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Becoming the Instructional Leader of Your Building

Becoming the Instructional Leader of Your Building. A Critical Action Guide for Leaders. School Leadership. Where It All Started. Original T opic Areas. 5-steps of the Essential Leadership Process Collaborative Culture and Climate Effective Teaching and Learning Practices Assessments

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Becoming the Instructional Leader of Your Building

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  1. Becoming the Instructional Leader of Your Building A Critical Action Guide for Leaders

  2. School Leadership

  3. Where It All Started

  4. Original Topic Areas • 5-steps of the Essential Leadership Process • Collaborative Culture and Climate • Effective Teaching and Learning Practices • Assessments • Data for Decision Making • Engaging Students, Parents, and Community

  5. Instructional Leadership Provides initial guidance to building leaders as they develop the necessary skills to lead their buildings in strong instructional practices.

  6. Five Sections to Becoming the Instructional Leader • Overview and Use Guide • Handouts Packet • PowerPoint • EPI • Building Implementation Plan

  7. The Process

  8. Becoming the Instructional Leader of Your Building A Critical Action Guide for Leaders

  9. Openings & Introductions • Introductions • Training Norms • Learning Intentions • Session-at-a-Glance • Success Criteria • Pre-Session Readings

  10. Welcome and Introductions • Welcome • Introductions • Housekeeping

  11. Training Norms • Begin and end on time • Be an engaged participant • Be an active listener—open to new ideas • Use notes for side bar conversations • Use electronics respectfully

  12. Learning Intentions How will the educational leader: • Promote a culture that is safe for collaboration? • Gain knowledge and understanding of research-based effective teaching/learning practices? • Gain knowledge and understanding regarding the importance and use of common formative assessments to drive instruction? • Determine the current reality of the building through the use of data?

  13. Session-At-A-Glance • Opening • Leadership: Management and Instructional Practices • Becoming the Instructional Leader of the Building: How to Get Started • Define The Areas of Instructional Focus • Define Key Actions of the Building Instructional Leader • Employ the Key Actions of the Building Instructional Leader Across the Areas of Instructional Focus for the Building • Closing and Follow-Up

  14. Becoming the Instructional Leader of Your Building This guide is intended to be a “getting started” package to develop skills enabling you to become the instructional leader of your building. Its focus is on strategies to develop a collaborative building working in four areas that have been shown to have a positive impact on school performance and student outcomes. Those areas include: • Collaborative Culture and Climate • Effective Teaching and Learning Practices • Assessments • Data for Decision Making

  15. Key Terms • Collaborationincludes support, encouragement, discussion, sharing, reflection, and problem-solving by all about a common goal • Effective Teaching and Learning Practices at the classroom level are evidence-based effective methods that are content neutral and when implemented with fidelity and informed through data can produce positive, sustained results for every student.

  16. Key Terms • Data-based decision making (DBDM) involves small teams meeting regularly and using an explicit, data-driven structure to: • disaggregate data • analyze student performance • set incremental student learning goals • engage in dialogue around explicit and deliberate classroom instruction create a plan to monitor instruction and student learning • Identify effective key teaching and learning practices to implement

  17. Critical Action GuideSuccess Criteria Educational leaders: • Will develop, support and maintain a collaborative culture and climate • Will promote effective teaching and learning practices that align to leader standards • Will provide for the development and use of common formative assessments • Will use data to make decisions, determine learning priorities, and expend resources

  18. Missouri Department of Elementary and Secondary Education (2013). Principal: Missouri leader standards. Retrieved from: http://dese.mo.gov/sites/default/files/LeaderStandards.pdf

  19. Preparatory Reading Reflection High Impact Leadership • Review the article titled High Impact Leadership • Mark with a star 1-2 items in the article that are powerful to you • When directed share your starred items with a shoulder partner

  20. Leadership:Research AboutManagement Practices and Instructional Practices

  21. Effect Size • Effect Sizeis: • A way to quantify the differences between two groups • An effect size of d=1.0 indicates an increase of one standard deviation and would mean that, on average, students receiving the intervention would exceed 84% of students not receiving the intervention • Typical impact d = 0.20 to d = 0.40 • Above average impact d > 0.4 • Excellent impact d > 0.60 (Hattie, 2009) .40

  22. Effect Size Hattie (2009)

  23. Effect Sizes for Specific Leadership Practices As stated in Hattie (2015), not all practices are equal: • Leaders who believe their major role is to evaluate their impact (ES=.91) • Leaders who get everyone in the school working together to know and evaluate their impact (ES=.91) • Leaders who learn in an environment that privileges high-impact teaching and learning (ES=.84) • Leaders who are explicit with teachers and students about what success looks like (ES=.77) • Leaders who set appropriate levels of challenge and who never retreat to ‘just do your best’ ES=.57) Hattie, J. (2015).High impact leadership. Educational Leadership, 72(5), 38.

  24. Instructional Leadership Leaders in Educational Thought: Dr. John Hattie Vol. 1, No. 2, 2011 Presented by The Student Achievement Division https://youtu.be/9UYGrk1VpcQ

  25. Hattie’s Ten Mind Framesfor Educators • My fundamental task is to evaluate the effect of my teaching on students’ learning and achievement. • The success and failure of my students’ learning is about what I do or don’t do. I am a change agent. • I want to talk more about learning than teaching. • Assessment is about my impact. • I teach through dialogue not monologue. • I enjoy the challenge and never retreat to “doing my best.” • It’s my role to develop positive relationships in class and staffrooms. • I inform all about the language of learning. • I recognize that learning is hard work. • I collaborate.

  26. Moving Your Numbers Districts that have “moved their numbers” for all children have or are engaged in developing district-wide processes that allow for more collective use of relevant data to make smarter decisions, including the ongoing assessment of teaching and learning at the classroom, school, and district levels. Key Practices Include: • Use Data Well • Focus Your Goals • Select and Implement Shared Instructional Practices • Implement Deeply • Monitor and Provide Feedback and Support • Inquire and Learn Telfer, D.M. (2011). Moving your numbers: Five districts share how they used assessment and accountability to increase performance for students with disabilities as part of district-wide improvement. Minneapolis, MN: University of Minnesota, National Centeron Educational Outcomes. What Matters Most: Key Practices Guide, National Center on Educational Outcomes

  27. The Mirage Report Findings Concerning Teacher Development • More disciplined and coherent system for teacher development • Network-wide culture of high impact • Opportunities to “practice” teaching • Increase collaborative practice with other teachers • Shared sense of commitment http://tntp.org/assets/documents/TNTP-Mirage_2015.pdf

  28. The Big Question: Where to Focus Your Time and Effort? Examples of Management Focused Tasks Examples of Instructional Focused Tasks Management of budgets Management of building personnel Management of building processes (lunch, bus, master schedules, etc.) Manage student discipline • Schedule time for targeted, job-embedded professional development on non-content, research-based, key instructional practices to help teachers improve • Meet with collaborative teams • Ensure that teachers work collaboratively and support each other • Provide necessary resources

  29. Where Do You Spend Your Time?

  30. Activity Test Your Knowledge About What Works! Influences on Achievement What impact (high, medium, or low) does each factor have on student achievement?

  31. Influences and effect sizes related to student achievement Retrieved from: http://visible-learning.org/nvd3/visualize/hattie-ranking-interactive-2009-2011-2015.html

  32. Top 10 influences and effect sizes related to student achievement Retrieved from: http://visible-learning.org/nvd3/visualize/hattie-ranking-interactive-2009-2011-2015.html

  33. Becoming the Instructional Leader of the Building: How to Get Started

  34. Steps to Get Started Know the critical areas of INSTRUCTIONAL FOCUS

  35. AREAS OF INSTRUCTIONAL FOCUS Focus Area #1: Collaborative Culture and Climate: How can we work in an environment that promotes collaboration to improve performance for all students? Focus Area #2: Highly Effective Teaching/Learning Practices: What are the teaching/learning practices that are known to be highly effective and have a high impact on student learning? Focus Area #3: Assessment: How is student learning monitored? Focus Area #4: Data-Based Decision-Making: How are our students performing? What are the current gaps in student learning? 

  36. Steps to Get Started Know the critical areas of INSTRUCTIONAL FOCUS Identify KEY ACTIONS of a building instructional leader

  37. KEY ACTIONS OF A BUILDING INSTRUCTIONAL LEADER 1. Establish Collaborative Culture and Climate 2. Set Time for Implementation 3. Establish Expectations 4. Ensure Resources 5. Monitor for Implementation and Collaboration

  38. Establish Collaborative Team Structures • Analyze building and classroom level student data. • Analyze and prioritize strengths and weaknesses related to instruction. • A team representing different • departments within the organization • This team works towards common goals. • They analyze building and classroom level student data

  39. Team Membership Configurations Building Leadership Team • School principal • Teachers (regular, special education, paraprofessional, library/art/music) • Instructional coach • Support staff (paraprofessionals, interventionist, counselor, etc.) Collaborative Teams • General education teachers from a grade level • Special education teacher(s) from a grade level • Support staff (paraprofessionals, interventionist, counselor, etc.)

  40. Building Leadership Team Configurations Elementary Example Secondary Example School Leader/Principal Department Staff Representation (Core and Noncore) Student Support Staff (Intervention, Sped, Counselor, Etc.) • School Leader/Principal • PK and Primary Grade Representation • Intermediate Grade Level Representation • Noncore Teacher Representation • Student Support Staff (Intervention, Sped, Counselor, Etc.)

  41. Reflect • Do you have a building leadership team already established? What are the functions of the team and the team members’ roles and responsibilities? • Do you have collaborative teams established across grade levels or content areas? Are all staff on at least one of these teams? What are the functions of the team and what are the team members’ roles and responsibilities? • If established, are both or either of these teams ensuring they are running efficiently and effectively?

  42. KEY ACTIONS OF A BUILDING INSTRUCTIONAL LEADER • Establish Collaborative Culture and Climate • Set Time for Implementation • Establish Expectations • Ensure Resources • Monitor for Implementation and Collaboration

  43. Key Action: Set Time For Implementation Teachers need time during the school day set aside for collaboration that includes: • Training/professional development • Data collection • Data analysis • Team planning

  44. Reflect • Think how time can be set aside during the school day (job-embedded) for: • Collaboration • Training/professional development • Data collection • Data analysis • Team planning

  45. KEY ACTIONS OF A BUILDING INSTRUCTIONAL LEADER • Establish Collaborative Culture and Climate • Set Time for Implementation • Establish Expectations • Ensure Resources • Monitor for Implementation and Collaboration

  46. Key Action: Establish Expectations • Practitioners have identified these as non-negotiables in establishing expectations – What are ours? • Support, build and sustain a collaborative culture and climate through a collaborative process • Evaluate continuously, collectively and as individuals • Expect all new teachers to learn required material

  47. Key Action: Establish Expectations Develop and communicate high expectations: • Sit with the staff and develop together, ‘What is our vision for our students?” “How do we make this happen?” • Ensure consensus from the entire staff.

  48. Key Action: Establish Expectations All educators: • Accept responsibility for all students in all grade levels • Participate in at least one meaningful collaborative teacher team that focuses on learning and implementing effective teaching/learning practices and analyzes common formative assessments to evaluate the teaching/learning process • Encourage and support each other to be successful learners and implementers of effectivepractices

  49. Reflect • What are the high expectations for my district? • What are the high expectations for my building? • What are the high expectations for the educators in my building? • How are these expectations infused into the culture and communicated across all levels of the system?

  50. KEY ACTIONS OF A BUILDING INSTRUCTIONAL LEADER • Establish Collaborative Culture • Set Time for Implementation 3. Establish Expectations 4. Ensure Resources 5. Monitor for Implementation and Collaboration

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