GCSD Leadership Academy Mission

1. GCSDLeadership AcademyMission The Greece Leadership Academy seeks to provide a robust leadership development program customized to meet the needs of the district. This rigorous, experiential school leadership refinement program is designed to engage Greece leaders to be the change agents and transformative school leaders who measurably impact student achievement. One Vision ● One Team ●One Greece

2. Purpose Day 3 • To understand the philosophical underpinnings of effective instruction • Principals identify how the non-negotiables of instruction translate to leadership practice and student learning • To develop a general plan that supports daily walkthroughs while managing other administrative responsibilities. • To build the relationship between school community members One Vision ● One Team ●One Greece

3. Connections Regent Reform Agenda Curriculum Review Close Reading School of Thought (Brockton) Core Values Strategic Plan Goals 3-5 Envision Greece 2017 Socratic Seminar Goal 2 Mindsets and Equitable Education Goal 1 Tri-State Rubric Marzano KBADs Teachable Point of View (TPOV) Intro to the Consultancy Protocol One Vision ● One Team ●One Greece

4. Naming Our Beliefs: Core Values One Vision One Team One Greece

5. Three Kinds of Core Values What does this school stand for? What are core values? What beliefs about learning do we want to convey to our students? How do we want to work together? How do we want our students to be different as people as a result of what they learn here? Beliefs about Learning Commitments about how we shall operate Outcomes for Students Excerpted from Saphier, Jon and D’Auria, John. (1993). How to bring vision to school improvement: Through core outcomes, commitments and beliefs. Carlisle, MA. Research for Better Teaching, Inc. One Vision ● One Team ●One Greece

6. Common Language of Instruction One Vision One Team One Greece

7. Purpose • To establish instructional priorities and promote a common language of instruction • Non-negotiables of instruction • Principals identify how those non-negotiables translate to leadership practice and student learning

8. Exercise The NYS teaching standards indicators are on the walls. Take your sheet(s) yellow dots. Put them on the most critical indicators. (10 minutes)

9. Overview • What does the most current research support as the critical variables in instruction and how do they interact to create an instructional system? • Participants will review critical variables according to John Hattie’s Visible Learning argument and connect those elements to the NYSUT rubric and their daily practice. One Vision ● One Team ●One Greece

10. The argument for instructional leadership • “The more leaders focus their influence, their learning, and their relationships with teachers on the core business of teaching and learning, the greater their likely influence on student outcomes” (Robinson, Lloyd, & Rowe, 2008, p. 23).

11. One Goal of Leadership Development: Your Theory of Change IF we do this…. …and this, …this, …this, THEN, as a result, student achievement will improve.

12. Theory of Change: Example Fullan: in Wrong drivers of educational change 2 approaches to change: • Increase accountability • develop capacity If we develop capacity, [through a system that is basically the scientific process], we will move the system forward.

13. Robinson, Lloyd, & Rowe: Specific domains which had greatest effect Promoting & participating in teacher learning (d=0.91) Planning, coordinating, & evaluating teaching & curriculum (d=0.74) Aligning resources to priority teaching goals (d= 0.60) Establishing goals & expectations (d= 0. 54) Ensuring an orderly and supportive environment ( d = 0.49)

14. Visible Learning: meta-meta-analysis • Meta-analysis of over 800 meta-analyses • All factors: school based and non school based. • All teaching “works” • Hinge point = .4 effect size [16% of variation explained] • > .4 = effective • An explanatory story, not a what works list

15. Hattie’s mantra Know Thy Impact!

16. Hattie Worksheet Split mixed group into three groups (3 pairs or triads). Work on the worksheet (15 mins). Allocate about 5 minutes to each of the three parts (The model, Teaching Approaches, and Evidence).

17. Reconvene your group • Share answers, looking specifically at differences among you. • Spend most time of the third part: what does evidence of this system look like? Get input from everyone in your group.

18. Whole Group • Each should have a second set of dots. (Blue) • Go to the second set of posted indicators. • Carrying your worksheets (especially last page) put the second set of dots up. (10 minutes)

19. Debrief • How is the second set of dots placed differently? What shifts did we make? • What are the non negotiables of instruction? • How does research presented here change thinking about your priorities as a leader? • What do those changes mean for our practice?

20. Sample Shifts for Leaders • From watching the teacher OR watching the students to seeking evidence of learning. • From listening to the words said to examining the level of challenge of the work being done. • From examination of plan to examination of tasks. • From posted CCSS to explicit learning goal that can be assessed that day.

21. Resources Hattie, John (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge: New York. Fullan, M. (20xx). The six secrets of change: What the best leaders do to help their organizations survive and thrive. Jossey-Bass: San Francisco, CA. Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008, December). “The impact of leadership on student outcomes: An analysis of the differential effects of leadership types.” Educational Administration Quarterly, 44(5), 635-674. Silver, H. F., Strong, R. W., & Perini, M. J. (2007). The strategic teacher: Selecting the right research-based strategy for every lesson. Alexandria, VA: ASCD Wiliam, Dylan. (2011). “Providing Feedback that Moves Learning Forward” in Embedded Formative Assessment. Solution Tree: Bloomington, Indiana. Wiggins & McTighe ( 2011). The Understanding by Design Guide to Creating High-Quality Units. Alexandria, VA: ASCD

22. “Collaborative Numbers”Team Builder One Vision One Team One Greece

23. Debrief • If you improved on the 2nd and 3rd rounds, why do you think this happened? • How did you use your time to strategize and what strategies did you use for the 4th round? One Vision ● One Team ●One Greece

24. Debrief • Did your group count on an individual to lead or did you develop a collaborative strategy (i.e. each person responsible for a section of numbers)? • Why did this strategy work (or not work) well?

25. Walkthroughs: What do they look like? One Vision One Team One Greece

26. Purpose • Participants reflect on and share their current walkthrough practices as they relate to the Visible Learning activity • Participants recognize the importance of walkthroughs and how to prioritize them • Participants reflect on how to provide feedback One Vision ● One Team ●One Greece

27. Core Idea “By receiving weekly observations and feedback, a teacher develops as much in one year as most teachers do in twenty.” Paul Bambrick-Santoyo One Vision ● One Team ●One Greece

28. Questions to ask yourself during a walkthrough • What is the teacher saying? • What are the students saying and doing? • What is the task the teacher has set for the students? • If the students did everything the teacher asked them to do, what would the students leave the classroom knowing how to do? One Vision ● One Team ●One Greece

29. Keys to Observation and Feedback • Scheduled Observations: Lock in frequent and regular observations. • Action Steps: Identify the one or two most important areas for growth. • Effective Feedback: Give direct feedback that practices specific actions steps for improvement. • Direct accountability: create systems to ensure feedback translates to practice. One Vision ● One Team ●One Greece

30. Scheduled Observations • Shorter visits • Observation blocks • Locked-in feedback meetings • Feedback meeting combined with other meetings • Distribute observation load among all leaders One Vision ● One Team ●One Greece

31. Core Idea “We learn best when we can focus on one piece of feedback at a time. Giving less feedback, more often, maximizes teacher development.” Paul Bambrick-Santoyo One Vision ● One Team ●One Greece

32. Criteria for the Right Action Step Questions to ask yourself… Is the action step directly connected to student learning? Does the action step address a root cause affecting student learning? Is the action step high-leverage? One Vision ● One Team ●One Greece

33. Six Steps to Effective Feedback One Vision ● One Team ●One Greece

34. Direct Accountability Why have tools for keeping track of it all… • Patterns across time • Patterns across teachers • Patterns of visits • Patterns of effectiveness • See sample observation tracker One Vision ● One Team ●One Greece

35. Share Triad work: Find two people you do not normally work with and discuss these questions (3 min. each): • How does this material support or connect to the “Visible Learning” work we just completed? • What might you change about how you do walkthroughs based about the information just shared or the Visible Learning material? • What are you doing on walkthroughs? • How and when do you give feedback? • Do you have a system for giving feedback? One Vision ● One Team ●One Greece

36. Share Triad work: Find two people you do not normally work with and discuss these questions (3 min. each): • How does this material support or connect to the “Visible Learning” work we just completed? • What might you change about how you do walkthroughs based about the information just shared or the Visible Learning material? • What are you doing on walkthroughs? • How and when do you give feedback? • Do you have a system for giving feedback? One Vision ● One Team ●One Greece

37. Research Bambrick-Santoyo, P. (2012) Leverage Leadership: A Practical Guide to Building Exceptional Schools, John Wiley & Sons: Jossey-Bass. One Vision ● One Team ●One Greece

38. Building Your Weekly Schedule Leadership Academy July 2013 One Vision One Team One Greece

39. School Leader – Mr. Reynolds • Read the scenario (3 minutes) • Turn & Talk: How could Mr. Reynolds modify his day to support accomplishing his goal? (3 minutes) • Share out: (2 minutes) One Vision ● One Team ●One Greece

40. Core Idea By intentionally planning the use of your time, you can lock in instructional and cultural leadership, and lock out most everything else Paul Bambrick-Santoyo One Vision ● One Team ●One Greece

41. Keys to Finding the Time • Lock in your weekly schedule • Defend your time from distractions • Manage your daily and monthly tasks One Vision ● One Team ●One Greece

42. Scheduling(preparation for the unexpected and management of time ) One Vision ● One Team ●One Greece

43. School Leader – Mr. ReynoldsThe Well-Intentioned Firefighter • Review the suggestions (3 minutes) • Discuss any additions you could make (3 minutes) • Share out (2 minutes) • See sample support plans One Vision ● One Team ●One Greece

44. Pre-Work • What is the number of school leaders you have (assistant principals, coaches, etc.) to engage in this work? • Determine the standing meetings that you want to occur at least once/month (leadership team meeting, faculty PD, etc.) • Determine the total number of teachers in your school and which people will lead which teachers directly. • Determine the number of teachers you will manage directly One Vision ● One Team ●One Greece

45. Task Individually, create your weekly schedule that entails the following components: • Pink –Time when you will be focused on school culture (arrival, dismissal, lunch, parents) • Yellow- Meetings (instructional, VT, GLM, data, district support personnel, etc.) • Blue- Uninterrupted work time • Green- Observation/walk-throughs (15 minutes per teacher) Each Post-it represents a 1 hour block • tly One Vision ● One Team ●One Greece

46. What can be accomplished if we are intentional with our schedules? • Every teacher in the building can be observed every week • Every teacher will get feedback every week • Every teacher will get explicit support on his or her lesson plans via the weekly check-in • Staff regularly receive high-quality professional development • Interim assessments are substantively and deeply analyzed • Leaders are present to drive student culture at each key moment of the day One Vision ● One Team ●One Greece

47. Team Up Share the calendar you created with your team: How can knowing each others’ scheduling needs support a strong instructional team? Are there times when modifications of schedules can lead to team observations? • Pink –Time when you will be focused on school culture (arrival, dismissal, lunch, parents) • Yellow- Meetings (instructional, VT, GLM, data, district support personnel, etc.) • Blue- Uninterrupted work time • Green- Observation/walk-throughs (15 minutes per teacher) s One Vision ● One Team ●One Greece

48. Finally, defend your time!! • Lock in time to check in with teachers • Block and tackle • Avoid pet projects • Plan blocks for communication • Say it once One Vision ● One Team ●One Greece

49. Turnaround: Schedule for Success • Changes must come from student culture and data-driven instruction • Observation and feedback very critical • Leaders who do not do this from the beginning find it difficult to incorporate later • Without a cycle of data-driven instruction supported by observation feedback, turning around student culture will not be sufficient to increase student achievement One Vision ● One Team ●One Greece

50. Research Bambrick-Santoyo, P. (2012) Leverage Leadership: A Practical Guide to Building Exceptional Schools, John Wiley & Sons: Jossey-Bass. One Vision ● One Team ●One Greece