Putting it All Together

Managing Principals to Results

July 11, 2012 Paul Bambrick-Santoyo

Exceptional school leaders succeed because of

how they use their time:

what they do, and how/when they do it.

Big Idea:

• #1: We have good definitions of great teaching already available– The Skillful Teacher (Jon Saphier)– Teach Like a Champion (Doug Lemov)

• #2: We need to build good systems for operational support of schools to allow instructional leaders to focus on teaching & learning

Assumptions for Today:

Seven Levers of Leadership--Instruction:Data-Driven Instruction:

• Define the roadmap for rigor and adapt teaching to meet students’ needs

Observation & Feedback: • Coach teachers to improve the learning

Planning: • Prevent problems and guarantee strong lessons

Professional Development: • Strengthen culture and instruction with hands-on

training that sticks

Seven Levers of Effective Schools--Culture:Student Culture

• Creating a rigorous, joyful student culture that drives learning and character development

Staff Culture• Building a strong, supportive adult culture

Managing and Developing Leadership Teams• Developing and managed additional instructional

leaders who can lead implementation of the instructional levers

Goals for Today’s Workshop:

• Develop a plan to manage principals to the most important levers of success

• Set goals and determine tools to monitor progress

Big Ideas:

• Standards (and objectives) are meaningless until you define how to assess them.

• Similarly, all our work with leaders and teachers is meaningless until we define how to assess it.

• Because of this, deciding how to assess what we value is the starting point for instructional leadership, not the end.

Putting it All Together

Generating Measurable Goals

Task 1—Goal-Setting:

Task• Create the most measurable goal for each

lever that will guarantee the highest student achievement

Criteria for Evaluating Your Goals• If we meet this goal, will we be using this lever

for maximal benefit towards student achievement?

• Can we actually measure whether we reach this goal?

Goal-Setting—Guided Practice on DDI• What is the most measurable goal that will

guarantee we are successful with DDI?

Score 75 or higher on Data-Driven Instruction Implementation Rubric.

Criteria for Goal-Setting:• If we meet this goal, will we be leveraging this

lever for maximal benefit towards student achievement?

• Can we actually measure whether we reach this goal?

Guided Practice on Making Goals Stronger--PlanningWeak Goals:• Lesson plans get feedback from school leaders• Unit plans are high quality• Curriculum guides are present in each

classroom

Key Question:• Why are these goals weak? Use criteria below

to justify your answer.

Criteria for Goal-Setting:• If we meet this goal, will we be leveraging this

lever for maximal benefit towards student achievement?

• Can we objectively measure whether we reach this goal?

Quick Write:• Write a first draft of the highest-leverage,

measurable goal for each of the remaining levers:o Planningo Observation & Feedbacko Leading Professional Developmento Student Cultureo Staff Cultureo Managing & Developing Leadership Team

Criteria for Goal-Setting:• If we meet this goal, will we be leveraging this

lever for maximal benefit towards student achievement?

• Can we objectively measure whether we reach this goal?

Trios—Goal-setting in your College Gps• TASK in TRIOS:

• Create the most measurable goal for each lever that will guarantee high student achievement

• ROUND 1—your first chart paper (5 min)• Write the best measurable goal for this category

• ROUNDS 2-5—subsequent chart paper (5 min)• Review the goal already written• Write a different goal altogether, or revising the existing

goal to be stronger

Criteria For Goal-setting

• If we meet this goal, will we be leveraging this lever for maximal benefit towards student achievement?

• Can we actually measure whether we reach this goal?

• Could we meet this goal and still fail?

Comparing North Star Goals To Yours

• Where are each set of goals the same?

• Where are they prioritizing different things?

• Where are they more specific or more measurable?

• What would be the context of a school that would make one of these goals more valuable than another?

Reflection:

Making Goals Happen

Establishing the Drivers

Defining Drivers:

Drivers are…•Tools that you need

•Tasks/events that need to happen

•Ways that you’ll evaluate your progress

They are the tasks and tools that guarantee success!

Drivers—Guided Practice on Data-Driven Instruction:What key drivers guarantee we’ll meet our goals for DDI?•Aligned interim assessments•Transparent IA’s•Opening PD•Ongoing PD•Trained Leadership Team•Effective Analysis Meetings•Use of action plan•Monitoring of implementation of action plans•Evaluation of school with the DDI rubric

Drivers make the difference between rhetoric and real change.

Leaders who fail often never get to this stage.

Drivers—Guided Practice on Observation & Feedback:What key drivers guarantee we’ll meet our goals for observation and feedback?•Schedule of observations•Observation Tracker

o A place to record the observations for each instrl leader

•Monitoringo Periodic review of leader’s observationso Joint observations identifying right leverso Feedback on feedback: video/in-person review

of feedback meetings

Drilling Down on the Levers:

Task—Pick 1-2 levers• Pick 1-2 levers beyond data-driven

instruction that will have the largest impact on your schools

• Trios: create the complete list of necessary drivers to meet the goal for each lever

• Write the complete list of drivers for this lever

How to Write them• They should be clear and understandable for

any of your peers (they will be giving you feedback on them!)

Drilling Down on the Levers:

Tips for Writing Drivers• You need to launch it (PD, introduction)• You need to build the tools (templates, rubrics)• You need to monitor it• You need to know how you’ll evaluate your

progress

Criteria for Drivers• If you do all of these drivers, are you

guaranteed to meet your goal?

Criteria for Drivers:

• If you do all of these drivers, are you guaranteed to meet your goal?

• If not, what’s missing? Or what should be cut?

Receiving Peer Feedback

Improving our Drivers

Feedback Protocol, Rd 1:Share Goal & Drivers (2 min)

• State final goal & the drivers—no commentary

Ask Questions (2 min)• Listening trio asks clarifying questions to

understand

Exchange your Feedback (4 min)• Listening trio gives feedback: concrete suggestions

to improve the drivers to make sure they work• Presenters may not comment: must simply write

down all the recommendations on his/her list

Respond to Feedback (2 min)• Team 1 responds to written feedback and asks

clarifying questions

10 MIN TOTAL

Feedback Protocol, Rd 2:Share Goal & Drivers (2 min)

• State final goal & the drivers—no commentary

Ask Questions (2 min)• Listening trio asks clarifying questions to

understand

Exchange your Feedback (4 min)• Listening trio gives feedback: concrete suggestions

to improve the drivers to make sure they work• Presenters may not comment: must simply write

down all the recommendations on his/her list

Respond to Feedback (2 min)• Team 1 responds to written feedback and asks

clarifying questions

10 MIN TOTAL

Reflection:

• What are your biggest takeaways for establishing goals and drivers for your work?

Your altitude, how high you fly, is not determined by how hard you try.

It is determined by whatever makes you quit.

--Damon Dunn

Determining Your Success:

Putting it All Together, Part II

Determining Your Altitude

Converting Drivers to Tasks

Building Monthly Maps

Defining Monthly Maps:

Monthly Maps are…•The order of non-daily tasks that will allow your drivers to happen

• First weeks of residency: Evaluate school on DDI rubric

• Teacher Orientation Week: DDI PD to launch the year

• Start of School Year (for students)

• Block out 2nd week (routines/procedures)

• 3rd week: Present interim asst (or proxy) to teachers to review/prepare

• (If applicable) Date of mandated interim assessments in the Fall (district, CMO, etc.)

• (If you need to add an IA) Count 5-7 weeks from the 2nd week of school: Administer IA

• 1-2 weeks prior to IA: Teachers predict performance & have data report template and analysis/action plan template ready

• 1 Week after IA: analysis meetings and re-teach

• 2 weeks after IA: Results Meeting or PD on content-specific issues that arose from the IA

• Repeat Steps 5-9 for each interim assessment cycle.

Last Summer—DDI Monthly Map:

Monthly Map—Sample for Observation & Feedback:What key tasks to make our drivers happen?•1st wk August: build observation schedule•1st wk August: set up a tool to track your observations•4th wk August: walkthrough with principal coach or peer: what are key action steps for each teacher?•2nd week Sept: review Observation Tracker with coach or peer: are action steps measurable, bite-sized and highest leverage?•4th week Sept: videotape feedback & review with coach/peer: how effective is your feedback?•2nd week Dec: Faculty Survey: did they receive consistent feedback and was is helpful?•2nd week Jan: write formal mid-year evaluations

Monthly maps are the road map:

they keep us on track.

Monthly Maps:Task:• Build the first 2 months on the Monthly Map for

1-2 levers

How to determine the right number of tasks:• You can only fit in 3-5 hours of big picture work

per week

How to build the tasks:• Develop them straight from the goals & drivers• Add nothing non-essential: only what’s

absolutely needed to achieve your goal

Feedback Protocol, Part 1:Review Monthly Maps (5 min)• Exchange Monthly Maps• Teams: read, review and write:

• List your questions by month/week #• List your top recommendations for improving Map,

including additional actions you’d add or actions you would cut

Criteria for Evaluating Monthly Map:• Is it highest leverage? (If it’s nice but not

essential for meeting the goal, cut it)• If they follow this map, will they accomplish

their goal?• Is it doable? (You cannot do more than 5

hrs/week of big project work)

Feedback Protocol, Part 2:

Give back Monthly Maps—Review Feedback (3 min)• Each team comments among themselves about the

changes recommended

Respond to Feedback, Team 1 (5 min)• Team 1 asks clarifying questions about feedback

received• Team 2 responds to why they made the

recommendation• Jointly, improve Team 1’s final monthly map

Respond to Feedback, Team 2 (5 min)• Repeat the process

Reflection:

• What are the big takeaways for my school to manage these seven levers effectively?

• What would I need to do to make goals, drivers and monthly maps happen for my school?

Meta-Cognitive Work—Repeating the Cycle:• Set measurable goals• Create drivers that meet those goals• Create the rubrics/tools to measure those

goals• Make a Monthly Map• Make a weekly schedule• Be flexible• Act!

Put it to the Test & Burning Questions

What am I afraid will be the hardest for me to maintain?

How can you (my peer) help hold me accountable to succeed in this area next year?

Holding Each Other Accountable:

Putting it All Together

Developing Principals for Results

Train Your Principals:• 24 hours of training

materials: agendas, PPTs, handouts, etc.

• Training Modules: Obs/Feedback, Planning, Leading PD, Student Culture, Finding the Time

• 30 videos of leaders in action

Conclusions

Visualizing Success

Blazing a Trail…

Blazing a Trail…

College Graduation

Passing the torch to the younger ones…