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Customized
Leadership Training
Differentiated Leadership-
LEADERSHIP FOR THE WHOLE SCHOOL
Time Topics for Differentiated Leadership Needed Leadership for the Whole School In these descriptors as in the book, I will use the terms administrator, leader, the leadership and the administrative team in all of their various forms interchangeably. These terms are meant to refer to any person in a leadership position for which the circumstances apply. For example, in the Curriculum Development chapter, all of the references to leadership in any form could mean any or all of the following: principals, assistant principals, district curriculum leaders, team leaders, department chairpersons, teacher leaders, curriculum committee members, and so on. 1hr to ½ day The Involvement Model of Change All change is incremental, and differentiated leadership requires understanding how to move a diverse staff forward. Administrators need a model of change that will work for the entire staff. This model of change for this session is based on the level of involvement of each staff member throughout the change process. The Involvement Model of Change is critical to moving a staff forward and will help administrators ensure that the staff is on-board and ready for what is ahead. 1 hr to ½ day School Performance Management Systems Differentiated Leadership requires that leaders identify the various systems in their school and understand how those systems interact with each other. In this session, administrators will see the eight School Performance Management Systems (SPMS) that are in every school, and how the systems are interdependent on each other. This session will walk administrators through a planning process that will take into account the impact any proposal will have on all of the School Performance Management Systems. This will eliminate the unintended consequences that often happen when implementing new programs. 1 hr to 1 day Flexible Schedules For differentiated systems such as instruction, assessment and so on to occur, the administrative team has to develop a master schedule to allow these things to happen. In this session, I share the most flexible schedules possible with leaders. Depending on time I also share scheduling techniques to assist administrators with the task of building flexible schedules. 1 hr to ½ day Group Dynamics All leaders meet and work with a wide variety of groups. Every group that a leader meets with is made up of a wide variety of members which often reflects an equally wide variety of personal motivations and agendas. Since no two groups are the same, leaders need practical strategies for dealing with the group dynamics. This training helps administrators learn how to diagnose issues affecting group performance and then be able to prescribe the most appropriate intervention to keep groups positive and productive. Various group situations will be described and strategies for dealing with those situations will be shared. 1 hr to ½ day Student Management Differentiated Leadership is about building collaborative systems of student management. In this training, leaders will see how to develop staff ownership of the student management process. The trick is to find ways for teachers with good student management skills to help the teachers with not-so-good student management skills. This training demonstrates how leaders can get the teachers sharing strategies and assessing each other’s discipline referrals in a non-threatening collaboration.
1 hr to ½ day Motivating Staff with the Multiple Intelligences In this session administrators will see how to use the multiple intelligences to motivate all of the staff members. We ask teachers to differentiate instruction using things like multiple intelligence theory. In this session leaders will see how to use the multiple intelligences when interacting with staff to Differentiate Leadership in the same way! 2 hrs to multiple days Differentiated Curriculum Development Administrators have long struggled with getting teachers to develop integrated curriculums that share standards and skills across content areas. In this session I demonstrate a very easy-to-implement system that will get teachers sharing standards, skills and assessments across content areas in meaningful ways. The key to the success of this system is its simplicity; and with this method leaders can facilitate differentiated curriculum development. This process facilitates the natural development of differentiated instruction and assessment which involves the Whole School. 1 hr to ½ day Community and Business Involvement All educational leaders understand the need for community and business involvement, but often do not have the time or resources to put into it. In this session, leaders will find another easy-to-use program for developing meaningful community and business involvement in their school. The program I share with leaders is called COMPASS which is an acronym for COMmunity Partnerships Assuring Student Success; and leaders will see ways to create levels of community and business support that were not possible before this system. (Note: This training is dependent on the Differentiated Curriculum Development training immediately above.) 1 hr to ½ day Differentiated Staff Meetings In this session leaders will learn how to design engaging, interactive, motivating and productive staff meetings. Several staff meeting activities designed to present topics in a differentiated format are shared, and depending on time, modeled in this session. The planning process and forms to help administrators create differentiated staff meetings are also shared. 1 hr to 1 day Inclusion Inclusion -- no other term in education seems to create so much confusion. This training looks at what inclusion is -- and isn't. All students have special needs, and those with IEP’s and 504’s require specific modifications. In this training, we will look at what it means for teachers to co-teach in an inclusion setting. Inclusion does not mean “watering down” anything! In this training participants will see lessons and assessments that are developed to actively engage and challenge every student in the classroom regardless of their levels. Leaders will learn easy ways to help teachers in inclusion settings co-plan effectively for lessons and how to be successful with inclusion. 1 hour to 1 day Advisory The focus of this "hands on" training is to demonstrate how Advisory programs can promote academic achievement by working to develop young adolescents' affective skills that are required for cognitive success. Participants will see how an activity-based, student-centered, skill-focused Advisory program brings together guidance services, teaching staff, and administrators to maximize learning. The goals of this training are to provide a clear purpose for Advisory while sharing numerous motivating activities to challenge and actively engage the students in building the skills necessary for success in your school. In this training participants will see just what a huge impact an effective Advisory program can have on your students and the entire school! 1 hr to ½ day The Cognaffective School Do not run for the dictionary! The Cognaffective School is a school where an equal emphasis is placed on the development of cognitive skills as well as affective skills. This session ties all of the other sessions together to demonstrate how differentiated leadership means creating brain compatible schools that blend cognitive skill development with affective skill development. In this session I help leaders identify the affective and cognitive skill sets required of their staff for various tasks, and how to create learning situations for all staff members to hone these skills. The blending of the cognitive and the affective is the ultimate definition of Differentiated Leadership and is the only way to achieve Leadership for the Whole School. 1 day to multiple days Observation, Assessment and Feedback For this session, I will observe team meetings and interact with the teams to gather information to assess each team’s progress. Then I provide detailed feedback to each team regarding areas of strength and I make specific recommendations for continued improvement and productivity.
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