MI-LIFE

Online Learning for School Leaders

In past blogs, I have discussed the Michigan graduation requirements, among which is the inclusion of an online experience for students, making Michigan the first state in the nation to require an online course or online experience for high school graduation. Further, I have shared my belief that if experiencing online learning is good for students, then it only makes sense that it is equally, if not more, important and good for administrators.

To that end, as developers of the MI-LIFE (Michigan Leadership Improvement Framework Endorsement) curriculum for school leaders, we included two instructor-led online courses in the MI-LIFE Program. The coursework for the first of these, Aligning Systems, includes assigned reading, developing a visual representation (Gliffy) of the systemic implications of an initiative in an individual's district/school, posting documents to the group online file exchange, interacting in online group discussion boards, and a final project of conducting a comprehensive gap analysis to determine whether the components of the systems within their district/school were in place and that the various domains were aligned so that the system supports continuous school improvement efforts.

Aligning Systems concluded in July with over two hundred district/school administrators from twelve regions in the state participating in the six-week online course. The majority of the participants had never taken an online course and we were somewhat skeptical as to whether they would fully participate and/or complete the course - especially at a very busy time of year when they were wrapping up the 07-08 school year.

The first four columns in the chart below represent data from a survey that was completed by 313 school administrators. The first two columns represent responses to the question, "Have you ever taken an online course?" The second two columns represent responses to the question, "If you answered no, would you be willing to take an online course?" And the final column represents the percentage of administrators in the MI-LIFE program who successfully completed the Aligning Systems online course.

Course evaluation comments included:

"I enjoyed online learning more than I thought. I also believe that the opportunity has helped me to understand what it feels like to be a learner. . .which will help us as we plan for our students."

"This was good for me to do. While I have a love for the Internet, message boards, streamed video, etc...I have never had the confidence to learn on-line. Now I do!"

This is a huge accomplishment to have so many practicing administrators not only participate in an online course, but successfully complete it and they should be applauded for their commitment.

--Marion Ginopolis

Cross posted on the LeaderTalk Blog

MI-LIFE Program about to Launch!

MI-LIFE (Michigan Leadership Improvement Framework Endorsement) is a year-long professional learning program for current Michigan educational administrators developed as a result of a grant from the Microsoft Partners in Learning Program to the Michigan Department of Education. Seven courses comprise the curriculum for the program which will begin in January 2008.

As the Director of the MI-LIFE Program, I was completely overwhelmed by the response from school leaders to participate in the program. Less than a month ago we announced applications were being taken and within three weeks we had to close the process because we had over 400 applicants for the 200 available spaces in the first cohort! We have since increased that to 250 to accommodate more participants and will start a second cohort in September 2008.

My assumption from this kind of response for leadership professional learning is that administrators are eager to become better leaders and are seeking opportunities for this to happen and, more importantly, they are desperate to network in a professional learning community comprised of other school leaders.

On the application form, a question was posed asking applicants why they wanted to participate. Here are just a few of the responses but are representative of the 400 applicants:

I need to model for my staff that continual professional development and learning is very important. I must be the instructional leader and keep abreast of the most up-to-date research and educational theory so that I can help my faculty be as effective as possible in the classroom.

My application to MI-LIFE is a result of my constant desire to learn more about education, stretch my own beliefs, and become a better leader in my building, district, and profession. I see this learning program as a stimulating forum for me as a professional. I know that personally I need the sharing that comes through working with colleagues.

I would like to have a greater impact on student achievement by improving my own leadership skills.

As an educator who has had experience at the elementary, secondary and central office levels, I find myself dedicated to continuous improvement in my desire to create systems which will raise student achievement. I am passionate about leadership and feel the curriculum emphasis on leadership will assist me to grow and help my school district to help every student perform to capacity. In addition the skills that I will develop will enable me to work to build the leadership capacity of teachers and principals, particularly in the area of technology, leadership, data and instruction.

I want to become an efficient and effective educational leader using data to support improved instructional practice. I would like to use technology information to further evaluate/support both management and instruction for improved student results. I want to develop, communicate, and model shared leadership opportunities with my staff.

I would like to become involved in a leading edge professional learning community that will provide me with the knowledge and resources to guide my staff to meet the demands of providing students with a 21st century education.

My school is a first ring suburban school that is struggling with AYP, increased diversity, and increased poverty. We have a fairly new staff, and we need to make fundamental changes. Our approach to teaching and learning has not changed in the past 50 years, and we need to modernize our practices. I am trying to spark a change, but I sometimes feel like Sisyphus pushing the rock up the mountain. I know there is a better way and hopefully as part of MI-LIFE I can be part of creating the new American High School.

This is a testament to the professionalism of our school leaders. Regardless of the demands from their intense daily work, they are eager to participate in a year-long program, only partially subsidized by the grant, so they can become better instructional leaders and have an impact on improving student achievement.

--Marion Ginopolis <Cross posted on the LeaderTalk Blog >

Technorati Tags: MI-LIFE, Professional Learning, Partners in Learning

Instructional Leadership Act 2007

I'm keeping my eye on the Instructional Leadership Act of 2007 H.R.3441 introduced in the House by Rep. John Sarbanes (D-MD) on August 3 which would authorize $100 million to develop innovative programs to train principals in instructional skills. In addition to training principals, this legislation proposes to incorporate those skills into state certifications and licensure and requires the U.S. Department of Education to develop a definition of a highly qualified principal (HQP).

Part I, Section G, reads as follows:

IN GENERAL- Based on the reports under subsection (f), the Secretary shall establish a definition of `highly qualified principal' that emphasizes standards of instructional leadership.

`(2) CONSIDERATIONS- In developing such a definition, the Secretary shall give consideration to the need for principals to--

• demonstrate awareness of the knowledge skills and attitudes needed to effectively lead teaching and learning in schools;
• engage in continuous professional development, utilizing a combination of academic study, developmental simulation exercises, self-reflection, mentorship and internship; and
• demonstrate the capacity to lead in establishing and maintaining a professional learning community that effectively uses data to improve and personalize instruction for all students to result in improved student achievement.

This proposed legislation validates the leadership development work we're doing in Michigan with the MI-LIFE (Michigan Leadership Improvement Framework Endorsement) Program funded by a grant from Microsoft Partners in Learning. Beginning in January 2008, Michigan educational leaders will have the opportunity to participate in MI-LIFE's professional learning courses that focus on the “Right Tools” the “Right Qualities” and the “Right Work” for school leaders. The curriculum is structured into learning units comprised of “just-in-time” units consisting of learning, collaborating, communicating and data collecting technology tools/applications, six courses that include face-to-face sessions with learner-directed intersession work, and two online courses. The program focuses on the skills, relationships and behaviors leaders must develop to be successful Digital Leaders, Data Leaders and Instructional Leaders.

Built around the standards and benchmarks included in the Michigan School Improvement Framework and aligned with the work of McREL's Balanced Leadership responsibilities (Marzano, McNulty and Waters) and the Microsoft Education Competencies, MI-LIFE is intended to build statewide capacity among leaders centering on the same characteristics identified in the proposed definition of a HQP listed above.

 

What I'm equally encouraged about by this proposed legislation is the possibility of the reinstatement of state licensure and certification for Michigan educational leaders. Authorization to issue Administrator certificates in Michigan was eliminated under Public Act 289 of 1995, making Michigan one of the few states that do not issue formal Administrator certificates to school leaders.

 

Take the time to connect with your U.S. Representative to encourage his/her support for this important piece of legislation. It's clear that good instructional leadership positively impacts student achievement. The passage of H.R. 3441 will provide funding to help states, school districts, nonprofit organizations, and universities develop innovative programs so that principals will have the tools and training to be strong instructional leaders.

 

--Marion Ginopolis <Cross posted on the LeaderTalk blog>