It’s All School Improvement

LKSD Site Administrator Meeting October 11, 2014

LKSD Leadership Year-Long Goals

• Implement the Framework’s Data Driven Decision Cycle to enhance district-level and site-level High-Performance Teams and influence coherence in decision making

• Function as High-Performance Teams• Leadership Level• Site Level

• Identify best practices and solutions to adaptive challenges and technical problems that have been experience in our district and expand the use of these best practices

• Build a shared understanding of the Instructional Framework and the RTI decision process to result in coherence in decision-making that accomplishes commonality yet honors the need for diversity among sites

Objectives for this meeting

• Input school improvement work into STEPP

• Practice HPT skills that can be used to lead continued school improvement efforts at sites

• Continue to build a shared comprehensive view of school improvement and how all the initiatives around improvement are linked

• Leave with a plan for continued leadership in school improvement involving staff and ASB

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LKSD School Improvement

Concentrated Technical Assistance Work

Technical Assistants

Critical Friends

Problem Solving Version

Vocabulary Review

Technical Problem• Can be solved with

knowledge and procedures already at hand, though it may be complex.

Adaptive Challenge• Requires new learning,

innovation, and new patterns of behavior.

Sharon Daloz-Parks

Check out Page 27 of Field GuideFor more info

Critical Friends Protocol

• Person on the Couch 8 Minutes:– Identify and describe a problem that you are

working on. Use the terms technical problem and adaptive challenge when appropriate.

• Clarifying questions 7 minutes– Ask questions of P on C for clarification and

digging deeper. • Friends Talk 10 Minutes– Friends discuss the problem while P on C listens.

School Improvement

Putting it All Together

The principal makes sure everyone understands the school’s mission, clear goals, and their roles in meeting the goals.

The principal develops the leadership capacity of others in the school.

The principal communicates the likelihood of success based on the plan and hard work.

The principal models and communicates the expectation of improved student learning through commitment, discipline, and careful implementation of sound practices.

The principal participates actively with the school’s teams.

The principal keeps a focus on instructional improvement and student learning outcomes.

The principal monitors curriculum and classroom instruction regularly.

The principal spends at least 50% of his/her time working directly with teachers to improve instruction including classroom observations.

The principal challenges unsound teaching practices and supports and monitors the correction of them.

The principal celebrates individual, team, and school successes, especially related to student outcomes.

The principal provides incentives for teacher and school accomplishment.

The principal engages parents and the community in the improvement process.

The principal offers frequent opportunities for the critique of the school’s progress and suggestions for improvement.

The principal compiles reports from classroom observations showing aggregate areas of strength and areas in need of improvement without revealing the identity of individual teachers.

The principal plans opportunities for teachers to share their strengths with other teachers.

Standard 1A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

Standard 2…advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Standard 3…ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

Standard 4… collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

Standard 5…acting with integrity, fairness, and in an ethical manner.

Standard 6… understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context

AFFIRMATIONCHANGE AGENT

COMMUNICATION

CONTINGENT REWARDS

REALLY?...21 RESPONSIBILITIES????

CULTUREFLEXIBILITY

DISCIPLINE

FOCUSIDEALS/BELIEFS

INPUT

SERIOUSLY?

INTELLECTUAL STIMULATION

INVOLVEMENT IN CURRICULUM INSTRUCTION AND ASSESSMENT

KNOWLEDGE OF CURRICULUM, INSTRUCTION AND ASSESSMENT

MONITOR/EVALUATE

OPTIMIZE

ORDER

OUTREACH

RELATIONSHIPS

RESOURCES

SITUATIONAL AWARENESS

VISIBILITY

AND DON’T FORGET… 66 PRACTICES…

8 THINGS THAT GREAT PRINCIPALS DO DIFFERENTLY

6 SECRETS FOR LEADING

SUCCESSFUL CHANGE

7 HABITS OF HIGHLY

STRESSED OUT PRINCIPALS

14 STRATEGIES TO TURN

AROUND YOUR SCHOOL

3 EASY STEPS TO IMPROVE

STUDENT ACHIEVEMENT

THE 5 THINGS ALL GOOD LEADERS

SHOULD KNOW

THE 753 EXPERIENCES YOU

SIMPLY MUST HAVE BEFORE YOU DIE

5 KEY AREAS

Technical and Adaptive Leadership

Educator Effectiveness

Teaching andLearningDistrict and School

Structure and Culture

Family and Community Involvement

LKSD School Improvement

Key Actions to SPUR ChangeStage 1: Set the Focus

Set common vision Examine data to determine priority

Set a goal

Stage 2: Plan for ChangeDetermine root

causesAgree to

instructional solution

Identify system conditions to

address

Plan to implement

solution

Plan to monitor and adjust

Stage 3: Undertake Change

Implement, monitor, and adjust instructional solution

Implement, monitor, and adjust system supports

Stage 4: Recharge & Sustain

Reflect Celebrate and communicate

Plan forward

S

PU

R

4A’s Data & Evidence Use Process

This process can be applied to any situation. We use it in each stage of SPUR.

Ask questions to focus the inquiry

Analyze & Interpret

Acquire

Ask

Arrive

Gather data and/or evidence

Make sense of the data

Reach a decision

Ask: What did we learn from this experience to take forward?

Ask: What do we want to improve?

Ask: How are we going to make the improvement?

Ask: How are we doing? Is it working?

Acquire: outcome/ impact & demographic data

Acquire: program/ perception data; research evidence

Acquire: LT impact data; stakeholder reflection data

Analyze & Interpret: strengths and weaknesses, root causes

Analyze & Interpret: observations, sensemaking

Analyze & Interpret: observations, sensemaking

Arrive at a Decision: goal for improvement

Acquire: classroom assessment data; implementation data

Analyze & Interpret: observations, sensemaking

Arrive at a Decision: strategy to implement; support conditions

Arrive at a Decision: implementation adjustments

Arrive at Decision: what to sustain; direction for next inquiry

Structured Dialogue

Individuals1. Make 3- 5 post it notes from the LKSD School

Improvement/RTI/SPUR change cycle

Table Groups2. When all are ready, one person places a note in the

center of the table saying, “This make sense to me because…”

3. Another person places a note connecting to the first saying, “This makes sense to me because…and it relates to the first one in these ways…”

4. Repeat the pattern, or start a new pattern.

Sort and Elaborate

• What are some ways the structured dialogue helped your thinking or allowed for group process?

• Under what conditions might you use, or not use, this strategy with your staff at your site?

Structured Dialogue

Reflect on the Process

Field Guide Dispositional ThinkingThinking and

Acting Interdependently Effective and

Timely Individual and Group

Communication

Gathering Information for

Improvement and InnovationCommitment to

Continuous Growth and

Thinking with Precision

Seeking Support and

Feedback

Metacognition and Flexibility

12

3

6

4

5

Thinking and Acting Independently

Read page 76

Complete the 1st Table

Each HPT member share One quality and example/non-example

Read 77-79

Complete 2nd Table and last question

Trust Application Share

D 2-Seeking Support & Feedback

Creates a professional system of support and actively engages in collegial networks.

Teamwork is Essential.It allows you to blame

someone else.“First and foremost for a team to function well there needs to be the desire by each principal to commit to participating and contributing fully as a team member.” Pg. 85 Field Guide

D 3- Metacognition & Flexibility

• The “why” behind triads or PLCs

– Planning– Problems Solving– Reflecting– Rehearsing

BREAKWhen you return, move right into Critical Friends

Critical Friends Protocol

• Person on the Couch 8 Minutes:– Identify and describe a problem that you are

working on. Use the terms technical problem and adaptive challenge when appropriate.

• Clarifying questions 7 minutes– Ask questions of P on C for clarification and

digging deeper. • Friends Talk 10 Minutes– Friends discuss the problem while P on C listens.

AK STEPP

Lets get that Great work into the State Website!

• 1. Must update existing tasks

• 2. Must upload Needs Assessment

• 3. Put in any new work on tasks that you developed

Thinking of this process- how can you build the website practice into the year

Self-selectedBasic

Advanced Groups

Lunch

• Learn about two exciting things happening:

1. ANE Grant!

2. Taco Bell Leadership

THINK BIG, ACT SMALL

Leadership- Ability to hear the potential symphony while working with the individual players and sections of the band

D4: Gathering Information for Improvement and Innovation

• Read page 93-94• Use rubric on pg 95 to

assess your site• Reference 150-159• Reference Graphic

OrganizerWhat is your next step as a leader to move your staff along the continuum?

• Use worksheet- starting with a “question” generated from the Keynote data… what data is needed for the data investigation and where do you get it?

Acquire Different Kinds of Data

Outcome Demographic

PerceptionProgram

Effective & Timely Individual & Group Communication

• Draw a line at the bottom paragraph on Page 100… “We have discovered”

• Read ONLY up to the line

Purpose of the Conversation

Dialog• Purpose is to expand

thinking

Discussion• Purpose is to refine thinking

to lead to a decision

Steven Johnson - Where Good Ideas Come From

http://youtu.be/NugRZGDbPFU

Practice Dialogue

• Purpose is to expand thinking

Dialogue

District level role in this

change process

Do a circle web… no talking

Effective & Timely Individual & Group Communication

• Remember the line at the bottom paragraph on Page 100… “We have discovered”

• Now read after the line

• Take notes about your site

Protocols

Practical Work

• OK… I am inspired to lead all this but what happens when I get back to site and suffer the tyranny of the urgent?

• MAKE a Calendar Plan for Data Analysis and broader work of school improvement and implementation of HPT

LKSD School Improvement

Ideal ASB-AK STEPP planMonth ASB Plus HPT- Green HPT-Yellow

September Review annual broad data- confirm/adjust direction already in motion for current year, build questions for deeper data diving for NEXT YEAR

October Approve Current Year Action PlanSpecial Revenue Resource Planning

Implementation of Current Year Action plan

Review 1st test dataAdjust as needed

November Review School Climate and Connectedness data

Most work here is carrying out action plan but also start Data Diving of direction set by ASBDecember Review attendance and discipline data

January Go into AK STEPP and monitor tasksUpdate Key Indicators of school effectiveness

Research best practices- RTI conferenceReview school effectiveness data

Review 2nd test window data Adjust as needed

February Budget

March Identify areas of concern or focus for following year

Deeper Data Diving

April Build Hypothesis

May Receive info on the deeper data dive and the direction of action planning

Begin Action plan- explore anything that will require change in schedule/ teacher assignments

Review 3rd test window data & prelim state tests

Hypothesis Building

Cause• Our middle grade reading

students are not progressing as fast as we would like because they do not have the vocabulary needed to keep up with the academic expectations of their grade level

Effect• If we implement intensive

school-wide vocabulary instruction in all classrooms so that all teaches are purposefully teaching the top 100 academic words for grades 4-6, we will see an increase in progress