Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56REFORM SYSTEM LEADERSHIP & GOVERNANCE GUIDING PRINCIPLES » Effective school and district leadership makes a positive difference in student achievement. » Leaders must have authority commensurate with responsibility. » Stability of leadership is a critical factor in ensuring success of educational transformation efforts. » Investing in leadership development is an effective improvement strategy. » Teacher leadership is an important component of a school leadership team. Key Issue 1 If there is to be effective leadership in the effort to transform schooling, there must be coherence in the alignment of the authority and responsibility in a district. In addition, the Board must be restricted in its activities to only those responsibilities that are related to the Board’s role as the representative body for the community that is served by the board. The Superintendent must have the discretion to lead and manage the district in accordance with the goals that have been set by the Board for the district. Finally, effective leadership must have continuity and not be adversely affected Key Issue 6 Professional Learning and Technology: The importance of using technology to support personalized learning and to provide a motivating learning environment continues to increase with each new class of students. Therefore, special attention must be paid to guarantee that all teachers and leaders are comfortable with and skilled in the use of technology for these purposes. Recommendations 93 Leverage the concept of social networking technologies and platforms to enhance communities of practice that provide career-long personal learning opportunities for educators within and across schools, pre-service preparation and in-service education institutions, and professional organizations. 94 Use technology to provide all learners with online access to effective teaching and deeper learning opportunities and options, especially in places where they are not otherwise available. 95 Provide pre-service and in-service educators with technology-enhanced professional learning experiences to increase their digital literacy and enable them to create compelling assignments for children that improve learning, assessment and instructional practices. by statutory limits. Without continuity of effective leadership, systemic district improvement is extremely difficult to achieve and maintain. Recommendation 96 The role and responsibility of the Superintendent of Education should be clearly defined by a statement from the CABE/CAPSS governance. The authority of the superintendent has to be commensurate with responsibilities. Key Issue 2 If there is to be effective leadership in the effort to transform schooling to a learner centered system, there can be no ambiguity as to who is responsible for what, and those in leadership positions need to be empowered to meet the responsibilities that they will have. The statutory specifications regarding the position of Superintendent of Education must include the following: A. The Superintendent answers to the Board of Education. B. The Board makes decisions regarding policy matters, the annual budget, the hiring, supervision and evaluation of the Superintendent. C. The Board has a five-year limit on superintendents’ length of contract. If there is to be effective leadership in the effort to transform schooling, there must be coherence in the alignment of the authority and responsibility in a district. The Superintendent must have the discretion to lead and manage the district in accordance with the goals that have been set by the Board for the district. Finally, effective leadership must have continuity and not be adversely affected by statutory limits. Without continuity of effective leadership, systemic district improvement is extremely difficult to achieve and maintain. In order to be effective leaders and serve their communities to the best of their ability, Board of Education members should undergo CABE-sponsored orientations. The effectiveness of the Board of Education leadership would also be greatly enhanced by the following; (1) a staggered cycle of re-election thereby guaranteeing some consistency and stability; (2) the establishment of a Board of Education that is non-partisan. Recommendations 97 Systemic efforts need to be in place for the development of the capacity of the school system and school leaders to lead transformation efforts. For schooling to be transformed, those who lead school systems and schools will have to serve as change agents while at the same time managing all aspects of schooling. 98 The evaluation of school systems and school leaders needs to be based on their success in leading transformation efforts as well as on their success in growing student outcomes. Leaders will be unlikely to lead transformation efforts unless their performance is based in large part on how well they meet the responsibility of transforming schools and school systems. 99 When principals and teachers share leadership, teachers’ working relationships are stronger and student achievement is higher. Schools and districts should support both formal and informal leadership positions through a variety of incentives and professional learning opportunities. APPENDIX: RECOMMENDATIONS 47 | WWW.CAPSS.ORG