Transcript Administrators Kick Off: The Science of Implementation

Administrators Kick Off 2014
The Science of Implementation
Practice: SIG Transformation/Reform Model
Implementation
Name: Tom Hiltz/Monica Cesarello
School: T.S. MacQuiddy Elementary
Stage & Scope of implementation
• Exploration/Installation – (pre 2010)
– Best structure for teacher collaboration (Data Teams)
– Persistently Low Achieving School (PLAS) identified
– Received School Improvement Grant (SIG)
• Initial Implementation – (2010 – 2013)
– First 3 years with SIG Grant
• Full Implementation - ongoing
– Preparing for the Common Core
– Visible Learning
History & Context
Why was this THE idea to push to full implementation?
• District initiated Data Team process
previous year (2009-10)
• PLAS identified school provided
opportunity for SIG and extra $$ for 3
years
• Key components of SIG
– Build shared leadership capacity
– Continue Data Team implementation
– Response to Instruction
implementation
– Technology upgrades
Shared Leadership
• Grade Level stipends to help establish importance
and develop leadership qualities
• Monthly leadership meetings with focus on
instruction and school culture
Data Teams
• Support from outside consultant – Paul Bloomberg
(beginning year 2)
• Extra pay for weekly collaboration for all teachers to
help establish importance of the process
• Grade level half day collaborations every 6-8 weeks to
plan and review instruction with admin using DT
process
• Effective structure for teacher collaboration
• Strategic use of ongoing formative assessments as one
of the most critical components of the process
• Ongoing data collection and use of comprehensive
spreadsheets
• Show Data samples
RTI - It Takes a Village
• Support from outside consultant – Cara Bergen
• Assessing and leveling of students during part of ELA
block
• Additional support staff added/identified to provide
extra support to students assessing at the lower levels
• Weekly grade level ELA curriculum planning where all
teachers planned and provided input for each level of
the grade level (Intervention, Strategic, Benchmark,
Enrichment)
• Established an expectation that all grade level teachers
were responsible for all grade level students
The Skill and Will
of it All
• The Skill – First 3
years
• Data Teams
• RTI
• Targeted and
differentiated
instruction
• Transition to the
common core using
more authentic
assessments
• The Will – Focus for
year 4
• Anthony Muhammad –
The Will to Lead the
Skill to Teach
• Leadership Team
book study
• Revisited Principal
commitments to staff
• Developed a school
wide vision
Next Steps: The Science of Learning 2014-15
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Support from outside consultant - Paul Bloomberg
John Hattie – Visible Learning book study with staff
Response to Students vs. Response to Instruction (RTS vs. RTI)
Continue refinement of most effective learning strategies for
students
• Teachers share learning intentions, continuums and scoring
rubrics with students
• New forms of data collection – student interviews throughout
the year
• Transition from transformational leadership to instructional
leadership
Transformational
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inspirational motivation
individualized support
sets direction
vision, group goals, high
expectations
instructional support
monitoring school
activity
buffering staff from
external demands
fair and equitable
staffing
easily accessible
Instructional
– classroom observations
– interpreting test scores
with teachers
– focusing on instructional
issues
– ensuring a coordinated
instructional program
– highly visible
– communicating high
academic standards
– ensuring class
atmospheres are
conducive to learning
3 key obstacles and how they were
overcome
1. Recruiting union support for all identified SIG
implementation practices
2. Changing teachers’ perceptions of their students’
learning capabilities and their own teaching abilities
3. Identifying and getting the right people on the
leadership bus
Which DRIVERS do you have in place?
• Organization Drivers
– Systematic data team process that uses pre, interim and post
assessments (concentration on constructed response) with reteaching opportunities offered throughout each unit/cycle
– Improved implementation of SST process
• Competency Drivers
– Support from outside consultants
– Continued developing district support/collaboration to provide
more trainings for new CCSS implementation
Non-negotiables
• The new CCSS are the curriculum, not the
textbooks
• The need to follow the district developed pacing
guide/calendars for ELA and math
• Weekly grade level collaboration time to analyze
student data and plan common curriculum lessons
for each unit of study
Impact on students and staff
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API data
Kinder BPST
K-2 Rigby data
Data Cycle data
New CCSS pacing guides and
units of study
• Teacher reflections
How will you sustain or grow the
practice?
• Continue to develop strong supportive relationships with
district office to ensure the work continues
• Continue to identify and obtain expert support from outside
the district to help identify best practices and build capacity
and expertise at site and district levels
• Be strategic and careful about hiring new staff/positions that
may disappear when time sensitive/specific categorical
funding ends
Reflections/Recommendations
• With the coming of the new CCSS, all schools have a
sense of urgency to reform. This should be looked at
as an opportunity for school leaders to implement
change for the better
• Full implementation doesn’t exist, continuous
improvement does
• Always be on the lookout for potential future school
leaders that may be present and working at your site