853 Chapters
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Chapter 4 Envisioning: The Eye

Williams, Kenneth C. Solution Tree Press ePub

Take up one idea. Make that one idea your life—think of it, dream of it, live on that idea. Let the brain, muscles, nerves, every part of your body, be full of that idea, and just leave every other idea alone. This is the way to success.

—SWAMI VIVEKANANDA

Envisioning, the Eye, is a process to help you develop a clear, compelling, shared vision of the school you seek to become. This step in authentic alignment helps to strengthen the second foundational pillar of a PLC: vision. Merriam-Webster defines vision as “something that you imagine: a picture that you see in your mind” and “something that you see or dream” (Vision, n.d.). We love the Merriam-Webster definition because your school’s vision should stretch you. Timothy D. Kanold (2011) supports the notion of stretching when he assures us that “the concept of vision often feels vague and out of reach. Yet vision is and always will be one of the most potent change weapons in your leadership life” (p. 11).

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Chapter 6

Sousa, David A. Solution Tree Press PDF
C H A P T E R  S I X

Moral and Ethical Leadership look for  three things i n a ne w h ire: energy, creativity, and integrity. But if you don’t get the last thing, the first two will kill you. WARREN BUFFETT

In 2001, employed approximately 22,000 people and was one of the world’s leading electricity, natural gas, communications, and pulp and paper companies, with reported revenues of nearly $101 billion in 2000. Fortune magazine named Enron “America’s Most Innovative Company” for six consecutive years, praising its benefits for workers and its effective management style. Kenneth Lay was its CEO and chairman from 1985 until his resignation on January 23,2002, except for a few months in 2000 when he was chairman and Jeffrey Skilling was CEO.

Lay was one of America’s highest-paid CEOs at the time, earning a $42.4 million compensation package in 1999. See All Chapters
Medium 9781942496946

Chapter 5

Bill Barnes Solution Tree Press PDF

5

Develop Highly Skilled and Highly Effective

Mathematics Leaders

It turns out that leadership not only matters: it is second only to teaching among school-related factors in its impact on student learning.

—Wallace Foundation

In this chapter, you will explore strategies for building capacity with existing and emerging mathematics leaders. First, you will learn how to strengthen and grow sitebased mathematics leaders. Then, you will explore how to clearly define leadership roles and actions. Finally, you will learn how to design systems of communication that enable designed actions, important messages, and feedback to flow freely among schools, communities, and the district office.

Imagine a team of mathematics teachers conversing about an upcoming unit of instruction and their common assessment. What did you visualize? Did you see a collaborative team having a robust discussion and coming to consensus following agreed-on norms, or did you see a team of teachers struggling to find consensus, speaking over each other, and unwilling to listen to their peers? If you visualized the first scenario, most likely you saw a team with a leader, someone who drives meaningful conversation and holds the team accountable for meeting its goals. The team leader builds rapport with the team, encourages trust in the process of team consensus, and supports all team members’ growth with content and pedagogical knowledge. Developing effective team leaders is a priority for building collective capacity within a professional learning community for mathematics teaching and learning.

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Medium 9781935542902

5. Using the Results of the Program Evaluation

Mardale Dunsworth Solution Tree Press ePub

Once the evaluation team has completed the analysis of the data, the review moves into the final stages: reporting, recommending, and decision making. In the decision-making stage, the results of the data analysis are used to determine the performance level of the program, practice, or strategy and what, if any, actions should be taken to address performance deficits.

Consider a program review whose purpose is to evaluate the effectiveness of an existing math program. The data analysis might show that while all students are not meeting grade-level standards, there has been a steep and steady increase over time in math scores both across grade levels and by all subgroups. On the other hand, the data analysis might show that there is less improvement than anticipated, that not all students are benefiting equally from the program, or that the school may be doing relatively well in math compared to the rest of the state but not as well as other similar schools.

The evaluation team will need to determine whether the current outcomes or results of the program, practice, or strategy are satisfactory or not, and what actions the team will recommend as a result. The results and recommendations can be classified into four groups according to whether a program, practice, or strategy has been shown to be:

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Medium 9780982702970

Asking Questions and Defining Problems (Q/P)

Richard DuFour Solution Tree Press ePub

argument

When you make an argument for or against something, you try to convince someone that it is right or wrong using reasons and evidence.

Examples: When you make an argument, provide evidence to support your perspective. If your argument is that plants and animals alter their environments to suit their needs, you might provide examples of organisms changing the environment—such as a prairie dog burrowing underground—to support your claim.

bias

A bias is a preference for one thing, outcome, person, or group over another.

Examples: If you are doing an experiment, you might have a bias toward a particular result or outcome. To avoid bias, use objective data sources and set criteria and procedures ahead of time.

empirical

Something that is empirical is based on evidence that you can physically see or show.

Examples: When you make a scientific claim, especially about a causal relationship, it is important to use empirical evidence to back it up. When you are defining a design question, make sure it can be tested in an empirical way.

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