ADMN 6130

1. If you don’t organize the chaos, the chaos will organize you. -MD ADMN 6130 Supervision of Instruction Class 2

2. Apply research-based strategies in organizing a school to meet the learning for all mission Objectives

3. Presentations Groups 1 and 2. • Read NCSES Standards (The philosophy, too) F N W

4. Artifact Preparation and Submission • Blogs • Google Hangouts Housekeeping

5. Organizing a School Around the Research A Little Review and Something New

6. What Works in Schools Robert Marzano

7. Guaranteed and viable curriculum • Challenging goals and effective feedback • Parent and community involvement • Safe and orderly environment • Collegiality and professionalism Factors Affecting Student Achievement

8. Viable – what kids need Guaranteed – all kids have access Action steps • ID and communicate essential content (EC) for all • Ensure EC can be taught in time available • Sequence and organize EC • Ensure EC is taught • Protect instructional time Viable and guaranteed curriculum

9. Action steps for feedback • Timely feedback on specific knowledge and skills for students • Establish challenging achievement goals for the school • Specific goals for specific students Efective Feedback

10. AUTHENTICEngagement • Communication • Participation • Governance Action Steps • Look for new avenues • Look for new ways for parents to participate in day-to-day activities • Build in opportunities for governance • Legal Requirements • SIP (§ 115C‑105.27). • NCSES (Standard 6: External Development Leadership) Parent/Community Involvement

11. Look for behavioral problems related to school routines and layout • Clear school-wide rules and procedures • Establish reasonable consequences uniformly enforced • Teach self-discipline and provide opportunities • Prevent rather than explain Safe and Orderly Environment

12. Collegiality • Sharing failures and mistakes • Demonstrated respect for each other • Constructive analysis and criticism of practices and procedures Sense of professionalism • Efficacy • Content knowledge • Pedagogical knowledge Collegiality and Professionalism

13. 6 10 • Guaranteed/viable curriculum • Goals and effective feedback • Parent /community • Safe and orderly environment • Professionalism Status Quo Matrix

14. Distributive Leadership Richard Elmore

15. DeromanticizedLeadership” • Leadership is the guidance and direction of instructional improvement. • Skills that can be learned, measured, & improved in relation to proven results Key elements of distributed leadership • Primary job is to enhance skills and knowledge of people in org • Create a common culture of expectations around those skills • Keep various functions of organization working together • Hold individuals account-able for contributions to collective result Leadership

16. Principal-teacher collegiality must be related to tangible and measurable school purposes and those purposes are related to teacher efficacy • Efficacy: the power or capacity to produce a desired effect; effectiveness. Effect of principal leadership, PD, and shared decision-making on teacher efficacy • When they are deliberately connected to tangible and immediate problems of practice. Collaboration, while increasing commitment and satisfaction, is unlikely to result in changes in teachers’ practice, skill, or knowledge unless … • There is a clear organizational focus on those issues. • Org coherence on basic aims and values is a precondition for the exercise of any effective leadership around instructional improvement Collaboration

17. Leadership is guidance/direction of instructional improvement • Instructional improvement requires continuous learning • Teachers can no longer invent their own practice in isolated classrooms. Privacy of practice produces isolation; isolation is the enemy of improvement • Learning requires modeling. • Principals must become the “principal-learner” and have own practice scrutinized • Roles and activities of leaders do not flow from formal authority • My authority must be complemented by some level of skill which combined with yours makes us both more effective • Exercise of authority requires reciprocity of accountability and capacity Five Principles of Distributed Leadership

18. Large scale improvement in schools cannot accomplished by hiring the best people and allowing them to do what they know how to do. • It produces good practice and performance only from those who already are good performers. Organizations that improve do so because they … • Create and nurture agreement on what is worth achieving • Select, reward, and retain people who are willing to acquire the learning that is required to achieve those purposes. • Make improvement occur through organized social learning not idiosyncratic experimentation • Maintain tight instructional focus over timeRoutinize accountability for practice and performance and talk about it analytically. Reduce isolation and open practice to observation, analysis, criticism (think medical school) Large Scale Improvement

19. They tend to try to find the easiest possible way of solving accountability problems with the knowledge they already have. (Think magic bullet) • They tend to teach to the test because they have no better ideas about how improve practice and content • They tend to focus on students closest to meeting the standards • They tend to give vague and general guidance about instruction rather than working collectively on learning new instructional practices Typical Pattern Of Low-Capacity Schools

20. The Effective Schools Process Larry Lezotte

21. Children learn at different rates and in different ways • All children can learn and come to school motivated to do so. • All children can learn the expected curriculum & we can teach it • Schools control enough variables to assure that all children do learn, but we must focus on high yield strategies • Stakeholders are the most qualified to implement the needed changes. • School people are already doing the best they know to do, given the conditions in which they find themselves. • School by school change is the best hope for reforming schools • There are only two kinds of schools in the United States – improving schools and declining schools • Change is a process, not an event Basic Beliefs

22. “These beliefs must be present to prepare the school for change or to create a culture that is receptive to change.”

23. Safe and Orderly Environment • Climate of High Expectations for Success • Strong Instructional Leadership • Clear and Focused Mission • Opportunity to Learn and Student Time on Task • Frequent Monitoring of Student Progress • Positive Home –School Relations Correlates of Effective Schools

24. There is an orderly, purposeful, businesslike atmosphere free from the threat of physical harm. • The school climate is not oppressive and is conducive to teaching and learning • Not only the absence of undesirable behavior but the presence of desirable behavior • There is a clear focus on the academic day Safe and Orderly Environment

25. There is a climate of expectations in which the staff believes and demonstrates that all students can attain mastery of the essential school skills and they believe that they have the capability to help all students attain that mastery • in this school if a student does not meet curriculum expectations, there are responsive organizational behaviors Culture of High Expectations for Success

26. The is a tangible feeling of instructional leadership which begins with the principal and extends to all certified staff members who effectively and persistently communicate the learning mission to staff, parents, and students. • The principal understands and applies the characteristics of instructional effectiveness in the supervision of the instructional program Strong Instructional Leadership

27. The vision is simple, powerful, memorable and monitored. • The staff accepts and affirms the mission and responsibility for students’ learning of the school’s essential curricular goals. Clear and Focused Mission

28. Teachers allocate a significant amount of time to instruction in the essential skills. For a high percentage of the this time, students are engaged in whole class or large group, planned, teacher-directed learning activities • Focus on authentic teaching and learning • Practice organized abandonment • Use more flexible time structures Opportunity to Learn and Time on Task

29. Student academic progress is measured frequently. A variety of assessment procedures are used. The results of assessments are used to improve individual student performance and the instructional program. • How frequently do we want to monitor? • How frequently do we want to adjust instruction? Frequent Monitoring of Student Progress

30. In the effective school parents understand and support the school’s basic mission and are given the opportunity to play an important role in helping the school to achieve this mission • Positive home-school relations result in increased communication, trust, authentic partnerships, and parents as teachers Positive Home-School Relations

31. System for Accelerating Learning for Low Achievers

32. Time Grade level Instruction Multiple opportunities Non-fiction writing Limited Curriculum Choices Intervention Factors that Increase Achievement- From Doug Reeves 7/15/04

33. Student Success Process - Develop a district wide vertically and horizontally aligned curriculum based on NC Academic Standards 1 . Disaggr e- 2. Create Instructional gate Data Calendar 3. Deliver Instruction (Mini - Lessons) STUDENT 4. Conduct Mini - Assessments STUDENT SUCCESS PROCESS SUCCESS 6. Provide Tutorial 6. Provide Enrichment 5. Analyze PROCESS 7. Retest (Form B) 7. Assess Results 8. Analyze Results and 9. Celebrate A d just IC as Necessary

34. DRT Brazosport Reading Results

35. DRT Brazosport Math Results

36. DRT Brazosport Writing Results

37. A Testimonial

38. Let’s Look at Those Connections

39. Presentations Groups 1 and 2. • Read NCSES Standards (The philosophy, too) F N W