Lezotte's 7 Correlats

In Leverage Leadership, Paul Bambrick-Santoyo presents seven principles or levers that great principles and other school leaders take to effectively transform their schools into greatness. These seven principles, or levers, enables continuous, about-face, and duplicable growth for schools and their leaders. More than half of a principle time is spent on things that does not transfer into student achievement and/or success. However, with purposeful emphasis on these seven levers, the exact time investment leverages more learning. School leaders plus the seven levers equal more student achieve, thus setting the school on the path for greatness.

As schools were faced with these daunting expectations to meet standards, state agencies, school boards, and administration all had to re-evaluate current practices, not only in the form of what should be taught, but how it should be taught (Performance Evaluation Advisory Council, n.d.). In more appropriate terms,

They must be aware of the current state of the school, be imaginative in launching new and relevant initiatives in a way that can get the whole school behind the idea, be diligent in keeping track of these initiatives and their progress.

High Expectations: In a community of learners, expectations are set by the teacher and are something that students must work for. Students understand that the expectations are achievable but will require hard work. These expectations go beyond academics and include student behavior.

We need to be a school district that prepares all students to be productive members of society. We need to expose our students to the real world and help them see that the world is bigger than our very small community. We need to ensure that all students have the opportunity to succeed and reach their goals. We need be a school with a pluralistic culture. Our students need to be culturally competent and have a good understanding of diversity. We need to promote the acceptance and celebration of people from all walks of life. We need to develop a supportive atmosphere where students feel they can express their beliefs freely without prejudice or judgment.

Brighton High School needs to incorporate core subjects in classrooms other than those tested on core subjects. In order to ensure school-wide student achievement, Brighton High School will incorporate literacy and math in Career Technical Education (CTE) classes beginning the 2015-2016 school year. To ensure higher rates of success and accountability to the students, the mastery learning model would give teachers the necessary framework to articulate their understanding across the curriculum through the literacy and math integration (Henson, 2015). By using Leadership Team, aligned curriculum, and curriculum maps, teachers will be empowered to make the literacy and math integration successful. Previously, there has not been a

Such as great reaching is the major factor for a successful school. Moreover, it says longer schools hours, dedication to excellence and a longer school year are

In light of accountability requirements, fear of not meeting AYP (Annual Yearly Progress), and required school improvement plans, often the idea of “school improvement” is considered a negative attribute. Obviously schools do not want to be singled out or identified as in need of improvement. Teachers often take the same view towards the idea of improvement. We as teachers take very personal that concept of improvement; we often parallel the need for improvement to failure. However my belief is that effective schools are always in a school improvement process and effective teachers too also are constantly adapting their practice in a culture of continuous improvement and growth. Therefore it is important as an effective leader to build a community of trust and collaboration. I quote “We are all in this together. Once we know that we are, we’re all stars and we see that we’re all in this together.” (Disney High School Musical, 2006) These lyrics from a popular Disney movie put to light exactly the school culture where the goal is not personal but as a community to use data driven and research based approaches in reflection and growth that assist all stakeholders.

As an educational leader, I must have a vision and mission statement for the school that is known by the staff, students, and parents. The vision will address the needs of the students academically, emotionally, and socially. According to DuFour (1998), “ Those who seek to transform their school into a professional learning community as characterized by an environment fostering mutual cooperation, emotional support, personal growth, and a synergy of efforts.” The leader must implement a plan that will cultivate the success of all students. The mission will speak to the direction of the school community stating what the desire goals are. The building leader will lead by example. High expectations will be communicated and encourage by staff and students. The educational leader of a school must develop a culture of team work to create a climate that is student friendly. The vision mission and goals of the leader should be transparent. The establishment of common goals is the first step. Without common goals, sustainable progress will be impossible and thus everyone will have lower expectations. The students, parents, and staff should be commented to the goals of every child reaching their full academic potential. The school environment should speak to goal setting and high expectations for all students and staff.

The effective teacher exhibits positive expectations for all students. Having positive expectations simply means that the teacher believes in the student and that the student can learn. Students will live up to the expectations you set, and to be effective- your expectations should be positive for all students. The effective teacher establishes good classroom management techniques. Classroom Management is practices and procedures that a teacher uses to maintain an environment in which

An important piece of school improvement is the gathering and analysis of student achievement data from multiple, reliable sources to improve learning for all students. This is a message I consistently communicate when facilitating professional development. As an educational leader, I design professional learning opportunities that effectively promote and support high quality instruction through the use of data that accurately depict the status of students, instructional staff, and school performance.

This is the most difficult step for schools, however, when working together, with urgency and a mindset to improve, total transformation will occur.

Based on the evidence provided from this concluded research, it can be inferred that positive expectations led to more successful outcomes. Therefore negative or low expectations result in poor levels of success. Hence, the following consequences can be discussed to show how teacher expectations influence students learning in the classroom.

Identified the need for these schools and teachers what they want and try to find these things internally what you can solve through your program.

Many teachers have no formal training on drawing meanings from data. A brief course on analysis skills and research, although helpful, is not enough; the teachers need a well-defined process, enough time of acquiring guidance and skills from experts over time. Translation of the data into goals, priorities and the strategies demands that data are linked to decision-making processes and school planning, in a way that particular questions are answered, the school goals supported and the problems identified.