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Leadership Institute Modules

Leadership Institute Modules are ten half-day training sessions offered by the WELS Commission on Lutheran Schools that focus on skills useful for managing and leading schools. These modules were developed by the New Teacher Center of Santa Cruz, California, and draw on the expertise of experienced principals. They are intended for WELS principals, teachers, pastors, ECM directors, and all school leaders.

LIM participants will develop an understanding of the tasks, skills, and processes necessary for successful school leadership. In addition, participants will be provided with a variety of tools to assist them in the implementation of effective leadership practices in their schools. Modules are taught by experienced Lutheran school leaders who have undergone New Teacher Center presenter training.

Each Modular Session includes the following:

• An examination of current literature on the session topic

• Interactive practice using management and leadership tools

• Time to plan for implementation of new knowledge and skills

The ten modules are scheduled by each WELS district. The times and locations of the modules will vary. Those interested should contact the Commission on Lutheran Schools or their district school coordinator for the times and locations of the module offerings. A description of the modules follows:

The Modules: Module 1—Culture and Climate
• Understanding school culture and climate
• Navigating early days as a leader
• Assessing school culture and climate
• Using history to shape future work
• Establishing relationships

Module 2—Time Management & Delegation
• Recognizing barriers to effective time management
• Understanding Covey’s Four Quadrants as a means of maximizing time management
• Using delegation and work flow to effectively manage responsibilities
• Managing your daily, weekly, and monthly calendar

Module 3—Meeting Facilitation
• Assessing meetings in your school
• Designing successful meetings
• Using powerful facilitation strategies
• Handling disruptive meeting behavior

Module 4—Decision Making
• Understanding the different levels of decision-making
• Implementing effective decision-making strategies
• Utilizing different meeting strategies for a variety of meeting purposes

Module 5—Evaluation: Summative Assessment
Module 6—Supervision: Formative Assessment

These two interconnected modules are presented in two consecutive sessions.
• Understanding formative and summative processes
• Defining the differences, roles, and responsibilities between supervision and evaluation
• Using standards-based supervision and evaluation practices
• Using Quick Visit walk-through strategy
• Using feedback to shape improved classroom practices
• Writing summative evaluations that make a difference

Module 7—Using Data
• Understanding types and uses of data
• Analyzing current understanding and use of data
• Implementing data-driven decision-making
• Planning for site use of data

Module 8—Professional Learning Communities
• Defining PLCs and their use
• Determining the need for a PLC
• Identifying necessary conditions
• Utilizing the Cycle of Continuous Improvement
• Understanding the theory and practical applications of an effective PLC

Module 9—Working with New Teachers
• Working with new teachers on school improvement efforts
• Scheduling new teacher support that makes a difference
• Providing orientation for new teachers
• Focusing on supporting new teachers

Module 10—Vision and Leadership Style
• Defining and understanding vision and its role in ongoing school improvement efforts
• Creating a shared vision
• Understanding leadership style and its role in building successful leadership experiences
• Examining emotional intelligence as a tool to professional and personal success

 

LIM GRADUATE CREDIT

 

ENROLLING IN ISSUES IN SCHOOL ADMINISTRATION