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Developing Teacher Leadership Capacity
Michael McDowell, Ed.D.
How do we develop and enhance teacher leader capacity?
Mystory
• “Its unbelievable how much you don’t know about the game you’ve been playing all your life”
- Mantle
Few points of reference
- 915 Meta-analysis
- 60,155 studies
- 245 million students
- 159,570 effect sizes reported
- This data set is for the purpose of discussion
- There are moderators
What’s the story?
• Teachers are among the most powerful influences on learning
Teachers need to be directive, influential, caring, and actively engaged in the passion of teaching and learning
“Teachers don’t teach.”– They
• Teachers need to be aware of what each and every student is thinking and knowing, to construct meaning and meaningful experiences in light of this knowledge, and have proficient knowledge and understanding of their content to provide meaningful and appropriate feedback such that each student moves progressively through the curriculum levels
• Teachers and students need to know
Where are we going?,
How are you going, and
what’s next?
• Teachers need to move from the single idea to multiple ideas, and to relate and then extend these ideas such that learners construct and reconstruct knowledge and ideas. It is not the knowledge or ideas, but the learner’s construction of this knowledge and these ideas that is critical.
• School leaders and teachers need to create school, staffroom, and classroom environments where error is welcomed as a learning opportunity, where discarding incorrect knowledge and understandings is welcomed, and where participants can feel safe to learn, re-learn, and explore knowledge and understanding.
Research GuidanceStrategy Effect
Teachers working together to evaluate their impact and responding to
that impact 0.93
Teachers conduct pre-assessments, utilizing data to inform instruction,
and providing students with a clear understanding of expectations for
meeting learning outcomes (Where are we going?, where are we now?,
and what’s next?
0.77
Teachers using practices in the classroom that values errors and trust 0.72
Teachers receive feedback on their impact on student learning 0.72
Teachers are providing an appropriate proportion of surface and deep
level knowledge 0.71
Providing students with challenge and practice at the right level 0.60
Research GuidanceStrategy Effect
Teachers working together to evaluate their impact and responding to
that impact 0.93
Teachers conduct pre-assessments, utilizing data to inform instruction,
and providing students with a clear understanding of expectations for
meeting learning outcomes (Where are we going?, where are we now?,
and what’s next?
0.77
Teachers using practices in the classroom that values errors and trust 0.72
Teachers receive feedback on their impact on student learning 0.72
Teachers are providing an appropriate proportion of surface and deep
level knowledge 0.71
Providing students with challenge and practice at the right level 0.60
Our Story
Learning System Infrastructure
Daily operation
Clear Message
Why?
How?
What?
Expectations
Defining Features
Systemic Professional Learning Community
Framework
Curriculum Design
Assessment for Learning
Differentiation
Learning Centered Culture and Climate
Why PBL?
Assessment for Learning
LearningCenteredCultureand Climate
IMPACT
BackwardsDesign
Differentiation
System-Wide PLC Framework
Approach to building capacity
Factor influence on achievement (Hattie, 2009)
Birth weight (.54)Lack of Illness (.23)Diet (.12)Drug interventions (.33)Exercise (.28)Socioeconomic status (.57)Family structure (.17)Home environment (.57)Parental involvement (.51)
teacher student relationships (.72)P.D. (.62)teacher clarity (.75)microteaching (.88)feedback (.73)Goals (.56)Mastery Learning (.58)Providing formative evaluation (.90)Spaced vs. Massed Practice (.71)
Effect sizes from teaching or working conditions
Quality of Teaching (.77)Reciprocal Teaching (.74)Teacher-Student relationships (.72)Providing Feedback (.72)Meta-cognition strategies (.67)
Direct Instruction (.59)Mastery Learning (.57)
Ave (.68)
Within class grouping (.28)Adding more finances (.23)Reducing class size (.21)Ability grouping (.11)Multi-grade/age (.04)Open v. trad (. 01)summer vacation (-.09)Retention (-.16)
Ave (.08)
Effect sizes for teacher as activator and teacher as facilitator
Reciprocal Teaching (.74)Feedback (.72)Direct Instruction (.59)Problem Solving teaching (.61)
Mastery Learning (.57)Goals-Challenging (.56)
Average activator (.63)
Simulations and gaming (.32)Inquiry-based teaching (.31)Individualized instruction (.20)PBL (.15)Web-based learning (.09)Whole language-reading (.06)
Average facilitator (.17)
Effect sizes for teacher as activator and teacher as facilitator
Reciprocal Teaching (.74)Feedback (.72)Direct Instruction (.59)Problem Solving teaching (.61)
Mastery Learning (.57)Goals-Challenging (.56)
Average activator (.63)
Simulations and gaming (.32)Inquiry-based teaching (.31)Individualized instruction (.20)PBL (.15)Web-based learning (.09)Whole language-reading (.06)
Average facilitator (.17)
What are the key difference between these methods?The key is the role of the teacher…We go back to the story
Variables that don’t have a substantial impact- THE POLITICS OF DISTRACTION
• Attributes of students have a low effect on student learning (gender, parental employment, adoption, personality, labeling of students) (less than .18)
• Deep Programs matching styles of learning, inquiry
based methods, individualized instruction, distance
education (less than .22)
• School and Class Structure Summer school,
finance, class size, ability grouping, retention, multi-
grade/age classes, changing school calendars (less
that .10)
What do we want all students to know and be able to do?
How do we know when students are learning?
What do we do based on such results?
How do we work together to review and respond to student learning?
What do we want all students to know and be able to do?
What do we do based on these results?
How do we work together to review and respond to student learning?
Common Outcomes
Common Scales
Common Intervention
Criteria
Common Culture and Work
How do we know when students are learning?
Know thy Impact
Progress
Proficiency
Common Outcomes
Common Scales
Common Intervention Criteria
Common Culture and Work
Customized Instruction
Customized Assessment
Customized Collaborative Structures
Customized Intervention
Common Outcomes
Common Scales
Common Intervention Criteria
Common Culture and Work
Customized Instruction
Customized Assessment
Customized Collaborative Structures
Customized Intervention
• “Setting the Stage”
• Approaching backbone and customization differently
• Grounding work in specific behaviors that align to a learning based mindset
Approach to building capacity
Boundary Management
Lessons Learned:
Infusing innovationand sustaining impact
A story of infusion
Relational
Tactical
Project
Relational
• “We are change agents”
• Talk more about learning
than teaching
• Engage in dialogue not
monologue
• Enjoying the challenge
• Positive relationships
Tactical
• Evaluate the effects of their
teaching
• Assessment as feedback
regarding their impact
• Inform all about the
language of learning
• “We are change agents”
• Talk more about learning than teaching
• Engage in dialogue not monologue
• Enjoying the challenge
• Positive relationships
• Hiring Practices (structured interviews)
• Creating a CIA defined autonomy Infrastructure
• Conversational Approach
• Meeting Structure and Function
• Codifying Capacity Building
• Leadership
Teams
Professional Development Perspective
Impact
Customized P.D.
Teacher Leader
Teacher Induction
Introduction
Initiation
Application
Capacity Building
Introduction
Initiation
Application
Capacity Building
Introduction
Initiation
Application
Capacity Building
Governance/District Leadership
Distributed Leadership
Site/Department/Classroom
Introduction
Initiation
Application
Capacity Building
Introduction
Initiation
Application
Capacity Building
Introduction
Initiation
Application
Capacity Building
Governance/District Leadership
Distributed Leadership
Site/Department/Classroom
WHY?
HOW?
WHAT?
Model, Model, Model
Unhealthy Motives Motives of Dialogue
Be right
Look good/safe face
Win
Punish, blame
Avoid conflict
Learn
Find the truth
Produce results
Strengthen
relationships
Check when we drift.
Ideal
Professional culture
Existing
Ready, Fire, Aim
• Evaluate the effects
of their teaching
• Assessment as
feedback regarding
their impact
• Inform all about the
language of learning
Teaching [and learning] in the dark is a questionable practice” (Taba, 1966)
Where are we?
What’s next?
Where are we going?
Where are we?
What’s next?
Where are we going?
How are we ensuring voice and choice?
What’s working? What needs improvement?
Score Description
4 ExtensionApplying Understanding
3 RelationalMaking Meaning
2 Single/MultipleBuilding Knowledge
1 Direct Support
Proficiency
Not Yet Proficiency
Score Description
4 ExtensionApplying Understanding
3 RelationalMaking Meaning
2 Single/MultipleBuilding Knowledge
1 Direct Support
DEEP
SURFACE
Connections
Limited Growth (0.0-0.39)
Expected Growth (.40 +)
Not Yet Proficient(0.0-2.25)
Proficient (2.5-4.0)
Limited Growth (0.0-0.39)
Expected Growth (.40 +)
Not Yet Proficient(0.0-2.25)
Make A Change!
• Review & Make Changes to Instructional Strategies
Keep it up!
• More Time • Same Instructional
Program• Celebrate Success
Proficient (2.5-4.0)
Cruising
• Review & Make Changes toInstructional Strategies
Success
• Capture Instructional Strategies
• Celebrate Success• Continue Practices
Limited Growth (0.0-0.5)
Expected Growth (1.0 +)
Not Yet Proficient(0.0-2.25)
Make A Change!
• Review & Make Changes to Instructional Strategies
Keep it up!
• More Time • Same Instructional
Program• Celebrate Success
Proficient (2.5-4.0)
Cruising
• Review & Make Changes toInstructional Strategies
Success
• Capture Instructional Strategies
• Celebrate Success• Continue Practices
Limited Growth (0.0-0.39) Expected Growth (.40 +)
Not Yet Proficient(0.0-2.5)
Make A Change!
• Review & Make Changes to Instructional Strategies
Keep it up!
• More Time • Same Instructional
Program• Celebrate Success
Proficient (2.5-4.0) Cruising
• Review & Make Changes toInstructional Strategies
Success
• Capture Instructional Strategies
• Celebrate Success• Continue Practices
Capture Success/Replicate
Change
What? So What? Now What?
Moving from Data Analysis to Response
Single/Multiple Ideas- What instructional approaches
will support students in understanding foundational
knowledge (e.g. facts, vocabulary terms) related to
learning outcomes?
Relating ideas- What instructional approaches support
students in connecting and contrasting ideas? What
are generalizations and principles that can be made
about these ideas?
Extending ideas- What instructional approaches support
students in applying the learning outcomes to project
expectations?
Next Steps
Aligning “High Probability Strategies” from the Art and Science of Teaching to Progression Levels.
Outcome Questions Activities
Applying understanding What do I typically do to engage students in cognitively complex tasks involving hypothesis generation and testing?
Experimental-inquiry tasksProblem-solving tasks
Making meaning What do I typically do to organize students and deepen knowledge?
Venn diagramsComparison matrix
Building knowledge What do I typically do to identify critical information?
Identifying critical input experiences
A culture & climate conducive to improving teaching and learning
Be honest with where I am at on learning progressions. I
definitely am honest with where I am in this class. This way of
assessment has completely made me feel alright with being
in the pit because I know that I am not stuck there and that I
can get myself out of it. I really appreciate all that you have
done to make us feel comfortable with progress.
Be open to struggling…Before this class I was not open to
struggling at all, so this took me a while to get used to.
Now I know that I can get myself out of the pit, so I feel
comfortable being in it! I just wish it was this way in the
rest of my classes. ):
My annotations and thoughts on written pieces were at
about a 1 level at the beginning of the semester, but with
guidance in class and a lot of practice I have grown to
getting a four on the last annotation. Next semester I
hope to grow further.
McDowell, Ed.D.
Research GuidanceStrategy Effect
Teachers working together to evaluate their impact and responding to
that impact 0.93
Teachers conduct pre-assessments, utilizing data to inform instruction,
and providing students with a clear understanding of expectations for
meeting learning outcomes (Where are we going?, where are we now?,
and what’s next?
0.77
Teachers using practices in the classroom that values errors and trust 0.72
Teachers receive feedback on their impact on student learning 0.72
Teachers are providing an appropriate proportion of surface and deep
level knowledge 0.71
Providing students with challenge and practice at the right level 0.60
Staysmall
Stay
focused
What do
you need to know?
Next Steps