HOW LEADERS IMPACT CLASSROOM TEACHING AND

LEARNINGWhere to Show Up and What to Do

HOW LEADERS IMPACT CLASSROOM TEACHING AND

LEARNINGWhere to Show Up and What to Do

Research for Better Teaching, Inc.Research for Better Teaching, Inc.

Jon Saphier

ObjectiveObjective

Leave with a plan for leading in a new arena of influence on classroom teaching

or augmenting the way way you already lead in an arena.

(Picking what will be the Big Rocks

for your school.)

Leave with a plan for leading in a new arena of influence on classroom teaching

or augmenting the way way you already lead in an arena.

(Picking what will be the Big Rocks

for your school.)

What is the most significant variable in

increasing student achievement? Teaching Expertise

What is the most significant variable in

increasing student achievement? Teaching Expertise

What TeachersKnow, Believe

& Can Do

IncreasedStudent

Achievement

Poll

Mathematics, Grade 4Use the diagram below to answer question 19.

3 4 5 6 7 8

How long is the truck?A. 5 inches 27B. 2 inches 39 C. 5 inches 27D. 2 inches 6

Reporting Category for Item 19: Measurement (p.230)

34

34

12

12

Mather School student responses to this question.

19

Questions and Sequence of Steps For Teams Doing Error Analysis

Questions and Sequence of Steps For Teams Doing Error Analysis

1. What might the student have been thinking to make this error?

2. How can we find our which of these hypotheses is right?

3. What different teaching strategies could we use to “fix” or undo whatever lead to this error- and help the student solidify his/her skills and concepts?

Questions and Sequence of Steps For Questions and Sequence of Steps For Teams Doing Error AnalysisTeams Doing Error Analysis

Questions and Sequence of Steps For Questions and Sequence of Steps For Teams Doing Error AnalysisTeams Doing Error Analysis

4. How are each of us going to plan and manage tasks and time during the instructional period so that we’ll get 15 minutes to re-teach skills and concepts at least 3 times a week for those students who made errors?

5. How can the team help?

Research for Better Teaching

Trust I can be vulnerable

Open, passionate debate

Legitimate Decisions

Accountability for Norms

High Functioning

Teams ResultsOrientation

The Five Dysfunctions of a Team, 2002

Overcoming the Five Dysfunctions of a Team, 2005

by Patrick Lencioni

The Five Dysfunctions of a Team, 2002

Overcoming the Five Dysfunctions of a Team, 2005

by Patrick Lencioni

Research for Better Teaching

LEADERSHIP TEAMSLEADERSHIP TEAMS

The charter of your leadership team (that is, its purpose, its mission, its main reason for being) is to improve the teaching and learning in every classroom in the building. It’s primary purpose is not management.

The charter of your leadership team (that is, its purpose, its mission, its main reason for being) is to improve the teaching and learning in every classroom in the building. It’s primary purpose is not management.

Leadership TeamsLeadership Teams

The starting point is PD of the Leadership Team itself to do these things skillfully.

The starting point is PD of the Leadership Team itself to do these things skillfully.

LEADERSHIP TEAMSLEADERSHIP TEAMS

You are colleagues, under the leadership of the principal, and you form a common vision of what good teaching and learning looks like. You make a plan of action to achieve that vision in increments, and you implement that plan it together.

You are colleagues, under the leadership of the principal, and you form a common vision of what good teaching and learning looks like. You make a plan of action to achieve that vision in increments, and you implement that plan it together.

This team, working under the leadership of a clear and mission-driven principal, is the necessary condition for large scale improvement of teaching and learning. You can’t do it alone. Principals, as the instructional leaders of the building, need multiple allies, many teacher leaders, to improve teaching and learning.

This team, working under the leadership of a clear and mission-driven principal, is the necessary condition for large scale improvement of teaching and learning. You can’t do it alone. Principals, as the instructional leaders of the building, need multiple allies, many teacher leaders, to improve teaching and learning.

The leadership team should consist of those who have maximum access and influence over the teacher corps in the building.

The leadership team should consist of those who have maximum access and influence over the teacher corps in the building.

High Functioning Grade Level and Subject Specific Teams:

High Functioning Grade Level and Subject Specific Teams:

How would you know if you had one?

A Professional Learning Community is teams of teachers who teach the same content and have

common planning time together regularly. That’s only the start.

What they do and how they act together defines

whether they are really a PLC.

Here’s what they do:

Mathematics

 

A) 0.08, 0.4, 0.29, 0.107  13.86% B) 0.08, 0.107, 0.29, 0.4  22.89% C) 0.4, 0.29, 0.107, 0.08 39.16% D) 0.4, 0.08, 0.29, 0.107 24.10%

Which list of numbers is in order from GREATEST to LEAST?

CURRICULUMCURRICULUMPLANNINGPLANNING

MOTIVATIONMOTIVATION

INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIES

MANAGEMENTMANAGEMENT

FOUNDATION OF ESSENTIAL BELIEFS

KEY CONCEPTS• Areas of Performance• Repertoire• Matching Overarching

Objectives

CurriculumDesign

Objectives

AssessmentLearning

Experiences

PersonalRelationship

BuildingClass Climate

Expectations

Clarity Principles ofLearning

Models of Teaching

Space Time Routines

Attention Momentum Discipline

So to summarize…So to summarize…

A big idea of this day for me is……

One thing I think I’ll try is…..

A question I have is…..

A big idea of this day for me is……

One thing I think I’ll try is…..

A question I have is…..