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Join us for a regional workshop focused on understanding leadership actions needed to address the problem of practice and evaluate district systems aligned with student needs. Develop a Theory of Action to improve district systems and enhance personal leadership skills.
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Goals For The Day: • Understand the Leadership Actions/Behaviors needed for working successfully on the Problem of Practice • Consider the urgency of the work for each student and begin to examine/evaluate the effectiveness of district systems aligned with student needs • Learn about and begin to develop a POP Theory of Action to improve district systems and improve personal leadership skills • Reflect on our own learning and consider and share personal and team “next steps”
Norms • Please help us start and end on time • Please respect the views of others • Please focus on what is happening here today • Please silence cell phones • Please close email: open during breaks only • Please avoid side conversations • Please maintain a cordial and collaborative tone
WSLA Rubrics In Your District Teams Come to consensus on A CURRENT RATING for your District on each of the elements in the Rubrics
To Share With Colleagues Then answer this question: What steps does our WSLA team need to take this year to move our district forward on the WSLA Rubrics?
FACT Most students, to earn a decent wage, will need at least some postsecondary education. Wagner, T. (2008). The Global Achievement Gap: Why even our best schools don’t teach the new survival skills our children need and what we can do about it.
FACT 67% of all jobs in Washington state (2.3 million jobs) will require some postsecondary training beyond high school in 2018. Center on Education for the Workforce Georgetown University 2010
“Why Change?” Team Answer You, as leaders, need to understand and be able to explain the relationship between your problem of practice and the improvement of student learning for ALL students. OUR REGIONAL PROBLEM OF PRACTICE How can we create and lead a system that ensures effective instruction for all students; integrates multiple initiatives; i.e., Common Core, TPEP, Smarter Balanced… and results in sustained high levels of learning?
“Why Change?” Team Answer In your teams, write a ONE to TWO sentence answer to the question: “Why will addressing this particular problem of practice close the gap in student achievement in our district and improve learning for all students?”
Why an instructional focus? Why teacher leadership? Marzano Scenario Percentile Entering Percentile Leaving Average School / Average 50 50 Teacher Highly Ineffective School / 50 3 Ineffective Teacher Highly Effective School / 50 34 Ineffective Teacher Ineffective School / Highly 50 63 Effective Teacher Highly Effective School / 50 96 Highly Effective Teacher Highly Effective School / 50 78 Average Teacher www.leadershipinnovationsteam.com
Factors Affecting Achievement • School Factors • Guaranteed & Viable Curriculum • Challenging goals and effective feedback • Parent & community involvement • Safe and orderly environment • Collegiality and professionalism • Teacher Factors • Classroom curriculum design • Instructional Strategies • Classroom management • Marzano “What Worksi n Schools” www.leadershipinnovationsteam.com
Leadership Matters! • “It turns out that leadership not only matters; it is second only to teaching among school related factors in its impact on student learning….” • “….the impact of leadership tends to be the greatest in schools where the learning needs of students are most acute.” Leithwood, et. Al 2004
What Do Leaders DO In High Performing Systems? They know how much teachers matter and they ACT on that knowledge. They put ALL students – not just some – in a demanding core curriculum.
Effective Leaders They do not leave anything about teaching and learning to chance.
Effective Leaders They set their goals HIGH. They aggressively tackle the myth: “closing the achievement/opportunity gap is unfair…and unachievable”
Effective Leaders They share leadership with others and work together in collaborative learning communities focused on teaching and learning.
Effective Leaders They focus on what they CAN do, rather than what they cannot do.
Why Change? 1. Why are we doing this work? 2. What context is needed to be successful? 3. How do we communicate the urgency of the work to others?
POP Big Picture Agenda This year WSLA teams will: • Examine your district systems and determine what is needed to implement and “solve” the POP • Develop a Theory of Action for leading and managing the improvement of student learning in your district
Whys and What Ifs Protocol 1. The presenting person/recorder reads the POP. 2. The next person in the circle asks a “why” question. (Questions are NOT answered but are recorded). 3. Continue asking “why” questions with each participant until time is called. 4. Steps 1-3 are repeated; however, rather than “why” questions, participants ask “what if” questions until time is called. (Questions are NOT answered but are recorded).
Theory of Action Definition: Theory of Action is an articulated rationale for WHY a particular set of actions or strategies is likely to lead to the outcomes you seek
Theory of Action Should be rooted in: • Research • Examples of good practice • Evidence you collect about your own practice • Intuition (but be careful about this…)
Theory of Action Theory of Action Or “Rationale” Problem Solution Outcome
Theory of Action Distinguish: • Between theories of action and random collections of strategies by articulating a clear rationale for each strategy Connect: • The strategies with the problem(s) you are attempting to fix—articulate the connection Focus: • On how you will articulate the direct connection between the strategy identified and what you hope to accomplish, and how you will know you have accomplished what you intended
Team Time – Think About… • What will we do to address each part of the POP? • How do the strategies we are planning connect to the problems identified and the positive changes we hope to accomplish? • What is our rationale for why we think these strategies will improve learning for staff and students? • Will the strategies make curriculum more rigorous; change what students do; improve teaching? How will we know?
Writing Assignment #2 Send to your coach and instructors via e-mail no later than two weeks prior to our next workshop: • Answers to the questions discussed during “Team Time”—limit your written document to two to three pages. • Includes the approach(s) you intend to take, or already are taking, in each of the areas in the POP • Include your “theory” of why the approach(s) you have selected will make a positive impact.
