Texas Instructional Leadership · To engage in models of effective coaching and feedback that...

Texas Instructional LeadershipESF Capacity Building Overview

DIVISION OF INSTRUCTIONAL LEADERSHIP, SCHOOL IMPROVEMENT, AND COLLEGE READINESS SUPPORTAUGUST 27TH, 2019

© 2019 Division of Instructional Leadership, School Improvement, and College Readiness Support

Resources

https://www.esc1.net/Page/4204

Wireless: Region One GuestPassword: Zapata1858

https://www.esc1.net/Page/4204

Effective Schools Framework


1. Develop campus instructional leaders (principal, assistant principal, teacher leaders) with clear roles and responsibilities

Campus instructional leaders have clear, written, and transparent roles and responsibilities, and core leadership tasks are scheduled on weekly calendars (observations, debriefs, team meetings).

Performance expectations are clear, written, measurable, and match the job responsibilities.

Campus instructional leaders use consistent, written protocols and processes to lead their department, grade-level teams, or other areas of responsibility.

Campus instructional leaders meet on a weekly basis to focus on student progress and formative data.

Principal improves campus leaders through regularly scheduled, job-embedded professional development consistent with best practices for adult learning, deliberate modeling, and observation and feedback cycles.


1. Recruit, select, assign, induct, and retain a full staff of highly qualified educators

The campus implements ongoing and proactive recruitment strategies that include many sources for high-quality candidates.

Clear selection criteria, protocols, hiring and induction processes are in place and align with the school's vision, mission, values, and goals.

Campus leaders implement targeted and personalized strategies to retain high-performing staff.

Teacher placements are strategic based on student need and teacher strengths.

Grade-level and content-area teams have strong, supported teacher leaders trained in adult learning facilitation and team dynamics.

Preferred substitutes are recruited and retained


1. Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations

Stakeholders are engaged in creating and continually refining the campus’ mission, vision, and values.

Campus practices and polices demonstrate high expectations and shared ownership for student success.

Staff members share a common understanding of the mission, vision, and values in practice and can explain how they are present in the daily life of the school.

Regular campus climate surveys assess and measure progress on student and staff experiences.


1. Curriculum and interim assessments aligned to TEKS with a year-long scope and sequence

The scope and sequence, units, and interim assessments are all aligned to priority and supporting standards for all tested subject and grade areas, and grades PK-2nd mathematics and reading.

Interim assessments aligned to state standards and the appropriate level of rigor are administered three to four times per year to determine if students learned what was taught. Time for corrective instruction is built into the scope and sequence.

Curricular resources with key ideas, essential questions, and recommended materials, including content-rich texts, are used across classrooms.

The school provides teachers with time at the beginning and throughout the year to internalize the curriculum and its resources.


Texas Instructional Leadership GoalsDeveloping Principal Managers

Build Content Expertise: establish a deep understanding around how to implement and coach others to proficiency in implementing data meetings and inclusive student culture routines.

Develop Adult Learning Practices: participate in practice-based professional development as a learner in order to reflect and consider application of See it, Name it, and Do it, Do it framework to regional context.

Collaborate to Support Students: become part of a statewide network of education leaders working together to improve academic outcomes for students across Texas.

Plan for Regional Implementation: work with TEA to package trainings and build enabling systems for investing and leading a cohort based professional learning community.


Texas Instructional Leadership Partners


Texas Education Agency Model

Current Stage


Lessons Learned from Pilot Sites


Texas Instructional Leadership Cohorts


Texas Instructional Leadership Content

TIL FocusText and Materials

from

Paul BambrickSantoyo

Uncommon Schools


TIL Implementation Preview


TIL Implementation: A Call to Action


Research and Resources


Jigsaw Introduction AllIntroduction – Pages 1-2, Tablemate #1Changing the Game – Pages 3-7, Tablemate #2Why Focus on New Teachers – Pages 8-10, Tablemate #3Myths and What is Better – Pages 11-14, Principles of Tablemate #4Coaching and Phases – Pages 15-18,


Action Coaching


◼Welcome ◼Introductions◼Logistics ◼Materials

GETTING STARTED


Overview

LEADERSHIP LINKS◼List your five most significant leadership experiences – those that shaped you as today’s leader.

✓1.

✓2.

✓3.

✓4.

✓5.

GETTING TO KNOW YOU…

What would your staff say about you as a lead learner?

TG 1


Overview

◼To understand and model powerful techniques that make teaching more effective.

◼To engage in models of effective coaching and feedback that transform teacher practice and enhance student performance.

TRAINING OUTCOMES

What practices do we want our teachers to implement across all classrooms?

How do we effectively coach them toward these practices?


Overview

◼Why Action Coaching?◼Action Coaching Overview◼Developing a Culture of Action Coaching◼Foundational Resources for Action Coaching◼Deep Dive into Principle #1: Go Granular◼Deep Dive into Principle #2: Plan, Practice, Follow up, Repeat◼Planning for Implementation

SESSION OBJECTIVES


Overview

◼One team, one voice◼Participate whole-heartedly◼Identify opportunities to connect this work personally and

professionally◼What is said here stays here; what is learned here leaves here◼Professional use of technology◼Follow the 80/20 rule◼Others?

NORMS


Overview

WHY ACTION COACHING?


Overview

Joyce DiDonato– Renowned Voice Coach ◼https://www.youtube.com/watch?v=5jsUCr3CKTQ

What does Joyce say and do to effectively coach the singer?◼How does this coaching parallel our current or potential work with

teachers?

ACTION COACHING IN ACTIONTG 1


Overview

https://www.youtube.com/watch?v=5jsUCr3CKTQ

•Personal Responsibility

•Personal Accountability

•Personal Intentionality

•Personal Humility

SHAPING OUR PERSONAL MINDSET TG 2


Overview

Why

How

What

START WITH WHY

Why is coaching and developing teachers important?


Overview

◼Why are we teaching what we’re teaching? ▪ Ties to data from assessments, learning standards, and what students most need to

learn▪ Defines exactly should students learn, and subsequently know and be able to do ▪ Teachers’ analysis of the data and the ‘unpacking of the learning standards

◼How will instruction be structured to ensure mastery of the knowledge and skills? ▪ Teach effectively what students most need to learn

◼Which assessments will be used to provide meaningful data? ▪ To analyze what was learned

◼What does the analysis of the assessments indicate about strengths and shortcomings? ▪ To inform instructional decisions

CONNECTING OUR REPERTOIRE: STUDENT-LEVEL DATA-DRIVEN DECISIONS

© 2019 Division of Instructional Leadership, School Improvement, and College Readiness SupportOverview

◼Why are we teaching what we’re teaching? ▪ Ties to data from assessments, learning standards, and what students most need to learn▪ Defines exactly should students learn, and subsequently know and be able to do ▪ Teachers’ analysis of the data and the ‘unpacking of the learning standards

◼How will instruction be structured to ensure mastery of the knowledge and skills? ▪ Teach effectively what students most need to learn

◼Which assessments will be used to provide meaningful data? ▪ To analyze what was learned

◼What does the analysis of the assessments indicate about strengths and shortcomings? ▪ To inform instructional decisions

CONNECTING OUR REPERTOIRE: TEACHER-LEVEL DATA-DRIVEN DECISIONS

How are teacher-level data-driven decisions determined? What data are you looking at?


Overview

Confront the Brutal Facts ◼How many walkthroughs with specific feedback are conducted for each teacher during each grading

period? ◼How many observations with thorough post-conferences and coaching are conducted for each

teacher?

◼How are teachers coached and supported in improving their craft? ◼Does this happen by design or by default?

JIM COLLINS – GOOD TO GREAT


Overview

SHIFT THE LENS◼ In what ways are we using and maximizing teacher-level data - in relation to student outcomes - to

drive changes in practice?◼What should we be doing with data-driven decisions at the teacher level to increase teacher

effectiveness and impact?

CONNECTING OUR REPERTOIRE

Teacher Data Application

➢

➢

➢

➢

TG 3


ACTION COACHING OVERVIEW


Core Idea #1 – The purpose of instructional leadership is not to evaluate teachers, but to develop them. Core Idea #2 – Focusing on the actionable – the “practice-able” –drives effective coaching. Core Idea #3 – Great instructional leadership isn’t about discovering master teachers ready-formed. It’s about coaching new teachers until the masters emerge.

GBF CORE IDEAS – 1,2,3


Overview

◼#1 – Go Granular▪ Break the practice down into discrete skills that will be practiced successfully and cumulatively.

◼#2 – Plan, Practice, Follow Up, Repeat▪ Coach through effective, high-impact practices.

◼#3 – Make Feedback More Frequent▪ Make the most of every observation by increasing the frequency of feedback.

PRINCIPLES OF COACHING TG 3


Overview

◼#1 – Go Granular▪ Break the practice down into bite-sized actionable steps that target discrete skills.▪ Identify the foundational skills that the teacher needs to perfect.▪ Provide one or two action steps to practice.▪ (Determine how these will be “understood” or “modeled”…)

ACTION COACHING - HOW

…something they can do tomorrow and master in a week….


Overview

◼#2 – Plan, Practice, Follow Up, Repeat▪ Coach the “teacher” through effective practice; plan and practice the discrete skills.▪ Define what the ideal “practice” will look like – what will the “teacher” say and do?▪ Plan the practice by detailing what will happen with the action steps.▪ Practice the action steps.▪ Follow Up and Repeat by observing the implementation and coaching the practice; repeat until successful; add

complexity.


“You can’t make practice perfect until you define what ‘perfect’ looks like.”


Overview

◼#3 – Make Feedback More Frequent▪ Make the most of observations by increasing feedback frequency.▪ Create the culture – make it a habit.



Overview

CHECK FOR UNDERSTANDING

In My Own Words…© 2019 Division of Instructional Leadership, School Improvement, and College Readiness Support

Overview

Data-Driven Instruction


Pg #

• Explain why DDI is a super-lever.

• Identify components of a strong data meeting.

• Practice executing a strong data meeting.

Session Goals and Agenda

❏ Why DDI?❏ Components of Data Meeting

❏ Prepare❏ See the exemplar❏ See the gap❏ Do It

❏ Reflection

Overview


Pg #

Every child prepared for success in college, a career, or the military.

Why DDI? Overview


Pg #Why DDI? Overview


Pg #Why DDI?Overview


45

Overview


Pg #Impact of Data-Driven Instruction in Texas

Overview


Pg #Impact of Data-Driven Instruction in Texas - Student Perspective

4435 more students on

A/B campuses

5397 fewer students on

D/F campuses

Overview


Pg #Our Mindsets

We go all in- all the time. We are focused and present. High expectations

We show up; we start on time. We find the third way.

Personal responsibility

We ask and answer questions. Intentionality

We give and seek honest and frank feedback.

Continuously increasing

effectiveness

We actively listen. We take risks and own our challenges. Respect and humility

Overview


Pg #

• How do we know if students are learning?

• If students are not learning, what do we do about it?

Framing QuestionsOverview


Pg #Materials ManagementOverview


Getting PoolsideA Video Case Study


Pg #Man on Fire P 3

• What does Creasy do to evaluate Pita’s performance?• What makes Creasy’s analysis effective?

Man on Fire 1 - First Race Man on Fire 2 - So what do I do?

Overview


https://www.youtube.com/watch?v=NL0fMYU5Vfk&feature=youtu.be

https://www.youtube.com/watch?v=OWU2ygZr18c&feature=youtu.be

Core Idea:

To maximize growth, we first have to know specifically what students can and can’t do.

Core Idea:

To maximize growth, we first have to know specifically what

students can and can’t do.


Pg #Man on Fire P 3

After a solid analysis, what makes Creasy’s action plan effective?

Man on Fire 3 - The gunshot holds no fear and training

Overview


https://www.youtube.com/watch?v=4WYlRcuLpR4&feature=youtu.be

Core Idea:

How do we find more time to teach our students?

Spend less time teaching what they already know and more on what they need.

Core Idea:

How do we find more time to teach our students?

Spend less time teaching what they already know and more on

what they need.


Leading an Effective See It/Name It


Pg #

See It.

Name It.

Do It.

Our FrameworkOverview


Meet Eneida Padro ColonPrincipal, Dallas ISD

Overview


Pg #

• What does Eneida do to launch her meeting?

See the Success P 4 Overview


https://educator-evaluation-and-leadership.wistia.com/medias/frfqmrg9yj

Pg #

Celebrate growth: “Last week we planned to reteach,____ and we went from __% proficient to ___%. Good job!”

Reflect on teacher actions: “What teacher actions did you take to reach this goal?”

See the Success


Region One TIL Members

School Improvement

Ruben Degollado

Curriculum, Instruction, & Assessment

Kelly VanHee

Ramon Guzman

Leadership Development

Sandra Saenz


Ruben Degollado, Director956-984-6185

[email protected]

Rosey Guerra, Effective Schools Lead956-984-6145

[email protected]

Francene Phoenix, Effective Schools Lead 956-984-6234

[email protected]

Aminta Silva, Effective Schools Lead956-984-6145

[email protected]


mailto:[email protected]




Texas Instructional Leadership · To engage in models of effective coaching and feedback that...

Documents

Transcript of Texas Instructional Leadership · To engage in models of effective coaching and feedback that...