schools and districts responsible for student’s achievement, which implemented schools to collect, store, and manipulated data to modify the instructions. Teachers are held responsible for student reaching their goals. The teacher is able to show improvement by using the data that is collected. In attention, the teacher is about to use the data to show improvement. The data could also be used to modify instructions. The teacher is able to use the collected data to modify instruction to meet the students’ needs. For example, if the teacher is collecting

The Washington County School District organizational strategies that are in place for teachers has increased academic student growth in my classes. Throughout year, I participate in professional development activities that enhance my teaching skills and increase student learning. During the summer, I collaborate with district data analysis and colleagues to disaggregate student data, correctly identify the lowest benchmarks that students scored based on FSA performance and Washington County School District Progress Monitoring Program (three assessments from the previous year). After which, we develop an "Order of Instruction” for content areas based on data from various student measures that have been assimilated throughout the school year.

Teachers never have enough time to accomplish all of the things that they are responsible for during a day. However, it is important for them to have personal performance goals formulated around managing, engaging, and growing students. Establishing goals and working on them systematically throughout the school year with guidance from administration allows for professional growth throughout the school building. One of my many take-aways from the book Leverage Leadership was that great teachers use data driven instruction, receive a lot of feedback, and consistently focus on short and long-term performance goals (Bambrick-Santoyo, 2012).

A vital individual when it comes to initiating change is the person willing to take action in order to construct something different. A person willing to own the outcome and lead the change is the critical element in producing change. Without the leader of change stepping up and accepting responsibility, all others have is an awareness of the problems that exist, therefore, change doesn’t transpire. There are countless people who are constantly eager to share all of the items which they believe need to change, with anyone who will listen. There are far fewer who are willing to step up and lead that change. Teacher leaders have the vision to generate change in their schools, and are a vital asset to change. Catalytic leaders are needed throughout schools in order to make change happen. Leaders with an expertise in the area of change are authentic, initiative, and influential.

As instructional leaders, we are responsible for the academic growth of our students. It is my duty to foster a culture of learning. This is best accomplished by being a lifelong learner. Rather than focusing on the instruction of the teacher to the student, an instructional leader within a culture for learning focuses on the students by asking questions such as, “What was learned? What is the evidence that my students learned?” (DuFour, Richard and Robert J. Marzano. “High-Leverage Strategies for Principal Leadership.” How Teachers Learn 66.5. (2009): 62-68) Rather than the principal observing a teacher on instructional style, within a culture of learning, that school leader is directing her observations on ascertaining what the students learned, how they learned it and how they know what to do if they have not yet learned it. In looking at the traditional method of teacher observation, if a principal finds the instruction of a teacher is lacking and helps him improve this instruction, this does not guarantee that the learning will also improve. (DuFour, Richard and Robert J. Marzano. “High-Leverage Strategies for Principal Leadership.” How Teachers Learn 66.5. (2009): 62-68) Rather, the instructional leader of the school should be asking such questions as, “What are the students doing? Are they engaged in their learning

My research focused on a case study that depicted a school that was on the verge of collapse and how effective leadership can turn a negative situation into a positive outcome. After reading this case study, I noted several similarities to the movie “Stand and Deliver”, in regards to a school that was unable to obtain even a small degree of operational success, (Musca and Menendez, 1988). The support element was basically nonexistent, no one was assuming responsibility for their actions. Without established procedures there is no path to follow, which leads to corruption and disparity. Through effective leadership these problems were identified and corrected. Mike Odiotti and Judy Seiberlich successfully transitioned a school that was on the path of ruins and developing it into the school that it was destined to be, (Berger, Howard, &

In the book, The Moral Imperative of School Leadership, the author, Michael Fullan, discusses how a school ran with moral imperative will benefit everyone involved. Fullan summarizes how principals who share the leadership role and work collectively with others find success. He lays out the ways to change the context of your campus, defines some barriers of school leadership, and how to make a difference at the individual level and at the school level. He also discusses how to make a difference beyond your campus, expanding to regionally and society. Lastly he demonstrates how a new direction and new context require the individual and system to work together towards successfully changing the culture of your campus.

In Finnie Tyler High School, there is no mission, vision, or goals driving learning. Each teacher does what they want, when they want. This is an ineffective approach to instruction because students have a difficult time making connections between various subject matters and learning does not necessarily build from one concept to the next or even from one class to the next. Another issues is that teachers are professionally isolated, meaning they do not collaborate with one another. Collaboration is extremely important in improving instructional practices.

Aurum Prep will comply with all compliance and reporting requirements and we are committed to the going use of data to make decisions. In fact, an innovative aspect of our school design is centered around data days, which are full day staff professional development day held every other month. Data Days allow us to work with teachers and staff to analyze the progress of all students in all tested subject areas. This information is used to make school-wide decisions that include but are not limited to: grouping of students, adjustment in curriculum guides, targeted tutorial for students, and creation of teacher improvement plans. We believe this structure in particular is an innovative feature that will allow Aurum Prep to use data effectively and also make important shifts informed by data.

Three themes appeared related to determining which organization facilitates the most effective training sessions. The first notable theme identified by ten of the teachers were that educational opportunities offered at the school level are highly beneficial for addressing specific curriculum deficits. Additionally, eight teacher’s recognized the importance of having collaboration and follow-up opportunities as part of their learning process, no matter which organization is the facilitator. The Final theme identified by fourteen teachers, focused on how data driven teacher learning typically provided quality outcomes for students and thus should be a part of the learning process.