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CONNECTING THE PIECES
CONNECTING THE PIECES
MS SOARSCONNECTING THE PIECES
TEAMS: The Cornerstone of Indistar®
TIME
LEADERSHIP TEAMS• assumes primary responsibility for
assessing and planning the improvement of professional practice (adult performance)
• …looking at both evidence of current implementation of these practices and information about student learning outcomes at the school level.
PRINCIPALS• implement effective leadership practices,
guided by indicators. • Communicates the message of change• “Leads” the team and all teachers towards
implementation of effective practices
COACHES• review the work of the Leadership Team and
available data about student performanceand student outcomes to provide guidance and support for the Leadership Team.
• The Leadership Team dialogues with the coach in response to the coach’s comments and reviews.
INSTRUCTIONAL TEAMS• responsible for planning instruction for students
• apply effective practice in their analysis of student performance data (formative assessment; classwork) and student learning outcomes (summative assessment) in developing and implementing their differentiated instructional plans
TEACHERS• implement effective instructional
practices, guided by the indicators.
TEACHERS, PARENTS, SCHOOL BOARD MEMBERS, DISTRICT PERSONNEL• use a Guest Login to stay abreast of
the evolving plan and offer feedback.
What is the straight-forward, literal meaning and intent of the indicator?
How would we know the extent to which the indicator is implemented?
What data must be analyzed to determine the level of implementation?
What instruments must be created to gather the data?
Who will make the data available?
What does it look like now?
Did you know, that according to research…
Strong, successful leadership teams:• Meet twice per month, for at least an hour each time• Use a culture of candor when engaging in conversations• Use Research and resources to guide their conversations and work• Ask themselves these questions:
Openness to the data about student outcomes and about the practices that contribute to the outcomes
Focus on the practice, not the person
Willingness to polish the craft together with high expectations for the adults
Accountability to students and to each other
Culture of Candor
Successful Leadership Teams display the following characteristics:
Leadership Teams: Expectations
Attend scheduled team meetings
regularly
Assess progress toward Success
Indicators with a culture of candor
Be open and honest about what is
working and what is not
Use data to make informed decisions
Plan for adjustmentsEngage in
conversations with support coaches
Select the team “process manager”
to enter information into the web system
Hello…may name is…
Roles
Responsibilities
Distractions
DATA – DATA - DATA
By placing the requirement for…
(1)determining the necessary data sources,
(2)gathering the data, and…
(3)analyzing the data …on the Leadership Team,
the Leadership Team is engaged in “deep practice”…notcompliance!
Decide data
Gather data
Analyze Data
Not as simple as a checklist, but much
more likely to yield greater
understanding and skill and to drive the
district or school’s improvement.
How can this process impact Student Achievement?
THE PROCESS
Indicator
• A pointer or a gauge for assessing progress toward the destination
• a device that shows a measurement
Core Function
Effective Practice
Leadership teams will…
Continuous Improvement
Engage in the process by reading, understanding, and utilizing Wise Ways® research briefs to guide candid conversations.
Continuously monitor their sustainability for indicators that they have determined are at full implementation
Assess where they are currently in regards to indicators of effective practice
Create plans and a series of actions to reach full and effective implementation of chosen indicators/objectives
Monitor completion of action steps and implementation of plan
Gather evidence of implementation
Create plans to sustain efforts
Continuous Improvement
DECIDEon our focus
1
ASSESS where we are
2
CREATE plans and action
steps
3
MONITOR implementation
4
SUSTAIN our work
5
Continuous use of
Research and Resources
RESEARCH AND RESOURCES
Publications, Modules, etc.
Tools & Templates
INDICATORS IN ACTION
Videos
®
• Context for each indicator • Research syntheses• Action principles• Examples and templates• References and resources• Guiding questions
• Additional research & resources• Publications and writings about
specific processes• Professional Development Tools:
• Getting Better Together Module series
• Indicators in Action
• Explanation of indicators of effective practice• Leadership• Instruction• School Community
• Additional support tools for teams:• Research, • Resource links• Templates
WISE WAYS Research Briefs
Instruction LeadershipSchool Community
Each module contains specific information about indicators of effective practice...
And video clips showing the effective practice ‘in action’!
Process Modules… to assist users in:teaming…engaging in a culture of candor and…achieving the success mindset!
Getting Better at What We Do
• Why did you decide to become an educator?
• What is it that we need to do?
The Process: Getting Better Together
• How can we focus on continuously elevating professional practice
Getting Better In Teams
• What does it take to become a highly functioning Leadership Team
Getting Better Together with
Coaching
• What is the best way to provide encouragement, guidance, and support?
…H
ow
-To
Mo
du
les…
Bringing It All Together
Assessing Indicators
Planning Objectives
Implementing & Monitoring Plans
Indistar: Detailed Navigation
Continuous Improvement
DECIDEon our focus
1
ASSESS where we are
2
CREATE plans and action
steps
3
MONITOR implementation
4
SUSTAIN our work
5
Continuous use of
Research and Resources
ASSESSING THE INDICATORS
These conversations should result in the team defining:
• where they are in regards to current implementation of the effective practice,
• what current evidence they have of success, and
• what practices they have in place to try and sustain those efforts.
CREATING THE OBJECTIVE (PLAN)
When creating a plan for each objective NOT currently at full implementation, the Leadership Team should:
…in order to describe what the objective will look like in their school and what evidence & data they will need to gather when it is fully implemented.
Describe what it will look like in your school…
Who does it?
What do they do?
How often do they do it?
What evidence do we need to gather?
How will we sustain implementation?
Was your team able to
answer all of these
questions in the
description?
GETTING FROM POINT ATO POINT B
Actions (aka tasks, steps, ‘to-do-list’)
If you can’t ‘check it off ’…you
won’t see progress.
So remember, tasks should:• Be Simple• Be Specific• Include Target Dates• Include Person(s) Responsible• Lead to Achievement of Objective
Actions are sometimes where teams get stuck.
a
b
Review the list of tasks that were created for each Objective
Check progress of each task with the team member assigned
Check off each task as it is completed.
If the team has reached full implementation for an objective, they should…CELEBRATE!
Describe evidence of implementation
What does that really mean?
MONITOR IMPLEMENTATION OF THE PLAN
At each Leadership Team meeting, the team will:
How do you know it worked? What is your plan
for sustainability?
What data did you use
to evaluate it?
Support System:A district, through Indistar®, will build the capacities of all district support staff, school leadership, and leadership teams when it:
if you build it…
SCHOOL
COACH
DISTRICT
REGION
STATE
• Sets Expectations
• Reviews the Work
• Reviews Data & Progress
• Communicates & Supports
• Monitors Capacity & Growth
Who do you lean on or into for support?
Who leans on you?
Why is support crucial to school improvement?
What do you need to make it work?
Building Capacity
Leadership Teams should discuss the research, additional resources videos, and data to determine where they are…
Open…
Honest…
Candid
Conversations!
and where they need to be!
