Transcript Slide 1

Shared & Distributed
Leadership
CCSSO
State Consortium on
Educator Effectiveness
Monthly Webinar
October 8, 2013
Moderator
 Circe Stumbo
President, West Wind
Education Policy, and
Consultant to CCSSO
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Webinar Logistics
 Everyone is muted
 Use the chat function to make a comment or ask a
question—send questions to “All Participants”
(NOT “All Attendees”) or to individual panelists
 If you have problems, send Naz
Rajput a message via the chat
function or an email at
[email protected]
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Raising Your Hand
Raising Your Hand
Why this topic? (1) GTL Center CCR
CoP Problem of Practice
 Principals struggle with workload
 What *must* *principals* do and what might
other district, school, and teacher leaders
do? (assistant principals, coaches, etc.)
 Principals struggle to perform both
managerial and instructional leadership roles
(and really struggle with leading second
order change)
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GTL Center CCR CoP Principal
Workload Problem of Practice
 Possible solutions:
 REL study of the actual workload of
principals in the pilot districts
 Provide different models for how leadership
responsibilities can be shared among
different actors within a school (e.g., teacher
leaders, assistant principals, coaches, etc.)
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(2) State Initiatives, such as Iowa’s
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Overview and Introductions
 Irv Richardson
Program Director, Shared and Effective
Leadership
CCSSO, Educator Workforce Initiative
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From a distributed perspective,
leadership involves mortals as well
as heroes. It involves the many and
not just the few. It is about
leadership practice, not simply roles
and positions. And leadership
practice is about interactions, not just
the actions of heroes.
—Spillane 2006
Interest in Sharing Leadership
 Teacher Leader Model Standards
 Focus of Educational
Leadership
 Comprehensive Assessment of
Leadership for Learning
Why the Interest?
 Involve more educators in initiatives that
improve student learning
 Develop the talents and skills of educators
 Implement important initiatives
 Develop a pipeline for other leadership
positions
 Increasing impact on student learning
New Roles
 Instructional Leaders
 Students who need additional assistance
 Monitoring students’ progress
 Collaboratively addressing problems of
practice
 Coaching and mentoring
 Structuring time and instruction differently
New Roles + New Structures =
New Tensions
 Authority
 Decision making
 Division and Coordination of tasks
 Communication
New Structures = Better Results?
 Better results
 For students?
 For parents and other community members?
 For educators?
Two examples
 Math and Science Learning Academy,
Denver, Colorado
 Harding High School, St. Paul, Minnesota
Presenters
Lynne Lopez-Crowley
Co-Lead Teacher
Math and Science Learning Academy
Denver, CO
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Presenters
Douglas Revsbeck
Principal
Harding High School
St. Paul, MN
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Webinar Resources
 Doug’s and Lynne’s PowerPoint slides and
the pre-readings are in the webinar module
on the SCEE site.
 http://scee.groupsite.com/page/webinars#oct
2013web
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Questions and Answers
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Upcoming SCEE Events
 Next SCEE webinar
Tuesday, November 12, 2:00-3:00 pm EDT
Followed by a live chat, 3:00-3:30 pm EDT
 December SCEE Topical Meeting w/ICCS
December 3-4
Supporting Principal Effectiveness in
Leading Teacher Evaluation and Support &
Common Core Implementation
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30 Minute Live Chat
 Audio will be off
 Participants ask questions of the presenters in
the Chat box
 We will post the chat transcript on the webinars
page at the conclusion of this event
http://scee.groupsite.com/page/webinars
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30 Minute Q&A Chat
 Find the Chat in the bottom right side of your screen
 To make the Chat appear larger on your screen, click on
the triangle next to the Participants list to minimize it
 Questions and comments sent to “All Participants” are
visible to everyone (NOT to “All Attendees)
 To offer an anonymous question or comment privately,
click on “Circe Stumbo” in the list of panelists or email
her at [email protected]
 For technical assistance chat with Naz Rajput or email
her at [email protected]
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Thank you
Please complete the
webinar evaluation.
You will receive a link to the
form via email shortly after the
webinar concludes.
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The Mathematics and
Science Leadership
Academy
Teams
 Peer Assisted Review (PAR)
 Climate and Culture
 Data and Curriculum
 Technology
Teams we no longer have
 Professional Development
School Leadership Team
The School Leadership Team is required by our district
and by contract.
MSLA has used this team to satisfy district and union
requirements and has developed it further to enhance and
streamline the decision making process.
Outcomes:
 More voice
 Time management
PAR
 PAR teams
 Pre Par Conversations
 Peer Observations
 Peer Debriefs
Modifications
Alignment with district evaluation system (LEAP)
Observation focus
yes
Evolution of MSLA Systems
 Meeting time
 Lead Teacher duties
 Aligned focus
 Others
Effect on Academics
Growth Rating
Challenges
Questions
Harding Senior High School
Enrollment
HARDING HIGH SCHOOL
STUDENT RACE/ETHNICITY
SY 2012-13
2%
1,973 Students in Grades 9-12
Special Education14%
Free/reduced lunch
86%
English Learners 30%
Home Language
Other Than English
69%
(42 different languages)
Asian American
15%
African American
10%
Caucasian
51%
Hispanic
21%
American Indian
37
Harding’s Learning culture Journey
Sustainability
Stage
Exploration
Stage
Innovation
Stage
Installation
Stage
Full Implementation
Stage
Initial Implementation
Stage
’05
’06
’07
’08
’09
’10
Harding’s Learning Journey
’11
’12
’13
‘14
Our Learning Journey
• 07/08 4 Questions (shift in mindset-teaching to learning)
• 08/09 - 3 Big Rocks (conceptualizing big ideas of PLCs)
• 09/10 – Breakthrough results and focus on LITERACY (the key is literacy
embedded in our practice)
• 10/11 - Believe it - Meeting students where they are (taking literacy
deeper with reading strategies)
• 11/12 – Hitting the target: A shared focus on Instructional practice - from
“what” to “how” (ELL/Literacy/Differentiation/GANAG)
• 12/13 – Knowing our impact – Sharpening instructional practices through
PLC and inquiry learning
• 13/14 – Sustaining our momentum of shared focus on Harding targets
using an Equity Lens
MTSS Distributive Leadership Model 2013/2014 Harding High School updated 03/07/13
Literacy
Differentiation
Teacher led
classroom
visits
Administrators PLC
•Goals/Purpose: Instructional leadership learning
•Tasks: Use Data Team Process to support and monitor
the implementation of school-wide instructional targets
(walkthroughs)
•Participants: 6 admin & 1 teacher facilitator
•Leadership Supports: Coaches and Equity Lead
•Tasks: Learning work around effective instruction
•Meets: Monthly
Harding Equity Team
•Goals/Purpose: Achieve educational equity
by developing support for school leaders
•Tasks: Examine school policy, practices, and
climate to identify barriers for equity leading
to systemic change of achievement
•Participants: 6 equity leaders
•Leadership Supports: SPPS alignment,
Department Chairs
•Goals/Purpose: Facilitate dept. work that is
not related to PLCs and instruction
•Tasks: Manage dept resources and
schedule
•Participants: A rep. from each dept.
•Leadership Supports: Admin
•Meets: As needed
GANAG
Inquiry MTSS (Tier 1)
- Goals/Purpose: learning focused instruction practices
•Tasks: Provide differentiated PD focused on schoolwide instructional targets
•Participants: All staff
•Leadership Supports: Administrators, literacy coaches,
instructional coaches, Inquiry Facilitators
•Meets: Monthly
HHS MTSS Leadership Team
•Goals/Purpose: Serve as “Target Design
Team” with school-wide focus on Equity &
instructional targets aligned with SCIP
•Tasks: Design & 0rganize professional
learning structures/direction
•Participants: LTFs, PD Team Leaders, coaches,
consultants & administrators
•Leadership Supports: Turnaround Saint Paul
consultants, teacher leaders, admin, coaches
•Meets: 2-3 times per year
MTSS (Tier 3) GRAD Crisis
•Goals/Purpose: Monitor “at risk” students
•Tasks: Provide interventions for at risk students
(key focus on GRAD and intervention support)
•Participants: 1 admin, 2 counselors, 2 literacy
coaches, data specialist, teacher, parent liaison,
testing coordinator, counselors
•Leadership Supports: Admin
•Meets: Weekly
ELL Strategies
English (5
PLCs)
Math
PLC Teams MTSS (Tier 1)
(4 PLCs)
•Goals/Purpose: Work collaboratively to increase
student learning through instructional strategies
and common assessments,
Scie
•Tasks: Address school priorities related to PLC
(4 PL
•Participants: Teachers leaders (LTFs)
•Leadership Supports: 2 admin
•Meets: Individually and collectively with
administration on a Weekly basis
Social
Studies
(4 PLCs)
World
Language
(1 PLC)
MTSS (Tier 2)
•Goals/Purpose: Implement intense literacy
in Tier 2 classes (reading, ELL,, electives, etc)
•Tasks: Use Data Team Process to guide, support, &
monitor literacy strategies
•Participants: Five Teacher Leaders (LTFs)
•Leadership Supports: TOSA
•Meets: Weekly
FACS
(1PLC)
CTE
(1PLC)
Art)
ELL
(1PLC)
Reading
(1PLC)
AVID
(1PLC)
Health
(1PLC)
HARDING HIGH SCHOOL
COMMON PURPOSE
& SHARED FOCUS 2013-2014
PLC Schedule 2010-11
PLC team meetings
PLCs 2010-11
(# of teachers)
Period
1
ELL (4)
2
Social Studies (12) + Sped (3)
3
Math (19) + Sped (1)
Science 9 (3) + Sped (1)
4
5
6
7
8
Period 4/5
World Language (7)
Period 5/6
Physics (2)
Chemistry (2)
(7)
PSD (3)
9
English (13) + Sped (2)
10
Biology (5) + Sped (1)
Art (4)
LTF meeting
Cultural shifts
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•
•
•
•
•
•
•
From isolation to collaboration
From individualized to shared practice
From us vs them to a partnership model
From checklist to reflective practice
From what to how
From coverage to ensuring learning
From content to literacy strategies
Individually structured lesson to commonly
designed structured lessons