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Being a Leader around Teaching and Learning

Being a Leader around Teaching and Learning. November Academic Coach-Math Training November 2, 2012. Cynthia Cuellar Rodriguez Math Leader.

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Being a Leader around Teaching and Learning

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  1. Being a Leader around Teaching and Learning November Academic Coach-Math Training November 2, 2012 Cynthia Cuellar Rodriguez Math Leader

  2. Learning Intention: We are deepening our understanding of the PRIME Leadership Framework and what it means to be a leader around Teaching and Learning. • Success Criteria:We know we are successful when we can articulate specific strategies to use to advance our PRIME Teaching and Learning Leadership to ensure high expectations and access to meaningful mathematics instruction every day.

  3. The Prime Leadership Framework

  4. “Ultimately, leaders must ensure that teacher actions translate from ‘all students can learn’ to ‘each student will achieve’.” Prime Leadership Framework

  5. When you think about the PRIME Leadership Framework, what comes to mind? What Comes to Mind?

  6. Leadership Framework for vision of what “ought to be” • Focus energy and efforts on the “right set of things” • Principles, Indicators, specific action steps • “What to do” document • Underlying Assumptions: • success for every student, teacher, and leader • research informed teacher actions • teacher collaboration and professional learning • Moving ourselves and those we lead toward commitment

  7. Assessment Leadership • Principle 4: Ensure timely, accurate monitoring of student learning and adjustment to teacher instruction for improved student learning • Equity Leadership • Principle 1: Ensure high expectations and access to meaningful mathematics learning • Teaching and Learning • Principle 2: Ensure high expectations and access to meaningful mathematics instruction every day • Curriculum Leadership • Principle 3: Ensure relevant and meaningful mathematics in every lesson The Leadership Principles

  8. “I’ll go first approach” • Closing the “Knowing-Doing” gap • Making a difference in self • Leadership of Self • Self knowledge, awareness, development and modeling of leadership indicators; • Leader is respected for own teaching and learning skills • Know and Model Stage Stage 1 of Leadership Development

  9. Moving those we lead toward commitment • “It will be so worth it to you approach” • What are the benefits for you, your colleagues, your students? • What are the dangers of not making commitment to action? • Making a difference • Leadership of others • Leadership of all students and teachers within the mathematics program • Leadership and development of other teachers, teams of teachers, and administrators of the leadership indicators • Respected for interpersonal skills and commitment for leading change • Collaborate and Implement Stage Stage 2 of Leadership Development

  10. Moving those we lead toward commitment • The “Grander Vision Approach” • The “bigger than me approach” • Making a difference beyond the school • Leadership in the Extended Community • Leadership of district, state or province reform efforts through sustained deepened systemic implementation of the 12 leadership indicators. • Respected for his or her influence and engagement with an expanded community of educational stakeholder • Advocate and Systematize Stage Stage 3 of Leadership Development

  11. “Math education leaders need to assume and exercise professional responsibility and accountability for their practice and the practice of the teachers they lead.” Prime Leadership Framework

  12. Professional Practice Self-Evaluation Rubrics

  13. With a partner, decide which Principle you will discuss: • Prime Assessment Leadership • Prime Equity Leadership • Discussion questions: • How did you rate yourself on the Indicators? • Based on the action summary for your indicator, what specific actions or behaviors support your rating? • What specific strategies could you use to advance your leadership for each indicator? Knowledge Creation and Sharing

  14. Share a specific strategy that we could you use to advance our leadership around the Assessment Principle or the Equity Principle Give Me Five

  15. Teaching and Learning Leadership Ensure high expectations and access to meaningful mathematics instruction every day

  16. “A highly effective mathematics education leader is skilled in supporting the growth of every teacher.” Teaching and Learning Principle

  17. Students are • actively engaged in doing mathematics • making connections and relationships between the experience and learning • active constructors of knowledge • Teachers • plan for experiences that stimulate interest and intellect • orchestrate classroom discourse • use technology and tools • assess existing knowledge; extends knowledge • reflect and take actions to improve their practice • foster professional and collegial relationships • The planning for instruction and instructional practices must align with well-articulated goals, instruction, and assessment Vision of Teaching and Learning

  18. Teaching and LearningEnsure high expectations and access to meaningful mathematics instruction every day Indicator 1:Every teacher pursues successful learning of mathematics for every student

  19. Develop and model knowledge about instructional strategies for improved student learning • Identify student population in need of additional support for success within the mathematics curriculum, and use strategies to meet the needs of those students Stage 1 Leader will…

  20. Stage 1 leaders • Pursue growth in knowledge of differentiation and intervention strategies • Actively integrate differentiation and intervention strategies into practices • Model newly acquired knowledge and strategies • Pursues and recognizes the importance of performance analysis for all students • Awareness of multiple perspectives on learning and teaching • Understanding of how to effectively help students interact with new knowledge and deepen their understanding of that knowledge • Identify student populations in need of additional attention Know and Model: Leadership of Self

  21. Stage 2 leaders • Work collaboratively with teachers to ensure every student achieves his/her full potential • Teacher teams work together to identify essential student learning for each unit • Teacher teams develop effective lessons by units • Provides professional development around instructional strategies to differentiate • Teacher teams analyze student achievement, share teaching strategies, identify specific learning outcomes, and create lessons Collaborate and Implement: Leadership of Others

  22. Teaching and Learning in Action

  23. Individually • Read and unpack assigned element • As a table group, discuss • assigned element • connections to the Teaching and Learning Principle • connections to the CMSP • suggestion to make this visible in instruction • a coaching question • Complete poster • Share out whole group The Critical Role of High Quality Instruction

  24. Reflect on the whole group presentations you heard and the table group conversation you participated in. • What specific strategies do you plan on using to advance Leadership of Self to Leadership of Others to ensure high expectations and access to meaningful mathematics instruction every day? Give Me Five

  25. Learning Intention: We are deepening our understanding of the PRIME Leadership Framework and what it means to be a leader around Teaching and Learning. • Success Criteria:We know we are successful when we can articulate specific strategies to use to advance our PRIME Teaching and Learning Leadership to ensure high expectations and access to meaningful mathematics instruction every day.

  26. Give Me Five • I Thought…Know I Know Formative Assessment Classroom Techniques

  27. As you reflect on being a leader around Teaching and Learning, how have your ideas changed or became more detailed compared to what you knew at the beginning of the session? • I used to think…but now I know… Feedback form

  28. “Communities of adult learning are the building blocks that will establish a new foundation in America’s school.” Prime Leadership Framework

  29. Milwaukee Public Schools Coaching Conversations: Paraphrasing MPS Board of School Directors Dr. Michael Bonds, PresidentLarry Miller, Vice President Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Dr. Peter Blewett, District 6 David Voeltner, District 7 Meagan Holman, District 8 Terrence Falk, At-Large Senior Team Dr. Gregory Thornton, Superintendent Naomi Gubernick, Chief of Staff Darienne Driver, Chief Innovation Officer Tina Flood, Interim Chief Academic Officer Dr. Karen Jackson, Chief Human Resources Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Anita Pietrykowski, Director, School Administration Denise Callaway,Communications & Partnerships Patricia Gill, Executive Director, Family Services Sue Saller, Coordinator to the Superintendent

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