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Unit One: Collaborative Work and Culture

Page history last edited by Aimee Howley 11 years, 3 months ago

 

Unit One Objectives Keyed to Established Standards (Educational Leadership Constituents Council--ELCC, Ohio Master Teacher Criteria--O.MT.C, Ohio Standards for Principals--OP, Ohio Standards for Superintendents--OS, Ohio Standards for the Teaching Profession--OT) 

 

ELCC.1.1.D.b. Candidates base development of the vision on relevant knowledge and theories applicable to school-level leaders applied to a school district context.

ELCC.1.2.B.b. Candidates demonstrate the ability to use data-based research strategies and strategic planning processes that focus on student learning to inform the development of a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs.

ELCC.1.2.D.b. Candidates demonstrate the ability to use data-based research strategies and strategic planning processes that focus on student learning to develop a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs.

ELCC.1.3.B.b. Candidates develop plans and processes for implementing the vision (e.g., articulating the vision and related goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating responsibility, developing leadership in others, and securing needed resources).

ELCC.1.4.D.b. Candidates understand the theory and research related to organizational and educational leadership and engage in the collection, organization, and analysis of a variety of information, including student performance data, required to assess progress toward a district’s vision, mission, and goals.

ELCC.3.1.B.a. Candidates demonstrate the ability to optimize the learning environment for all students by applying appropriate models and principles of organizational development and management, including research and data driven decision making with attention to indicators of equity, effectiveness, and efficiency.

ELCC.3.1.D.a. Candidates demonstrate the ability to use research-based knowledge of learning, teaching, student development, organizational development, and data management to optimize learning for all students.


IS.1. B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning.

IS.4.A. Collect and analyze data and information pertinent to the educational environment.


O.S.1.2 Expect, model and support the effective use of data.

O.S.1.3 Create a coherent plan with a limited number of goals.


O.P.1.3 Principals lead the change process for continuous improvement.

O.P.2.5 Principals understand, encourage and facilitate the effective use of data by staff.


O.T.7.3 Teachers are agents of change who seek opportunities to positively impact teaching quality, school improvements and student achievement.


O.MT.A. Consistent Leadership: Master Teachers ensure student learning and well being by participating in decision-making and initiating innovations and improvements for school change. They are leaders who empower and influence others. They engage in a variety of leadership roles and perform thoughtful stewardship responsibilities for the school community and the profession.

 

 

Unit One Content

 

Topic

Readings/Videos

(10 hours)

Face-to-Face or On-line

Activities

(5 hours)

Independent Study Activities

(30 hours total) 

Orientation to Teacher-Based Teams

Module 6, P. 10: Developing Shared Accountability - The Why, Who, How, and What of Teams

Discussion

 

The Collaborative Process: The Nature of Collaborative Work and the School/District Culture Supporting It

Module 17: The Collaborative Process

Discussion

Activity:  Few But Large Changes

 

 

Readings 

 

Activities

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