Assistant Principal Leadership for Instruction and Management: Two Sides of the Student Achievement Coin

1. Assistant Principal Leadership for Instruction and Management:Two Sides of the Student Achievement Coin Presented by: Marilyn McGuire Management Methodologies 425-746-7529 m2mmcguire@comcast.net

2. The TRADITIONAL Role of the A.P. Disciplinarian Reactive player�solving immediate problems�the �go to� person Keeper /manager of the building

3. Today�s Assistant Principal Focused upon and accountable for increased student achievement An Instructional Leader in addition to everything else A partner with the principal and staff Proactive, not reactive

4. Commitment to Student Achievement Student Achievement is the responsibility of all members of he school community from students to School Board members What does the AP do to increase student achievement�the role? YOU as AP? A Caf� Experience!

5. YES�AND Leadership Skills in instruction and management are essential to student achievement and teacher success Expands the traditional AP role to include focusing your work on management and instruction

6. YES� AND cont.. Instruction and Management are inextricably connected�each is critical to the success of the other Issues with one leads to issues with the other Helping teachers with both increases student achievement

7. Your Experience with Instruction and Management How many times as an AP have you thought that behavior problems with a particular student or in a particular class could be attributable to issues related to instruction? What do you see as that connection in your daily work?

8. Seeking humility? Few of us seek areas where we feel less than�stupid, unprepared, lacking in capability For many students, especially those lacking background knowledge, negative behavior stems from lack of capability and a desire to save face�instruction AND management

9. Capability Vs. Responsibility Is the issue with student misbehavior stemming from�� Capability�not enough confidence or competence ? OR� Responsibility�not taking charge of own behavior?

10. Capability and Responsibility..Different Interventions Capability�instructional focus Student needs more confidence and competence in learning and tasks Responsibility�Management focus Student needs clear expectations, specific interventions, and clear natural consequences

11. Observational Data As you observe, take data regarding both instruction and management Analyze the data to determine What students are learning? How well are students learning? How well are students behaving? --What is the teacher doing to cause students to learn well?

12. Not Just Time on Task The nature of the task and how it connects to the key learning is critical to analyze Lesson activities should lead each student to a greater practice and understanding�a chance to apply their understanding

13. Clear Expectations Relationships are at risk when expectations are held but not articulated�creates trust issues Clear academic and behavior expectations help both teacher and students

14. Is the issue� INSTRUCTION? Is the lesson rooted in enduring understanding? The #1 issue! Is the lesson at the correct level of difficulty for students? Spiral, not circle the curriculum

15. INSTRUCTION cont� Do students have the necessary background knowledge to understand the learning and do the associated work? Is vocabulary necessary for understanding pretaught to students? Can the students read the material necessary to learning and assignments?

16. A Bit More on INSTRUCTION Is the activity a good experience or a true learning? Are there common instructional standards�content and performance--for every class of the same subject/grade level? Are there clear grading standards that focus on learning and not task compliance?

17. Looking at Your Own School Think about a teacher/class you work with where you believe there are some instructional issues� Using these questions to analyze that setting, where do you see the major instructional strengths and issues in that class? STRENGTHS / ISSUES

18. When in Doubt, Ask the Students.. What are you learning? Why are you learning this? How well are you doing? How do you know?

19. Classroom Management Redefined Includes but expands beyond behavior to also address: Management of Resources Grouping of Students Management of Time

20. Grouping Students For Learning Students learn best when they experience: Individual accountability�they own the learning Small group processing�safe way to test ideas Large group discussing�metacognition; learning new ways to think

21. Use of Resources Students use different vehicles to accomplish learning goals �e.g. manipulatives, primary source materials, a variety of reading options, etc. Resources are accessed easily and efficiently

22. Use of Resources Resources can be differentiated based upon student levels Clear standards remain the same, but access to them through lesson resources varies by student/group levels�e.g. biography example

23. Use of Time Pacing and more�Consideration of these students and these objectives�what is known and not known, etc. Giving priority to the most important learnings vs. devoting time to �cutsie� activities

24. Bridging Instruction and Management: Key Structures Entry Tasks Closure Writing�journals, etc. Active Engagement Options

25. Structures Continued Code of Conduct Collaborative Action Planning Re entry conferences, mediations, etc for students who have been suspended

26. Code of Conduct The operating principles of how we will all live and work together in the classroom Different than procedures which contribute to efficiency �I� statements; in the present

27. Developing a Classroom Code of Conduct Draw a large circle on a page Inside the circle, list all those student behaviors you would expect to see if this were the best year (quarter, semester, trimester) you ever had Can use sticky notes for older kids; write for the younger ones

28. Developing a Classroom Code of Conduct cont Group the statements by category�e.g. All the statements around RESPECT Write an �I� statement for each category Ensure that the Code is defined, taught, reinforced, enforced

29. Define Goal Behaviors in the Classroom Code of Conduct Respect sounds like Respect looks like

30. Assisting Teachers Using the Code of Conduct The Code can be used at any time in the year The Code addresses whole class issues Helps teachers identify expected behaviors Gives students legitimate power in the classroom

31. Sample Code of Conduct I treat others with courtesy and respect. I am safe. I treat school and personal property with respect I am prepared. I am responsible. I follow classroom and school rules.

32. Collaborative Action Planning�a Fusion of Instruction and Management A view of student behavior and academics for the entire student day�strengths and issues Involves all staff who work with a particular student�teachers, classified staff, counselors, administrators, specialists -- AND student and parent if possible

33. Collaborative Action Planning cont.. Provides a collaborative, focused plan of intervention and encouragement Provides clarity of information between school and home Involves the student in designing the plan

34. Why Use a Collaborative Action Plan Provides a complete view of the student�behavior , academics, attendance Allows all to see talents in the student that will be part of the behavior change Provides support for all staff in working with the student

35. A Collaborative Action Planning Process Review the student�s day through the eyes of each staff member he/she encounters�outlining strengths and issues Look for patterns�where are the talents? Where are the top 2-3 issues?

36. The Collaborative Action Planning Process cont� Identify the key behavioral goals�interventions for each; who is responsible for specific plan implementation, etc. Identify the areas of strength and talent�determine what the encouragement plan will be and who will be responsible for implementing it

37. Codifying the Collaborative Action Plan Engage the student in determining the area of contribution Put the plan in writing and distribute it to all involved staff in a confidential memo Set a review date to evaluate progress and determine next steps

38. A Sample Collaborative Action Plan Review the Collaborative Action Plan for Andrew How would this plan assist the staff he works with each day? What elements of this process would be useful for you?

39. Structures and Supervision Staff supervision�hallways, etc. to keep students safe� a proactive approach Supervision structures create save environments so students can learn and excel�Are staff members present AND paying attention?

40. Structures and Supervision The single greatest deterrent to HIB is the presence of staff willing to take action. Must be vigilant and diligent�not a checklist but a daily commitment

41. The Importance of Relationships in Both Instruction and Management The single greatest predictor of achievement is , �Does my teacher like me?� How do you/will you assist teachers in building quality connections with students?

42. Relationships with Difficult Students How do you help teachers to separate students from their behavior? What are the talents of the students who cause you the most headaches? How do you redirect time, energy, and talent?

43. The 3 C�s in Classroom Management and Discipline Capable Connected Contributing

44. Helping Students Feel Capable Clear standards allow for differentiation�same standard for all with different levels of difficulty and complexity in assignments, reading tasks, etc. Use of contribution as a means of completing work in order to do the desired task

45. More on Capable! Do students have options to show what they know in assessment and homework? Connect student background knowledge with key learnings�they already know how to do the work�e.g. inference

46. Connection Options Does the teacher know the student as an person? Does the teacher call the student by name? Greeting the students before class begins Appreciating positive actions of the student

47. Connection Options cont� Treating all students with respect in words and actions Listening to students Keeping a safe classroom so all are treated well

48. Helping Students to Contribute DIRECTING time, energy, and talent for productive outcomes Students frequently need to be invited to contribute When we ask them to contribute, we tell them they are capable, AND we build positive connections!

49. Contribution Options Where at your school are students or can students contribute their time, energy, and talents productively? What is your menu of options??

50. Applying the 3 C�s Identify a student who is particularly challenging to you and to staff. How can you apply the 3 C�s�especially contribution�to redirect his/her behavior?

51. Applying the 3 C�s cont.. Use the 3 C�s in concert with one another� E.g. a student returning from suspension would have a re entry conference that focused upon behavioral expectations and ways that the student could use time, energy, talent productively through contribution

52. Serious Misbehavior and its Impact on Achievement How do students treat each other? Is there evidence of pervasive HIB or serious misconduct in the school? What evidence support s your answer? How do you prevent this and intervene when it occurs?

53. Serious Misbehavior and its Impact on Achievement Fear prevents learning in redirecting energy toward brain stem If students feel fear, they will not learn Every student needs at least one adult advocate for academics and life issues

54. Classroom Management Key Questions Are ALL students actively engaged in meaningful learning activities? Does the teacher check student understanding before adding content or assigning tasks? How is the lesson differentiated for special needs of students? (Groupings? Materials? Tasks? Etc)

55. Management Questions cont.. Are ALL students actively engaged from the beginning to the end of the lesson? Is there a strategy for getting students� attention? Are behavioral and learning expectations clearly communicated to students?

56. More Management Questions Is the classroom characterized by mutual respect? Does the teacher intervene at the lowest level, combined with respect, and an invitation to contribute? Does the teacher refrain from personalizing student misbehavior?

57. Assessing School Culture Culture by Design Culture by Default

58. Now what? As you reviewed your school culture, what became clear to you? What is one action you can/will take to address this need?

59. Learning Walks�Data Collection Essential to be in classrooms to observe instruction, management, individual students Use this data in guiding teacher intentional best practice

60. The AP and Professional Development Use data from observations to celebrate successes and highlight areas of issue and concern with all staff�an economy of time! Engage staff in professional development mini sessions to address emerging issues�e.g. power behavior, gang like activity, bullying

61. The AP and Professional Development CAPAC ITY BUILDING is the focus Avoid lock step discipline that insidiously traps staff rather than assists student responsibility-building Help staff members see the instruction and management connection

62. Essential Topics for Professional Development Connection building�tangible evidence of caring Interventions�redirecting misbehavior Encouragement strategies�capable, connected, contributing students

63. Professional Development cont 4 R Consequences�reasonable, related, respectful, reliably enforced Talking with parents about student behavior while keeping discipline actions at school

64. Language as a Bridge Builder The Language of Choice for students�legitimate power; defusing confrontation WORDS TO AVOID---but, can�t, problem, extreme words, should

65. Communication Considerations What you say.. How you say it� What you look like when you say it Spells the difference in being heard and understood or being in conflict with others

66. A Trick Question! Which is more important�Instruction or Management Skills? Answer: Neither is MORE important�both are essential for student achievement and quality teaching

67. Your Unique Role In discipline interaction, you come to know the student and his/her behavior In observation, you come to know the student as a learner Putting the two together assists both teacher and student growth

68. Taking it With You! Identify 2-3 key learnings from today�s session that you are putting into your �hard drive� What are 1-2 actions you will take at school as a result of those learnings? Jot down what you are committed to doing

69. Final Thoughts Students don�t always remember what we taught them, but they will never forget how we treated them�. If we do it right, they will positively remember both what they learned and the respectful way we helped them to grow as learners and as people.

70. A Couple of Resources COOPERATIVE DISCIPLINE b y Linda Albert�AGS (800-328-2560) S.M.A.R.T. MANAGEMENT FOR TEACHING AND LEARNING by Elizabeth Webber (206-799-1838)