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Expanded Instructional Leadership: PowerPoint Presentation
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Expanded Instructional Leadership:
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  1. Expanded Instructional Leadership: Engaging Students and Teachers

  2. Our Core Instructional Team… • Patti O’Dell —TFSD Associate Superintendent & Federal Programs Director • Kasey Teske —RSMS Principal • Amy McBride —RSMS Associate Principal • Derek Riddle —RSMS Instructional Coach

  3. RSMS Meeting Expectations: • Plan an effective agenda. • Be on time and actively participate. • Stick to the agenda. • Speak openly and respectfully concerning conflict. • Listen with intent to understand. • Do not interrupt another while talking. Raise hand if necessary. • No side conversations. • Resolve conflict with consensus. • Honor the consensus of the team unless it is changed by the team • No cell phone use

  4. Content Objectives • Participants will learn cross-content literacy strategies that teachers can use to actively engage all students • Participants will learn how to make the rigor of the CCSS accessible to disadvantaged students in the regular classroom. • Participants will learn how to support and inspire individual teachers in making second-order changes necessary to implement the CCSS. • Participants will learn how to develop a high-trust, collaborative culture of professional learning necessary to achieve systemic and deep implementation of the CCSS.

  5. Language Objectives • Participants will write to reflect on quality teaching and challenging learning • Participants will read using comprehension strategies about the CCSS • Participants will speak and listen about the implementation of the CCSS. • Participants will listen, read and discuss text complexity • Participants will read and summarize collaborative conversations • Participants will discuss and evaluate high expectation strategies

  6. 1. Setting the Focus on Teaching and Learning Top Down Student Learning Culture Managerial-Instructional Leadership 2. Keeping theFocus on Teaching and Learning 1st Order Change 3. Modeling Cultural Values and Beliefs Bottom Up Teacher Learning Culture Transformational-Instructional Leadership 4. Stimulating Instructional Innovation 2ndOrder Change 5. Developing Teacher Effectiveness Teaching & Learning

  7. Culture-building… “The preponderance of evidence indicates that school principals contribute to school effectiveness and student achievement indirectly through actions they take to influence school and classroomconditions.” Hallinger, 2005

  8. Culture Building… The teacher-learning culture of the school significantly impacts the student-learning culture of the classroom.

  9. 1. Setting the Focus on Teaching and Learning Top Down Student Learning Culture Managerial-Instructional Leadership 2. Keeping theFocus on Teaching and Learning 1st Order Change 3. Modeling Cultural Values and Beliefs Bottom Up Teacher Learning Culture Transformational-Instructional Leadership 4. Stimulating Instructional Innovation 2ndOrder Change 5. Developing Teacher Effectiveness Teaching & Learning

  10. Instructional Leadership Transformational Leadership Integrated School Leadership… • Improves student achievement • Requires principal to act as strong instructional leader • Strong focus on teaching and learning • Top-down, narrow approach not involving teachers • Effective at managing instructional program and learning environment to produce 1st order change • Limits principal’s influence • Improves student achievement • Doesn’t require principal to be strong instructional leader. • Lack of strong focus on teaching and learning • Bottom-up, broad approach involving teachers • Effective and creating 2nd order, innovative change. • Expands principal’s influence through shared leadership

  11. Transformational Leadership impacts… • Collective teacher efficacy, • Organizational learning, • Instructional quality, • Changes in teacher practice, • Planning for change • Teacher satisfaction, • Organizational commitment, and • School culture

  12. Integrated School Leadership… Managerial-instructional leadership (top-down) is the foundation for change. Transformational-instructional leadership (bottom-up) is the catalyst for change. Leithwood et al., 2004

  13. 1. Setting the Focus on Teaching and Learning Top Down Student Learning Culture Managerial-InstructionalLeadership 2. Keeping theFocus on Teaching and Learning 1st Order Change 3. Modeling Cultural Values and Beliefs Bottom Up Teacher Learning Culture Transformational-Instructional Leadership 4. Stimulating Instructional Innovation 2ndOrder Change 5. Developing Teacher Effectiveness Teaching & Learning

  14. Teaching & Learning… Is where the pencil marks the paper! (a new idiom)

  15. Teaching & Learning… Quality Teaching Challenging Learning “The quality of the education system cannot exceed the quality of its teachers” (Barber and Mourshed, 2007). “The standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility.” (CCSS, 2010)

  16. Higher! Higher! Higher!

  17. Cross-Content Literacy Strategy • Strategy: Write/Pair/Share • Purpose: to give students an opportunity to process content through writing • CCSS Anchor Writing • 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

  18. Using the CCSS as a reference… What does quality teaching and challenging learning look like?

  19. Leveraging Creative Tension… • Current Reality • Visionary Future Peter Senge

  20. Cross-Content Literacy Strategy • Strategy: Reciprocal Teaching • Purpose: To help students understanding the content through high-impact comprehension strategies • CCSS Anchor Reading • 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. • 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

  21. 5 Points Article • Directions for groups of four: • Decide on which group member will begin as the Reader. Assign roles clockwise from the Reader position • Read one section of text. On your paper, write down notes that relate to your assigned skill in the corresponding box. (3-5 minutes) • Share out briefly to your group (1 minute). • Assign new roles clockwise (Reader will become Illustrator, etc.). Repeat.

  22. 5 Points Article • Directions for groups of four: • Decide on which group member will begin as the Reader. Assign roles clockwise from the Reader position • Read one section of text. On your paper, write down notes that relate to your assigned skill in the corresponding box. (3-5 minutes) • Share out briefly to your group (1 minute). • Assign new roles clockwise (Reader will become Illustrator, etc.). Repeat.

  23. 1. Setting the Focus on Teaching and Learning Top Down Student Learning Culture Managerial-InstructionalLeadership 2. Keeping theFocus on Teaching and Learning 1st Order Change 3. Modeling Cultural Values and Beliefs Bottom Up Teacher Learning Culture Transformational-Instructional Leadership 4. Stimulating Instructional Innovation 2ndOrder Change 5. Developing Teacher Effectiveness Teaching & Learning

  24. First-Order Change • An extension of past knowledge • Implemented with existing knowledge and skills • Within existing paradigms • Consistent with prevailing values and norms • Incremental Marzano, Waters, McNulty, 2005

  25. Second-Order Change • A break with the past • Outside of existing paradigms • Conflicts with prevailing values and norms • Complex • Requires new knowledge and skills to implement Marzano, Waters, McNulty, 2005

  26. Cross-Content Literacy Strategy • Strategy: Think/Pair/Share • Purpose: to give students an opportunity to process content through discussion • CCSS Anchor Speaking and Listening • 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and their own clearly and persuasively.

  27. Teaching & Learning… Will implementing the CCSS be a 1st order change or a 2nd order change?

  28. 1. Setting the Focus on Teaching and Learning Top Down Student Learning Culture Managerial-InstructionalLeadership 2. Keeping theFocus on Teaching and Learning 1st Order Change 3. Modeling Cultural Values and Beliefs Bottom Up Teacher Learning Culture Transformational-Instructional Leadership 4. Stimulating Instructional Innovation 2ndOrder Change 5. Developing Teacher Effectiveness Teaching & Learning

  29. 2nd Order Change… at the classroom level are called instructional innovations!

  30. 2nd Order Change… Instructional innovations at the classroom level have a .4 effect size. Hattie 1999

  31. 2nd Order Change Takes… a collaborative teacher-learning culture of innovation and support.

  32. 1. Setting the Focus on Teaching and Learning Top Down Student Learning Culture Managerial-InstructionalLeadership 2. Keeping theFocus on Teaching and Learning 1st Order Change 3. Modeling Cultural Values and Beliefs Bottom Up Teacher Learning Culture Transformational-Instructional Leadership 4. Stimulating Instructional Innovation 2ndOrder Change 5. Developing Teacher Effectiveness Teaching & Learning

  33. 5. Developing Teacher Effectiveness Observation & Feedback Training & Coaching “The simplest prescription for improving education must be dollops of feedback.” Hattie, 1992 • “Thus, a system that builds in collaboration, particularly if that collaboration demands reflection on practice, is more likely to yield genuine effort than one that does not.” Danielson and McGreal, 2000

  34. 5. Developing Teacher Effectiveness ““The right work at both the school level and the district level is to do something that impacts the classroom.”Waters & Marzano (2006)

  35. Observation and Feedback… • Lesson Plan Checks • Success sweeps • Certified evaluations/Teacher Meetings • Peer observations

  36. Success Sweep

  37. Observation and Feedback… • Lesson Plan Checks • Success sweeps • Certified evaluations/Teacher Meetings • Peer observations

  38. Observation and Feedback… • Lesson Plan Checks • Success sweeps • Certified evaluations/Teacher Meetings • Peer observations

  39. Training and Coaching… • Hire an amazing full-time instructional coach. • Provide in-house professional development every staff meeting.