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leading learning overview

leading learning overview. Who is Lee Rutledge?. Kee , Kathryn. RESULTS Coaching: The New Essential for School Leaders . . Updates 14-15. Design of STAAR. TEKS Study. Building Capacity. Where do we go and what will we find?

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leading learning overview

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  1. leading learning overview

  2. Who is Lee Rutledge?

  3. Kee, Kathryn. RESULTS Coaching: The New Essential for School Leaders.

  4. Updates 14-15 Design of STAAR TEKS Study

  5. Building Capacity Where do we go and what will we find? http://lead4ward.com/staar4ward password: provided to you by the campus principal

  6. Online Videos

  7. Scroll Down

  8. x

  9. x

  10. READY! Scroll Down

  11. x

  12. staar4ward: taking the lead in learning 2014-15 continuing professional education (CPE hours)

  13. Explore Examples

  14. Building Capacity • Learn • Watch the live webinar as a team • Re-watch the recording and eGuides • Practice • Individually – to teach the team • As a team – give feedback

  15. We learn 95% of what we TEACH someone else. The Learning Pyramid We learn 80% of what we experience personally. We learn 70% of what is discussed with others. We learn 50% of what we both see and hear. How do we learn? We learn 30% of what we see. We learn 20% of what we hear. We learn 10% of what we read.

  16. Building Capacity • Practice • Individually – to teach the team • As a team – give feedback • Deliver • Teach each other • Reflect

  17. Levels of support Job-embedded professional learning • District implementation support • Webinars 1,2,3,5,7 • Campus implementation support • Campus clusters of 2-3

  18. One Story Sanchez Elementary McAllen, Texas

  19. Basic Facts • 25,300 students • 33 campuses • 3,265 employees • 1,634 teachers • Demographics • 91.9% Hispanic • 65.3% At-Risk • 67.3% Economically Disadvantaged • 27.4% Limited English Proficient • *SOURCE:  U.S. Department of Labor, 2012

  20. IB Learners strive to be:InquirersKnowledgeableThinkersCommunicatorsPrincipledOpen-MindedCaringRisk-TakersBalancedReflective

  21. Sanchez Elementary STAAR Performance BEFORE

  22. Sanchez Elementary STAAR Performance AFTER % “Passing” STAAR 2012 to 2013 • Above 90% in 2013 in all 4 content areas!

  23. Sanchez Elementary STAAR Performance BEFORE

  24. Sanchez Elementary STAAR Performance AFTER % “Passing at Level II Final” STAAR 2012 to 2013 • Increases in all 4 content areas • Approximately 50% increase in Writing in Science!

  25. Sanchez Elementary STAAR Performance STATE

  26. Sanchez Elementary STAAR Performance SANCHEZ Student Progress in Reading and Math • % Exceeding Progress • More than double the State performance in Math

  27. Sanchez Elementary STAAR Performance STATE

  28. Sanchez Elementary STAAR Performance SANCHEZ STAAR Level III Performance Compared to State in Reading, Math and Writing • More than triple double the State performance in Writing

  29. In summary… • Year 1 – Sanchez focused on … • Taking stock • Focus on standards: Readiness, Process, Supporting • Year 2 • Used HEAT maps and created instructional action plans • Implemented the use of the lead4ward Field Guides • Year 3 • Organized weekly team meetings • Implemented student journals

  30. Principal • Schedule time for leadership team (to watch webinars together) • Monitor/manage the process • Set expectations • Encourage and celebrate wins • Delegate and support teacher leaders • Be present and visible (walk the talk)

  31. Principal • Provide time in the schedule for PLCs • Ensure access to necessary resources (data, tools, etc.) • Provide time for targeted and differentiated PD • Allocate/coordinate resources for professional learning • Identify a data manager

  32. Teacher Leader • Review recorded webinar prior to PLC • Attend meetings • Practice staar4ward processes • Lead PLCs • Lead implementation of staar4ward processes • Build capacity in others to lead processes

  33. Teacher Leader • Maintain focus on the importance of Tier 1 instruction • Know the strengths and weaknesses of the PLC • Collaborate with teachers to collect resources and identify successful instructional strategies

  34. TEACHER LEADER definition ALWAYS PRESENT SOMETIMES PRESENT NEVER PRESENT Key words NON-EXAMPLES EXAMPLES In your own words…

  35. Leadership Team • Watch webinars together • Debrief webinars and practice processes • Teach each other the staar4ward processes (practice, practice, practice) • Create and monitor the leadership lesson plan • Determine professional learning focus areas (common or team)

  36. Leadership Team • Schedule professional learning • Organize and lead school-wide learning activities • Coach each other and PLC • Monitor, review, analyze, adjust • Maintain focus and direction for the work • Communicate consistently among all stakeholders

  37. PLC • Implement the staar4ward processes in a timely manner • Become content experts • Ensure all members of the team know their students • Ensure that all members of the team know their standards • Visit classrooms where success is occurring • Learn together (focus standards, focus learning)

  38. PLC • Strategically plan for instruction and intervention • Share innovations • Ask for help from campus leaders • Document meetings and work of the team • Determine formative strategies for monitoring student performance

  39. Central Office/ESC • Set the vision • Participate in/watch all webinars • Integrate monitoring and support into regular principal meetings • Schedule central /ESC meetings • Schedule campus meetings • Practice processes • Clearly define expectations for campus leaders/teams

  40. Central Office/ESC • Allocate the necessary resources to ensure staar4ward implementation (time, money, individualized support) • Serve as a coach to campus leaders and leadership teams • Encourage and celebrate wins • Ensure access to data

  41. high sense of confidence low sense of competence high sense of competence low sense of confidence

  42. 1 high sense of confidence low sense of competence high sense of competence low sense of confidence

  43. 1 CARELESS -stop too early -make low level mistakes PROGRESS -know what they know -have multiple strategies high sense of confidence low sense of competence high sense of competence RANDOM -don’t know how to start -guess, pick something FROZEN -overthink actions -may not follow through low sense of confidence

  44. 1 Keep Going Reinforce Strategies high sense of confidence low sense of competence high sense of competence What should I do first? Cheerlead! low sense of confidence

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