I VISIONARY LEADERSHIP Flashcards
TO LEARN THE DEPTH OF VISIONARY LEADERSHIP
WHAT ARE THE 6 DOMAINS
- VISIONARY LEADERSHIP
- INSTRUCTIONAL LEADERSHIP
- SCHOOL IMPROVEMENT LEADERSHIP
- PROFESSIONAL LEARNING & GROWTH LEADERSHIP
- ORGANIZATIONAL & SYSTEM LEADERSHIP
- COMMUNITY LEADERSHIP
LEADERS SHAPE A COLLECTIVE VISION THAT USES MULTIPLE MEASURES OF DATA AND FOCUSES ON EQUITABLE ACCESS, OPPORTUNITIES, AND OUTCOMES FOR ALL STUDENTS.
STUDENT CENTERED VISION
THE LEADER MANIFESTS THE VISION OF ALL STUDENTS GRADUATING READY FOR COLLEGE AND CAREER. S/HE DOES SO BY PROACTIVELY ENGAGING STAFF, STUDENTS, AND THE BROADER COMMUNITY IN EVIDENCE-RICH CONVERSATIONS ABOUT EQUITABLE OPPORTUNITIES AND OUTCOMES FOR ALL STUDENTS’ LEARNING AND WELL-BEING. S/HE MAKES CERTAIN THAT THESE OPPORTUNITIES ARE AVAILABLE TO, AND SUPPORT, STUDENTS WITH ACADEMIC, LINGUISTIC, CULTURAL, SOCIAL-EMOTIONAL, BEHAVIORAL, AND PHYSICAL DEVELOPMENT NEEDS. IN COLLABORATION WITH STAKEHOLDERS, S/HE CREATIVELY DESIGNS AND IMPLEMENTS MULTIPLE LEARNING OPPORTUNITIES WITH THE GOAL OF ELIMINATING DISPARITIES IN OPPORTUNITY AND ACHIEVEMENT AMONG STUDENT GROUPS. THE LEADER SUSTAINS EFFECTIVE SYSTEMS FOR STUDENTS WITH DIFFERING ABILITIES, SEEING TO IT THAT THEIR NEEDS ARE MET WITH A SENSE OF URGENCY AND HIGH EXPECTATIONS.
STUDENT CENTERED VISION
LEADERS ENGAGE OTHERS IN A COLLABORATIVE PROCESS TO DEVELOP A VISION OF TEACHING AND LEARNING THAT IS SHARED AND SUPPORTED BY ALL STAKEHOLDERS.
DEVELOPING SHARED VISION
THE LEADER MOBILIZES A BROAD RANGE OF STAKEHOLDERS, OFFERING A VARIETY OF ACTIVITIES TO MAXIMIZE THEIR ENGAGEMENT IN DEVELOPING AN AUTHENTIC SITE VISION. S/HE HELPS STAFF AND THE COMMUNITY TO UNDERSTAND LOCAL, STATE, AND FEDERAL EDUCATION LAWS AND REGULATIONS THAT AFFECT THE VISION, AND S/HE REVIEWS ADN ADJUSTS THE VISION AS NEEDED TO CREATE SYSTEMIC COHERENCE. S/HE USES VARIOUS SETTINGS TO COMMUNICATE THE VISION TO ALL STAKEHOLDERS, BUILDING BROAD OWNERSHIP. S/HE DEMONSTRATES THE VISION’S RELEVANCE FOR DAY-TO-DAY WORK BY HOLDING STAFF ACCOUNTABLE FOR MAKING PROGRESS ON STRATEGIES THAT ARE INCLUDED IN THE VISION. S/HE MODELS ACCOUNTABILITY BY REFERENCING IT IN PROGRESS REPORTS AT COMMUNITY MEETINGS AND EVENTS AND ASKING OTHER SCHOOL COMMUNITY LEADERS TO DO THE SAME.
DEVELOPING SHARED VISION
LEADERS GUIDE AND MONITOR DECISIONS, ACTIONS, AND OUTCOMES USING THE SHARED VISION AND GOALS.
VISION PLANNING AND IMPLEMENTATION
4 PARTS TO VISIONARY LEADERSHIP
- DEVELOPING AND ARTICULATING A VISION OF TEACHING AND LEARNING FOR THE SCHOOL CONSISTENT WITH THE OVERALL VISION AND GOALS OF THE LEA
- DEVELOP A SHARED COMMITMENT TO THE VISION AMONG ALL MEMBERS OF THE SCHOOL COMMUNITY
- LEAD BY EXAMPLE AND PROMOTE IMPLEMENTATION OF THE VISION
- SHARING LEADERSHIP WITH OTHERS IN THE SCHOOL COMMUNITY
LEA
LOCAL EDUCATION AGENCY
In a time of reduced school funding, educational leaders can best help ensure that sufficient resources are available to achieve a school’s vision and goals for all student groups by emphasizing which of the following approaches?
using student performance or data and making those areas a priority in terms of resource allocation
In a school district where students from particular cultural and language backgrounds are significantly over-represented in special education programs, educational leaders can best initiate efforts to address the issue by analyzing:
instructional strategies used with students prior to their referral for special education.
Staff at a middle school are ready to implement instructional changes designed to improve students’ math achievement. In planning these changes, the school leader has guided staff in a review of current research on math instruction and an examination of students’ math performance for the last three years. The leader can best ensure that the planned changes achieve the desired results by prompting the staff to take which of the following additional actions?
developing a plan for assessing student improvement during and following the instructional changes.
One goal at an elementary school is to create a climate that reflects a commitment to the belief that all children can learn and achieve success. School leaders can best support the achievement of this goal by emphasizing to teachers the value of which of the following classroom practices?
using a variety of grouping strategies for activities
In which of the following situations would peer coaching be the most appropriate professional development strategy for a school leader to use?
Teachers have received training on a new instructional strategy and are ready to implement it in their classrooms
Which of the following behaviors by members of a high school’s school site council should be of
greatest concern to educational leaders at the school?
Several members of the instructional staff who are on the council often dismiss/comments and suggestions by non-instructional staff and parents/guardians
A new leader takes over at a school that has been characterized in recent years by very high teacher turnover among probationary teachers, with many leaving voluntarily by the end of their probationary period. The leader and the school site council wish to design a program of ‘ “enhanced support for probationary teachers. Which of the following would be the most useful for the group to take in designing this program?
conducting extensive exit interviews with probationary teachers who have recently left
As part of a crisis response plan, educational leaders at a school have established a command and control structure that identifies those individuals who are charged with directing the response to a crisis. To maximize the effectiveness of this system, it would be most important to ensure that:
responsibilities of each individual in the command and control structure are clearly defined in advance for a variety of crisis situations.
In determining the resources then the district will need to provide during the next fiscal year for a school’s English program school’s English Learner program, educational leaders should first:
identify state and federal mandates for the program and the amount of categorical aid provided for meeting those mandates.
Administrators find marijuana in a student’s school locker. The student handbook indicates that the consequences include a ten-day suspension from school. in accordance with the Goss v. Lopez decision by the U.S. Supreme Court, school leaders are obligated to do which of the following before Imposing a suspension?
arrange for an impartial hearing to listen to the student’s side of the story
The superintendent directs all the principals within a district to cut their non-personnel budget proposals by 15% within 48 hours. The middle school principal built her original budget through a collaborative process with her entire staff but she realizes that if she cuts capital equipment by 70% she can achieve the overall budget reduction directed by the superintendent. What would be the principal’s best course of action to comply with the superintendent’s directive?
Convene a meeting of the school leadership team to solicit staff input before making any cuts.
Sexual harassment has become a significant issue in schools. Students, teachers, and administrators have all been involved. Incidents must be identified and handled swiftly and lawfully. But determining what constitutes sexual harassment is not always easy. Which of the following behaviors would not be considered sexual harassment?
On one occasion a first grade student kisses another first grade student on the cheek
A high school student posts comments on his Facebook page that belittle his principal. The principal finds out about these comments and is outraged. He wants the student punished and the page shut down. Which of the following actions by the principal is most likely to resolve this issue?
Meet with the student and parents to determine the cause of the student’s hostility toward the principal and to request the comments to be removed.
