Western Michigan University/Kalamazoo RESA Leadership Institute

Project Description

Using the Interstate School Leaders Licensure Consortium (ISLLC) Standards Self Assessment I will be doing a pre- and post-assessment of leadership skills of 160 Michigan public school principals.

Project Abstract

The study will incorporate the Michigan Curriculum Framework and its relationship to principals and their understanding and utilization of the Interstate School Leaders Licensure Consortium (ISLLC) Standards. The Michigan Curriculum Framework identifies four standards that form the foundation of authentic teaching and learning: higher-order thinking, deep knowledge, substantive conversation, and connections beyond the classroom. The document further states that “instruction must not only incorporate the standards listed above, but it must also take place within an environment that provides sufficient social support to permit all students to learn. An atmosphere of positive social support occurs when the teacher conveys high expectations for all students and encourages students to take learning risks and try hard to master challenging academic work. The type of social support needed exists when the teacher’s attitude and actions affirm the belief that all members of the class can learn important knowledge and skills. Positive social support requires creating a climate of mutual respect among all members of the class so that students with less proficiency are treated in ways that encourage their efforts and value their contributions.”

Using the Kalamazoo RESA Leadership Institute model the study will incorporated these MCF Teaching and Learning Standards and the ISLLC Standards with the characteristics of successful professional development. Darling-Hammond (1998) summarizes many studies on professional development and lists the following features for those professional development activities that improve teaching and lead to higher student achievement:
• experiential, engaging participants in concrete tasks;
• grounded in participants’ questions, inquiry, and experimentation as well as profession-wide research;
• collaborative, involving a sharing of knowledge among educators;
• sustained and intensive, supported by modeling, coaching, and problem solving around specific problems of practice; and connected to other aspects of school change
The vision is to create a sustained personal relationship between the KLI and its Fellows by confirming their importance as individuals and instructional leaders. Through continuous support they will ignite, renew and strengthen their calling to improve student learning. Our adult learning model is based on the Interstate School Leaders Licensure Consortium (ISLLC) standards and framed around real-world experiences in Instructional Leadership, Community Leadership and Organizational Leadership. The KLI model is augmented through a shared approach to discovery as a learning community. Fellows experience for themselves the four learning standards of the MCF that form the foundation of authentic teaching and learning: higher-order thinking, deep knowledge, substantive conversation, and connections beyond their building and district. The relationships, leadership knowledge and skills gained will strengthen the personal capacity and confidence of the Principal to function successfully in this demanding role.

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