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Michelle Krill

School Administrators' Efficacy: A Model and Measure - 0 views

cnx.org/latest

leadership O&A elcc research principal administrators

shared by Michelle Krill on 24 Mar 10 - No Cached
  • Michelle Krill on 24 Mar 10
     
    "The efficacy construct refers to peoples' beliefs about and confidence in their abilities to attain success in their actions. The purpose of this research is to advance the study of school administrators' efficacy through a unique model and measure designed to target the confidence of school administrators in performing a variety of leadership/management tasks. An instrument was created to measure school administrators' efficacy levels, based on the Educational Leadership Constituent Council (ELCC) Standards. A sample of 367 early career principals and principal trainees was surveyed. Through factor analysis, eight dimensions of school administrator efficacy were derived. Based on Cronbach's Alpha, the instrument has high reliability; thus, this instrument can serve as a consistent tool in evaluating school administrators' efficacy levels."
Michelle Krill

Flexible Grouping, Catherine Valentino - 0 views

www.eduplace.com/...valentino.html

O&A flexgroups intervention differentiation

shared by Michelle Krill on 21 Mar 10 - Cached
  • One of the benefits of student-led groups is that they model "real-life" adult situations in which people work together, not in isolation, to solve problems. Students working in groups learn to work with people from varying backgrounds and with different experiences, sharpening social skills and developing a sense of confidence in their own abilities.
  • Michelle Krill on 21 Mar 10
     
    "Teachers are discovering that informally grouping and regrouping students in a variety of ways throughout the school day can make a teacher's job easier and students more productive. This teaching strategy is called flexible grouping. "
Michelle Krill

Why do we need to collaboratively examine student work? - 0 views

mdk12.org/...ring_Regular_Examinations.html

principal leadership studentwork data O&A

shared by Michelle Krill on 20 Mar 10 - No Cached
  • It is also important that teachers articulate vertically to make sure their instructional program is aligned and increases rigor as the students advance grades.
  • Teams of teachers must regularly meet to examine student work and reach consensus on what proficient performance looks like at their grade level.
    • Michelle Krill
      Michelle Krill on 20 Mar 10
       
      One of our buildings is using Team Tuesdays. The first Tuesday is to be talk about lesson planning, another is about Learning Focused Schools implementation, another is about student work and the fourth is about data analysis. At times, a school support person attends too (literacy coach, instructional support teacher, me).
  • Drastically reduce the routine of meetings, reports and other administrative activities that take time and energy away from these essential dialogues
  • Michelle Krill on 20 Mar 10
     
    "Principals play a critical role in setting the expectation that planning and examining student work and performance data should be an ongoing, collaborative process."
Michelle Krill

5 Whys - Problem-Solving Training from MindTools.com - 0 views

www.mindtools.com/...newTMC_5W.htm

O&A teammeetings consensus leadership

shared by Michelle Krill on 21 Mar 10 - Cached
  • Michelle Krill on 21 Mar 10
     
    "Quickly Getting to the Root of a Problem"
Michelle Krill

A Principal's Role in Structuring Regular Examinations of Student Work - 0 views

mdk12.org/...ng_Regular_Examinations_b.html

O&A leadership principal teammeetings

shared by Michelle Krill on 20 Mar 10 - No Cached
  • Michelle Krill on 20 Mar 10
     
    How do you communicate expectations?
Michelle Krill

NSDC: JSD / Newsletters / Blogs - Results - 0 views

www.nsdc.org/...res2-01murph.cfm

lasw dsc O&A principal teammeetings

shared by Michelle Krill on 21 Mar 10 - Cached
  • This experience left me convinced that examining student work and discussing implications for teaching are among the most powerful kinds of adult learning in which we can engage. I would suggest that there is no better way to focus adults in the schools on student results. Set aside time for the examination of student work and consider these suggestions.
  • This experience left me convinced that examining student work and discussing implications for teaching are among the most powerful kinds of adult learning in which we can engage. I would suggest that there is no better way to focus adults in the schools on student results. Set aside time for the examination of student work and consider these suggestions.
  • This experience left me convinced that examining student work and discussing implications for teaching are among the most powerful kinds of adult learning in which we can engage. I would suggest that there is no better way to focus adults in the schools on student results. Set aside time for the examination of student work and consider these suggestions.
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