Transcript Leading the Learning:

Leading the Learning:
Agents of Change
May, 2013
Continuous School Improvement
Framework
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•
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Where are we now?
Where do we want to be?
How did we get to where we are?
How are we going to get to where
want to be?
• Is what we are doing making a
difference?
Activity
• Discuss “Common Pitfalls in
Instructional Improvement”
• How does each hinder instructional
improvement?
• What pitfalls have you experienced?
Neglecting to collect
information.
Access to good information
- data – is a prerequisite for
instructional improvement.
Putting plans on the shelf.
A commitment needs to be
made to implement and revisit
the plan often.
Setting new goals every year.
Teams should build on the
goal(s) from previous years, or
maintain the same goal with
new targets and activities.
Settling for good enough.
We should all focus on
instructional improvement and
continually strive for
excellence.
Forgetting to anticipate changes.
Teams need to look at data to
determine what is necessary to
implement the CCSS. We need to
look ahead, not just behind.
Privatizing practice.
Teachers should have the time
to collaborate, and should use
that time to focus on
performance.
Overlooking the engagement of
stakeholders.
Stakeholders need to be engaged
and understand how their role
contributes to the implementation,
and eventual success, of
instructional improvement efforts.
Missing the need to define quality.
An agreed upon definition of highquality instruction is necessary for
educators to interact with one
another a bout the work of
educating students.
Leading the Learning
Agents of Change
“When organizational changes are
made to enhance individuals’
implementation of change, change is
more like to be fully implemented
and sustained over time.”
www.learningrforward.org: Managing Change
Role of Leadership:
Fully implement and sustain change
so that over time the desired change
becomes common practice.
It’s a fact…
Substantive changes in curriculum or
instruction require three or more
years to learn and translate into
practice.
The “Implementation Bridge”
Adopting
New
Practices
Seeing
Increased
Student
Gains
It may be lonely at times…
But the grass is greener on the other
side.
Role of Leadership:
Enhance individuals’ implementation
of change by creating supportive
conditions for them to do so.
Don’t give up
When teachers hit the
inevitable implementation dip
of change efforts.
Change agents must…
• Pay attention to and arrange for resources
such as time, learning materials, and human
resources.
• Articulate the outcomes they expect from
adopting and implementing the change.
• Remember:
Lack of clearly defined outcomes = lack of
success.
Theory of Change for
Collaborative
Professional Learning
Establish goal(s) for
collaborative
professional
learning
Develop educator
knowledge and skills
Expand educator
practices and
dispositions, teacher
skills/strategies
Implement new
practices
Increase student
learning
Professional Learning:
A comprehensive, sustained, and
intensive approach to improving
teachers’ and principals’
effectiveness in raising student
achievement.
Professional Learning
…fosters collective responsibility
for improved student
performance.
Principal is the hub
of the wheel with
the teachers at the
end of each spoke.
Instructional
Leader Model
Instructional
Leader Model
Teacher-to-teacher
professional
learning and
collaboration
Great teaching is a
team sport.
You don’t have to be bad to get better.
Part 1:
How do we get where we want to
be?
Self-assessment of Professional
Learning and Activities
What are Learning Designs?
Learning designs are jobembedded professional learning
activities that result in teachers
effectively using new standards
and instructional practices in the
classroom.
How do learning designs support
teacher learning?
• Some build educators’ knowledge base about
CCSS.
• Some develop educators’ instructional,
facilitative, and questions skills.
• Other support teachers as they use new skills
in the classroom.
Learning Designs Jigsaw
• Deal out the Learning Design cards to
your team members.
• Read the cards you are dealt.
• Beginning with the “dealer” name and
summarize the learning design(s) you
were responsible for.
Group Practice
When a staff analyzed five years of
student data, teachers realized
student achievement had plateaued.
Teachers were concerned about how
well students would meet the
increased expectations of the CCSS.
Activity
Learning Design Scenarios
It’s Your Turn…
Identify a professional learning
component in your SIP for Student
Learning and select two learning
designs that would best support
your teachers in improving
student learning.
Beyond the Retreat
It’s a Plan.
Professional learning progresses
through various steps and uses
different learning designs.
Generative Sentence
Word: data
Position: 3rd
Length: Greater than 6 words
Word: change
Position: 5th
Length: Less than 10 words
Word(s): learning designs
Position: 1st
Length:
Reflection and Relaxation
Reflection
Relaxation - Lunch
Part 2:
Is what we are doing making a
difference?
Self-reflection of Student
Achievement, Continuous
Improvement and Evaluation
Multiple Sources of Data
• Replace hunches and hypotheses with facts
• Identify the root causes of problems, not just
the symptoms
• Assess needs, and target resources to address
them
• Set goals and keep track of whether they are
being accomplished
• Track the impact of professional learning
efforts
Collective Responsibility
What questions do we need to
answer to know more about the
problem and what data do we
need to gather?
The Results are in…
DataManager
ECRA
Connecting the dots…
Learning
Support
Team
RtI
Data
Activity
• Complete the Student Intervention Plan using
either the math or ELA DataManager report
that best matches your SIP SMART goal.
• Using the flow chart, select a student and
track the interventions that currently exist to
support him/her.
Current Reality
What interventions are available
for your students?
What organizational changes
could be made to increase
learning support?
Moving Forward…
What learning designs would best
support teachers in meeting the
learning needs of all students?
RAFT (Role, Audience, Format, Topic)
Role: Teacher
Audience: Students
Format: Text Message
Topic: What is means to be college/career ready
Role: Principal
Audience: Teachers
Format: Commercial
Topic: Collaborative professional learning = improved student
learning
Role: Student
Audience: Teacher
Format: Tweet
Topic: His/her need for formative feedback
Office for Schools Professional
Development Timeline
2013-14
Where do we go from here?
It’s always about the
improvement of student
learning.
Tic-tac-toe
If you want to go quickly, go
alone; if you want to go far,
go together.
-African Proverb