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Skillful Leader II

Skillful Leader II. PA Rounds Walk Jan 2010. MAKING THE SHIFT TO. Skillful Leader II. LEARNING-FOCUSED AND COMMUNITY-FOCUSED SUPERVISION. Skillful Leader II. CONTENT RIGOR. TEACHER ACTIONS. Traditional Balance of Attention. Student Performance. Skillful Leader II.

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Skillful Leader II

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  1. Skillful Leader II PA Rounds Walk Jan 2010

  2. MAKING THE SHIFT TO Skillful Leader II LEARNING-FOCUSED AND COMMUNITY-FOCUSED SUPERVISION

  3. Skillful Leader II CONTENT RIGOR TEACHER ACTIONS Traditional Balance of Attention Student Performance

  4. Skillful Leader II Discriminating between Wide-spread Patterns and Individual Development Needs

  5. Skillful Leader II Check Other Classrooms Pattern across the district/ school Characteristic of 2-3 individuals only Professional Development Supervision and Evaluation See a concern Feedback to school Focused Improvement

  6. Skillful Leader II Math D Sci B Sci A Math C Soc Stud E Health F Seeing a Pattern • Calling only on students with hands raised • Same 4-5 students speak • Teacher talks 1-2 minutes for every 30 sec of student response • Primarily low-level, recall questions; no follow up to responses Call-response recitation exclusively on 3 walks

  7. Skillful Leader II Widespread Needs/Limitations Classrooms Communities • Whole school feedback• Professional Development Initiatives• Coaching

  8. Skillful Leader II Supervision is the act of stimulating, supporting, facilitating, and problem solving with staff to promote student achievement through effective instruction. Evaluation is the act of judging whether performance meets district standards.

  9. Skillful Leader II • Purpose of Rounds • To utilize walks (“rounds”) as a school/district change strategy that spreads implementation of desired practices into more classrooms. • To collect data on the instructional core focused on academic tasks, re what students will know how to to relative to questioning and provide guidance on the next level of work that would be required for the students to perform at higher levels (p.38)

  10. Skillful Leader II • Purpose of Rounds • Build high performing accountable (problem solving) communities by designing walks focused on school/district defined problems of Practice involving all district administrators in collecting data and formulating a Theory of Action to guide implementation. • Build district capacity to sustain Skillful Leader development.

  11. Skillful Leader II Beyond: Rays of Hope and Pockets of Excellence The challenge of ….. • moving research based vision into practice in all classrooms. • building a district collaborative network to meet this challenge.

  12. Skillful Leader II Implication for School Improvement Getting change to scale in every classroom…..may mean…. Less dependence on pilots/volunteer participants because…. pilots can lead to pockets of excellence where the learning is not transferred.

  13. Skillful Leader II Confronting the Undermining Conditions • Visions confront the “messiness” of schools– the composites and collections of previous “solutions” once thought compelling • “Systems and schools are not blank slates waiting to be written on by leaders”

  14. Skillful Leader II Activator: Medical Rounds What are they ? How do they apply?

  15. to Collaborative Accountable Skillful Leader II Activator: Classroom Rounds What are they ? How do they apply?

  16. Skillful Leader II ROUNDS Require participants to focus on a common problem of practice that cuts across all levels of the system. Breaks down isolated cultures and builds Accountable Communities

  17. Skillful Leader II • The purpose of rounds is to • deepen the understanding of crucial instructional problems (“Problems of Practice”), • develop common language • decide how to scale up implementation into all classrooms.

  18. Skillful Leader II “Our goal is to support systems of instructional improvement at scale not just isolated pockets of good teaching in the midst of mediocrity.” (p.5)

  19. Skillful Leader II Problem of Practice= the specific problem of instructional improvement that the school and the school system is working on and want feedback about .

  20. Skillful Leader II The formulation of the problem is more important than the solution (Einstein)

  21. The Instructional Core INSTRUCTIONAL CORE Skillful Leader II CONTENT STUDENT TEACHER (Cohen & Ball, 1999)

  22. Skillful Leader II The interaction of students and teachers in the presence of content. • Teacher: what a teacher does in the classroom. Depends on teacher’s skill and knowledge (repertoire and ability to match) • Student: what students do in the classroom. Level of ACTIVE student learning • Content: how concepts are presented and the tasks students are asked to complete. Difficulty of content; level of challenge; activity vs. mastery focus

  23. Skillful Leader II TEACHER • What is the level of skill and knowledge that the teacher brings to teaching the content? • What are the instructional decisions the teacher is making (repertoire and matching)?

  24. Skillful Leader II Life in Classrooms (1968) Teacher as decision maker Do you recall how many decisions teachers make in a typical school day?

  25. KEY CONCEPTS • Areas of Performance • Repertoire • Matching Overarching Objectives Curriculum Design CURRICULUM PLANNING Objectives Learning Experiences Assessment Personal Relationship Building Class Climate MOTIVATION Expectations INSTRUCTIONAL STRATEGIES Principles of Learning Models of Teaching Clarity Space Time Routines MANAGEMENT Attention Momentum Discipline FOUNDATION OF ESSENTIAL BELIEFS Planning

  26. BELIEF #1- ABILITY-BASED BELIEF

  27. Skillful Leader II Ability Hard Work Strategies Belief #2 (Learning Goal Orientation) CONFIDENCE + + EFFECTIVE EFFORT ACHIEVEMENT

  28. Skillful Leader II STUDENT

  29. Skillful Leader II STUDENT • Are students actively engaged? • Do students know what they are doing and why they are doing it? • Do they perceive value in the tasks they are being asked to do?

  30. Skillful Leader II CONTENT • Are the tasks related to asking or answering questions students are being asked to do, challenging but attainable?

  31. The TASK Skillful Leader II CONTENT 31

  32. Skillful Leader II first principle: Increases in student learning occur only as a consequence of improvements in the level of content, teachers’ knowledge and skill, and student engagement second principle: If you change any single element of the instructional core, you have to change the other two third principle: If you can’t see it in the core, it’s not there

  33. Skillful Leader II There are only three ways to improve student learning at scale: 1. You can raise the level of the content that students are taught. 2. You can increase the skill and knowledge that teachers bring to the teaching of that content. 3. You can increase the level of students’ active learning of the content. That’s it. Everything else is instrumental. Schools don’t improve through political and managerial incantation; they improve through the complex and demanding work of teaching and learning. (Instructional Rounds, Richard Elmore, et al)

  34. Skillful Leader II • If we change any single element of the instructional core we have to change the other two to effect student learning CONTENT STUDENT TEACHER

  35. Skillful Leader II If you change any single element of the instructional core, you have to change the other two to affect student learning • For example, what happens if we only change the level of content (a new math or ELA curriculum), but not the expertise and skill level of teachers to effectively teach that new content? • Or, what if you raise the level of content and the knowledge and skill of teachers without changing the role of the student? • “Teachers are doing all, or most, of the work, exercising considerable flair and control in the classroom, and the students are sitting passively, watching the teacher perform.” • Instructional Rounds in Education, Elmore et al, pp. 25-26

  36. Skillful Leader II Therefore…. Any innovation or intervention must take into account all three elements of the instructional core CONTENT STUDENT TEACHER

  37. first principle: Increases in student learning occur only as a consequence of improvements in the level of content, teachers’ knowledge and skill, and student engagement second principle: If you change any single element of the instructional core, you have to change the other two third principle: If you can’t see it in the core, it’s not there Skillful Leader II 37

  38. The core defines points of entry for instructional improvement Should be observable (“if you can’t see it, it’s not there”) Skillful Leader II

  39. fourth principle: Task predicts performance “What predicts performance is what students are actually doing” Skillful Leader II 39

  40. fourth principle: Task predicts performance What predicts performance is what students are actually doing …the instructional task is the actual work that students are asked to during the process of instruction-not what teachers think they are asking students to do or what the official curriculum says that that student are asked to do...” (23) fifth principle: The real accountability system is in the tasks that students are asked to do Skillful Leader II 40

  41. STOP and PROCESS re:L Instructional Core Insights or Sharper Thoughts? Skillful Leader II 41

  42. Skillful Leader II sixth principle: We learn to do the work by doing the work seventh principle: Description before analysis, analysis before prediction, prediction before evaluation. You build a common culture of instruction by focusing on the language that people use to describe what they see Description Analysis Prediction Evaluation

  43. seventh principle: Description before analysis, analysis before prediction, prediction before evaluation. You build a common culture of instruction by focusing on the language that people use to describe what they see Description Analysis PredictionEvaluation Skillful Leader II 43

  44. Description Analysis PredictionEvaluation Skillful Leader II DataCollection--& Grouping and Looking for Patterns 44

  45. Description Analysis Prediction Evaluation Skillful Leader II Making causal inferences about the kind of learning we would expect as a consequence of the instruction. (Task predicts performance) 45

  46. Description Analysis Prediction Evaluation Skillful Leader II What is next level or work? 46

  47. Individual Processing Skillful Leader II • Read through notes and collected data • With a different color highlight /annotate notes with anything that relates to the Problem of Practice or targeted focus • Identify 5-10 salient points of data. 47

  48. The PA ROUNDS ROUND VISITS & DATA GATHERING DESCRIPTION AND ANALYSIS SHARING AND PREDICTION NEXT STEPS Skillful Leader II 48

  49. The OBEN ROUNDS Sources of data: Wall reading; literal notes on interaction; student interviews Student artifacts e.g. journals, worksheets Insterviews with students Skillful Leader II 49

  50. Skillful Leader MOVING and REMOVING IMPEDIMENTS= LEADERSHIP

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