The University of Nebraska-‐Lincoln is an equal opportunity educator and employer © 2014 The Board of Regents of the University of Nebraska. All rights reserved.
You can add text into the filler boxes provided manually or you can copy and pasting information from another
document such as MSword or another PowerPoint file. If you would like the copied text to maintain the size within the filler boxes be sure use the paste unformatted option
To get a visual approximation on how large your text will appear when printed, zoom into the poster at %100. This is also a good way of determaning the qualty of tables,
You can import graphics, photos or tables by going to the INSERT menu and then go to PHOTO - PICTURE FROM FILE
and navigate to your image source. You can resize an object by hovering over one of its corners, left clicking and dragging. Make sure you hold shift down as you do this as
will maintain your fonts and formatting. This is the prefered file type for most printing sevices so it is always a good idea
create a PDF and keep a copy of your original PowerPoint file in case of the need for any alterations or corrections.
To give your poster a much cleaner look we recommend using the aligning tools provided in powerpoint. To align
multiple items you mush first select them by holding shift left clicking on them. You can also select multiple
dragging a box around the items you would like to align
30” inches ta
ll PR
INTABLE ARE
A
40” inches wide PRINTABLE AREA
Offical UNL logos: Drag and drop any of these offical logos on your poster as needed. Identifying Priority Time for Instructional Leaders
Presented by Scott Siegel ! Elementary Principal, Madison Public Schools
Resources 1. Daily teaching schedule: prioritize time
according to instruction
2. School, district, and personal calendars: budget for previously scheduled
events
3. Google Form for tracking lost instructional leadership time
4. Smart phone or tablet: easy and quick access to the form for tracking data
References Cummins, H., Gill, J., & Mitgang, L. (2013, February 1). Districts Ma+er: Cul1va1ng the Principals Urban Schools Need. Retrieved July 16, 2015, from hZp://www.wallacefounda]on.org/knowledge-‐center/school-‐leadership/district-‐policy-‐and-‐prac]ce/Documents/Districts-‐MaZer-‐Cul]va]ng-‐the-‐Principals-‐Urban-‐Schools-‐Need.pdf
Fullan, M. (2014). Vices and Virtues. In The Principal: Three keys to maximizing impact (p. 21). San Francisco, California: Jossey-‐Bass.
Horng, E. L., Klasik, D., & Loeb, S. (2009). Principal 1me-‐use and school effec1veness. (School Leadership Research Report No. 09-‐3). Stanford, CA: Stanford University, Ins]tute for Research on Educa]on Policy & Prac]ce
Horng, E., & Loeb, S. (2010). New Thinking About Instruc1onal Leadership. Phi Delta Kappan, 92(3), 66–69.
The Wallace Founda]on. (2012, January). The school principal as leader: Guiding schools to be+er teaching and learning. New York: Author. Available at www. wallacefounda]on.org/knowledge-‐center/school-‐leadership/ effec]ve-‐principal-‐leadership/Pages/The-‐School-‐Principal-‐as-‐ Leader-‐Guiding-‐Schools-‐to-‐BeZer-‐Teaching-‐and-‐Learning. aspx.
Action Plan & Timeline
Review of Literature The Wallace Foundation (2012) found that principals are more likely to “make a real difference for students” when they dedicate their time to activities in the following leadership categories:
• Shaping a vision for academic success for all students, based on high standards • Creating a climate hospitable to education • Cultivating leadership in others • Improving instruction to enable teachers to teach at their best and students to learn at their utmost • Managing people, data, and processes to foster school improvement
Horng & Loeb (2010) concluded that strong instructional leaders are “hands-on leaders, engaged with curriculum and instruction issues, unafraid to work directly with teachers, and often present in classrooms.”
Fullan (2014) asserts that “The principal needs to become a balanced leader – minimizing the counterproductive actions and specializing in the generative actions that yield positive results.”
Being an effective instructional leader takes time, a precious commodity that is often in short supply due to student discipline, staff concerns, meetings, and other necessary, yet time-consuming tasks. Before a principal can be an effective instructional leader, they must “first need help in recognizing how they actually spend their time each day and week (Cummins, Gill & Mitgang, 2013).”
Project Overview
4. Monthly Progress Reports
Analyze data to answer key ques]ons: • How much instruc]onal leadership ]me is being lost? • What are the main reasons for this lost ]me? • What habits must be changed? Adjust as needed.
How a principal utilizes his or her time has a great impact on the direction of the school they lead. The role of the principal has expanded significantly is recent years. With the increased number of demands, it can be difficult for any principal, especially one that is new to the profession, to effectively prioritize their time as an instructional leader.
Any task that does not fall under the umbrella of instructional leadership should not be a high priority for a principal during the school day. The paperwork, meetings, and phone calls are important, but they can also be distractions from the principal’s primary role: improving instruction and learning.
Project Goals:
• Prioritize the principal’s time. Schedule time for instructional leadership activities while setting aside tasks that can be completed outside of the school day.
• Schedule time during the week for phone calls and paperwork in order to minimize conflicts with instructional leadership duties.
• Track lost instructional leadership time. Analyze this data to more effectively meet the needs of teachers and students.
1. Start of Year Planning
• Priori]ze du]es as an instruc]onal leader for the upcoming school year.
• Determine which prac]ces have the greatest impact on improving teaching and instruc]on.
5. End of Year Analysis
• Final data analysis. Determine effec]veness of the system.
• Determine what changes need to be made for the following school year.
3. Daily Data CollecFon
• Track lost instruc]onal leadership ]me through the use of a Google Form. • Any unscheduled ac]vity not related to instruc]onal leadership is considered “lost ]me.”
2. Weekly Scheduling
• Set weekly schedules for instruc]onal leadership ]me. • Schedule non-‐instruc]onal leadership tasks outside of instruc]onal ]me when possible. • Budget ]me for mee]ngs, paperwork, and phone calls
Addresses Nebraska Effective Principal Practice #3: Instructional Leadership