Expanded Instructional Leadership: Engaging Students and Teachers.

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<p>Slide 1</p> <p>Expanded Instructional Leadership: Engaging Students and TeachersOur Core Instructional TeamPatti ODell TFSD Associate Superintendent &amp; Federal Programs DirectorKasey Teske RSMS PrincipalAmy McBride RSMS Associate PrincipalDerek Riddle RSMS Instructional Coach</p> <p>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 teamNo cell phone useParticipants 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. Content ObjectivesParticipants will write to reflect on quality teaching and challenging learningParticipants will read using comprehension strategies about the CCSSParticipants will speak and listen about the implementation of the CCSS.Participants will listen, read and discuss text complexityParticipants will read and summarize collaborative conversationsParticipants will discuss and evaluate high expectation strategiesLanguage Objectives</p> <p>Teaching &amp; Learning5. Developing Teacher Effectiveness4. Stimulating Instructional Innovation2. Keeping the Focus on Teaching and LearningBottom UpTeacher Learning CultureTransformational-Instructional Leadership</p> <p>Top DownStudent Learning CultureManagerial-Instructional Leadership1. Setting the Focus on Teaching and Learning3. Modeling Cultural Values and Beliefs1st Order Change2nd Order ChangeThe preponderance of evidence indicates that school principals contribute to school effectiveness and student achievement indirectly through actions they take to influence school and classroom conditions. Hallinger, 2005Culture-buildingThe teacher-learning culture of the school significantly impacts the student-learning culture of the classroom.Culture Building</p> <p>Teaching &amp; Learning5. Developing Teacher Effectiveness4. Stimulating Instructional Innovation2. Keeping the Focus on Teaching and LearningBottom UpTeacher Learning CultureTransformational-Instructional Leadership</p> <p>Top DownStudent Learning CultureManagerial-Instructional Leadership1. Setting the Focus on Teaching and Learning3. Modeling Cultural Values and Beliefs1st Order Change2nd Order ChangeIntegrated School LeadershipImproves student achievementRequires principal to act as strong instructional leaderStrong focus on teaching and learningTop-down, narrow approach not involving teachersEffective at managing instructional program and learning environment to produce 1st order changeLimits principals influenceImproves student achievementDoesnt require principal to be strong instructional leader. Lack of strong focus on teaching and learningBottom-up, broad approach involving teachers Effective and creating 2nd order, innovative change.Expands principals influence through shared leadershipInstructional LeadershipTransformational LeadershipCollective teacher efficacy,Organizational learning, Instructional quality, Changes in teacher practice, Planning for changeTeacher satisfaction, Organizational commitment, andSchool culture </p> <p>Transformational Leadership impactsManagerial-instructional leadership (top-down) is the foundation for change. Transformational-instructional leadership (bottom-up) is the catalyst for change. Leithwood et al., 2004Integrated School Leadership</p> <p>Teaching &amp; Learning5. Developing Teacher Effectiveness4. Stimulating Instructional Innovation2. Keeping the Focus on Teaching and LearningBottom UpTeacher Learning CultureTransformational-Instructional Leadership</p> <p>Top DownStudent Learning CultureManagerial-Instructional Leadership1. Setting the Focus on Teaching and Learning3. Modeling Cultural Values and Beliefs1st Order Change2nd Order ChangeIs where the pencil marks the paper!(a new idiom) </p> <p>Teaching &amp; LearningQuality TeachingThe 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)Teaching &amp; LearningChallenging Learning</p> <p>Higher! Higher! Higher!Strategy: Write/Pair/SharePurpose: to give students an opportunity to process content through writingCCSS Anchor Writing10. 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.Cross-Content Literacy StrategyWhat does quality teaching and challenging learning look like?Using the CCSS as a referenceLeveraging Creative TensionCurrent RealityVisionary FuturePeter Senge </p> <p>Strategy: Reciprocal TeachingPurpose: To help students understanding the content through high-impact comprehension strategiesCCSS Anchor Reading2. 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.Cross-Content Literacy Strategy5 Points Article Reader/SummarizerIllustratorQuestionerVocab-ExpertDirections for groups of four:Decide on which group member will begin as the Reader. Assign roles clockwise from the Reader positionRead 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.</p> <p>5 Points Article Reader/SummarizerIllustratorQuestionerVocab-ExpertDirections for groups of four:Decide on which group member will begin as the Reader. Assign roles clockwise from the Reader positionRead 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.</p> <p>Teaching &amp; Learning5. Developing Teacher Effectiveness4. Stimulating Instructional Innovation2. Keeping the Focus on Teaching and LearningBottom UpTeacher Learning CultureTransformational-Instructional Leadership</p> <p>Top DownStudent Learning CultureManagerial-Instructional Leadership1. Setting the Focus on Teaching and Learning3. Modeling Cultural Values and Beliefs1st Order Change2nd Order ChangeAn extension of past knowledgeImplemented with existing knowledge and skillsWithin existing paradigmsConsistent with prevailing values and normsIncrementalMarzano, Waters, McNulty, 2005First-Order ChangeA break with the pastOutside of existing paradigmsConflicts with prevailing values and normsComplexRequires new knowledge and skills to implementMarzano, Waters, McNulty, 2005</p> <p>Second-Order ChangeStrategy: Think/Pair/SharePurpose: to give students an opportunity to process content through discussionCCSS Anchor Speaking and Listening1. 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.Cross-Content Literacy StrategyTeaching &amp; LearningWill implementing the CCSS be a 1st order change or a 2nd order change?</p> <p>Teaching &amp; Learning5. Developing Teacher Effectiveness4. Stimulating Instructional Innovation2. Keeping the Focus on Teaching and LearningBottom UpTeacher Learning CultureTransformational-Instructional Leadership</p> <p>Top DownStudent Learning CultureManagerial-Instructional Leadership1. Setting the Focus on Teaching and Learning3. Modeling Cultural Values and Beliefs1st Order Change2nd Order Changeat the classroom level are called instructional innovations!2nd Order ChangeInstructional innovations at the classroom level have a .4 effect size. Hattie 19992nd Order Changea collaborative teacher-learning culture of innovation and support.2nd Order Change Takes</p> <p>Teaching &amp; Learning5. Developing Teacher Effectiveness4. Stimulating Instructional Innovation2. Keeping the Focus on Teaching and LearningBottom UpTeacher Learning CultureTransformational-Instructional Leadership</p> <p>Top DownStudent Learning CultureManagerial-Instructional Leadership1. Setting the Focus on Teaching and Learning3. Modeling Cultural Values and Beliefs1st Order Change2nd Order Change</p> <p>Observation &amp; FeedbackThe simplest prescription for improving education must be dollops of feedback.Hattie, 1992Thus, 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, 20005. Developing Teacher EffectivenessTraining &amp; CoachingThe right work at both the school level and the district level is to do something that impacts the classroom.Waters &amp; Marzano (2006)</p> <p>5. Developing Teacher Effectiveness</p> <p>Lesson Plan Checks Success sweeps Certified evaluations/Teacher Meetings Peer observations Observation and FeedbackDateLesson PlansObjectives (Content &amp; Language)Active EngagementLanguage Practice OpportunitiesPeriod1st Quarter81%85%87%48%Average2nd Quarter91%91%94%47%Average1/23/201390.24%87.88%88.24%72.06%1st1/31/201387.80%91.18%96.97%59.09%2nd 2/20/201392.50%94.12%91.94%61.29%3rd2/28/201392.50%87.14%82.86%71.43%4th3/5/201395.12%85.94%94.29%34.29%5th 3/12/201392.86%91.89%93.33%56.67%6th 3/19/201387.80%96.55%74.14%41.38%7th3rd Quarter91%91%89%57%AverageSuccess SweepTeacherRmLesson PlansObjectives (Content &amp; Language)EngagementLanguage Practice OpportunitiesPeterson, A1011111Williams, L 1021111Frank, R 103n/a111Julliard, J1041Brown, M10511Bosh, A1061111Hamilton, S 1071110Lewis, C1080110Archer, V 1091111Huicochea, New Comer1Drexler, T2011111Breland, B20211Bryan, J2041Short, K 2051110Lippy, A2061110Stewart, K 2071111Toland, J20811Wade, C210n/a111Perez, R21101Van Leeuwen,V2121110Newman, J 213110.50Tackett, C2141111Hildreth, A2150010Palmer, K2161111Slotten, D217n/aMcBride, K218n/aChisam, L2191100Alexander, M2201N/a10Losser, N 2211111Goodrich, K2221Hadley, T2231Howard, K2231Siggaard, J 3011110Monteith, E3031111Bailey, A 3041110Sommer, D3051111Greene, S3061100Barker, B3071111Penn, R3081111Harper, C 3091111Brown, K3101Kaufman, KGym1111Mietzner, KGym1111Tackett, AGym111192.50%94.12%91.94%61.29%Lesson Plan Checks Success sweeps Certified evaluations/Teacher Meetings Peer observations Observation and Feedback</p> <p>Lesson Plan Checks Success sweeps Certified evaluations/Teacher Meetings Peer observations Observation and FeedbackObserver: Teacher: Content: Grade:RSMSs Peer Observation Protocol Reflections: What take-aways do you want to remember?How were content and language objectives posted and used during the lesson? What learning activities were used to achieve high engagement (90-100%) during the lesson?What types of language practice opportunities (read/write, listen/speak) were observed during the lesson?How did the lesson require thought-demanding rigor or how could it be extended to do such?Observer: Teacher: Content: Grade:RSMSs Peer Observation Protocol Reflections: What take-aways do you want to remember?How were content and language objectives posted and used during the lesson? What learning activities were used to achieve high engagement (90-100%) during the lesson?What types of language practice opportunities (read/write, listen/speak) were observed during the lesson?How did the lesson require thought-demanding rigor or how could it be extended to do such?Observer: Teacher: Content: Grade:RSMSs Peer Observation Protocol Reflections: What take-aways do you want to remember?How were content and language objectives posted and used during the lesson? What learning activities were used to achieve high engagement (90-100%) during the lesson?What types of language practice opportunities (read/write, listen/speak) were observed during the lesson?How did the lesson require thought-demanding rigor or how could it be extended to do such?Hire an amazing full-time instructional coach.Provide in-house professional development every staff meeting.Training and CoachingHire an amazing full-time instructional coach</p> <p>Title II MoneyInstructional Coaching the Research</p> <p>Strategy: Say/Mean ChartPurpose: To help students understanding the content using summarizing and inference-makingCCSS Anchor Reading1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.Cross-Content Literacy StrategyRead the poem individually, while summarizing in the first column as you read Next, in small groups, indicate inferences made in the poem in the second column.Poem Text Complexity</p> <p>Teaching &amp; Learning5. Developing Teacher Effectiveness4. Stimulating Instructional Innovation2. Keeping the Focus on Teaching and LearningBottom UpTeacher Learning CultureTransformational-Instructional Leadership</p> <p>Top DownStudent Learning CultureManagerial-Instructional Leadership1. Setting the Focus on Teaching and Learning3. Modeling Cultural Values and Beliefs1st Order Change2nd Order Changea collaborative teacher-learning culture of innovation and support.2nd Order Change TakesSet instructional vision, goals and expectations.Create collaborative structures for continuous professional learning.Develop curriculum, instruction and assessment aligned to CCSS.Empower teachers to make instructional innovations.</p> <p>4. Stimulating Instructional InnovationWhat is your vision, goals and expectations regarding the implementation of the CCSS?Set instructional vision, goals and expectationsShared distribution of reading and writing anchor standards across contents (cross-content literacy)Common Curriculum Guides of Unit TopicsCommon End of Course Assessment (EOCs)Innovative Unit Asses...</p>

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