Transcript Key Leaders Network - Alabama Best Practices Center | A

Key Leaders
Network
Session #2—October 2013
Alphabet Soup!
ABPC
Alabama Best Practices Center
KLN
Key Leaders Network
PCN
Powerful Conversations Network
SLN
Superintendent Leaders Network
IPP
Instructional Partners Pilot
ACCRS
AL’s College-and Career-Ready Standards
FA
Formative Assessment
Partners with the
Alabama State Department of Education Initiatives
Guiding Questions
 How do Leithwood and Seashore Louis’
findings deepen and/or expand our
understanding of distributed leadership?
 To what extent do we value and
intentionally use the four core leadership
practices identified by Leithwood and
Seashore Louis?
 How can we share leadership across these
four core leadership practices to ensure
effective transitions associated with
implementation of ACCRS?
Guiding Questions
 What are we learning from our colleagues
and peers as we co-create this community
of practice?
 The authors of Linking Leadership to Student
Achievement identify “developing people”
as one of the four core leadership practices.
In what ways are we using our learning from
KLN sessions to “develop people” in our
district? How are we working with our PCN
and/or other leadership teams to
accomplish this core practice as defined by
these authors?
Activity 1: Reconnecting Across
Our KLN Community
Individual Reflection
District Team Dialogue
Meeting and Greeting
What did you learn from your
colleagues?
Key learnings from 1st KLN?
Interest in a particular guiding question?
Hoped-for accomplishments resulting
from KLN participation
Previewing the Day
 Review guiding
questions
 Highlight agenda
 Consider Chapters 4-5
of Linking Leadership
to Student Learning
 Think about your
responsibilities as an
active learner
Norms for Dialogue
Listen actively
Employ questioning to seek deeper
understanding
Respect other viewpoints
Suspend judgment
Voice what needs to be said to
advance the dialogue
Focus for “Distributed
Leadership in Action”
(Chapter 4, Linking Leadership to Student
Learning)
 Who participates in leadership for school
improvement?
 What patterns or “arrangements” does the
distribution of leadership roles and actions take?
 How is responsibility for “core” leadership functions
spread among people?
 How is leadership distribution related to school
improvement goals?
(p. 43, Leithwood & Seashore Louis)
Findings Related to the Strength
of Collective Voice from
Teachers
1. Principal’s orientation to
teacher input
2. Organizational structures
enabling input
Key Point: Say Something
“. . . It is important to distinguish the formal
allocation of leadership roles and responsibilities
from . . . the planful alignment of leadership
sources, practices, and influences. Formal
bureaucratic structures do not necessarily
require or facilitate the kind of consensus
building, communication, interaction, and
collaboration that we would associate with the
deliberate alignment of leadership influence
and practices.” (p. 49)
Distribution of Leadership
Determined By Principal’s
Beliefs & Feelings Related to:
 External and internal influence on school
direction setting
 The nature and scope of school goals for
improvement
 Sources and uses of professional expertise
required for the accomplishment of school
goals
 Latitude for participation in the enactment
of different dimensions of leadership
practice
Activity 2: Implications for
Policy and Practice
What? Close Reading and Quad Questioning
Why?
To think about the implications of
distributed leadership for your setting
How?
Use close reading strategies to reread
your assigned portion of this section.
Frame a question related to what this
might mean for distributing leadership
in your school or district context. Share
around.
Close Reading
 “Close reading is purposefully reading a
text several times in order to analyze and
gain a deeper understanding of the text.”
 “Reading something enough times so you
can understand it, explain it to someone
else, and ask and answer questions about
it using evidence from the text.”
http://www.scholastic.com/teachers/topteaching/2013/04/investigating-nonfiction-part-2-digging-deeper-closereading
Close Reading
 1st Reading: Read to identify key ideas and
details.
 Circle key ideas
 Underline supporting details, if any.
 2nd Reading: Craft and structure
 Dig deeper, focusing on text features,
organizational patterns, and content
vocabulary
 3rd Reading: Integration of knowledge and
ideas
 Go even deeper, connecting to ideas from
other texts or sources or to experiences
Core Practices: The Four
Essential Components of the
Leader’s Repertoire
(Chapter 5, Linking Leadership to Student Learning)
Central Question: Which leadership
practices enacted by principals are
considered by principals and
teachers to be most helpful in
supporting and improving classroom
instruction?
Claims Supported by
Evidence in This Chapter
 Read the 5 claims.
 Select the claim that you believe to be
most important for your work, and think
about:
 What does this claim mean to you?
 Why do you consider this claim to
be important in your work?
 Be ready to share with an elbow partner.
Activity 3: Overview of Four
Core Leadership Practices
What?
IQ Pairs
Why?
To provide an initial understanding of
the authors’ framework for leaders
How?
Individually read, reflect, and
dialogue following protocol outline on
page 4 of your Activity Packet.
Lingering Questions
What questions, if any, emerged
from the pair dialogue in which
you participated?
What would you like to continue
thinking and talking about related
to leadership issues that were
addressed?
Activity 4: Deepening Our
Understanding of Core
Leadership Practices
21
What? Highlighting Instructionally Helpful
Practices
Why?
To deepen your understanding of one
of the four core practices
How?
Collaboratively inquire into a selected
core practice using protocol provided
on page 5 of the Activity Packet.
Implementation of the Common Core
State Standards: A Transition Guide for
School-level Leaders
http://www.aspeninstitute.org/publications/implementation-commoncore-state-standards-transition-guide-school-level-leaders
Indicators of High-Quality
Transition
#1: A team that includes classroom teachers and
administrators leads and is accountable for
common understanding and implementation of
the CCSS.
#2: The leadership team establishes common
expectations for CCSS-aligned instructional
practice. School personnel use observation tools
to support and assess this practice in
mathematics, English language arts, science,
social studies, and technical subjects.
Indicators of High-Quality
Transition
#3: Ongoing professional learning, including
feed- back and coaching systems, is focused on
deepening educator knowledge of and facility
with the CCSS.
#4: School personnel use data from a CCSSaligned assessment system (including interim/
benchmark and summative assessments as well
as ongoing collection of student work) to inform
instruction and gauge effective implementation
of CCSS.
Indicators of High-Quality
Transition
#5: Instructional resources, whether
purchased or developed, are aligned
to the CCSS.
#6: Families and communities are
engaged in supporting the success of
the CCSS.
#7: Decisions about staffing, time, and
spending reflect a prioritization of the
CCSS.
Organize Your Teams
Facilitator
Recorder/Reporter
Time Monitor/Materials
Manager
Directions Clarifier
Activity 5: Applying Core
Practices to Implementation of
Common Core State Standards
What?
Team Analysis
Why?
To evaluate usefulness of 7 indicators
of high-quality transition from a
leadership perspective
How?
Form heterogeneous teams of four,
with a representative from each of
four “expert” groups related to core
practices. Use template on page 6
of Activity Packet to guide
discussion. Prepare to share.
Gallery Walk
Designate one team member
to stay with team wall chart.
Taking your activity packet,
move to the chart to the right
of your team’s station.
Listen to team reporter, taking
notes on page 7 of Activity
Packet.
Application: District Team
Reflection and Planning
What? Reflection and Planning with District
Team
Why?
To collaboratively consider how you
can transfer specific resources and
activities to individuals and teams
within your district
How?
Individual reflection followed by
collaborative discussion (using
templates on pages 8-10).
Team Talk:
Sharing Successes
As a district team, generate
successful strategies or
approaches you are using at either
the school or district level that are
producing intended results.
Select one of these to explicate
using the guide on page 9 of the
Activity Packet.
Each individual on district team
should be ready to share with
other colleagues.
Activity 6: Sharing
Successes
 Stand up, and form teams of 3
individuals, each representing a different
district.
 Share around the success analyzed in
your team.
 Allow up to six minutes for sharing and
discussion about each of the successes
presented.
 Return to district team, and exchange
ideas gleaned from triad sharing.
Team Talk:
Consultation Requested
 Generate a list of challenges or issues
that you are currently confronting in your
school or district.
 Select one for team analysis. Use the
form provided on page 12 of Activity
Packet to analyze this issue.
 Be ready to share your analysis with
colleagues from other districts.
Activity 7:
Consultation Requested
 Move to a space where you can work with your
paired team.
 Decide which team will present first.
 Presenting team talks about their challenge using
analysis emerging from team dialogue.
 Other team(s) listens actively taking notes.
 Listening team poses questions and engages in
dialogue with presenting team.
 Exchange roles.
Question for District Team
Dialogue
How are we coordinating
efforts with our PCN teams
and/or other teams in our
district focused on school
improvement and quality
implementation of ACCRS?
Final Reflection and
Feedback
Complete individually and silently.
Please respond to open-ended
items.
ABPC will use this as formative
assessment to improve future
sessions.