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RtI Leadership Retreat

RtI Leadership Retreat. September 16-17 Fairmont Hot Springs. Ground Rules. Mini presentations Discussion periods Signal Come back together Technology consideration for others—put the people here first. Objectives for the Retreat. Create a network of support

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RtI Leadership Retreat

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  1. RtI Leadership Retreat September 16-17 Fairmont Hot Springs

  2. Ground Rules • Mini presentations • Discussion periods • Signal • Come back together • Technology consideration for others—put the people here first.

  3. Objectives for the Retreat • Create a network of support • Increase you understanding of RtI as a school improvement initiative • Transforming the principalship • Recognize some of the leadership responsibilities necessary for implementation of RtI as a school improvement initiative

  4. Leadership

  5. Leadership Our results indicate that the manner in which elementary and high school principals govern the school, build strong school climate, and organize and monitor the school’s instructional program are important predictors of academic achievement. Ronald Heck and George Marcoulides, “Principal Leadership Behaviors and School Achievement” NASSP Bulletin

  6. Leadership; Some Responsibilities Transformational leader/change agent • Instructional leader • Cheerleader • Team member • Coach • Follower • Team member • Manager • Financial planner • Motivator • Coordinator • Planner • Time Keeper • Custodian • Conductor • Home-school liaison “Balancing a sense of urgency with a sense of nurturing.” Tricia McKale-Skyles

  7. Instructional Leadership:Lesson Planning • Value of a quality lesson plan • The quality of planning for an educational opportunity can directly affect the outcome for children • Objectives are key • Review and provide feedback • Alignment of instruction to objective and assessment • Agreed upon key elements • One possible resource; Madeline Hunter Tier I

  8. Instructional Leadership: Programs • Know what you have and why you have it -core programs -intervention programs • Know what it targets (intervention & supplemental) • Understand the structure of the program • Know what teaching it looks like • Teach with it • Listen to your teachers • Look for ways to make it better

  9. Instructional Leadership: Teaching • Good teaching is good teaching • Focus on a few areas each year for everyone • Define good teaching as a staff • Resources • Instructional plan • Observation forms (stay within the negotiated agreement) • Walk-through forms • Improved instruction = student achievement • Target the core program

  10. Instructional Leadership • To discuss: How do you create a system where the educational offerings are maximized on a daily basis?

  11. Instructional Coaching

  12. Instructional Coaching • Jim Knight—Unmistakable Impact: A Partnership Approach to Dramatically Improving Instruction • Instructional Coaching: A Partnership Approach to Improving Instruction • The Big Four • Foundational Concepts • Partnership Principles

  13. Principals as Designers One primary task for principals, perhaps the primary task, is to design opportunities for teachers to engage in professional learning that has an unmistakable impact on the way they teach and the way students learn. Jim Knight, Unmistakable Impact

  14. Instructional Coaching • The Big Four • Content Planning • Formative Assessment • Instruction • Building Community Going on a trip

  15. Foundational Concepts • We strive to achieve our personal best • Talking about it doesn’t equal action • We need to understand change • We heed to understand helping (Partnership Principles) • Coaching helps • Little things make a big difference

  16. Instructional Coaching • Partnership Principles • Equality • Choice • Voice • Reflection • Dialogue • Praxis • Reciprocity

  17. Instructional Coaching • The Target • Keep it simple • Not a school improvement plan • Simple, clear, easily understood, doable • Written to be completely understood without any additional explanation • Examples • Posts expectations and ensures they are followed by students • Creates and share unit questions with students • Utilizes choral responses for all whole group questions • Uses formative assessment results to drive day to day instruction Working with individuals

  18. Instructional Coaching • To discuss: Where are you now? What is one step you can take this year to enhance your professional development? http://instructionalcoach.org/

  19. Switch Table Groups

  20. Facilitating Change

  21. Student performance is determined by the quality of the primary instruction and interventions we deliver – never by demographics Schools and teachers must be held accountability for student learning Instructional planning and delivery should be driven by student assessment data Our expectations for student performance should be dependent on a student’s response to intervention using frequent data to graph performance It is OK to provide differential service across students RtI Core Beliefs Beliefs vs. Behaviors

  22. Facilitating Change • Enlighten • Start small • Keep the goal in mind • Educate the staff • Lay out the steps • Stay positive/be supportive • Gently lead • Support everyone • Utilize your teacher leaders

  23. Facilitating Change What needs to be in place for change to occur • Trust—Do I trust the change? The person? • Vision—Can I see where we are going? • Skills—Are you giving me the skills I need? • Resources—Do I have what I need? • Pay-off—What’s in it for me? • Action plan—the steps I need to take Michael Fullan

  24. Managing Change • Do I know what is expected of me? • Do I have the materials I need? • Do I get to do what I do best everyday? • Have a received praise? • Is there someone who cares about me at work? • Is there someone who encourages my development? Mark Buckingham

  25. Facilitating Change • To discuss: How can you provide vision and support for your staff as you implement RtI?

  26. Empowering Leadership Teams

  27. Empowering Leadership Teams • Establishing a team • Members • Shared leadership • Roles • Create a shared vision • Sit back, listen and watch

  28. You and the Leadership Team • Nurture your teacher leaders • Empower the team to make decisions • Build a trusting relationship • Create open communication • New members • Planning

  29. You and the Leadership Team The practical things a leadership team does • Creating the structure • Paperwork/forms • Examples

  30. Empowering Leadership Teams • To discuss: Share your leadership team members roles and responsibilities. Are you happy with the form and function of the leadership team? Is your staff?

  31. Dealing with Difficult People

  32. Gentle Pressure Applied Relentlessly • You are the change agent • Never give up • “How can I help you” • Change beliers/behaviors

  33. Dealing with Difficult People • “I’ve been a teacher for 24 years and stuff like this comes and goes…” • “Its just another pendulum swing…” • Don’t want to try (passive aggressive) • “Resistance fighters” (openly defiant) • Afraid of change • Outside their comfort zone

  34. Dealing with Difficult People • Recognizing the need for change—gently enlighten • Identity • Create a situation where staff members are motivated to change • Identity = defensive • Take your emotions out of the equation

  35. Dealing with Difficult People • To discuss: Share strategies you have used or will plan on using when dealing with difficult/resistant staff members.

  36. Making Time

  37. Making Time • Prioritize (with leadership team) • Scheduling • Intervention schedule • Meetings • Collaboration • Be flexible • Be creative • Something has to give • Protector of time Time is the biggest barrier to implementation

  38. Making Time • Principal • Time for walk-throughs • Time to talk about teaching with teachers • Time to learn programming • Time for leadership and problem solving meetings • Teachers • Time to learn programs • Time to collaborate • Time for interventionist to collaborate with teachers • Time for special ed. Staff to collaborate with teachers

  39. Making Time • To discuss: Share ways you have or could create time for collaboration, problem solving meetings, leadership team meetings, etc.

  40. Switch Table Groups

  41. Building Trust

  42. Building Trust Schools with chronically weak relational trust have virtually no chance for improvement in either reading or math. Bryk and Schneider, 2004

  43. Building Trust Demonstrate your commitment to the implementation of RtI • Trust Worthiness • Consistency • Integrity • Capability – interpersonal • Trust Willingness • Vulnerability • Willingness to risk • Willingness to question own assumptions

  44. Building Trust • To discuss: What will you do to build trust for the implementation of RtI in your building?

  45. Dinner Conversation • Resources that makes your life easier…

  46. Breakfast Conversation • Technology that makes your life easier…

  47. Montana Common Core Standards

  48. Montana Common Core Standards • Changes to the way we do business • Implementation in stages • Start NOW! • The OPI

  49. Montana Common Core StandardsOPI’s Resources Math MCCS Domains at-a-glance MCCS for Mathematical Practices at a Glance MCCS Shifts in Mathematics MCCS Mathematical Practices and Content

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