Program Board

Using TimeTrack to Leverage Leadership

1Both the National SAM Innovation Project (NSIP) and the book, Leverage Leadership, are meant to change the focus of principals and principal managers from management tasks to instructional leadership. Culture Ate Strategy for BreakfastCulture Ate Structure for Lunch

National SAM Innovation ProjectGoals for Todays SessionExamine your current assumptions/beliefs/priorities about instructional role that may lead you to a different level of engagement with those you supervise or support.

Establish common language around the instructional work of leaders.

Apply strategies for using TimeTrack and NoteTrack to support your work as an instructional leader and SAM.

Apply strategies for using TimeTrack and NoteTrack to design appropriate interventions.

Reflect on application of new learning to your work.

National SAM Innovation ProjectInstructional Leadership BeliefsThe most exceptional school leaders succeed because of how they use their time

by spending it on what matters most:

instructional leadership.

National SAM Innovation Project4Andy Hargreaves statesthe biggest traction for improving the quality of teaching: are the things that have you working with other peoplein a focused wayaround problems of practicein high trust relationships.National SAM Innovation Project

Mike Rutherford has 7 Tools for Developing Teachers and Teaching30 second feedback5 minute feedbackReflective planningPositive reinforcement coachingInstructional coachingSmall group coachingTeaching studiesNational SAM Innovation Project

Kim Marshall States:MINI-OBSERVATIONS UnannouncedFrequentShortFeedback to improve the human dimension, adult learning:Face-to-facePerceptiveHumbleCourageousOrganizational details so the system runs well:SystematicDocumentedLinked to teacher teamworkLinked to end-of-year teacher evaluationExplained wellNational SAM Innovation Project

Paul Bambrick Santoyo StatesSeven Levers of Instructional LeadershipNational SAM Innovation ProjectData-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

Paul Bambrick Santoyo StatesSeven Levers of Effective Schools-Culture:Student CultureCreating a rigorous, joyful student culture that drives learning and character development

Staff CultureBuilding a strong, supportive adult culture

Managing and Developing Leadership Teams Finding the TimeDeveloping and managed additional instructional leaders who can lead implementation of the instructional levers

HOW LEADERS INFLUENCE . . .Quality ofTeachingandLearningFrequent ShortVisits with CEIQWalksHall-Wall AvailabilityLeadershipTeamsHigh Functioning Content PLCs Facilitating Work of Coaches & SpecialistsProfessionalDevelopmentPublic TeachingStudy GroupsFaculty MeetingsPlanning Conferences Formal Obs. & ReportsJon Saphier,Research for Better TeachingBy where they show up & what they doOAT 2010 DAY 1Summer 2010Tripp, RBT10Jon Saphier RBT Primary purpose: expand formal and informal leaders capacity to influence teachers teaching--and thus to have a positive impact on student performance This graphic begins to break out the many different ways leaders influence; you can undoubtedly identify other important places to show up and things to do. Mastering this initial set significantly increases the likelihood that the time we invest will yield big dividends for students and their learning.

: Click 1: mobilizing others to work effectively together, getting rid of barriers to effective collaboration, teaching people structures and skills, facilitating positive interactions etc.Click 2: being highly visible and deeply interested in teaching so that faculty perceives that interactions with you generally result in new insights, ideas, questions to ponder, a bit of encouragement to keep at a hard task etc. Click 3: creating and sustaining opportunities for adult learning--or a culture of inquiry and learningClick 4: practicing formal/informal supervision

Instructional Leadership BeliefsWho are the people who have influenced you as an instructional educator?

Rick and Becky DuFourMichael Fullen11Instructional Leadership BeliefsWho are the people who have influenced you in your instructional work?

Think of one of those people and briefly describe one instructional practice that you now engage in.

State the impact the practice has had on

National SAM Innovation Project

Rudy CrewSAMs too12Goals for Todays SessionEstablish common language with TimeTrack descriptors and tools around the instructional work of educators who influence us.

Apply strategies for using TimeTrack and NoteTrack to support your work.

Apply strategies for using TimeTrack and NoteTrack to design appropriate interventions.

Reflect on application of new learning to your work. National SAM Innovation ProjectThe Challenge: Keeping up the Pace Kim Marshall Strategies to get into classrooms/schools frequently:A daily targetA weekly targetA checklistPoker chips in pocketSeeing results in classroomsRewarding oneselfSecretary remindingSuperintendent asking, supporting

ORTimeTrack andSAM Process for Daily Meetings

National SAM Innovation Project14 Using TimeTrack to Leverage LeadershipUsing TimeTrack for Finding the Time through Building the Schedule

Using NoteTrack for Observation and Feedback Accountability

15Building the ScheduleLocking Key Drivers into Place for You and Your Team

Work based on Paul Bambrick Santoyo Uncommon Schools16Task 1Goal-Setting:TaskCreate the most measurable goal for each lever that will guarantee the highest student achievement

Criteria for Evaluating Your GoalsIf 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?

Building Your Schedule: Pre-work Schedule Monthly District/School Events

September 2016If ratio is 8:1 or less: write Teacher 1 through Teacher 8 on each yellow post-itone post-it for each teacherIf ratio is between 8:1 and 15:1: write two teacher names on each yellow post-it (Teacher 1-2, Teachers 3-4, etc.) If ratio is more than 15:1: write four teacher names on each yellow post-it (Teachers 1-4, Teachers 5-8, etc.)

18Building Your Schedule: Pre-work

PrincipalPrincipal ManagerCount the # of instructional leaders in the school or on your teamFigure out the leader-to-core teacher ratio Goal is to get to 15 to 1 for weekly observations, or 30 to 1 for bi-weekly observationsIf a large school: determine if principal will solely manage other instructional leaders or if principal will also manage some teachers directly

Count the # of instructional leaders on your team that could manage principalsFigure out the principal manager-to-principal ratio Goal: 8 to 1 for weekly check-ins, or 15 to 1 for bi-weekly check-insDetermine: who will you manage? Your deputy? Other ILs?

National SAM Innovation ProjectIf ratio is 8:1 or less: write Teacher 1 through Teacher 8 on each yellow post-itone post-it for each teacherIf ratio is between 8:1 and 15:1: write two teacher names on each yellow post-it (Teacher 1-2, Teachers 3-4, etc.) If ratio is more than 15:1: write four teacher names on each yellow post-it (Teachers 1-4, Teachers 5-8, etc.)

19Building Your Schedule: Task 1PrincipalPrincipal ManagerBlock out all the time where principal will most often be busy with student/parent/external issueswhen principal must be with students, often have parent meetings, receive tours, etc.

Block out these time when you will have non-school based meetings or external issuesCELA meetings, other CPS meetings, etc..

National SAM Innovation ProjectBuilding Your Schedule: Task 2PrincipalPrincipal ManagerAdd all teacher/non-teacher meetings principal will have in 2015-16 (individual, team, PD)

Schedule for realistic time blocks, one hour, 30 minutes

Schedule each teacher the principal will meet with weeklyWrite each principal you will meet with weekly

For bi-weekly principals, write the names of two principals

Building Your Schedule: Task 3PrincipalPrincipal ManagerMap out the core times when principal can do observationsGoal: observation time occurs before principal will meet with the teacher each weekGoal: 10-15 min per teacher principal will observe

Map out the core times when you can do walkthroughs of the schools

National SAM Innovation ProjectIf ratio is 8:1 or less: schedule Teacher 1 through Teacher 8If ratio is between 8:1 and 15:1: write two teacher names (Teacher 1-2, Teachers 3-4, etc.) If ratio is more than 15:1: write four teacher names (Teachers 1-4, Teachers 5-8, etc.)Building Your Schedule: Task 4PrincipalPrincipal ManagerIdentify big picture work time (2-3 hrs):Block out 1-2 times in the week where principal can work uninterrupted If during day, principal need to be able to practically disappear (leave office) and have First Responders manage anything other than a crisis

Identify big picture work time (2-3 hrs.):

Block out 1-2 times in the week where you can work uninterrupted National SAM Innovation ProjectEvaluating Your Schedule:SAM Teams, discussWhere might this schedule not work? Is there a change we could make to mitigate that?

What do we need the schedules of the rest of the schools leadership team to look like in order to support this schedule?

How can this schedule make your instructional leadership support more effective?

What about this schedule makes regular observation happen more consistently?

What are the big takeaways for building your principal/principal supervisor schedule and your leadership teams schedules?

SAM Team Reflection:2525SAM Team AccountabilityWhat am I afraid will be the hardest for me to maintain?

What is the one thing you believe How can you (my SAM) help hold me accountable to succeed in this area next year?

National SAM Innovation Project

NoteTrackNow that Youve Observed, How Do you Follow-up?

Observation & Feedback: The Four Keys:Schedule of Regular Observations: Lock in frequent and regular observations

NoteTrack Access and UseNational SAM Innovation Project

Right Action Steps:

Choose the best instructional descriptors for change in each classroom/principal observation

Observation & Feedback: The Four Keys:

Observation & Feedback: The Four Keys:To focus the principals on getting into classes often and having productive conversations with teachers, SAMs can ask:

How often do you visit classes and how long do you stay? [We want about 10 times a week for 15-20 minutes each. Thats do-able, and they can start to do it with a little push from the SAM!]

What is your purpose? [Many valid purposes could be mentioned. A main one is to get data on how well the student learning is proceeding during that visit, and to set up a short but productive conversation with the teacher afterward.]

How do you get ready for your conversation with the teacher?National SAM Innovation ProjectHow do you pick the teachers/principals/schools you visit? [There should be a variety, not just teachers of concern. The reason is that a visit from the principal should not be construed as Youre in trouble. It is an opportunity for every teacher in the school to have a reflective dialog with an informed observer.]"Are there teachers you're worried about?""Are there teachers who deserve special commendation and a wider role?"How do you ensure you can keep a schedule that gets you to classes often enough?[There are many time-management strategies to use, e.g., having ones secretary block in certain class periods months in advance and fill in the teachers names during the current week.]

National SAM Innovation ProjectWhat were looking for here is a productive experience for the teacher where evidence from the class leads to credible validation but also to thoughtful questions to improve practice. Thus we want the principal to know how to collect useful evidence, and to take time to analyze his/her notes, select the most salient data to talk about, and have the conversation with the teacher soon afterwards 32Effective Feedback: Give face-to-face feedback that practices action steps outlined in NoteTrack

Observation & Feedback: The Four Keys:

Accountability: Create systems to ensure feedback translates to practice.

Observation & Feedback: The Four Keys:I used NoteTrack forIm now thinking about using NoteTrack forNational SAM Innovation Project

Use TimeTrack:Set measurable goalsIdentify instructional descriptors that meet those goalsConsistently reconcile and review data/charts to measure those goalsMake a Monthly scheduleMake a weekly scheduleBe flexibleAct!

What part of your week is devoted to working directly with the teachers/principals/principal supervisors who will make a difference in your schools/district?National SAM Innovation ProjectAre you spending between 40 and 50 percent of your time directly working with leaders in ways that will make a difference?

If not, who is? National SAM Innovation ProjectP 273 LL38PURPOSE OF SUPERVISION assumptions/beliefs/priorities To involve members in spreading a vision of high quality learning and teaching across an entire school. Glickman

To increase the opportunity and the capacity of schools to make a difference for student learning.SergiovanniNational SAM Innovation Project