Standards+Question+1


 * Read the Case Study regarding Leadership on page 11 of the NSDC Standards text handed out in class. In your PLC discuss Discussion Questions 1-4. Have a record keeper in your group synthesize your group's responses to these questions. If your group needed more information, describe what you need to know and how you would go about discovering this information.**

The superintendent provides bimonthly leadership to the principals under him. The principals then take from his leadership and move it forward to the teachers. The information seems to vary depending on topics the superintendent deems important. The support comes from the board members, the community and the parents. They have all bought into this need for professional development.
 * 1) What professional development is provided and what is needed to support principals as leaders in the development of the necessary knowledge and skills outlined in this standard?

The principals bring information from the superintendent and present it to the teachers. The case study explains that the teachers are charged with designing strategies to meet the goals set by the taskforce, which also made up of teachers. There is not a mention of outside resources or organizations such as Stetson, which could provide additional models and training to improve professional development. The positive results of working with electronic tools are evident in various areas. Students, parents and teachers can all be in constant communication with each other. Electronic tools provide instant feedback to student and teachers. They can improve student attention and engagement on the topics. It provides a comfort level and improves ability in technology for the students who will enter a technology consumed society. It creates an ever changing environment that requires flexibility. Technology can fail and take time to repair. It can be used inappropriately or misused. It requires training for the students and the instructors. It is great when it works!
 * 1) How is teacher leadership nurtured, developed, and utilized in the schools and district? Are there additional ways it could be tapped to advance student learning?
 * 1) What have been some positive results and challenges of working with electronic tools to support leadership?

Principals, board members, teacher, parents or community leaders are potential advocates. Anyone who has a vested interest in student achievement can be an advocate. These advocates will need funds, research and engagement. They need to know what materials and technologies are available. They need to know the gaps that exist in the students learning. They also need to know the reality of the classroom environment and have a means for following through and measuring the implemented programs. All professional development requires all involved to be supporters of the programs.
 * 1) Who are potential advocates for staff development? What information and help do they need?

Extension Question:

How is the Learning Forward Leadership standard evidenced or not evidenced within your school systems? How did you come to these understandings about your school? There are different environments in each of our schools, but it seems that all principals in each district do the best they can to foster and model good leadership. They provide training and additional resources to encourage professional development. They create teacher lead teams to address school issues. They allow time during staff meetings for professional development. This shows that they feel professional development is important and as such demonstrates leadership in this area.