INS PIRE. -Rick DuFour

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1 INS PIRE Principals must live with paradox: They must have a sense of urgency about improving their schools, balanced by the patience to sustain them for the long haul. They must focus on the future, but remain grounded in today. They must see the big picture, while maintaining a close focus on details. They must be strong leaders who give away power to others. -Rick DuFour

2 INSPIRE An Application for Developmental Leadership Leadership is much more an art, a belief, a condition of the heart, than a set of things to do. The visible signs of artful leadership are expressed, ultimately, in its practice. Max Depree Name Current Position Current Location Number of Years in Position Direct Supervisor Purpose INSPIRE is designed to further develop assistant principals who have completed a minimum of two years in that position. Assistant principals interested in becoming principals should consider INSPIRE as a process that will help deepen their leadership skills in the area of school improvement and related areas. It will require a commitment of time, thoughtful reflection, and action research resulting in an authentic product. Each participant will design and lead a significant school improvement project taking total responsibility for its implementation and assessment of results. Projects will be designed to align with system direction and include work at the system level on committees, task forces, and/ or panels. Participants will meet frequently with their principal throughout the year to report progress and seek guidance and suggestions. There will be 4 scheduled meetings during the year with the participant, the principal, and the Associate Superintendent of Educational Leadership and/or designee for the purpose of sharing progress, setbacks and successes. The final results will be shared with the cohort group and selected central office staff, as well as individuals the participant identifies. Projects will be evaluated on a predetermined rubric. Complete Please respond to the following, attaching the answers to this cover sheet. Responses to all of the questions should not exceed two pages. How would you characterize your leadership style? Provide one or two examples. What drives you to seek a principal position? What do you believe the core work of the principal to be? In your current role, how do you model this belief? Project Plan Plan should include project description, who will be involved, implementation timeline, evaluation, and listing of standards that will be addressed. Also include a brief description of how you plan to grow as a result of this project. Principal s Approval Each participant will need to meet with their current principal, discuss the requirements of INSPIRE and seek permission to participate in the Institute. For a participant to take total responsibility for a project, principals are agreeing to support their professional growth and give their time, guidance and expertise to the project. In addition, they are committing to meeting formally and informally throughout the year to discuss progress in depth with the participant and central office staff.

3 INSPIRE LEADERS WILL DEMONSTRATE AN UNDERSTANDING OF THE FOLLOWING PRIORITY PERFORMANCES THROUGH EVIDENCE AND ARTIFACTS BY PARTICIPATING IN A SIGNIFICANT SCHOOL IMPROVEMENT PROJECT, FACILITATED BY SYSTEM LEVEL LEADERS Georgia Performance Standards (GPS) Curriculum Lead others in the alignment of the curriculum vertically and horizontally with the state curriculum standards. Facilitate the integration of curricula to make connections within and across subject areas. Audit a curriculum to determine the level of expectation and depth of understanding required for all students. Engage teachers in cooperative planning for curriculum implementation to ensure agreement on core content and required student performances. Monitor and evaluate the implementation of a standards-based curriculum. Use action research to review performance data and student work to refine curriculum implementation and innovation. Standards-Based Instruction Engage teachers in cooperative work to design, monitor, and revise instruction to ensure that students achieve proficiency on state curriculum standards and system expectations for learning. Lead others in the use of research-based learning strategies and processes. Use techniques such as observation protocols to document that teachers use: o Student work that reflects achievement of state curriculum standards o Differentiated instruction to accommodate student learning styles, special needs, and cultural backgrounds. o Strategies to elicit higher order thinking skills and processes, including critical thinking, creative thinking, and self-regulation. o Flexible grouping based on effective diagnosis and formative assessment o Innovative strategies to address individual learning needs. Promote the use of technology to support student mastery of Georgia performance standards. Lead others in a collaborative process to set high expectations for all learners. Lead others in a collaborative process to set and use benchmarks and rubrics to generate student efficacy and responsibility. Assessment Engage teachers in the use of assessment data to design and adjust instruction to maximize student learning and achievement. Use protocols to engage teachers in collaboration to determine desired results and to design assessment practices which are consistent, balanced, and authentic. Use protocols to engage teachers in review of student work products and performances used to adjust instruction. Promote the use of a variety of effective and balanced assessment techniques to control for bias.

4 Engage teachers in the use of formative assessment to provide effective and timely feedback on achievement of curriculum standards. Engage teachers in the collaborative analysis of assessment data to plan for continuous improvement for each student, subgroup of students, and the school as a whole. Data Analysis Systematically collect and analyze multiple sources of data and use them to: o Identify improvement needs. o Determine root causes of performance problems. o Determine a course of action. o Monitor progress at frequent and regular intervals. o Celebrate accomplishments. Develop an appropriate presentation for an internal/external audience based on analysis of multiple sources of data. Analyze data from multiple sources to inform a decision about curriculum, assessment, and instruction. Analyze data from multiple sources for comprehensive school improvement planning. Use technology tools for data analysis. Organizational Culture Select or develop and use instruments designed to analyze beliefs, processes, and structures in a school or district that support or impede rigor in teaching and learning. Develop action plans to address the results of an analysis of the school or system culture. Develop and implement processes and structures that support a pervasively academic climate within a culture with high expectations for all students and adults. Engage participants in collaborative work and provide support systems that personalize work and learning for both students and adults. Develop and implement distributed leadership as part of the process of shared governance. Lead teachers to accept collective responsibility for school improvement and the learning and achievement of all students. Professional Learning and Development Lead job-embedded professional learning that aligns with school improvement goals and supports student achievement. Apply knowledge about adult learning to develop and implement structures that support adult learning and collaboration. Evaluate the implementation and impact of professional learning on teacher practices, continuous school improvement, and student learning. Provide and protect time for job-embedded professional learning, such as mentoring, coaching, feedback, study groups, peer observation, and learning teams. Model continuous learning by developing and maintaining a personal plan for selfimprovement.

5 Performance Management and Process Improvement Lead the collaborative development or revision of the vision, mission, and values/beliefs that will guide and inform the continuous improvement. Link individual and organizational goals, performance, and results. Develop measurable school-wide, grade-level, and teacher goals that focus on student achievement. Monitor the implementation of the school improvement or strategic plan and its impact on student achievement using an accountability system. Use appropriate performance management tools and processes to plan, measure, monitor, and communicate about improvement. Identify and address barriers to leader, faculty, and staff performance. Provide interventions to address underperformance of leaders, faculty, and staff. Identify and map core school/system processes and plan for their improvement. Lead the analysis of school processes to determine their impact on learning time and plan for their improvement. Develop and implement high performance teams, such as school improvement teams, to improve school processes, and performance. Use improvement results to make recommendations for continuation and/or modification of plans and processes. Develop and implement a succession plan for continuity and sustained effectiveness of the organization. Use technology to support core system processes. Managing Operations Organize a safe, orderly, and engaging learning environment, including facilities, that reflects state, system, and local school rules, policies, and procedures. Manage operations within the structure of Georgia public education rules, regulations, and laws and the Georgia code of Ethics for Educators. Work collaboratively to implement fiscal policies that equitably and adequately distribute all available resources to support success of all students. Develop budget that aligns resources with data-based instructional priorities. Recruit, select, and hire highly qualified and effective personnel. Retain effective personnel by ensuring positive working conditions. Assess the school/district reporting system to ensure Georgia and federal requirements are met, including the filing of academic progress, and maintaining clear, written documentation of legal issues. Promote technology to support administrative processes. Organize a school/system that reflects leadership decisions based on legal and ethical principles to promote educational equity.

6 Leading Change Drive and sustain change in a collegial environment focused on a continuous improvement model that supports all students meeting high standards. Utilize change theory to successfully initiate and sustain a change effort. Nurture faculty, staff, and stakeholders as they engage in the change processes. Build buy-in from faculty staff. Develop strategies to engage stakeholders in the change process. Relationship Development Develop and lead communication strategies to support the school s goals and student achievement. Establish and maintain effective working relationships with governing agencies, such as a local board of education and the Georgia Department of Education. Actively engage parents, community, and other stakeholders in school decisionmaking and problem-solving processes to have a positive effect on student learning and to achieve the system s vision. Establish expectations for school councils and facilitate council leadership. Establish mechanisms and structures for continuous feedback from all stakeholders and use feedback for continuous improvement. Mobilize community resources to strengthen schools, families, and student learning. Recognize and provide culturally-responsive practices to multicultural and ethnic needs in the organization and the community. Advocate for policies and programs that promote the success for all students. Model impartiality, sensitivity to student diversity, community norms, and values and ethical considerations in interactions with others. Identify and analyze conflict and implement strategies for managing conflict. Develop and implement a plan that influences the larger political, social, economic, legal, and cultural context to advance student and teacher

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