instructional leadership and you instructional leadership team class august 6, 2010 1
TRANSCRIPT
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Today’s Outline
8:00–8:30 IntroductionsLogistics of August
8:30–11:30 Instructional Leaders – Characteristics,
Roles, and Resources
11:30-12:15 Catered lunch!!
12:15- 3:30 Teachers’ stages, models of professional development, getting started
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Why have teacher leaders?
The most important school-relatedfactor in improving student learning is . . .
Home and family 49
Teacher quality 43
Class size 8
Source: Ferguson
Why focus on teacher quality?
Operating Context
Teacher Professional Learning and
Support
Teacher
Student
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9
2010 - 2011
Seventh year of district-wide implementation
9 years: AES, RHES, GES, MMS, RCHS
8 years: EES, MMES, RSES, EVMS, GCMS
7 years: EVES, BCES, BCMS, EVHS, BMHS
JCES – New 08-09
NAS – welcome this year!
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Four Key Elements
Multiple Career Paths
Ongoing, Applied Professional Growth (imbedded)
Instructionally-Focused Accountability (PPR)
Performance-Based Compensation
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Multiple Career Paths -Career Teachers Classroom responsibilities 100% of the day
Traditional contract calendar -183 days
Member of a cluster group
75% of our teaching staff100%
Teaching
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Multiple Career Paths -Mentor Teachers
Classroom responsibilities 70% of the day
Traditional calendar contract plus a maximum of 10 additional days
Provides cluster group leadership Coaching 4-6 teachers Stipend for extra days and
responsibilities.70%
Teaching
30% Mentor Release
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Multiple Career Paths – Master Teachers Classroom responsibilities 30% of the
day Traditional calendar contract plus a
maximum of 20 additional days
Oversees all cluster groups Coaching and evaluation of 14-16
teachers Stipend for extra days and
responsibilities
30% Teaching
70% Master
Release
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Cluster Groups Ongoing, Applied Professional GrowthCluster Groups Ongoing, Applied Professional Growth
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InstructionalLeadership Team
First gradecluster
Second grade cluster
Third gradecluster
Fourth grade clusterFifth grade
cluster
Sixth grade cluster
Kindergartencluster
Specialscluster
School-Wide Cluster Configuration, K-6School-Wide Cluster Configuration, K-6
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7-8 LanguageArts cluster
7-8 Mathcluster
7-8Social Studies
cluster
7-8Science cluster
7-8Specialscluster
LeadershipTeam
School-Wide Cluster Configuration, 7-8School-Wide Cluster Configuration, 7-8
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Research-based Professional Practices
Designing and Planning Instruction Planning Instruction Planning Assessment
Instruction Standards and Objectives Presenting Instructional Content Learning Activities and Materials Learning Groups Questioning Academic Feedback Critical Thinking and Problem Solving Differentiated Instruction Lesson Structure
Learning Environment Academic Expectations Managing Student Behavior Physical Environment Respectful Culture Classroom Procedures
Responsibilities
Purposes of the Workshop
To empower instructional leadership team members to engage in their practices with:
The belief that they can make a difference in teacher practice and student learning.
A clear focus on student learning in the classroom.
A deeper understanding of the various roles and responsibilities of school-based coaches, the knowledge and skills associated with each role and the challenges each role presents
Purposes, cont.
An ever-expanding repertoire of skills for coaching staff in ways that promote professional growth and student learning
A commitment to engage in, model and promote collegial relationships
Essential Questions
What are the characteristics of effective teacher leaders?
How do your beliefs, knowledge, and skills align to the characteristics?
What are possible roles and responsibilities of teacher leaders?
What opportunities and challenges do teacher leaders face, and what resources are available?
Essential Questions, cont. What are the characteristics of adult
learners? What are the characteristics of teachers at
various stages of their careers? What are the models of professional
development that I could use to facilitate learning?
How can I measure the impact of my work?
How do I begin?
Coaches act as Data coaches Instructional specialists Curriculum specialists Mentors Learning facilitators School leaders Classroom supporters Resource providers Catalysts for change Learner
Data Coach
Purpose:
Ensure that student achievement data is used to drive decisions at the classroom and school level
Responsibilities: Identify school-wide and
grade level, department trends
Facilitate data dialogues Supports teachers in
using data to improve instruction
Use data to analyze classroom learning for students and identify next steps
Data Coach Knowledge and Skills
Ability to establish a “blame free environment”
Thorough understanding of data and what it says about student learning
Strong facilitation and questioning skills Ability to assist teachers in the appropriate
next steps for instruction based on data
Challenges
Creating data displays Understanding of the data Planning for facilitation of effective data
dialogues with the appropriate questions Creating a non threatening environment
for open conversation during the actual discussion
Classroom Supporter
Purpose: To increase the quality and effectiveness of classroom instruction
Responsibilities: Modeling/
Demonstration Lesson
Co-Teaching Observe and Offer
Feedback
Challenges
Getting stuck on the demonstration end of the continuum
When co-teaching overstepping the agreed-upon boundaries to take over for the teacher if the lesson is not going well
Being clear on the feedback Not overwhelming the teacher with
feedback Knowing when and how to move along the
continuum
Resource Provider
Purpose: To expand teachers’ use of a variety of resources to improve instruction.
Responsibilities: Help teachers locate information, resources, materials, equipment and examples of best practice, delivery of instruction, assessment of student learning, organization or creating a positive learning environment in the classroom
Challenges
Being seen as a gofer and teachers becoming dependent on you to provide resources.
Keeping abreast of numerous changes and resources in education
Implementing the principle of gradual release.
Mentors
Purpose: To increase instructional skill of the novice teacher and support school wide induction activities.
Responsibilities: provide ongoing
support build a trusting
relationship understanding of
district and school expectations
serve as a critical friend
Mentor Resources
Stages of Development – pages 68-85 Mentoring Calendar Pages 89-119 Positive Learning Environment – pages
160-169 and 256-259 Active Learning Strategies – Pages 365-
368
Learning Facilitator
Purpose: To design
collaborative job embedded standards based professional development
Responsibilities: Design and deliver
learning opportunities with the adults in the building that align with the school improvement plan
Study groups, Training, Lesson study, Case study, Examining student work, Classroom Visitation
School Leader
Purpose: To work collaboratively with
the school’s formal leadership to design, implement, and assess school change initiatives to ensure alignment and focus on intended results.
Responsibilities: Serving on school
improvement teams Meeting with other coaches
or resource personnel to align services to teachers
Leading a variety of school committees
Serving as liaisons or key communicators to central office
Serving on district committees
Knowledge and Skills for School Leaders
Understand the change process Be aware of national, state and local
trends and research Use creative and critical problem solving
skills Use high level communication and
relationship skills Willingness to challenge the status quo
Challenges
Providing differentiated services or resources to accommodate staff members at various stages on concern
Walking the fine line between being an administrator who supports the change and being a member of the teaching ranks
Go slow to go fast Protect teachers from unnecessary work
or distractions Integrating and aligning innovations
Instructional Specialist
Purpose: To align instruction
with curriculum to meet the needs of ALL students
Responsibilities: Help teachers select
and implement the most appropriate strategies
Assist teachers in differentiating instruction and selecting the best strategies for the learning.
Knowledge and Skills Deep understanding of the research on effective
instructional techniques Can model effective instruction Understand standards-based planning Assisting teachers to look at the big picture first
and then planning instructional and assessment strategies
How to integrate a variety of content areas Facilitations skills, Must demonstrate that they believe all students
can learn – no excuses Articulate their own thinking
Challenges Need a large amount of knowledge about a
variety of strategies Gathering enough information about individual
students in a classroom to assist a teacher in designing appropriate instruction is time consuming
Sometimes coaches may be learning instructional strategies along with teachers
Have to be risk-takers Reading research, practicing new strategies and
introducing new strategies to teachers Willing to step back and critique own practices as
a model for all
Partner TaskWhat are some challenges you
face in this role?How is this the same and/or
different from the professional learning happening at your site?
Self-Assess
As you look at the roles of an instructional leader:
which 2 are you most comfortable with and which 2 are you least comfortable with?
(put post-its in appropriate places on chart)
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Stages of Teacher Development:New Teachers
New teachers quickly, but with no small amount of surprise, come to recognize that teaching is psychologically, intellectually, and physically arduous.
New teachers also believe that they already ought to know how to do things which they have never done before.
Another characteristic of new teachers is the sense that there are easily developed, immediately available strategies that can be used to transform their classes into some ideal condition.
These beliefs and perceptions reflect an underdeveloped conceptualization of the inherent complexities of teaching.
Murphy, Covin, & Morey, 1990
Beginning Teachers Most Often Report These Challenges:
9. Relations with colleagues8. Students’ personal problems7. Insufficient materials and supplies6. Evaluating student work5. Planning class work4. Parent relations3. Dealing with individual differences2. Motivating students1. Classroom discipline
First Year of Teaching (p. 3)
Anticipation Survival Disillusionment Rejuvenation Reflection Anticipation
Cycle of Teaching – Year 1
A
ug
S
ep
O
ct
N
ov
D
ec
Ja
n
Feb
M
ar
A
pr
M
ay
Ju
n
Ju
l
Survival
Anticipation
Disillusionment
Rejuvenation
Reflection
Anticipation
Developmental career stages in teaching (p. 4)
First Year Anticipation Survival Disillusionment Rejuvenation Reflection Anticipation
Over a career
Survival Consolidation
Renewal
Professional maturity
Experts vs. Novices
1. Experts’ abilities to reason and solve problems depend on a well-organized body of knowledge.
2. Experts see more relevant patterns in a situation or problem than do novices.
3. Experts are “case sensitive” – they analyze problems and apply information relevant to the task or situation.
4. Experts start their problem-solving at a “higher place” than do novices.
What’s the point?
Talk with someone near you about what this information about developmental stages of teachers and experts versus novices might mean to your work.
Resource
How People Learn: Brain, Mind, Experience, and School: Expanded Edition, 2001
John D. Bransford, Ann L. Brown, and Rodney R. Cocking, editors
published by the United States National Academy of Sciences' National Academies Press.
Characteristics of Effective PDWhat are learning opportunities you can organize for teachers (action research, etc.)
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How can I measure the impact of my work? Innovation Configuration Map for coaches,
p, 161-210, Taking the Lead Evaluation chapter, Taking the Lead Innovation Configuration Map for school,
p. 148, Becoming A Learning School Personal record-keeping: calendar, logs,
reflective journal Goals with indicators
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Get in the door strategies for beginning of school year
How do I begin? “Whatever it takes,” baby steps Article from Teachers Teaching Teachers Be transparent with calendar Establish procedures for yourself Walk around with notepad
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