Standard 3

Standard 3: An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.
  1. Monitor and evaluate the management and operational systems
  2. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources
  3. Promote and protect the welfare and safety of students and staff
  4. Develop the capacity for distributed leadership
  5. Ensure teacher and organizational time is focused to support quality instruction and student learning

The Educational Leaders Constituent Council (ELCC) has taken the ISLLC Standards and reworded them in the form of the expected knowledge and abilities that an aspiring leader
should possess. Their wording makes it easier to ask questions of oneself in terms of readiness for a formal leadership role.
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ELCC 2009.doc

3.2 The Center for American Progress, a rather liberal think tank, has developed an interactive web site comparing the "Return on Investment" (ROI) of individual school districts in the USA. You can access Michigan and then find your district's ROI score. Interesting stuff! (BC)

I found this website which has resources avialble to teachers and administrators in the form of software that is used to manage schedules, grades, and technology in the classroom. This site is also useful for those who are looking for software used to build a master schedule. (DD)

3.5 - I have been watching a few of these webinars during this school year about the development and implementation or iobservation. Dr. Marzano and Charlotte Danielson have been working together at Marzano's new group, since leaving ASCD. iobservation has recently been adopted by the largest district in Florida. (TS)

A Report of the Task Force on Teacher Leadership Redefining the Teacher as Leader (SP)

3.3 The American Association of School Administrators did an entire edition on how to attack this issue in your school. You can read some of their articles and letters on the issue at this site: AASA Bullying Edition (RH)

This is an interesting website article discusing the importance of defibrillators (AEDs) in the school setting. It is important that we make sure that the staff is prepared to deal with life threatening health risks in the school. Cardiac arrest is one of the leading causes of death in America and has occured in the school setting, putting the district at risk for lawsuits related to negligence if there is not a specific plan in place and adequate responce. With the loss of jobs increasing, there is also an increase of students without healthcare and a reduction in doctor visits. This puts teachers on the front line of identifying health concerns and or being first responders when incidents occur. In the past two years, our school had two students experience cardiac arrest, one resulting in death and the other a 3 day coma. It is a reality administrators need to prepare for. "Before and after school, community groups (including many older people at higher risk for cardiac arrest) use the school during athletic and social events. With proper training of employees, an AED will benefit far more people that just the kids," said Hirschy-Wolkenheim.

Our school has really stepped up its efforts to fight bullying at the high school level in the last two months. We've established school safe zones and have tried to make students more aware of the issue and inform them on how to prevent it. We just used two hours of our last PD day to bring in an expert in the field on the issue (though the speaker was awful). This is a popular issue right now, but certainly one that must be addressed by an administrator of any building. The following resource offers some tips on how to evaluate your building and implement strategies that will help reduce bullying issues in your building.
Administrator's guide to address bullying (RH)

3.3 Our school has started an anti-bullying program based on the video Heroes in the Hallway

This is a study of distributed leadership in the context of elementary schools’ adoption of comprehensive school reforms (CSR). Most CSRs are designed to configure school leadership by defining formal roles, and we hypothesized that such programs activate those roles by defining expectations for and socializing (e.g. through professional development) role incumbents. Configuration and activation were further hypothesized to influence the performance of leadership functions in schools. Using data from a study of three of the most widely-adopted CSR models, support was found for the configuration and activation hypotheses. Leadership configuration in CSR schools differed from that of non-CSR schools in part because of the addition of model-specific roles. Model participation was also related to the performance of leadership functions as principals in CSR schools and CSR-related role incumbents were found to provide significant amounts of instructional leadership. Further support for the activation hypothesis is suggested by positive relationships between leaders’ professional development experiences and their performance of instructional leadership. (SP)

3.5 - An editorial in the Washington Post by Bill Gates, about how Teacher Development could revolutionize our schools.He talks about how is organization is working to understand what effective teaching looks like and how to identify the skills needed.One interesting point, is the automatic bump for obtaining advanced degrees but seeing that advanced degrees do not promise to improve the teachers skills. (TS)
I then ran across this article on the Gate Foundation using whisper, NFL technology to help new teachers and inparticular "Teach for America."

This article discusses how important it is for the administrator and the school counselor to work together. There are several thought provoking questions listed in this document that an administrator may want to reflect on. (JS)

Does your administrator and school counselor have a good relationship and communicate on a regular basis?

Here is an interesting article I received from Edutopia. As teachers, we always appreciate professional development days because it gives us something to think about and possibilities of implementing the material within our classroom. This articles describes the teacher-training academies, which appear in three differnt locations around America. (BJ)
Academy for Urban School Leadership

3.1 & 3.2
Robert Bobb Time interview

3.4 NASSP unveils plans to be much more aggressive in looking at teacher leaders and other instructional leaders.

3.2 I found this guide to be very helpful. It has many suggestions about what administrators can do with common management issues that plague some schools. (Double D)