TRANSFORMATIONAL LEADERSHIP

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TRANSFORMATIONAL LEADERSHIP. The Philadelphia Story The School District of Philadelphia’s CEO Region Gregory Shannon, Regional Superintendent Malika A. Savoy-Brooks, Director of Instruction. Mission Statement. The CEO Region is Committed to
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TRANSFORMATIONAL LEADERSHIPThe Philadelphia StoryThe School District of Philadelphia’sCEO RegionGregory Shannon, Regional SuperintendentMalika A. Savoy-Brooks, Director of InstructionMission Statement
  • The CEO Region is Committed to
  • Designing and supporting high performance systems and teams to enable proficient academic sustainability
  • Creating safe and orderly environments
  • Supporting, encouraging and sustaining parental involvement
  • Goal and Objective
  • Achieve Adequate Yearly Progress
  • Develop human resources and systems that will build capacity and sustainability within the schools
  • Development of principals, school leaders, students, and parents
  • Individualized assessments, prescribed solutions, and school-based support for all schools
  • The Schools that Entered The CEO Region
  • 3 high schools, 1 large middle school, 1 small middle school, and 7 elementary schools
  • Average Daily Attendance
  • Elementary= 85%; High Schools= 56%
  • AYP Status= Corrective Action Two, Year 4
  • Standardized Assessments= over 60% of the student population scored below the national average
  • Suspensions and Serious Incidents reporting= 1, 338 suspensions within the Region
  • Principalships ranging from 2 years – 9 years
  • Current Status of the Schools in the CEO Region
  • Turn-Around Specialist Principals
  • 30–50% increase in improvement on formal assessments
  • 40% decrease in suspensions and serious incidents
  • Active Parent Councils in each school
  • Professional Learning Communities
  • How Did We Get Here?School-Based District and Regional Support
  • Professional Development
  • Content
  • Leadership
  • School Reviews
  • School Walkthroughs
  • Principal Coaches
  • Contact Point Persons
  • How Did We Get Here?Partnership with the University of Virginia
  • The Turn-Around Specialist Program
  • The School Teams Leadership Development
  • The Balanced Scorecard
  • The Project Management Oversight Committee
  • The Turn-Around Specialists are Transformational Leaders
  • Develop a vision, share the vision, act according to the vision, and build a collaborative body of employees working towards the goal.
  • Generate and apply new and creative ideas that lead to the vision of the organization.
  • Apply ideas to increase and improve performance, rather than react to past performance and its consequences.
  • Turn-Around Specialists are Transforming SchoolsThe transformational leader’s goal is to
  • Achieve the organization’s expectations
  • Exemplify the values expected by all employees
  • Motivate and encouraging all employees to develop their craft and knowledge of the content of their responsibilities
  • Individualize the rapport and support based on the needs of the employees
  • Key Factors for Success
  • Consistent communication with the subordinates to ensure the subordinates tasks and beliefs are aligned to those of the organization.
  • Creation of collaborative environments to look beyond employees to identify root causes and together create and implement ideas to support the organization’s growth.
  • Challenges of the Turn-Around Specialists
  • Creation of the paradigm
  • Development trust and rapport
  • Belief and support by all stakeholders
  • Accountability for principals, leadership teams, teachers, students, and parents
  • Development of change and improvement of performance in one year
  • Development and support for teachers
  • Principal Appraisal
  • Successes for the Turn-Around Specialists
  • Within the first three months of the school year, the climate and conversations focused on student achievement
  • All stakeholders are accountable for the performance of students
  • Development of leaders that continue the practices of the principals in their absences
  • Belief in the abilities of the students
  • The Balanced Scorecard
  • Academic Achievement
  • Curriculum and Instruction
  • Professional Development
  • Special Education
  • English Language Learners
  • Formal Assessments
  • Students’ interventions and supports
  • School Climate and Safety
  • Attendance, Suspensions, Serious Incidents
  • Budget and Finances
  • Parental Involvement
  • Title One Compliance
  • Related Search
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