Transcript GSW Services to Sunnyside School District SY08-09

Addressing Preliminary
Curriculum Audit Findings
thru
Quality First Instruction
October 2, 2008
Two Fundamental Questions
 Does
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 Needed
1.
2.
3.
4.
5.
6.
7.
Create a culture that supports change – why, what,
how – re-culturing may be the key issue
Focus on instruction vs. structure
Develop relationships within the school –
collaboration.
Address the needs of all students from our most
challenged to our most capable learners.
Data-based decision making – what is important?
What is likely to be tested? Assessment OF
learning vs. assessment FOR learning
Emphasize the transition years.
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 BE
ON
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?
Rigor/Relevance Framework
Teacher/Student Roles
K
N
O
W
L
E
D
G
E
C
D
Student
Think
Student
Think & Work
B
A
Teacher
Work
Student
Work
APPLI CAT I O N
Professional Learning Community
4 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 Process
 You
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 support
when 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
Trust
Trustworthy
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

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Coaches Accountability

45% - Collaboration planning, coaching, classroom
observations and feedback

15% - Demonstration/Modeling teaching effective
instructional and assessment practices




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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.