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Day 1

Instructional Leadership Kitty Quinn & Daphne Irby & Ted Zigler June 24-26, 2019 for School Leaders. Day 1. Introductions Name School Role Experience A favorite song from your youth. Agenda 9:00 – 3:00 The Framework Self-Assessment Tier 1 practices Instructional leadership

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Day 1

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  1. Instructional LeadershipKitty Quinn & Daphne Irby& Ted ZiglerJune 24-26, 2019 for School Leaders

  2. Day 1

  3. Introductions • Name • School • Role • Experience • A favorite song from your youth

  4. Agenda • 9:00 – 3:00 • The Framework • Self-Assessment • Tier 1 practices • Instructional leadership • Self-Inventory – who are you? • Moving from Pleasing People to Challenging People • Please feel free to take a break as needed

  5. The Stds-Based Teaching and Learning Framework:

  6. With regards to Curr., Planning and Instr & The Framework, some questions…

  7. Tier 1

  8. RTI Framework

  9. The Big 3 of RTI • Data • RTI is a way of using data to systematically identify the reasons why a student is struggling. • Problem Solving • RTI is a way of helping the teacher, the parent and the student understand the difficulty, the goal, how to get there, and how to know when they have arrived. • Instruction & Intervention • RTI is a framework for systematically determining how well instruction is working for individual students and making adjustments to accelerate learning for all.

  10. The RTI PyramidData, Problem Solving, Intervention TIER 3 How do I target the needs even more? TIER 2 Why are some still struggling? What other skills do they need? Did it work? Progress Monitoring Now what do we do? Problem Solving TIER 1 Who are our students? What do they need to learn? How can I help them when they struggle?

  11. The RTI PyramidData, Problem Solving, Intervention TIER 3 Data: Add’l Diagnostics/PM Problem Solving: SST/ RtI Team Intervention: Intensify TIER 2 Data: Diagnostic Assessment/Progress Monitoring Problem Solving: Teacher Teams/ RtI team Intervention: More time + more targeted TIER 1 Data: Universal screening & Curriculum-based measures or assessments Problem Solving: Professional Learning Communities/ Teacher Teams Intervention: Core Curriculum & Instructional Strategies (EBPs)

  12. Cost of RtI • You already have many of the tools needed to begin building an RtI framework • Leadership teams • Professional learning communities • Teacher-based teams • Data meetings • Professional development • Faculty meetings • And more………

  13. RtI focus for today and tomorrow

  14. Instructional Leadership: What are we really talking about? I know my subject area…but I don’t know every subject or grade level!? And… I’m the principal!?

  15. Is there a difference between curriculum and instruction? • If so…what are the differences? • If not, why not?

  16. We often confuse curriculum and instruction? • Good instructional leadership includes four main ideas: • Curriculum- content, which can be different Examples? • Instruction- Good teaching practices, which are the same in every classroom

  17. We often confuse curriculum and instruction • Instruction- Good teaching practices, which are the same in every classroom • What are some good teaching practices---that are the same in most rooms?

  18. Instruction- Good teaching practices, which are the same in every classroom

  19. Environment - Well-planned classroom and building, conducive to teaching • Teacher development – this includes both development and evaluation (formative and summative) • These are not new things on our plate---these are what we should be doing every day!

  20. Environment - Well-planned classroom and building, conducive to teaching • What do we mean by this? • Teacher development – this includes both development and evaluation (formative and summative) • Development and Evaluation are both all about helping teachers improve

  21. These are not new things on our plate • ---these are what we should be doing every day! This is the job! • Is this correct? • Let’s look again at Instr leadership - • Curriculum • Instruction • Environment • Teacher Development

  22. Still…I don’t know much about some subjects or grade levels? Some of these teachers have been here 20+ years!? • You have Standards to guide you in learning what you need, and what your teachers need • Set up teams to lead your instructional leadership in your building

  23. You have Standards to guide you in learning what you need, and what your teachers need • -Standards-Based Learning means your objectives have been written and are in place! This is what teachers should address and teach • -The Teacher Evaluation Rubric – • Standard 5.1 is about the Standards

  24. You have Standards to guide you in learning what you need, and what your teachers need • The Principal Evaluation Rubric – • -Standard 3.1 is about utilizing standards for Instruction • -Standard 3.5 is about the use of data • -Standard 5 – is collaboration (utilizing teams and groups)

  25. Teacher teams to help guide this? • Building Curriculum Team- Help you lead the entire building in a coherent fashion • Teams in Subject Areas and Grade Levels - develop experts in each • Teacher Development Team- This includes developing your teachers as well as evaluation

  26. This is not something added to our plate…it is what we do everyday! • Talk about instruction everyday • Be visible • Be in the classrooms • Actively lead your teams • Help develop your teacher leaders and subject area leaders and grade level leaders –teach them to lead • You will learn your curriculum just doing the above!

  27. Help me to understand myself and others. • DISC Personality Profile • How do you work/lead? • Do you know yourself? • “One cannot lead others, until one can lead one’s self” • Also a lens through which to look at others and how they work ---all part of understanding your teachers and your teams

  28. Pleasing People to Challenging People: • From Maxwell’s Leader Shift (2019)-Ch. 5 • What is this leadership “shift” that Maxwell talks about? • You are expected to keep growing • All leaders are in the people business • It’s not about me---It’s not about you • ---It’s about the BIG Picture • We will not avoid tough conversations • Balance care with candor • Keep our vision/mission in mind

  29. Day 2

  30. Warmup: Name & Talk of a favorite smell – and what it means to you • Any takeaways from yesterday? • What you hope to discuss today?

  31. Agenda • 9:00-3:00 • Evidence-Based Practices • Differentiation • Teams & Collaboration • How to lead teachers in Evidenced-Based & Tier 1 & Differentiation • Gradual Release • Planning for your own building

  32. RtI starts with a solid foundation which using Evidence-Based Strategies for Tier 1 instruction

  33. Empowered by Evidence Ohio Department of Education Five Steps to being Empowered by Evidence

  34. What are Evidence-Based Strategies? • Evidence-based strategies are programs, practices or activities that have been evaluated and proven to improve student outcomes. • Prior to ESSA, the Elementary and Secondary Education Act (ESEA) consistently used “research based” when describing strategies. • “Evidence based” represents a higher expectation. • Not all research and evidence are created equal!

  35. Why do Evidence-Based Strategies matter? • An educator’s top priority is success for each and every student. This is especially important as educators support students with diverse needs, and administrators are faced with limited resources. • Evidence of a successful strategy is determined through rigorous research and evaluation.

  36. Differentiated Strategies • Level 1 – Strong evidence from at least one well-designed and well-implemented experimental study, meet the What Works Clearinghouse without reservations • Level 2 – Moderate evidence from at least one well-designed and well-implemented quasi-experimental study • Level 3 – Promising evidence from at least one well-designed and well-implemented correlational study • Level 4 – Demonstrates a rationale based on high quality research findings or positive evaluation that the strategy is likely to improve student outcomes.

  37. Using Evidence-based Strategies

  38. Empowered by Evidence Ohio Department of Education Five Steps to being Empowered by Evidence

  39. Selecting an EBP • Identify the skill/ behavior you want to address • Consider: • Students and setting • Resources • Evidence level • Search the Clearinghouse for suggestions. Discussion: Think about the opportunities for growth you identified. What are some practices you may be using? What could you be using?

  40. Differentiation • How do you know your teachers are differentiating? • What are some of the things that you look for? • What do the teachers need to start with in order to differentiate? • When you observe, what do you look for? • What is your evidence?

  41. Differentiation? Strategies to improve the knowledge and use of differentiation? How does one lead teachers in the proper use of differentiation?

  42. Instructional Leadership – Part II Challenging teachers…not just pleasing teachers: Can a leader differentiate their leadership with teachers?

  43. Instructional Leadership – Part II Moving to another topic around helping/challenging teachers: What is the difference between collaboration and cooperation? Or… is there no difference?

  44. Leadership is simple --- it is only involves 3 things: • Relationships • Relationships • Relationships • Your job is people-intensive…thousands of decisions per day…most involving students, teachers & parents. Know this and understand this.

  45. How do we make collaboration happen in schools? • Leadership ideas? • Activities or things we can do?

  46. How do we make collaboration happen in schools? • Teams are one of the keys! An important part! • The next question then is… • How do we make the teams effective and efficient?

  47. Think back to some of the best team meetings you have been a part of • …in the Diocese…in your building…as a teacher…outside your Diocese… outside of Education… • What made those team meetings work well? • What occurred? What did the leader do that you liked?

  48. Two points to consider: • Think in terms of ….making the team work well. • What can we do to pull people together? • Think in terms of making the meetings work well. • Back to what makes a good meeting?

  49. Instructional Leadership – A Plan? • Take a moment – think about how you might start to develop a plan for strengthening the Instructional Leadership in your building? • For example… • How do you lead teachers in Evidenced-Based & Tier 1 & Differentiation • -strategies?

  50. Instructional Leadership – A Plan? • In your group, discuss your plans and help each other • -what did you not think about? • -how is it organized? • -what can you do before school even starts in August? • -your peers can be your best help • Don’t do this job alone!

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