Northwest ESD Thursday, August 7, 2014 Mike Starosky, Principal Leadership Coach

1. Northwest ESD Thursday, August 7, 2014 Mike Starosky, Principal Leadership Coach Seattle Public Schools

2. 2 Big G little e • Growth • evaluation

3. Impact of Adult Learning

4. Instructional Leadership Instructional Leadership is intentionally teaching and learning with adults that utilizes adult learning principles over time which impacts adult learning centered on impacting outcomes for students.

5. Ripple Impact Adult Learning

6. Plan to Collect and Use Evidence of Progress Start with a Problem of Practice Develop a Theory of Action Take Action Understand What Happened Leadership as Learning & Teaching • Engage in Cycle of Inquiry process • Support the learning of others: • (Assistance relationships) Honig and Ishimaru, 2013

7. Outcome • Purpose: Administrators will become more familiar with the AWSP Leadership Framework. • Outcome: All administrators will create one SMART professional goal directly tied to student outcomes and supported in the AWSP Leadership Framework.

8. Some “truth” telling • In SPS we do not have this figured out • Leadership Framework is complex and nuanced • Principal/AP dynamic • Cycle of Inquiry

9. What is a Theory of Action? Argyris: “A set of rules that individuals use to design and implement their own behavior as well as understand the behavior of others” (p.7) City… & Elmore: “A story line that makes a vision and a strategy concrete… a narrative… a map” (p. 40); clarification of actions as if…then statements.

10. SPS AWSP “core” Competencies • Assists Staff to Use Data (3.4) • Assists Staff in Aligning Curricula (4.1) • Monitors Instruction and Assessment (5.1) • Demonstrates a Commitment to Closing the Gap (8.2)

11. AWSP • Planning with Data (3.5)* (all or most) • Improving Instruction (5.5)* (subset teacher(s) • Closing the Gap (8.3)* (subset of students) • Monitoring Instruction (5.1)** *Includes student growth **Because I like it

12. 5.1 Monitors Instruction and Assessment Practices • Proficient: Develops and uses observable systems and routines for regularly monitoring instruction and assessment; uses data consistently to provide staff meaningful, personal feedback that is effective for improving instruction and assessment practices

13. How can we (you) develop goals that are more comprehensive? • Protocol: • Individual Work Time – Improve a goal (10 min.) • Find a partner – Share work, give feedback (10 min.) • How is the goal tied to AWSP Leadership Framework? • To what degree are SMART goal components addressed? • How could the goal be improved or made more comprehensive?

15. How can we develop goals that are more comprehensive yet specific? • SMART Goals: • Specific. What will the goal accomplish? How and why will it be accomplished? • Measurable. How will you measure whether or not the goal has been reached (this ties back to the Claims/Evidence pieces of your Capstone)? • Achievable. Is it possible? What knowledge, skills, abilities, and resources do you have or need to accomplish the goal? Will meeting the goal stretch and challenge you without defeating you or burning you out? • Results-focused. What is the reason, purpose, or benefit of accomplishing the goal? What is the result (not activities) of the goal? • Time-bound. What is the established completion date and does that completion date create a practical sense of urgency?

16. Quick 3 • How would/could will you use all or parts of this process with your teachers in their goal setting?

17. Exit Ticket • Based on this mornings activity, what is one thing you are committed to doing directly connected to your own personal goal setting? • What question(s) do you have? • Something you would like me to consider

18. To ALL of us