Developing Teacher Leader Capacity

Developing Teacher Leadership Capacity

Michael McDowell, Ed.D.

How do we develop and enhance teacher leader capacity?

Mystory

• “Its unbelievable how much you don’t know about the game you’ve been playing all your life”

- Mantle

Few points of reference

- 915 Meta-analysis

- 60,155 studies

- 245 million students

- 159,570 effect sizes reported

- This data set is for the purpose of discussion

- There are moderators

What’s the story?

• Teachers are among the most powerful influences on learning

Teachers need to be directive, influential, caring, and actively engaged in the passion of teaching and learning

“Teachers don’t teach.”– They

• Teachers need to be aware of what each and every student is thinking and knowing, to construct meaning and meaningful experiences in light of this knowledge, and have proficient knowledge and understanding of their content to provide meaningful and appropriate feedback such that each student moves progressively through the curriculum levels

• Teachers and students need to know

Where are we going?,

How are you going, and

what’s next?

• Teachers need to move from the single idea to multiple ideas, and to relate and then extend these ideas such that learners construct and reconstruct knowledge and ideas. It is not the knowledge or ideas, but the learner’s construction of this knowledge and these ideas that is critical.

• School leaders and teachers need to create school, staffroom, and classroom environments where error is welcomed as a learning opportunity, where discarding incorrect knowledge and understandings is welcomed, and where participants can feel safe to learn, re-learn, and explore knowledge and understanding.

Research GuidanceStrategy Effect

Teachers working together to evaluate their impact and responding to

that impact 0.93

Teachers conduct pre-assessments, utilizing data to inform instruction,

and providing students with a clear understanding of expectations for

meeting learning outcomes (Where are we going?, where are we now?,

and what’s next?

0.77

Teachers using practices in the classroom that values errors and trust 0.72

Teachers receive feedback on their impact on student learning 0.72

Teachers are providing an appropriate proportion of surface and deep

level knowledge 0.71

Providing students with challenge and practice at the right level 0.60



that impact 0.93




and what’s next?

0.77






Our Story

Learning System Infrastructure

Daily operation

https://www.youtube.com/watch?v=n8r4wFV-jSk&feature=youtu.be

Our Story

https://www.youtube.com/watch?v=n8r4wFV-jSk&feature=youtu.be

Clear Message

Why?

How?

What?

Expectations

Defining Features

Systemic Professional Learning Community

Framework

Curriculum Design

Assessment for Learning

Differentiation

Learning Centered Culture and Climate

Why PBL?

Assessment for Learning

LearningCenteredCultureand Climate

IMPACT

BackwardsDesign

Differentiation

System-Wide PLC Framework

Approach to building capacity

Factor influence on achievement (Hattie, 2009)

Birth weight (.54)Lack of Illness (.23)Diet (.12)Drug interventions (.33)Exercise (.28)Socioeconomic status (.57)Family structure (.17)Home environment (.57)Parental involvement (.51)

teacher student relationships (.72)P.D. (.62)teacher clarity (.75)microteaching (.88)feedback (.73)Goals (.56)Mastery Learning (.58)Providing formative evaluation (.90)Spaced vs. Massed Practice (.71)

Effect sizes from teaching or working conditions

Quality of Teaching (.77)Reciprocal Teaching (.74)Teacher-Student relationships (.72)Providing Feedback (.72)Meta-cognition strategies (.67)

Direct Instruction (.59)Mastery Learning (.57)

Ave (.68)

Within class grouping (.28)Adding more finances (.23)Reducing class size (.21)Ability grouping (.11)Multi-grade/age (.04)Open v. trad (. 01)summer vacation (-.09)Retention (-.16)

Ave (.08)

Effect sizes for teacher as activator and teacher as facilitator

Reciprocal Teaching (.74)Feedback (.72)Direct Instruction (.59)Problem Solving teaching (.61)

Mastery Learning (.57)Goals-Challenging (.56)

Average activator (.63)

Simulations and gaming (.32)Inquiry-based teaching (.31)Individualized instruction (.20)PBL (.15)Web-based learning (.09)Whole language-reading (.06)

Average facilitator (.17)

Effect sizes for teacher as activator and teacher as facilitator

Reciprocal Teaching (.74)Feedback (.72)Direct Instruction (.59)Problem Solving teaching (.61)

Mastery Learning (.57)Goals-Challenging (.56)

Average activator (.63)

Simulations and gaming (.32)Inquiry-based teaching (.31)Individualized instruction (.20)PBL (.15)Web-based learning (.09)Whole language-reading (.06)

Average facilitator (.17)

What are the key difference between these methods?The key is the role of the teacher…We go back to the story

Variables that don’t have a substantial impact- THE POLITICS OF DISTRACTION

• Attributes of students have a low effect on student learning (gender, parental employment, adoption, personality, labeling of students) (less than .18)

• Deep Programs matching styles of learning, inquiry

based methods, individualized instruction, distance

education (less than .22)

• School and Class Structure Summer school,

finance, class size, ability grouping, retention, multi-

grade/age classes, changing school calendars (less

that .10)

What do we want all students to know and be able to do?

How do we know when students are learning?

What do we do based on such results?

How do we work together to review and respond to student learning?

What do we want all students to know and be able to do?

What do we do based on these results?

How do we work together to review and respond to student learning?

Common Outcomes

Common Scales

Common Intervention

Criteria

Common Culture and Work

How do we know when students are learning?

Know thy Impact

Progress

Proficiency

Common Outcomes

Common Scales

Common Intervention Criteria


Customized Instruction

Customized Assessment

Customized Collaborative Structures

Customized Intervention

Common Outcomes

Common Scales

Common Intervention Criteria


Customized Instruction

Customized Assessment

Customized Collaborative Structures

Customized Intervention

• “Setting the Stage”

• Approaching backbone and customization differently

• Grounding work in specific behaviors that align to a learning based mindset

Approach to building capacity

Boundary Management

Lessons Learned:

Infusing innovationand sustaining impact

A story of infusion

Relational

Tactical

Project

Relational

• “We are change agents”

• Talk more about learning

than teaching

• Engage in dialogue not

monologue

• Enjoying the challenge

• Positive relationships

Tactical

• Evaluate the effects of their

teaching

• Assessment as feedback

regarding their impact

• Inform all about the

language of learning

• “We are change agents”

• Talk more about learning than teaching

• Engage in dialogue not monologue

• Enjoying the challenge

• Positive relationships

• Hiring Practices (structured interviews)

• Creating a CIA defined autonomy Infrastructure

• Conversational Approach

• Meeting Structure and Function

• Codifying Capacity Building

• Leadership

Teams

Professional Development Perspective

Impact

Customized P.D.

Teacher Leader

Teacher Induction

Introduction

Initiation

Application

Capacity Building

Introduction

Initiation

Application

Capacity Building

Introduction

Initiation

Application

Capacity Building

Governance/District Leadership

Distributed Leadership

Site/Department/Classroom

Introduction

Initiation

Application

Capacity Building

Introduction

Initiation

Application

Capacity Building

Introduction

Initiation

Application

Capacity Building

Governance/District Leadership

Distributed Leadership

Site/Department/Classroom

WHY?

HOW?

WHAT?

Model, Model, Model

Unhealthy Motives Motives of Dialogue

Be right

Look good/safe face

Win

Punish, blame

Avoid conflict

Learn

Find the truth

Produce results

Strengthen

relationships

Check when we drift.

Ideal

Professional culture

Existing

Mental Models

https://www.youtube.com/watch?v=eVtCO84MDj8

Ready, Fire, Aim

• Evaluate the effects

of their teaching

• Assessment as

feedback regarding

their impact

• Inform all about the

language of learning

Teaching [and learning] in the dark is a questionable practice” (Taba, 1966)

- Where is the learner now?

http://www.stonefields.school.nz/page/Vision/

Where are we?

What’s next?

Where are we going?

Where are we?

What’s next?

Where are we going?

How are we ensuring voice and choice?

What’s working? What needs improvement?

Score Description

4 ExtensionApplying Understanding

3 RelationalMaking Meaning

2 Single/MultipleBuilding Knowledge

1 Direct Support

Proficiency

Not Yet Proficiency

Score Description

4 ExtensionApplying Understanding

3 RelationalMaking Meaning

2 Single/MultipleBuilding Knowledge

1 Direct Support

DEEP

SURFACE

Connections

Limited Growth (0.0-0.39)

Expected Growth (.40 +)

Not Yet Proficient(0.0-2.25)

Proficient (2.5-4.0)


Expected Growth (.40 +)


Make A Change!

• Review & Make Changes to Instructional Strategies

Keep it up!

• More Time • Same Instructional

Program• Celebrate Success


Cruising

• Review & Make Changes toInstructional Strategies

Success

• Capture Instructional Strategies

• Celebrate Success• Continue Practices


Expected Growth (1.0 +)


Make A Change!


Keep it up!




Cruising


Success



Limited Growth (0.0-0.39) Expected Growth (.40 +)


Make A Change!


Keep it up!



Proficient (2.5-4.0) Cruising


Success



Capture Success/Replicate

Change

What? So What? Now What?

Moving from Data Analysis to Response

Single/Multiple Ideas- What instructional approaches

will support students in understanding foundational

knowledge (e.g. facts, vocabulary terms) related to

learning outcomes?

Relating ideas- What instructional approaches support

students in connecting and contrasting ideas? What

are generalizations and principles that can be made

about these ideas?

Extending ideas- What instructional approaches support

students in applying the learning outcomes to project

expectations?

Next Steps

Aligning “High Probability Strategies” from the Art and Science of Teaching to Progression Levels.

Outcome Questions Activities

Applying understanding What do I typically do to engage students in cognitively complex tasks involving hypothesis generation and testing?

Experimental-inquiry tasksProblem-solving tasks

Making meaning What do I typically do to organize students and deepen knowledge?

Venn diagramsComparison matrix

Building knowledge What do I typically do to identify critical information?

Identifying critical input experiences

A culture & climate conducive to improving teaching and learning

Be honest with where I am at on learning progressions. I

definitely am honest with where I am in this class. This way of

assessment has completely made me feel alright with being

in the pit because I know that I am not stuck there and that I

can get myself out of it. I really appreciate all that you have

done to make us feel comfortable with progress.

Be open to struggling…Before this class I was not open to

struggling at all, so this took me a while to get used to.

Now I know that I can get myself out of the pit, so I feel

comfortable being in it! I just wish it was this way in the

rest of my classes. ):

My annotations and thoughts on written pieces were at

about a 1 level at the beginning of the semester, but with

guidance in class and a lot of practice I have grown to

getting a four on the last annotation. Next semester I

hope to grow further.

McDowell, Ed.D.



that impact 0.93




and what’s next?

0.77






Staysmall

Stay

focused

What do

you need to know?

Next Steps

Education

Developing Teacher Leader Capacity