State our proposed update of the 'Ohio Standards' of performance for principals :
We, as principals of schools (learning networks), intend to:
#1: Help create a shared vision and clear goals for our learning networks and ensure continuous progress to achieve our goals.
#2: Support the implementation of 'high-quality standards-based' instruction resulting in higher levels of achievement for all of our students (learners).
#3: Allocate our resources and manage our learning network operations to ensure a safe and productive learning environment.
#4: Establish and sustain collaborative learning, shared leadership, and shared problem solving to promote learning and achievement for all of our learners.
#5: Engage parents and community members in our learning network process and create an environment where community resources support learning, achievement, and well-being.
Proposed by Lou Schott on Sept 5, 2007
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25 comments:
Refer to Standard #1:
- Meets with staff regularly
- Makes adjustments as needed
- Sets small goals leading to the larger goal/vision. Make the goals attainable.
- Integrate a whole building into the big picture.
- Listen to needs of others and acts accordingly.
- Keeps up-to-date on technology & tactics to use to achieve the goals.
As proposed by Group #1.
Refer to Standard #2:
- Graded course of study -- aligned with school district & state standards.
- Evaluate & assess how effective the instructions are.
- Collaboration between grade levels and content areas.
- Flexibility of instruction to meet standards (creativity is encouraged).
- Posting of standards in classrooms and through out the building.
As proposed by Group #2
Refer to Standard #3:
- Make sure everyone is working together. Includes teachers, support staff, human resources, & custodians.
- Make sure they have the right resources and that people are getting the resources they need.
- Provide support, training, expectations, and allocate money.
As proposed by Group #3.
Refer to Standard #4:
- Training / Classroom management for teachers.
- Extra time to talk with teachers and mentors.
- Resource for teachers / students.
- Assessment techiques for group learning.
- Crosswalk of content areas.
As proposed by Group #4:
It would be difficult to meet standard number three if resources or funds were not allocated properly for classroom use of instructional materials (such as textbooks, supplemental materials, technology...etc.) to provide a productive learning environment.
It would be difficult to meet standard number four if staff members were not given significant opportunities to work together, share ideas and / or create inter-disciplinary lessons to promote student learning and achievement.
Responding to Standard # 2: It would be difficult to meet Standard # 2 when there are certain teachers that do not implement standards based instruction. Teachers that do not want to implement high quality standards have the local union that backs the teachers. For a teacher to be put on supervision,it requires a lot of paperwork that the principal does not have time to complete nor wants to complete.
#1 Continuous Improvement: How can a pricipal help create a shared vision & goals when some teachers are reluctant to make needed changes? It seems there is little recourse when teachers are unwilling to comply with change.
With regards to Standard #1: One of the biggest problems for an administrator is setting a goal too high and not allowing for any types of adjustment. Any good plan should have a series of check off points that should be met in order to monitor success or signal a need for an adjustment.
The biggest problem for any administrator in fulfilling these standards is going to be stated in its simplist form, TIME, MONEY, and WILL.
Time is limited by union contracts, and the regular school day schedule
Money is limited for many school districts
Will of the teachers and staff is often a problem, for example, in our school district the administration is hoping to initiate a new grading system that will be online, yet we still have teachers near retirement refusing to use e-mail.
Many have stated this, but seeing as I couldn't get on til now, I'll just re-iterate:
#1) Lack of sufficient funds to cover inservices, technology, materials, etc.
#2) Administration/Faculty not willing to work towards the goals and not receptive to "outside of the box" thinking (if it's not broke, why fix it?!?)
Finally, I could log on! I think the biggest block to the standards could be staff that aren't on board with the goals of the building. Purposeful sabotage can destroy the standards if staff is that vindictive. All the time, money,materials, technology, etc. in the world can't repair the damage done by a vindictive staff!
In regards to standard #2, I feel that pricipals and schools are more concerned with OGT scores than the actual students' success. Its hard to implement high-quality standards that result in higher levels of achievement for all students when the primary focal point is the OGT.
I believe that the state has altered the meaning of "high quality standards" and we now teach to the test...unfortunately this can not be an accurate assessment b/c all schools do not have the same resources, facilities, parental support, funding etc. At some point, we lost the idea of student achievement which can not be measured in testing alone. I agree that we must change our focus as a state...
I have visited many states whose educational systems were as one regardless of district, classification (public, private, charter), etc. This systems share resources, staffing, and a clear vision. This makes it easier for principals to collaborate and share resources for student achievement. I feel Ohio needs to adopt a collective approach to education to promote learning networks that will enable prinicpals to meet these standards more effectively.
Test for Jill
Managing our resources is difficult when working with people who do not have the ability to manage their classroom. Difficulty arises when the teacher fails to use the tools or processes for discipline given and the discipline spirals out of control. The teacher then expects administration to handle the problem when in fact the problem could have been handled days before using the tools that are in place.
Standard #2: Unless the administrator and the department have a systematic way of tracking the teaching and mastery of standards, there is no way to assure that all and especially critical standards are met. Additionally, if teachers within the department only teach certain classes--by choice or administrator privilege, critical standards could be minimized or skipped because the one teaching a prerequisite course does not know where and how a critical standard applies to a later course. Cleotha
By contract, teachers must have a planning period free of students. Can the administrator schedule appointnets with individual teachers to discuss ways of meeting standards? There is a limit on how many times a teacher may be evaluated; however, how does the teacher show evidence of techniques used in class to meet the standards?
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One difficulty in obtaining standard #3 would be the politics or institutional protocol at multivarious levels in the school system. Standard #3 suggests that schools should allocate resources and I think in some cases, this is difficult to do fairly in Ohio’s present way of funding schools. The Supreme Court has, and I think twice, ruled that Ohio schools are funded unconstitutionally via property taxes, and this doesn’t look like this is going to change. This results in wealthier suburbs having better funded schools, which in turn provide the school with better resources (resources meaning supplies, more teachers, computers, facilities, ect.) and poorer cities tend to have less income which results in the lack of funding for schools and the lack of resources for these schools. Hence, the ability to allocate resources based on finance is flawed from the start and I question how safe and productive the learning environment is for students (and teachers) in lower income schools.
I think people are sick of being “penny-pinched” to death by being asked to give more money, via school levies, when everything is going up cost wise. What is worse is when administrators abuse the system and then ask for money. One example, is the Cleveland public schools. While continuing to ask city residents for more money because of their financially strapped schools, Barbara Byrd Bennett, CEO of the Cleveland Municipal School district, was seen on the news abusing the privilege of being a CEO, taking extravagant trips with her family to foreign countries, living in luxury, and all at the tax payer’s expense. Add the fact that while Bennett was CEO, the Cleveland public schools suffered both financially and academically, so it appears little focus was on the needs of the students, and I think it’s difficult and hypocritical for systems that are operated like the Cleveland public schools, to ask city residents for more money. It’s a fine line of having the right resources and then streamlining the use of these resources to get the most out of them.
These comments focus on subjects that for the most part we cannot control. Our first step as administrators has got to be accepting our situation and coming up with new ways to answer questions and concerns. We can complain all we want about lack of funding. We still have to get the job done.
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