It’s All School Improvement LKSD Site Administrator Meeting October 11, 2014.
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Transcript of It’s All School Improvement LKSD Site Administrator Meeting October 11, 2014.
LKSD Leadership Year-Long Goals
• Implement the Framework’s Data Driven Decision Cycle to enhance district-level and site-level High-Performance Teams and influence coherence in decision making
• Function as High-Performance Teams• Leadership Level• Site Level
• Identify best practices and solutions to adaptive challenges and technical problems that have been experience in our district and expand the use of these best practices
• Build a shared understanding of the Instructional Framework and the RTI decision process to result in coherence in decision-making that accomplishes commonality yet honors the need for diversity among sites
Objectives for this meeting
• Input school improvement work into STEPP
• Practice HPT skills that can be used to lead continued school improvement efforts at sites
• Continue to build a shared comprehensive view of school improvement and how all the initiatives around improvement are linked
• Leave with a plan for continued leadership in school improvement involving staff and ASB
Vocabulary Review
Technical Problem• Can be solved with
knowledge and procedures already at hand, though it may be complex.
Adaptive Challenge• Requires new learning,
innovation, and new patterns of behavior.
Sharon Daloz-Parks
Check out Page 27 of Field GuideFor more info
Critical Friends Protocol
• Person on the Couch 8 Minutes:– Identify and describe a problem that you are
working on. Use the terms technical problem and adaptive challenge when appropriate.
• Clarifying questions 7 minutes– Ask questions of P on C for clarification and
digging deeper. • Friends Talk 10 Minutes– Friends discuss the problem while P on C listens.
The principal makes sure everyone understands the school’s mission, clear goals, and their roles in meeting the goals.
The principal develops the leadership capacity of others in the school.
The principal communicates the likelihood of success based on the plan and hard work.
The principal models and communicates the expectation of improved student learning through commitment, discipline, and careful implementation of sound practices.
The principal participates actively with the school’s teams.
The principal keeps a focus on instructional improvement and student learning outcomes.
The principal monitors curriculum and classroom instruction regularly.
The principal spends at least 50% of his/her time working directly with teachers to improve instruction including classroom observations.
The principal challenges unsound teaching practices and supports and monitors the correction of them.
The principal celebrates individual, team, and school successes, especially related to student outcomes.
The principal provides incentives for teacher and school accomplishment.
The principal engages parents and the community in the improvement process.
The principal offers frequent opportunities for the critique of the school’s progress and suggestions for improvement.
The principal compiles reports from classroom observations showing aggregate areas of strength and areas in need of improvement without revealing the identity of individual teachers.
The principal plans opportunities for teachers to share their strengths with other teachers.
Standard 1A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
Standard 2…advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
Standard 3…ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
Standard 4… collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
Standard 5…acting with integrity, fairness, and in an ethical manner.
Standard 6… understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context
AFFIRMATIONCHANGE AGENT
COMMUNICATION
CONTINGENT REWARDS
REALLY?...21 RESPONSIBILITIES????
CULTUREFLEXIBILITY
DISCIPLINE
FOCUSIDEALS/BELIEFS
INPUT
SERIOUSLY?
INTELLECTUAL STIMULATION
INVOLVEMENT IN CURRICULUM INSTRUCTION AND ASSESSMENT
KNOWLEDGE OF CURRICULUM, INSTRUCTION AND ASSESSMENT
MONITOR/EVALUATE
OPTIMIZE
ORDER
OUTREACH
RELATIONSHIPS
RESOURCES
SITUATIONAL AWARENESS
VISIBILITY
AND DON’T FORGET… 66 PRACTICES…
8 THINGS THAT GREAT PRINCIPALS DO DIFFERENTLY
6 SECRETS FOR LEADING
SUCCESSFUL CHANGE
7 HABITS OF HIGHLY
STRESSED OUT PRINCIPALS
14 STRATEGIES TO TURN
AROUND YOUR SCHOOL
3 EASY STEPS TO IMPROVE
STUDENT ACHIEVEMENT
THE 5 THINGS ALL GOOD LEADERS
SHOULD KNOW
THE 753 EXPERIENCES YOU
SIMPLY MUST HAVE BEFORE YOU DIE
5 KEY AREAS
Technical and Adaptive Leadership
Educator Effectiveness
Teaching andLearningDistrict and School
Structure and Culture
Family and Community Involvement
Key Actions to SPUR ChangeStage 1: Set the Focus
Set common vision Examine data to determine priority
Set a goal
Stage 2: Plan for ChangeDetermine root
causesAgree to
instructional solution
Identify system conditions to
address
Plan to implement
solution
Plan to monitor and adjust
Stage 3: Undertake Change
Implement, monitor, and adjust instructional solution
Implement, monitor, and adjust system supports
Stage 4: Recharge & Sustain
Reflect Celebrate and communicate
Plan forward
4A’s Data & Evidence Use Process
This process can be applied to any situation. We use it in each stage of SPUR.
Ask questions to focus the inquiry
Analyze & Interpret
Acquire
Ask
Arrive
Gather data and/or evidence
Make sense of the data
Reach a decision
Ask: What did we learn from this experience to take forward?
Ask: What do we want to improve?
Ask: How are we going to make the improvement?
Ask: How are we doing? Is it working?
Acquire: outcome/ impact & demographic data
Acquire: program/ perception data; research evidence
Acquire: LT impact data; stakeholder reflection data
Analyze & Interpret: strengths and weaknesses, root causes
Analyze & Interpret: observations, sensemaking
Analyze & Interpret: observations, sensemaking
Arrive at a Decision: goal for improvement
Acquire: classroom assessment data; implementation data
Analyze & Interpret: observations, sensemaking
Arrive at a Decision: strategy to implement; support conditions
Arrive at a Decision: implementation adjustments
Arrive at Decision: what to sustain; direction for next inquiry
Structured Dialogue
Individuals1. Make 3- 5 post it notes from the LKSD School
Improvement/RTI/SPUR change cycle
Table Groups2. When all are ready, one person places a note in the
center of the table saying, “This make sense to me because…”
3. Another person places a note connecting to the first saying, “This makes sense to me because…and it relates to the first one in these ways…”
4. Repeat the pattern, or start a new pattern.
Sort and Elaborate
• What are some ways the structured dialogue helped your thinking or allowed for group process?
• Under what conditions might you use, or not use, this strategy with your staff at your site?
Structured Dialogue
Reflect on the Process
Field Guide Dispositional ThinkingThinking and
Acting Interdependently Effective and
Timely Individual and Group
Communication
Gathering Information for
Improvement and InnovationCommitment to
Continuous Growth and
Thinking with Precision
Seeking Support and
Feedback
Metacognition and Flexibility
12
3
6
4
5
Thinking and Acting Independently
Read page 76
Complete the 1st Table
Each HPT member share One quality and example/non-example
Read 77-79
Complete 2nd Table and last question
Trust Application Share
D 2-Seeking Support & Feedback
Creates a professional system of support and actively engages in collegial networks.
Teamwork is Essential.It allows you to blame
someone else.“First and foremost for a team to function well there needs to be the desire by each principal to commit to participating and contributing fully as a team member.” Pg. 85 Field Guide
D 3- Metacognition & Flexibility
• The “why” behind triads or PLCs
– Planning– Problems Solving– Reflecting– Rehearsing
Critical Friends Protocol
• Person on the Couch 8 Minutes:– Identify and describe a problem that you are
working on. Use the terms technical problem and adaptive challenge when appropriate.
• Clarifying questions 7 minutes– Ask questions of P on C for clarification and
digging deeper. • Friends Talk 10 Minutes– Friends discuss the problem while P on C listens.
AK STEPP
Lets get that Great work into the State Website!
• 1. Must update existing tasks
• 2. Must upload Needs Assessment
• 3. Put in any new work on tasks that you developed
Thinking of this process- how can you build the website practice into the year
Self-selectedBasic
Advanced Groups
THINK BIG, ACT SMALL
Leadership- Ability to hear the potential symphony while working with the individual players and sections of the band
D4: Gathering Information for Improvement and Innovation
• Read page 93-94• Use rubric on pg 95 to
assess your site• Reference 150-159• Reference Graphic
OrganizerWhat is your next step as a leader to move your staff along the continuum?
• Use worksheet- starting with a “question” generated from the Keynote data… what data is needed for the data investigation and where do you get it?
Effective & Timely Individual & Group Communication
• Draw a line at the bottom paragraph on Page 100… “We have discovered”
• Read ONLY up to the line
Purpose of the Conversation
Dialog• Purpose is to expand
thinking
Discussion• Purpose is to refine thinking
to lead to a decision
Steven Johnson - Where Good Ideas Come From
http://youtu.be/NugRZGDbPFU
Practice Dialogue
• Purpose is to expand thinking
Dialogue
District level role in this
change process
Do a circle web… no talking
Effective & Timely Individual & Group Communication
• Remember the line at the bottom paragraph on Page 100… “We have discovered”
• Now read after the line
• Take notes about your site
Practical Work
• OK… I am inspired to lead all this but what happens when I get back to site and suffer the tyranny of the urgent?
• MAKE a Calendar Plan for Data Analysis and broader work of school improvement and implementation of HPT
Ideal ASB-AK STEPP planMonth ASB Plus HPT- Green HPT-Yellow
September Review annual broad data- confirm/adjust direction already in motion for current year, build questions for deeper data diving for NEXT YEAR
October Approve Current Year Action PlanSpecial Revenue Resource Planning
Implementation of Current Year Action plan
Review 1st test dataAdjust as needed
November Review School Climate and Connectedness data
Most work here is carrying out action plan but also start Data Diving of direction set by ASBDecember Review attendance and discipline data
January Go into AK STEPP and monitor tasksUpdate Key Indicators of school effectiveness
Research best practices- RTI conferenceReview school effectiveness data
Review 2nd test window data Adjust as needed
February Budget
March Identify areas of concern or focus for following year
Deeper Data Diving
April Build Hypothesis
May Receive info on the deeper data dive and the direction of action planning
Begin Action plan- explore anything that will require change in schedule/ teacher assignments
Review 3rd test window data & prelim state tests
Hypothesis Building
Cause• Our middle grade reading
students are not progressing as fast as we would like because they do not have the vocabulary needed to keep up with the academic expectations of their grade level
Effect• If we implement intensive
school-wide vocabulary instruction in all classrooms so that all teaches are purposefully teaching the top 100 academic words for grades 4-6, we will see an increase in progress