Planning High Standards for Student Learning Instructional Leadership:

Planning High Standards Planning High Standards for Student Learningfor Student Learning

Instructional Leadership:Instructional Leadership:

• Name of Superintendent – Welcome & Why important

• Name of Facilitator– Agenda / Overview– Enduring Understandings– Guiding Questions– Targeted Objectives– Introductions

Copyright AZ Board of Regents, BEST Professional Development, 2012. All Rights Reserved.

Welcome & Introductions

Participants will…• Increase knowledge of keys to success and the importance

of articulating a shared vision for high standards for student learning

• Develop a short statement of your vision for High Standards for Student Learning

• Connect concepts to the Research-Based Critical Behaviors.

• Apply concepts to developing an action plan to improve teacher performance and student achievement


Intended Outcomes

Proposed Norms & ExpectationsProposed Norms & Expectations• Stay focused and fully engaged

– no competing conversations please• Participate to grow

– share openly and monitor your listening• Be a learner

– create your own meaning and application• Get your needs met

– ask questions that benefit the group– personal questions on breaks

• Housekeeping– silence cell phones– handle business later– share ONE point …then next person


Instructional LeadershipCore Component is Managed through Key Processes

• There are individual, team and school goals for rigorous student academic and social learning


High Standards for Student Learning


Research-based Critical Behaviors

• Plan for rigorous academic and social learning goals– Develops plans to use a variety of sources of data to set

targets for students’ learning.

• Develops a plan for high standards of student performance that are measurable

• Plans rigorous growth targets in learning for all students– Develops a plan for collecting data to review student learning

against high standards.

• Plans targets of faculty performance that emphasize improvement in student learning

• Review & make notes regarding…– Definition of core component (top)– Definition of key process (left-top)– Research-Based Critical Behaviors

• Rate self– 5 = highly effective– 3 = effective– 1 = ineffective

• List evidence to support rating


Action Plan

Establishing a Shared VisionSegment Guiding Questions

• How do school leaders effectively define and share vision for High Standards for Student Learning?

• How do effective principals set high expectations for academic and social advancement of all students?

• How do instructional leaders apply effective communication skills to build relationships with students, staff and parents/community?


• Write your definition of High Standards for Student Learning– In 10 words or less

• Pair up with a person from another table, and share your definitions– What are the similarities & differences

• Find another partner and share your definition.– What are the similarities & differences


Defining High Standards

“High achievement always takes place in the framework of high expectations.”

• Charles F Kettering


Read the article

• The Six Keys to Successful Latino Schools - Center of the Future of Arizona, 2006 Jigsaw assignments:

Disciplined Thought, People, Action 1’s pg 25-27, Clear Bottom Line 2’s pg 28-30, Ongoing Assessment 3’s pg 31-32, Strong Steady Principal 4’s pg 33-35, Collaborative Solutions 5’s pg 36-39, Stick with the Program 6’s pg 40-42, Build to Suit All pg 43, “Dogs that didn’t Bark”

Individually, consider how these insights “FITS” with your knowledge or model of what makes a strong instructional leader who establishes high standards for student learning

At Tables: Teach your section to the group in sequence Complete the graphic organizer


Global Picture:What do the Experts Say?


“The Six Keys to Successful Latino Schools” - Complete the graphic organizer by listing successful ideas the schools used in

their plans for rigorous academic & social learning

Plans Rigorous

Academic & Social

Learning

Coherent Policies

Procedures for High Student Learning

Articulate Shared Direction

Practices for High Student Learning

• As a table group– Complete ONE graphic organizer

• Whole Group Share– Share ONE focus area from Beat the Odds– How does that “FIT” in your model of instructional

leadership?– Give an example how that might be applied in a

school.



Leaders have a significant role in creating the state of mind that is the school. They can serve as symbols of the moral unity of the school. They can express the values that hold the school together. Most important, they can conceive and articulate goals that lift people out of their petty preoccupations, carry them about the conflicts that tear a school apart, and unite them in pursuit of objectives worthy of their best effort.

John W. Gardner, No Easy Victories


http://www.ascd.org/ascd-express/vol3/319-video.aspx


A Perspective

http://www.ascd.org/ascd-express/vol3/319-video.aspx


“Effective principals set high expectations & standards for the academic & social development of all students and the performance of adults.”

Leaders must effectively communicate the expectations to all.

Being an effective communicator is all about:

Building Relationships– Trust

• Open• Aware of personal filters

– Assets of sincerity, reliability and competence– Students

– Staff

– Parents & Community

Building rapport– Discover & share personal & professional connections– Be fully present in the conversation– Be aware of your body language– Listen impeccably– Communicate acceptance

As a table, each person shares one idea to answer the question• Share with the whole group one idea that resounded with you

Blended Coaching


How do you effectively articulate high standards for student learning?

Verbal Written


Types of CommunicationNonverbal

•On a scale of 1 to 5 with 1 being least and 5 being greatest, identify your comfort level with each of these types of communication.•Which type of communication do you use the most to inform high standards for student learning?


What you should know about Nonverbal Communication

Nonverbal Communication

• 7% of the emotional meaning of the message is communicated through the exchange of words

• 38% is vocal intonation

• 55% is gestures, posture, facial expressions and other physical cues– Body language Facial Expressions

– Eye contact Posture

– Space• Albert Mehrabian 1972, Blended Coaching

How will this information help you improve your communications about high standards for student learning?


Remember…

• All communications should contain some cultural message or update to keep the change message alive and focus staff

– At least 20% of communications should be focused on the culture

– No more than 80% should be focused on the business

Which communication skill would you like to refine? Why?– Share with an elbow partner


A framework for concise and repeated communication

Flow chart designed by the National Center on Educational Outcomes

•How would this framework model work in your school?

•Share an example with your partner

• Think about YOUR vision for High Standards for Student Learning

• Think about YOUR mission for High Standards for Student Learning

• Think about YOUR school goals related to Student Learning

• Think about YOUR individual student expectations


Establishing High Standards

How can your definition become a vision for high standards for student learning in your school?– How could you concisely and repeatedly communicate the VISION for rigorous academic and social learning goals to all

stakeholders?


Articulating Your Vision

What is the vision you want to communicate?

How will you communicateyour vision?

How could you improve your effectiveness?

Staff

Students

Parents

Community

Leadership Team -District-School

– Why are you passionate for high standards?• List words that represent your vision• Choose the 3 most significant

– Develop a phrase or sentence that passionately presents your vision for high standards

– Share your phrase with the group


Consider this…

• Consider the Guiding Questions• Use column labeled “Strategies/Ideas”

– connect today’s discussions with the “Research-Based Critical Behaviors.”

– List at least THREE things per box• Pair Share ONE strategy you learned today and

how you plan to use it at your school.


Closure for this Segment


System AlignmentSegment Guiding Question

• How do instructional leaders identify evidence of high standards for student learning that supports the vision of the school?

• How do instructional leaders evaluate their current educational system for alignment of goals, targets, tasks and resources for improving high standards?

• How do instructional leader behaviors support student and teacher efforts to reach high standards for student learning?


Evidence of High Standards

VIDEO DIRECTIONS

Watch the video for evidence of:• An Implementation plan for High Standards• Leadership

• How the leaders engage… – People– Ideas– Resources

to put into practice activities necessary to realize high standards of student performance.


Implementing High Standards for Student Learning -

What evidence did you see?

• As a table group– Complete one Note Taking Chart

• Whole Group Share– Share one set of evidence for implementing High

Standards for Student Learning– What strategies were new learning?– What strategies would you like to use in your

plan?


Global Picture:

What do the Experts Say?

Read the article: – Learning for All by Larry Lezotte.

• Jigsaw assignments:– 1’s – pg 1 – 3 stop Using High-Yield Strategies– 2’s- pg 3 begin Using … pg 4 stop Effective….– 3’s- pg 4 begin Effective… pg 6 stop Creating…– 4’s- pg 6 begin Creating… pg 7 stop end

* or underline the key points in the article

• Consider how does this expert insight FIT into your foundational knowledge of what makes a strong instructional leader who has HIGH STANDARDS for STUDENT LEARNING

• Write the three big ideas that you would like to use/refine in your plan

• Share what you chose and why you chose it


Implementing a SystemEssential Question What is a system?

A system is a set of things working together An interconnected network of people, ideas, & resources.

Operating Principles that Guide Leaders Each school is a complex system with a purpose. Each staff member must understand the

interconnectedness, and be willing to examine assumptions and habitual practices

Leaders must demonstrate systems thinking.


• How does the article support the concept of the school as a system?

• What evidence can you cite from the video that the leaders demonstrated systems thinking?

Consider the Following


Evaluate the System

Incompetent System Competent System

Aligned? Aligned?

Process

1. Teachers teach standards during an inconsistent timeframe (any time during the year/any length of time)

2. Materials are inconsistent

3. Common planning time is used for personal preparation only

4. Assessments are inconsistent across grade level and district

Outcomes

1. Students receive instruction on some topics and not others

2. Materials are redundant

3. Teachers do not have a support system for solving instructional issues

4. Data is inconsistent and only exists for individual assessments within the given classroom


Unaligned Goals, Targets, Tasks & Resources - for Meeting High Standards

Will this produce desired outcomes?


Outcomes1. Students receive the same amount of

quality instruction on standardized topics during the same month

2. Students receive quality instruction from the same resources across schools

3. Teachers receive support from colleagues and help with solving issues with struggling students

4. Data can be examined individually, across classrooms and schools to make decisions

Aligned Goals, Targets, Tasks & Resources - for Meeting High Standards

Will this produce desired outcomes?

Process1.Teachers teach standards during a consistent timeframe (month)2.Teachers use standardized core materials and resources3.Discussions of curriculum topics occur during common planning time as well as personal preparation for instruction4.Use of standardized assessments across grade levels and district

Evaluate the Process and the Outcomes at your site: Place a + In Place - Seeing positive results- Not there yet 0 Nonexistent


Connect – Aligned Goals, Targets, Tasks & Resources for Meeting High Standards


Connect…• Based on data, what alignment issues might you have in your school?

• How can you focus your resources to determine if your implementation process for high standards for student learning is flawed or on target for enrichment?

• Partner discussion:– What did you identify?– What resources can you employ?

– Needs Resources


Connect… Supporting Principal Behaviors

Spend a Buck (100 pennies)

• Each table has a list of principal behaviors that

support high standards for student learning with teachers• Your table is assigned a group letter A-F

• As a table group– Individually - Reflect on the behavior and the value you will place

on each behavior– Discuss your thoughts with the group– Come to consensus as a group for the value placed on each

behavior - total not to exceed 100– Explore your reasons for the payoff– Share the behavior and payoff with the whole group


Supporting High Standards for Student Learning

'Through learning we re-create ourselves. Through learning we become

able to do something we were never able to do.' -Peter Senge


Reflection

Coffee Shop Conversation:• Waiting in line at Starbucks, what would

you say to an interested listener about this segment? What are you still thinking about?

• Consider the guiding question• Use column labeled “Strategies/Ideas”

– connect today’s discussions with the “Research-Based Critical Behaviors.”

– List at least THREE things per box• Pair Share ONE strategy you learned today and

how you plan to use it at your school.


Closure for this Segment

• How do instructional leaders monitor multiple sources of data to measure student performance and program effectiveness?

• How do instructional leaders monitor the disaggregation and analysis of data?


Data For ChangeSegment Guiding Questions

Reflect on your definition of High Standards for Student Learning (10 words or less).

For each group: students, staff, and parent/community members-

List one way you MONITOR High Standards for Student Learning

At the table

Each person will share one idea in sequence

Example: 1st person –students

2nd person – staff

3rd person - parent/community members

Repeat the sequence with remaining members


How do you monitor change?

“Effective principals use multiple sources of data as diagnostic tools to assess, identify and apply instructional improvement.”

Leading Learning Communities NAESP Standards for What Principals Should Know and Be Able To Do


What would you hear & see relevant to…

1. Considering a variety of data sources to measure performance

2. Analyzing data using a variety of strategies

3. Using data as tools to identify barriers to success, design strategies for improvement and plan daily instruction

4. Benchmarking successful schools with similar demographics to identify strategies for improving student achievement

5. Creating a school environment that is comfortable using data.


Leaders use data as a tool for decision-making

• Each table is assigned a decision-making tool

• Brainstorm examples of what you would see and hear?

• Write your responses on a T chart

See Hear

• Share an example with the whole group


Using Data as a Tool for Decision-making


What kind of data do you collect?

http://www.wallacefoundation.org/NewsRoom/speeches-and-presentations/multi-media/Pages/kyla-wahlstrom-interview-clip_5.aspx

• Leaders must be data-driven decision makers

• Using data to make effective decisions involves:– Collect & Organize Data– Analyze Data– Interpret Data– Plan to Take Action

• The most critical step is “doing” something as a result of the data


For Data to Make a Difference

• How do you know it is the right problem and the right action?

• During the step of interpreting data leaders must:– Summarize observations– Consider explanations– Sort and categorize (group)– Select the most significant group– Draft a problem statement– Examine the root cause



• How do you know it really is the cause of the problem derived from data?

• Test your problem statement:

– Does it derive logically from data?

– Is it plausible and likely?

– Of what might it be a symptom?

– Is it influenced by structures, procedures, or processes?

– Is it influence by culture?

– Is it within our control?

– Is it specific enough to be tested



• All the monitoring and data analysis in the world will not make a difference unless something different happens for students

– Engaging, challenging and satisfying assignments– Conditions for successful completion of assignments

Kids don’t learn from work they don’t do!

--Phil Schlechty


Making a Real Difference for Monitoring High Standards

The Text as the Expert• Discuss and analyze the components of How Student Progress Monitoring

Improves Instruction

• As a table group– Read the article

* a main concept! an idea you would like to use in your school

– Each person will “say something” connected to the reading (key point, an interesting idea or personal connection)

– Listen only – no interaction– Follow the sequence order of the text– List the big ideas and discuss how they are aligned - Individually

• Whole group share– Share one big idea– How does it align to your mental model of monitoring?– How might you apply this to your school?



• Based on the information shared

– What monitoring system concepts would you incorporate to track student achievement against high standards?

– How do you incorporate progress monitoring?

– Share with a partner


Global Picture:


Effective Model for Monitoring High Standards for Student Learning

Grade-level Content and Achievement Standards

Progress Monitoring Approach or Formative Data Sources

Use of Data to Improve Outcomes During Year

Summative Data Sources

Use of Data to Improve Outcomes At End of Year

Compare your system to the flow chart designed by the National Center on Educational Outcomes. What are the similarities & differences?


Why do you collect that data?

http://www.wallacefoundation.org/NewsRoom/speeches-and-presentations/multi-media/Pages/kyla-wahlstrom-interview-clip_6.aspx


Data CAN Make a Difference

We MUST have a plan for monitoring the impact

of high standards for student learning

When high standards for student learning is the target, the following interconnected components are monitored and adjusted as needed:•Data on student results (evidence of learning)•Data on teacher performance (quality of instruction)•Instructional Strategies•Classroom Assessments •Curriculum & Classroom Objectives•Teacher Professional Development •School Culture•School Policies, Procedures, & Structures


Monitoring High Standards

• When you are monitor the high standards…– What are you looking for?– What are the assessment items you need to collect?– What is your plan for monitoring the implementation

and impact of high standards?– How are you evaluating your plan?

• As a table group– Identify effective principal monitoring behaviors that

will answer these questions.– Consider the concepts from the presentation, articles,

and videos?

Closure & Action Plan

• Review & Connect…– Targeted Objectives

– Guiding Questions

– Research-Based Critical Behaviors

• Use column labeled Strategies/Ideas” – connect today’s work with the

“Research-Based Critical Behaviors.”– List at least THREE things per box

58© AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Action Plan (continued)

• Consider three questions…– Reinforcement, Refinement, & Impact

• Next Steps – What additional data do you need?– Who will you involve in process? – What resources do you need?

• Action Plan– Do what? – By when?

© AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Workshop Closure

• In table groups (in a round robin format)– Share one new learning and describe how

you will apply it in your job– NO REPEATS!


Workshop Closure

• Follow-up coming in 3 wks

• Please complete Participant Feedback– For grant research– To improve future workshops


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Planning High Standards for Student Learning Instructional Leadership:

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