Principal’s Meeting

August 13 th , 2013 Miami Edison Senior High School Literacy Darliny Katz, Cecelia Magrath and Oksana Sosa

Essential Question

• How can

I

ensure as the instructional leader of the building that

MY

students are receiving the highest quality literacy instruction to improve student achievement outcomes?

Administrative Walkthroughs

• Ensure the School’s Action Plan is being implemented with fidelity.

• Follow-up on the Coaching Support and support the coaches role with teachers.

• Ensure that teachers are making instructional improvements.

Probing:

• How does the Principal use his/her clinical eye to conduct classroom walkthroughs? What strategic tools must the principal use to conduct his/her walkthroughs?

Tiering the Teachers

Tiers Traits Tier 1 Teachers with high will and high skill.

 Teachers who want support and are open to feedback but are not in desperate need of support immediately.

  Teachers who want to grow from good to great.

Teacher’s delivery of instruction is well executed and planned.

Interventions

Coach supports teacher at least one time per week.

Teacher wants to work with coach on continuing to build skill.

Tier 2 Teachers who are struggling or not growing as professionals.

 Teachers who require assistance with a specific component(s) of instruction. (i.e., bellringers, explicit instruction “I DO-WE DO-YOU DO”, transitions, grouping, & closures)  Teachers who are open to support and feedback and implement all skills and strategies that the coach is providing.

 Teacher is lacking some content knowledge & making connections with material taught Coach uses this teacher as a subject for lesson study to highlight and determine opportunities for growth.

Coach supports teacher at least three times per week.

Teacher has high will but needs support to build skill.

Videotape or review notes on observation to reflect on practice.

Tier 3 Teachers who are new, non-compliant or low will.

 Teachers who require assistance with full implementation of bell to bell instruction. (New)     Teachers who do not want support.

Teachers who do not implement support.

Teachers who do not thoroughly plan or prepare Teacher who has low will or is unwilling to work with the coach.

Coach supports teacher at least three times per week. (New) Document all support to ensure teacher is held accountable.

Administrator intervention with teacher.

Tiering Teachers Content Knowledge

T-3 T-2

T-1

T-2

Pedagogy

T-2 T-3

Knowledge of Learner

T-3

Tiering of Teachers:

• What strategic practices must the Principal select to implement the process of tiering in his/her schools?

• What strategic actions must be in place prior to the selection?

• What type of action plan must be created or implemented after the tiering is created?

Purpose Driven Instruction

• Backward Planning-Planning with the End in Mind • Daily Doable objective: • Explicit Instruction/Gradual Release: I do, We do, They do, You do • Active learning Strategies • Targeted instruction based on students needs (data) • High Levels of Rigor/Questioning, Writing….

What we see often as a daily objective:

• BENCHMARK: LA.910.6.2.2 The student will organize, synthesize, analyze, and evaluate the validity and reliability of information from multiple sources (including primary and secondary sources) to draw conclusions using a variety of techniques, and correctly use standardized citations. • (This is all going to be done in 90 minute block?) • Non Example-Essential question: How does understanding reliability and validity of information aid the reader’s comprehension?

Sample Daily Doable

• I will learn to differentiate between strong and weak arguments presented in a text by becoming members of an expert group and research additional information about the Montgomery Boycott in order to differentiate between strong and weak arguments.

• • I will know I’ve mastered it when I am able to research the information in my expert group and write a summary and write a rationale for the strongest arguments. (assessement) The benchmark is chunked –scaffolded and do able in a 90 minute block • Example Essential Question: • • How do identifying different types of claims and bias help readers analyze the strength and credibility of the arguments presented in “Montgomery Boycott,” by Coretta Scott King? (benchmark+ skill + text)

Structure for Successful Instruction

Teacher Responsibility Whole Group - Model “I do it” Models/Sets Purpose Guided Instruction Collaboration “We do it” Guided Practice “You do it together” Cements learning through collaboration Independent Student Responsibility “You do it alone” Prove learning

Purpose Driven Instruction

• You are the principal of the school what plans do you implement to ensure that all of the Instructional Practices are being delivered explicitly and systematically?

Instructional Delivery ”Look-Fors”

• • • • • •

Classroom structures and systems Common Board Configuration (CBC)

– Is it used to set the purpose of the lesson and referenced and used throughout lesson?

Delivery of lesson

– Is the Explicit Instruction aka Gradual Release evident?

Checks-for-Understanding

– Is the teacher ensuring ALL students are “getting it?” Are the activities rigorous and pushing students to think to the highest level-Synthesize/Evaluation

Small Group Instruction-

Are students working in small group? Is a Teacher Led group evident?

Closure

– Is the closure brought to the lesson? Was there evidence that students learned the Daily Doable Objective. (i.e., exit slip, reflection, revisit of EQ, end products.)

Classroom Environment – “Look-Fors”

• • • • •

Classroom Library-

Are there various books and materials to read? Is it organized and labeled by genre or level?

Informational Intensive

– What resources are available for students to reference (i.e., Interactive word walls, etc.)

Authentic Student Work

– Is the work authentic and includes writing? Is feedback provided to improve the product?

Data Displays

– Do students know where they or the class is? Are current data goals evident?

Culture and Atmosphere

– Do the students seem comfortable and respected? Are students engaged and engaged in the learning?

Instructional Documentation – “Look-Fors”

• • •

Lesson Plans

– Are they detailed, following the instructional framework? It is recommended to use the gradual release lesson plan. Are the teachers using our resources and guides?

Data Chat documentation/Data Binder Student Work Folders-

Is there evidence of writing and rigorous activities with feedback to students to improve outcomes? Evidence of DI? Differentiation of assignments between a regular and Advanced course?

Instructional Looks Fors

• “Clinical Eye”- What does it mean? • How can I build my “Clinical Eye” ?

• Why is it important to build our “Clinical Eye?

The Way of Work to Improve Student Outcomes?

• Systematic and high yield strategies • Support System • Provide professional development to develop instructional capacity of all stakeholders Cecelia Magrath-Executive Director 786-564-5586

On-going Revisions of Support

• Daily Weekly Discussions with support personnel, administrative staff and Literacy Coaches. How does this enhance the overall action plans in your school? • Meet with the ETO support personnel? How can the ETO personnel best support our staff?

Administrative Support Cycle

Relationships between Literacy Coaches and the Principal

• The key to this relationship is……….

• List of strategic activities that help support the Administrative Support Cycle?

Thank you

Questions: