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Inspire New Leader: Practical strategies for student achievementThe Director: An Instructional Leader Supporting Student SuccessBy Janine Griffore Literacy and numeracy are the cornerstones of all learning. Educators have known for a long time that high competencies in reading, writing, oral communication and mathematics are essential for student success. Recent studies have geared educators to focus their approaches and practice on high-yield strategies that ensure student success in literacy and numeracy. The education world is of the same conviction: every student can learn. Education research indicates that classroom instruction is a determining factor in the success of every student. Studies conducted in the past decade also underscore the positive impact of an effective instructional leadership by the school principal and school board leaders. Instructional leadership facilitates decision-making based on data and learning indicators. The board's administrative team works collaboratively with school staff to provide a support framework to improve student achievement. Over the years, the Conseil scolaire de district des écoles catholiques du Sud-Ouest (CSDÉCSO) and its schools have been implementing several initiatives designed to improve student achievement in reading, writing and mathematics. As a director, I have always believed that visiting every school to discuss initiatives and projects with staff members is of the utmost importance. In 2008, I took the time for deeper reflections on the improvement process. This included analyzing student results on provincial tests, examining board practices, attending several professional learning communities within schools and reading many research papers on improving student achievement. I particularly focused on the nature of school visits and the significance of my role as the board's instructional leader and the superintendents' role in leading the staff of their family of schools. In turn, this led me to engage in discussions with my colleagues and various partners in education. It was the works of MacIver and Farley (2003) which inspired the discussions of the board leaders and helped us look at our priorities in a different light. MacIver and Farley (2003) identified four areas where school board leaders can intervene to have a positive impact on student achievement: hiring practices, program and teaching support, support for principals and professional development for staff. These discussions led the board's administrative leaders to conclude that the school visits should be transformed into reflective sessions, instructional dialogue, and deeper engagement. During their visits, the director and superintendents should be immersed in the life of the school, enter its classrooms, "live"some of the learning experiences with the students, examine the students' work and take the time to analyze student tracking walls at the school level, in order to better understand the process of improving student achievement within the school. They have to act as critical friends during these visits and at the same time support the principals and school staff within the framework of their improvement projects. At CSDÉCSO, this reflection has led to the development of a systemic plan for school visits, to adopt a common approach and clearly explain the objectives of school visits. Pedagogy must remain at the top of the priority list. Within the framework of this plan, each superintendent of schools plans four official school visits during the year: the first before Thanksgiving, the second between Thanksgiving and Christmas, the third before Easter and the fourth before mid-June. A template is sent to the school principals prior to the visit to outline the specific expectations of each visit and to ensure that the necessary preparations are made and the required resources are available. The principal, often accompanied by a school staff member, welcomes the superintendent and participates in the classroom visits. He or she will have the opportunity to critically study the display of student work, experience successful literacy and numeracy strategies and practices as well as discuss the progress to date in achieving the SMART goals set by the school staff. Following the classroom visits, the superintendent initiates a dialogue with the principal regarding the visit, and together they determine the next steps in the improvement process. A written report is prepared by the superintendent and submitted to the director and principal, containing next steps and expectations for the next visit. As the board's educational leader, the director joins the superintendents on their first school visit and on the third or fourth school visit, depending on the needs of the school. It is important for the director to fully understand the improvement process in place in each of the schools within the board. The director must invest time and energy in order to better inform decision making at the board level that would better respond to the particular needs of each school. A differentiated approach is taken to effectively support each school in its improvement process. At CSDÉCSO, the improvement of student achievement starts with team work! -- for further information contact Janine Griffore at 416-614-0844 Make School Visits Reflective and Pedagogical
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