Iowa Support System for Schools and Districts in Need of Assistance

KASAB (Examples/Possibilities) for Administrators and Teachers

Type of Change Audience: AdministratorsChanges - Impact Data Examples

Knowledge Understanding the magnitude of first and second order change

Understanding the difference between instructional leadership compared to managerial duties

Evidence of attention to the responsibilities of communication, culture, input, and order through meeting notes, agendas, public communications, action steps, etc.

Time audit – Administrative schedule

Attitude Belief that all students can learn at high levels

Believe that increasing their skill and ability in the essential responsibilities/practices and an understanding of change leadership will improve student achievement

Interview data Participation in learning opportunities for

leadership Time audit – Administrative schedule Use of professional resources

Skill Conducting coaching conversations with teachers

Know how to use data to facilitate change and make informed decisions

Shares ideals and beliefs about schooling, teaching and learning with teachers, staff and parents

Teacher surveys Practices Inventory Meeting notes and other communications Data summaries and resulting decisions Individual Professional Development

Plan

Aspiration All students in the school will achieve at high levels

To be an instructional leader

Interview Reflection log/journal Time audit – Administrative schedule

Behavior Consistent use of the special education process

Participation in identified professional development

Consistent use of standardized walk-throughs

Participation in special education decisions

Sign-in sheets/registration/grade for participation in professional development

Analysis of walk-through data and perception surveys

Design Phase: KASAB for Administrators and Teachers ©2009 Design - 145

Iowa Support System for Schools and Districts in Need of Assistance

Demonstration of coaching conversations with teachers

Partnering with parents/families/community to achieve student expectations

Articulation of shared vision

Documentation of reflective/coaching conversations

Evaluation of leadership standards Minutes of community/parent meetings Customer satisfaction survey

Type of Change Audience: TeachersChanges - Impact Data Examples

Knowledge Knowledge of Effective Schools Knowledge of lesson design Knowledge of Sp. Ed., ELL, TAG,

referral process and classroom instructional practices

Knowledge of effective collaboration practices

Articles, Book studies, Structured responses to questions that spur Intellectual Stimulation

Examples of lesson/unit plans that include rigor, relevance/AIW, 21st Century Skills

Application of instructional practice (i.e. walk-through data)

Video capturing classroom practice, effective teaming/collaboration

Individual PD Plan, Building PD Plan

Attitude Collective efficacy and a shared vision will yield more efficient and effective productivity in solving building issues

True belief that ALL students can learn at high levels

Moral responsibility of teachers to ensure that all students do learn

“Honeability” (attitude of remaining teachable) is a valued quality

Hardcopy of vision Surveys (Climate and Culture Practices Inventory (retakes) Teacher Focus Groups

Skills How to identify, analyze data and correlate to student need

How to write a high quality lesson How to effectively implement strategies

and monitor their use by students (co-teaching, KU strategies, reading, writing, math, problem-solving strategies, etc.)

Formative assessment data Pyramid of Interventions Implementation logs Hardcopy of Principles and Agreements Data on how groups operationalize the

Principles and Agreements Modeling

Design Phase: KASAB for Administrators and Teachers ©2009 Design - 146

Iowa Support System for Schools and Districts in Need of Assistance

How to effectively develop Principles and Agreements for collaboration

Effective Teaming

Aspirations Instruction is highly effective for each and every child

Every child will learn to his/her maximum potential

Survey (Climate and Culture) Practices Inventory Walk-through data

Behaviors Frequent monitoring of student progress in order to create effective flexible instructional groups

Maximum use of instructional time (including transitions) and professional development time

Effectively operationalizing the principles and agreements of collaboration

Time Audit – PD and Instructional Walk-through data Observation data Videotape – Reflections of self and group Data Team meeting artifacts

Remember:

Knowledge is the factual information.Attitudes are the beliefs we want participants to have.Skills are the capacities we want participants to acquire.Aspirations are the desires we want participants to have.Behaviors are the consistent application of the knowledge and skills that are driven by the attitudes and aspirations.

Design Phase: KASAB for Administrators and Teachers ©2009 Design - 147