Transcript Slide 1
Instructional Leadership
Florida Coaches Conference
Stuart Greenberg, Deputy Director
Eastern Regional Reading First Technical Assistance Center Florida State University and The Florida Center for Reading Research
www.fcrr.org
1
Start With The End In Mind
Reading Comprehension: Thinking Guided By Print “No time is as precious or as fleeting as the first years of formal schooling. Research consistently shows that children who get off to a good start in reading rarely stumble. Those who fall behind tend to stay behind for the rest of their academic lives.”
(Burns, Griffin, & Snow, 1999, p. 61) 2
Blueprint for Building Instructional Leadership
Like building a structure, building effective instructional leadership requires: Vision worth building Clear set of blueprints Solid foundation Talented crew Dedicated leader(s) Successful readers Instruction Plan Data Teachers School Administration
3
Leadership Matters
“TELL ME AGAIN HOW LUCKY I AM TO BE A Reading Coach...
I keep forgetting!”
4
Leadership Influences Student Learning
Leadership not only matters —it is second to only teaching among school related factors in its impact on student learning.
5
Leadership Matters
Initial findings cite evidence that excellent leadership can make a profound difference in schools where there is the greatest need.
6
The Importance of Educational Leadership
“First leadership matters. Even when other variables including resources and personnel are held constant, a single leader has enormous impact on the entire organization. Second, leadership effectiveness includes both personal predisposition and acquired knowledge and skill.” Douglas B. Reeves 7
Leadership Matters
Successful Leadership Setting Directions Shared Understandings Focus on Goals with a sense of Purpose or Vision A Sense that Goals are Achievable High Performance Expectations Monitoring Performance Promoting Effective Communication Shared Organizational Purposes 8
Leadership Matters
Developing People Offer Intellectual Stimulation Ensure Individualized Support Provide Models of Best Practices Establish a Foundation of Beliefs that Support Action Guarantee High Quality Professional Development 9
Leadership Matters
Influencing student achievement: Guide and influence others and the organization Provide ongoing examination of evidence and conditions for teaching and learning Focus on the high priorities 10
Committed
Committed and well-prepared leaders are essential to school reform and will always be the catalyst for improving the academic achievement of students.
11
Teachers are the lifeblood of our nation. They educate our children, prepare our workforce and shape tomorrow’s citizens.
12
Content SBRR Process Context
Pathway to Reading Achievement
Administrator Knowledge/Practice School Culture Supervision/Evaluation Teacher Knowledge/Practice Robust Teaching Quality of Staff Development Reading Achievement 13
Impact of Quality Staff Development
Ongoing Quality Staff Development Administrator Knowledge/Practice School Culture Supervision/Evaluation Teacher Knowledge/Practice 14
Road to Achievement
Administrator Knowledge/Practice Teacher Knowledge/Practice Robust Teaching Parent Knowledge/Practice Reading Achievement 15
Successful Reading Instruction is …
Specific Powerful Authoritative
Leadership is involved and informed.
Consistent Stable
The program is sufficiently detailed.
The program produces results.
The program is uniformly implemented.
The program is not changed without reason.
Desimone, L. (2002). How can comprehensive school reform models be successfully implemented?
Review of Educational Research
,
72
,433 –479.
16
A teacher change process (Guskey, 1986)
PD Target Areas Change teachers’ beliefs and attitudes Study student outcomes Change teachers’ practices 17
Reading First’s model for preventing reading failure in grades K-3.
1. Increase the quality and consistency of instruction in every K-3 classroom. Provide initial instruction that is appropriate to the needs of the majority of students in the class 2. Conduct timely and valid assessments of reading growth to identify struggling readers 3. Provide high quality, intensive interventions to help struggling readers catch up with their peers
18
Middle/High School Comprehensive Reading Approach Good Readers Reading Instruction: All Students Instructional Goal • Vocabulary Growth • Comprehension strategies • Background knowledge • Goals for reading • Reading/Writing connection Setting • Regular classrooms Teachers • Content teachers • Inclusion teachers Methods/ Materials • Comprehension strategy instruction methods • Direct & Indirect vocabulary instruction • Differentiated Instruction & scaffolding Reading Assessment All Students Struggling Readers Individual Diagnostic Assessment (using multiple tools) Adapted from Joan Sedita Intervention Programs: Struggling Readers Instructional Goal Setting • Word Study Skills: phonemic awareness, phonics/spelling, word attack • Fluency • Language structures knowledge • Comprehension strategies • Individual & small group • Supplement to classroom instruction Teachers • Reading specialists •Special Ed teachers • Title I • Paraprofessionals Methods/ Materials • Supplemental reading programs • Intervention software 19
Blueprint
Overview of Reading First Instructional Leadership Understanding Scientifically Based Reading Research(SBRR) Establishing Reading First Instructional Goals Promoting Instructional Effectiveness Monitoring and Evaluating Progress
20
All Students Reading On Grade Level
Requires instructional leadership.
Coaches with a strong focus on improving instruction and student achievement
21
Six Steps to Reading Implementation Success
1. Fully implement a comprehensive scientifically research-based reading program
22
1. Fully implement a comprehensive research-based reading program
23
Changing Emphasis of Big Ideas
2 3 K Phonological Awareness Alphabetic Principle Automaticity and Fluency with the Code
Letter Sounds & Combinations Listening
Vocabulary 1 Comprehension
Listening Multisyllables Reading Reading
24
Six Steps to Reading Implementation Success
1.
Fully implement a research-based program 2. Create a timeline
25
2. Create a timeline
Create a timeline for each grade in Reading First schools. Include specific goals that all students- including at-risk students--must attain during the year.
The goals on the timeline are designed to produce grade level achievement for at-risk students at the end of the school year.
26
Six Steps to Reading Implementation Success
1.
2.
Fully implement a research-based program Create a timeline 3.
Regularly evaluate student progress
27
3. Regularly evaluate student progress
28
1.
2.
3.
Six Steps to Reading Implementation Success
Fully implement a research-based curriculum Create a timeline Regularly evaluate student progress 4.
Analyze the data
29
4. Analyze Data
Place high value on data. Analyze, chart, and share data within the school and across the district.
Use data the data to determine where help is needed, but not to blame struggling teachers and students.
30
Six Steps to Reading Implementation Success
1.
2.
3.
4.
Fully implement a research-based program Create a timeline Regularly evaluate student progress Analyze the data 5.
Intervene immediately
31
5. Intervene Immediately
Help struggling students Help teachers become more expert reading teachers
32
Help struggling students
33
Help struggling students
Provide extra instructional time.
Use flexible grouping.
34
Help teachers become more expert
Provide extra professional development time.
Provide more in-class help and coaching.
Arrange for visits to other classrooms.
35
1.
2.
3.
4.
5.
Six Steps to Reading Implementation Success
Fully implement a research-based program Create a timeline Regularly evaluate student progress Analyze the data Intervene immediately 6.
Validate, recalibrate, and celebrate
36
6. Validate and Recalibrate
Analyze students’ performance on both internal and external tests.
Use the information to decide on changes for the up-coming year.
What can be improved? Make a plan.
What must be changed? Make a plan.
37
Some problems to overcome during the reading instruction
38
Problem 1.
Many second- tenth graders are struggling readers.
Solutions: Provide significant amounts of extra instructional time with flexible grouping to allow students to make accelerated progress. Prepare all teachers to successfully to teach struggling readers.
39
2005 FCAT Reading Results
2005 statewide reading results for grades 3-10 students
reading at or above grade level
:
10th Grade 32% 9th Grade 36% 3rd Grade 67% 8th Grade 44% 4th Grade 71% 7th Grade 53% 5th Grade 66% 6th Grade 56%
40
2005 FCAT Reading Results
FCAT Level Grade 3 1 20% 2 13% 3 33% 4 5 28 % 6 % Grade 7 27% 21% 30% 17% 5% Grade 10 39% 29% 17% 7% 8%
41
What skills are particularly deficient in level 1 and level 2 readers in
3 rd
grade?
Skill/ability WPM on FCAT Fluency percentile Phonemic decoding 1 54 FCAT Performance Level 2 92 3 102 4 119 5 148 6 th 25 th 32 th 45 th 56 th 59 th 78 th 74 th 93 rd 91 st Verbal knowledge/ reasoning SAT9 percentile 42 31 nd st 59 45 th th 72 69 nd th 91 87 st th 98 95 th th
What skills are particularly deficient in level 1 and level 2 readers at
7 th
grade?
Skill/ability WPM on FCAT Fluency percentile Phonemic decoding 1 88 7 th FCAT Performance Level 2 113 25 th 3 122 45 th 4 144 82 th 5 156 95 th 27 th 53 rd 53 rd 74 th 84 th Verbal knowledge/ reasoning SAT9 percentile 34 31 th st 45 51 th st 64 68 th th 88 86 th th 93 94 rd th
What skills are particularly deficient in level 1 and level 2 readers at
10 th
grade?
Skill/ability WPM on FCAT Fluency percentile Phonemic decoding 1 130 8 th FCAT Performance Level 2 154 30 th 3 175 68 th 4 184 87 th 5 199 93 rd 18 th 27 th 45 th 56 th 72 nd Verbal knowledge/ reasoning SAT9 percentile 30 25 th th 60 44 th th 66 62 th nd 84 83 th rd 89 85 th th
Our nation’s schools today are educating the largest most diverse student population ever to higher standards than ever before.
45
Students in today’s classrooms typically represent a broad range of academic readiness, interests, and learning profiles. Addressing the great range of diversity in the classrooms is as daunting as it is important. Teachers often scramble for ways to encourage struggling learners, challenge advanced learners, and make sure that classes are relevant and engaging for everyone.
Oftentimes though, the effort falls more in the category of “tailoring” rather than really “differentiating instruction.” Students aren’t a matched set so the classroom can’t be Noah’s Ark!
46
Assumptions
Students differ as learners To learn well, each student needs appropriate challenge, success, and learning experiences It’s unlikely that we will achieve challenge, success, and instructional fit for each learner by ignoring student differences Effective attention to academic diversity needs to take place based upon data 47
Assumptions
Attending to student differences requires a knowledgeable teaching Successful attention to student differences must be rooted in solid curriculum and instruction 48
Assumptions
There is a route to achieving high quality curriculum taught in ways that attend to student differences and build community Developing differentiated classrooms calls on us not so much to develop a bag of tricks as to rethink teaching and the power of learning 49
Are we meeting our goals?
Did we do better this year than last year?
Is our core curriculum and instruction working for most students?
How do we match instructional resources to educational needs?
Which children need additional resources to be successful?
Which children need which skills?
How well is intervention/instruction working?
Is instruction working for some groups but not others?
Is intervention effective?
50
Organizing Schools and Classrooms to Teach Every Child to Read
♦ Commitment to meeting individual student needs at all levels ♦ Adopting and implementing a research-based reading curriculum ♦ Objective assessment to evaluate student progress and the effectiveness of reading programs ♦ Designing and implementing an effective instructional delivery system ♦ Maximizing available instructional time ♦ Administrative monitoring of student progress and program implementation Torgesen & King 2002 51
Expectations After Reporting Data
If schools administer screening and progress monitoring we should be giving them feedback and helping schools set goals.
Goals will drive plans.
Plans will drive implementation.
Implementation will drive staff development for teachers and better outcomes for students.
52
The relationship between school reading performance and level of implementation will determine the level and type of support needed.
53
Support Needs
Based on the student data professional development support should be based on at least two factors: 1.
Student reading data: screening, progress monitoring, outcome 2. Level of implementation of major reading components 54
Six School Scenarios:
strong reading performance / high implementation strong reading performance / low implementation average reading performance / high implementation average reading performance / low implementation poor reading performance / high implementation poor reading performance / low implementation 55
Levels of Support:
strong reading performance = support as needed average reading performance = moderate support poor reading performance = intensive support 56
Three Levels of
Support support as needed moderate support intensive support
57
Type of Support
Inside Support
: A model of support in which the school (working with the district) is primarily responsible for determining what needs to happen in the school to improve implementation.
Outside In Support
: A model of support in which the District provides working cooperatively with school administration in determining what needs to happen in the school to improve implementation and reading achievement.
58
Type of Support
A general rule: high implementation = inside support low implementation = outside in support 59
Outside In Support Intensive Support Moderate Support Support as Needed
Figure 1: District/School Support Needs
Inside Support
60
School Scenario #1: Strong Reading Performance / High Implementation
school requests
support
from District and outside sources
as needed
support primarily
inside out
(i.e., school will develop their own school-specific PD plan) 61
School Scenario #2: Strong Reading Performance / Low Implementation/Lower quartile
expectation for school to meet reading requirements for all students, but school can work on this from the
inside out with a plan developed with on-going progress monitoring
Coaches and District will need to meet regularly to support full implementation 62
School Scenario #3: Average Reading Performance / High Implementation
school will require a
moderate level
of support balance of
outside in
and
inside out
support as negotiated between the school. These schools need a plan based upon data.
63
School Scenario #4: Average Reading Performance / Low Implementation
school will require a
moderate level of support
much of support in the form of
outside in
from the Coaches support in conjunction, the school will carefully examine implementation on an ongoing basis and make changes from
inside out
implementation to systematically improve 64
School Scenario #5: Poor Reading Performance / High Implementation
intensive support
although implementation is high, this school will require intensive support from the
outside in
due to poor outcomes at the same time, school will need to work from the
inside out
to determine the potential sources of problems and set plans in place to improve reading performance 65
School Scenario #6: Poor Reading Performance / Low Implementation
school will require
intensive support
support primarily from the
outside in
written action plan intensified monitoring of on-going data 66
Instruction: Time
Adequate, Prioritized, and Protected Time for Reading Instruction and Practice
Schoolwide plan established to allocate sufficient reading time and coordinate resources Reading time prioritized and protected from interruption Additional time allocated for students not making adequate progress (supplemental & intervention programs) 67
Instruction: Time
Additional time allocated for students not making adequate progress who require supplemental & intervention programs It is easier to coordinate and allocate time for supplemental and intervention programs in the context of a consistent schoolwide schedule of reading instruction 68
How Do We Enhance Instruction & Learning?
Alter the fewest number of factors possible that provide the greatest return.
Remember the focus must be on factors over which you have jurisdiction:
Program & program emphasis
Time (opportunities to learn)
Grouping structures
Quality of instruction & program implementation
69
What is Differentiation?
Differentiation can be defined as a way of teaching in which teachers proactively modify curriculum, teaching methods, resources, learning activities, and student activities to address the needs of individual students and/or small groups of students to maximize the learning opportunity for each student in the classroom.
(Tomlinson, et al.) 70
Differentiation is a Response to Beliefs About Teaching and Learning
We probably underestimate the capacity of every child as a learner All learners require respectful, powerful, and engaging schoolwork to develop their individual capacities so that they can become fulfilled and productive members of society 71
Assertions About Differentiation
Differentiated curriculum and instruction can’t succeed if they are rooted in ineffective curriculum and instruction Differentiation is not a set of strategies but rather a way of thinking about teaching and learning Movement towards differentiation is movement toward expertise in teaching 72
Principles Guiding Differentiation
The teacher focuses on the essentials The teacher attends to student differences Assessment and Instruction are inseparable The teacher modifies content, process, and product All students participate in thinking skills Corrective Feedback is the key!
73
Do all teachers have access to the tools, knowledge and guidance that they need to succeed?
74
Staff Development that Supports Differentiation Staff Development must be: powerful on-going long-term
Staff development should be built on a common vocabulary related to differentiation Staff development should attend to teachers’ levels of readiness ,information, comprehension skills, and commitment.
75
Staff Development that Supports Differentiation Staff Development must be: powerful on-going long-term
Staff development should be planned to ensure transfer of knowledge, understanding, and skill into the classroom Staff development should be consistent and aligned with district goals Staff development that asks much of teachers must recognize teachers’ efforts 76
In Summary
High Quality Reading Instruction:
Requires reading instruction grounded in SBRR
Emphasizes active and informed use of assessment data for instructional decision-making at ALL levels
Relies on instructional leaders who clearly communicate Reading goals, focus on a plan of action, and guide schools in maintaining a shared vision of reading achievement for all students
77
Many things can wait; the child cannot. Now is the time his bones are being formed and his mind is being developed. To him, we cannot say tomorrow; his name is today!
Gabriel Mistral
78