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Addressing Preliminary Curriculum Audit Findings
thruQuality First Instruction
October 2, 2008
Two Fundamental QuestionsDoes the system have instructional
programs that are planned, aligned, executed, and assessed in accordance with generally accepted appropriate principles and standards.
Does the system conform to the standards of quality in instructional organization.
Curriculum Audit Exit Interview Comments…. Lots of planning efforts underway. Next step
is not prevalent. Appears to be a wide range of perception
regarding current reality v. preferred future. Students don’t get equal access to learning,
due to variances in instruction. Data for decision-making not down to the
teacher level. Data is not consistently used to inform instruction.
“Lots of interventions” but predominately based on programs. Does not have to be program-based.
7 Central Actions Needed1. Create a culture that supports change – why, what, how – re-
culturing may be the key issue2. Focus on instruction vs. structure3. Develop relationships within the school – collaboration.4. Address the needs of all students from our most challenged to
our most capable learners.5. Data-based decision making – what is important? What is
likely to be tested? Assessment OF learning vs. assessment FOR learning
6. Emphasize the transition years.7. System – support vs. regulation; commitment vs. compliance.
The Vision Should Be Our Work
Committing to a uniform, consistent instructional model supported by all teachers and administrative leaders may be the “tipping point” in a schools’ journey from good to great.
FOCUS MUST BEON
QUALITY FIRST INSTRUCTION
Common Instructional Model The Art and Science of teaching
How do ALL teachers BEGIN the lesson?
How do ALL teachers END each lesson?
How do ALL teachers ENGAGE students in their learning?
How do ALL teachers help students PRACTICE what they are learning?
WHAT IS THE VALUE OF TEACHING THE RIGOR AND RELEVANCE FRAMEWORK TO YOUR STUDENTS?
CAN WE FOSTER A CULTURE OF “D” IN EVERY CLASSROOM?
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance Framework
TeacherWork
Teacher/Student Roles
StudentThink
StudentThink & Work
StudentWork
Professional Learning Community4 Fundamental Questions
What is it we want all students to learn? How will we know when each student has mastered
the essential (core) learning? How will we respond early when students are not
learning? How will we deepen (stretch) the learning for students
who have mastered the essential (core) knowledge and skills?
Unifying principle – we have not met our fundamental purpose until all students have learned at high levels.
Purpose Statement – the PLC Driver
The purpose of our school is to see to it that all our students learn at high levels, and the future of our students depends on our success. We must work COLLABORATIVELY to achieve that purpose, because it is impossible to accomplish if we work in isolation. And we must continually assess our effectiveness in achieving our purpose on the basis of results – tangible evidence that our students are acquiring the knowledge, skills, and dispositions we feel are essential to their future success.
From: “On Common Ground – The Power of Professional Learning Communities”
Professional Learning Community
This model demands embedded professional development.
COLLABORATION is not an option. Teacher isolation is “old school.”
Leadership must understand and support the principles of a PLC.
Teaching to ‘D’ becomes the vocabulary of accountable talk. As a PLC, instructional strategies and successes become part of every department and faculty meeting.
What About the “Not Yet” Teachers Who Do Not Volunteer?
Leadership must make it very clear – this is how we do business at “We All Learn Here” Elementary, Middle, High School.
Our adult unity of purpose is vital to our learning success.
No compromise. You will be held accountable for our
instructional model. I personally will help you in any way I can. We are all learners. I will lead the way.
KEY LEADERSHIP CONCEPT
Teachers do pay attention more to what you do than what you say!
The Change ProcessYou cannot change anyone else. You
can only change yourself.
You can lead a horse to water, but you cannot make him drink.
But, you can salt his oats.
CELEBRATION Instructional risk-taking on behalf of
student learning becomes the culture of high expectations.
Teacher recognition programs are vital. “If we don’t feed the teachers some may
eat the kids.”Engaged students make learning fun for
all involved.We work smarter – not harder.
Content Is at the Core
Shift from convivial talk to deep dialogue and discussion of practice linked to learning goals and research on student learning
Everyone needs supportEveryone needs support when they take new riskswhen they take new risks
Effective support for teachers is the key to
enhancing professional practice and improving student achievement.
Critical Program Elements
Coaching is a developmental model that builds on existing strengths. It is not a deficit model designed to “fix.”
Conversations between coaches and principals about teachers’ work might cause tension.
Coaches’ roles and responsibilities are clear to all. Coaches’ roles are honored and their time not diverted to other school needs.
A coaching program requires clear, explicit, and continued support.
Coaching is like a bumpy road when…
Bumps in the road…that are a barrier and danger to coach role
How the principal introduces the coach to the staff
How the staff views the alignment between the principal and the coach
How the principal views coaching as an intervention to improve teaching and learning
#1 Barrier and Danger Zone
Trust
Trustworthy
Trusting
TrustTrustworthy Trusting
I do what I say. I keep my word. I keep confidences. You can count on me.
I have faith in you. I will take a risk with you. I don’t have to control everything. I am vulnerable.
With thanks to Ann Delehant, Senior Consultant, NSDC
The Importance of Trust
Schools with low relational trust have 1 in 7 chance of showing gains in student achievement.
Schools with high relational trust have a 1 in 2 chance of showing gains in student achievement.
Bryk & Schneider (2003), Trust in schools: a core resource for improvement. New York: Russell Sage Foundation
Some coach words about…
Trust
Assumptions About Committed Listening
Committed listening is a skill that requires discipline to master and maintain at high levels.
Most people can significantly improve the quality of their listening.
When we listen in a committed way we transform our relationships, both professionally and personally.
Some coach words about….
Listening
Coaches to the rescue!“Masterful coaches inspire people by helping them [teachers] recognize the previously unseen possibilities that lay embedded in their existing circumstances.”
Robert Hargrove
Coaches to the rescue! Coaching is the practice of providing deliberate
support to another individual to help her/him become a reflective practitioner and/or achieve a goal.
When should an employee have coaching? When they are assuming new job duties To develop or provide new skills through on-the-job training To introduce new procedures or technologies To enhance performance and correct deficiencies To prepare individuals for career development To develop members of a work team
Coaches Accountability 45% - Collaboration planning, coaching, classroom
observations and feedback 15% - Demonstration/Modeling teaching effective
instructional and assessment practices
10% - Research and data analysis 10% - Assessment support, progress monitoring, and
materials/intervention resource 5% - Coaches’ training/professional development 5% - School-based professional development for all
teachers 10% - Site Leadership Team meetings, miscellaneous site
support, log time, etc.
Principal Accountability Ensure coaches spend time in classrooms to
improve instruction. Meet and collaborate regularly regarding
math progress and instructional focus. Keep the lines of communication open, meet
with coaches weekly. Empower coaches, their success is a
reflection of your support.