Transcript Principal Coaching : A Regional Approach to Support School Leaders

Principal Coaching : A Regional
Approach to Support School Leaders
2015 Coordinators’ Academy
July 23, 2015
Dr. Jan Rozzelle, Executive Director
The School University Research Network
The College of William and Mary
8/4/2016
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Today’s Learning Intentions

Identify high impact student engagement
strategies.
 Consider how the SURN Indicators of Student
Engagement can be used as success criteria for
change and building “Visible Learning”
classrooms
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Change the narrative . . . to examine evidence, take action, make an impact
away from initiatives and mandates and toward creating assessment capab
high-achieving learners.
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SURN Visible Leaders
Impact Learning
Formative Assessment (Teachers)
The most powerful moderator that
enhances achievement is feedback.
John Hattie
8/4/2016
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2-day Summer
Session
Principal-led
Professional
Development in
Schools
Book Study
Visible Learning
for Teachers
4 Academic
Year Sessions
Indicators of
Student
Engagement
“learning in the
setting where you
work… is the learning
with the greatest
payoff because it is
more specific and
because it is social”
Fullan (2001)
Action Research
Pre/Post
Observations
Using SURN
Tools
Collaborative
Observations
with SURN
Impact Coach
Collaborative
Observations
with Academy
Peers
Collaborative
Observations
with Teacher
Leaders
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Action Research
• Conduct classroom observations
• School-based teams engage in
collaborative observations
• Collect fall and spring data
• Analyze; strategic planning for
school improvement
• Identify successes and target goals
for professional development
• Prepare to present to SURN
principals in culminating April
Academy session
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Uniform Performance
Standards for Teachers
• Standard 3: Instructional Delivery
– The teacher effectively engages students in learning by
using a variety of instructional strategies in order to meet
individual learning needs.
• Standard 4: Assessment of and for Student Learning
– The teacher systematically gathers, analyzes, and uses all
relevant data to measure student academic progress,
guide instructional content and delivery methods, and
provide timely feedback to both students and parents
throughout the school year.
8/4/2016
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Know Thy Impact
. . . Teachers matter: this cliché is the most
unsupported claim from evidence in Visible
Learning. It is a cliché that masks the fact that
the greatest source of variance in our system
relates to teachers. . .
What does matter is teachers having a mind
frame in which they see it as their role to
evaluate their effect on learning.
Hattie, 2012, Visible Learning for Teachers, page 15
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Take the Guskey Challenge
What is the order
of change?
Work with your partner.
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The Impact of SURN
and Hattie’s Work
Observation “Look-Fors”
1. Engages in setting goals.
2. Engages in making choices.
3. Engages in reading.
4. Engages in writing.
5. Engages in discussing text or other input.
• Collaborative (.59) processes are established
• Transformation from evaluation to purposeful
feedback (.73)
• Systems and structures are established due to the
expectations being clear (.43) for Visible Learning
• Teacher and student feedback is often and
frequent (.65 – 1.13)
• Learning intentions (.56) and success criteria are
specific
• A shift occurs from focus on the teacher to student
‘Student Indicators of Engagement Form’
6. Engages in problem solving.
7. Creates products.
8. Engages in peer tutoring, cooperative
learning, and other cooperative group
structures: specify
9. Engages in relevant, real-world learning
experiences.
10. Applies meta-cognition strategies, specify:
a) Making connections
e) Summarizing
b) Inferring/Generating
f) Visualizing
Hypotheses/ Prediction
g) Synthesizing
c) Asking/generating
h) Monitoring &
Questions
clarifying
d) Determining importance/big ideas
11. Creates/uses learning tools, indicate:
a)Concept Mapping
d) Technology
b)Advance/graphic
e) Other,
c)Manipulatives
12. Engages in self-assessment of their work,
what they learn, and how they learn
13. Engages in asking for and giving specific
feedback
L1. Completes
Worksheets, HW
L2. Engages in oral
turn taking
L3. Responds orally
L4. Engages in
Listening
L5. Engages in offtask behavior
Student Engagement
“We should not make the mistake, however, of
thinking that because students look engaged
and appear to be putting forth effort they are
necessarily achieving, this is one of the myths
that is held in too many classrooms –
busy work in classrooms does not
make a difference.”
Hattie, (2009) Visible Learning, p.49
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What is Evidence of
Student Engagement?
• Review SURN Student Engagement
Protocol.
• Check three behaviors or practices
that you observe most frequently.
• Circle three that you would like to see
more.
• Share with a partner before we
engage in a survey.
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Impact of Principal Academy?
Seven of ten schools in improvement were taken off the
state’s list of Priority Schools in September and six of the
seven had principals to participate in the program.
• The good news is that Prince Edward County HS, the
school were I previously served as Principal, has been
taken off the list of SIG Priority schools. It also looks like
PECHS exceeded most AMOs. I attach this victory to
the support of the VDOE and the invaluable feedback I
was able to give teachers using the SURN instruments.
Craig Reed
8/4/2016
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Frequency by Observation Item for Fall and Spring Data
Observation Look For (Effect Size)
Setting Learning Goals (0.56)
Self-Assessment(0.45-0.62)
Problem Solving (0.61)
Writing (0.44)
Creates Products (0.65 Creativity Programs)
Asking for/Giving Feedback (0.73)
Making Choices (0.04; motivation 0.48)
Reading (0.36-0.58)
Coop. Learning/Peer Tutor/RT (0.41; 0.55;…
Meta-Cognitive Strategies (0.69)
Discussing Text/Other Input (0.54-0.59)
Creates/Uses Learning Tools(0.41-0.57)
0
200
400
600
800
1000
1200
Frequency
June 2014
8/4/2016
November 2013
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1400
But the important thing is feedback!
1.
2.
3.
4.
5.
Base your feedback on observable evidence.
Reinforce evidence of effective practices.
Be specific rather than general.
Describe rather than evaluate.
Note the impact of the teacher’s behavior on the
students.
6. Attend to the teacher’s stated needs or area of focus.
New Teacher Center at the University of California, Santa Cruz
8/4/2016
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Process, Not Event
This session:
• Started the dialogue about how feedback
impacts professional practice and student
learning
• Previewed the SURN Indicators of Student
Engagement Tool with a focus on observable
evidence and objective comments
• Provided examples of two schools’
experiences with action research
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Reflect and Transfer?
•
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How can the SURN model be
used as success criteria for
change to build “Visible
Learning” classrooms and
schools?
How can you replicate
today’s discussion?
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Contact Information
Jan Rozzelle – [email protected]
8/4/2016
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