BUILDING EXPERTISE 2016Annual International Marzano Conference
June 15-17, 2016
©2016 Learning Sciences International 1
Mind-Setting: How Developing a Growth Mindset
Helps Principals Increase Student Outcomes
Tzeporah Sahadeo
Georginia Tait
Learning Targets
1. Understand the power of having a growth-mindset as an instructional leader and its direct impact on school improvement.
2. Connect attributes of a growth-mindset to identify school improvement needs.
3. Develop the concept of opportunities and weaknesses to ignite school change and support school improvement efforts.
4. Create action steps to positively impact student learning and teacher pedagogy.
A Growth Mindset?
BUILDING EXPERTISE 2016Annual International Marzano Conference
June 15-17, 2016
©2016 Learning Sciences International 2
Carol Dweck
The power of
believing you can
improve…the
power of YET!
What is a Growth Mindset?
Source: https://thecollegiatecall.wordpress.com/2015/09/22/fixed-vs-growth-mindset/
Big Question
Does it take a growth mindset to transform a school?
BUILDING EXPERTISE 2016Annual International Marzano Conference
June 15-17, 2016
©2016 Learning Sciences International 3
School Leadership that Works
21 Responsibilities
of the School
Leader
RESPONSIBILITYEFFECT
SIZERESPONSIBILITY EFFECT SIZE
Affirmation .19 Involvement in Curriculum, Assessment, and Instruction
.20
Change .25 Knowledge of Curriculum,Instruction, and Assessment
.25
Contingent Rewards
.24 Monitoring/Evaluating .27
Communication .23 Optimizer .20
Culture .25 Order .25
Discipline .27 Outreach .27
Flexibility .28 Relationships .18
Focus .24 Resources .25
Ideals/Beliefs .22 Situational Awareness .33
Input .25 Visibility .20
Intellectual Stimulation
.24
(Marzano, Waters, McNulty, 2005)
How to Transform a School
Ob
ject
ive
3rd
Part
y P
ersp
ecti
ve
Assess ALL parts of the system
Identify barriers to creating rigorous classrooms
Establish a baseline for the principal as an instructional
leader
Establish a baseline for trends/conditions analysis
Background on School Improvement Initiatives
Primary Responsibilities
of a Principal
I. Instructional Leadershipa) Lead teacher
b) Lead learner
II. Human Capital Managementa) Develop teachers into expert instructors
III. Operational Managementa) How we do things in our school
b) How it “feels” in our school
BUILDING EXPERTISE 2016Annual International Marzano Conference
June 15-17, 2016
©2016 Learning Sciences International 4
Are Conditions in Place for
Learning to Happen?
• Schoolwide
• Classroom
• Leader
• Curriculum
Are there conditions that impede students from
learning in your building?
5. Identifying Critical Content
6. Previewing New Content
7. Organizing Students to
Interact with Content
8. Helping Students Process
Content
9. Helping Students Elaborate
on Content
10. Helping Students Record
and Represent Knowledge
11. Managing Response
Rates with Tiered
Questioning Techniques
12. Reviewing Content
13. Helping Students
Practice Skills,
Strategies, and Processes
14. Helping Students Examine
Similarities and Differences
15. Helping Students
Examine Their Reasoning
16. Helping Students Revise
Knowledge
17. Helping Students Engage
in Cognitively Complex
Tasks
2. Providing Rigorous
Learning Goals and
Performance Scales
3. Using Formative
Assessment to
Track Student
Progress
4. Celebrating Student
Progress
23. Data-Reflection
and Action
1. Standards-
Based
Planning
24. Collaboration
Criteria for
Success
Conditions18.Establishing Rules
and Procedures
19.Recognizing Adherence
and Lack of Adherence to
Rules and Procedures
20.Using Engagement
Strategies When Students
are Not Engaged
21.Establishing and Maintaining
Effective Relationships
22.Communicating High
Expectations for
All Students
Instruction
Conditions
Teaching
Map
Student Achievement
A Data-Driven Focus on Student
Achievement
Continuous Improvement of Instruction
A Guaranteed and Viable Curriculum
Cooperation and
Collaboration
School Climate
Marzano Leadership
Evaluation Model
BUILDING EXPERTISE 2016Annual International Marzano Conference
June 15-17, 2016
©2016 Learning Sciences International 5
Teacher Evaluation
Leadership Evaluation
Student Growth?
If teacher development takes approximately 10 years to reach the level of “expertise,” is that a problem?
Why is HOW content is taught more important than WHAT is taught?
Which one thing currently undermines high quality instruction in your school?
Why does Instructional leadership focus on teaching and knowing what is happening in classrooms?
Why are schools focused on rigor?
Your Thoughts
Evaluation
Standards
Teacher
Preparation
Teacher
Certification
Curriculum
Leadership
Classroom
Instruction
Assessment
Working Towards
Improvement
BUILDING EXPERTISE 2016Annual International Marzano Conference
June 15-17, 2016
©2016 Learning Sciences International 6
THE ROLE OF AN INSTRUCTIONAL
LEADER
Do teachers in your building know your vision for
instruction?
How do they know it?
What proof do you have that they know?
First Things First
BUILDING EXPERTISE 2016Annual International Marzano Conference
June 15-17, 2016
©2016 Learning Sciences International 7
"The research shows that kids who have two, three, four
strong teachers in a row will eventually excel, no matter
what their background, while kids who have even two
weak teachers in a row will never recover."
--Kati Haycock of the Education Trust,
coauthor of "Teaching Inequality: How Poor and Minority
Students Are Shortchanged on Teacher Quality."
New Standards
• Changing curriculum has not been
shown to change student learning.
• We must change the way teachers
teach.
The question is:
HOW do we change the WAY
teachers teach?
Are you an expert on instruction?
Conduct weekly/biweekly
classroom informal observations
Provide formative feedback to teachers
Review lesson plans for standards-based
instruction
Monitor the level of rigor in the classrooms?
Model instructional strategies and techniques
during staff meetings
Assign specific instructional techniques
to specific staff members
BUILDING EXPERTISE 2016Annual International Marzano Conference
June 15-17, 2016
©2016 Learning Sciences International 8
The Leader as
Lead Learner and Lead Teacher
How do you
demonstrate your
role as the
lead learner
in your
building?
How do you
demonstrate your
role as the
lead teacher
in your building?
AdaptAdapt the technique so all students exhibit the desired result
MonitorCheck for evidence if all students exhibit the desired result
ImplementPlan for and use a technique in a lesson
LearnUnderstand how to employ a variety of techniques
Phases of Implementation
PUTTING IN THE WORK TO DEVELOP
GROWTH MINDSETS
BUILDING EXPERTISE 2016Annual International Marzano Conference
June 15-17, 2016
©2016 Learning Sciences International 9
Let’s Reflect
Brown Academy
Growth Mindset In Action
• First reaction
• Implementing a ‘new’ instructional model
• Being evaluated for the first time with a ‘new’
leadership evaluation
• First action as an instructional leader to implement
a ‘new’ instructional model
• Specific structures build to support the ‘new’ work
• Importance for cross-walks when establishing
the common language
BUILDING EXPERTISE 2016Annual International Marzano Conference
June 15-17, 2016
©2016 Learning Sciences International 10
BUILDING EXPERTISE 2016Annual International Marzano Conference
June 15-17, 2016
©2016 Learning Sciences International 11
Brown Academy
• What is the biggest
lesson learned?
• What would you do
again?
• What do you want to
forget?
Revising Our Statement
Evaluation
Standards
Teacher
Preparation
Teacher
Certification
Curriculum
Leadership
Classroom
Instruction
Assessment
BUILDING EXPERTISE 2016Annual International Marzano Conference
June 15-17, 2016
©2016 Learning Sciences International 12
Reflection Time
• Consider your role based on
this last section
– How does the concept of a
growth mindset impact your
work?
– What structure might you
need to put in place to
support the
implementation?
Evaluation
Standards
Teacher
Preparation
Teacher
Certification
Curriculum
Leadership
Classroom
Instruction
Assessment
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