Continuous School Improvement

Continuous School Improvement

1. Organizational Factors that IMPEDE leadership efforts

   • Lack of principal support
   • Lack of open dialogue between principals and teachers
     • Lack of personable feedback during observations
   • Teachers who already do a lot do not want to "lead"
   • Lack of district support
   • Negative relationships
   • Lack of effort

2. Instructional leadership

   • Curriculum and instructional development
   • Professional development
   • Observation and feedback
   • Building relationships
   • Cultivating a collaborative culture
   • Data driven decision making
   • Culture of high expectations

3. Leadership characteristics

   • Instructional Unit
     • Teacher
     • Student
     • Media
   • Teacher plays a key role
   • Instructional Capacity
     • Data
       • Effective instruction and support
   • Positive relationships
   • Seeking professional development
   • Willingness to delegate

4. Resources for this mind map:

   • Leithwood, K., Mascall, B., Strauss, T., Sacks, R. Memon, N., & Yashkina, A. (2007): Distributing Leadership to Make Schools Smarter: Taking the Ego Out of the System. Leadership and Policy in Schools, 6(1), 37–67.
   • Kennedy, A., Deuel, A., Nelson, T.H., & Slavit, D. (2011). Requiring collaboration or distributing leadership? Phi Delta Kappan, 92(8), 20–24.
   • Spillane, J. (2009). Managing to lead: Reframing school leadership and management, Phi Delta Kappan, 91(3), 70–73.
   • Wahlstrom, K. L., Paul, S. T., & Michlin, M. L. (2009). Perception vs. reality: Principal actions and teacher views on instructional leadership. Paper presented at the Annual Meeting of the American Educational Research Association. San Diego, CA.