Instructional Leadership Routines with Timm Kelly

1. These materials were produced with Title I, Part A funds and are in the public domain.

2. The MI Excel Statewide Field Teamat Calhoun Intermediate School District proudly recognizes our partners in this work: Eastern UP Intermediate School District Gogebic Ontonagon Intermediate School District Muskegon Area Intermediate School District We are grateful for their willingness to share their expertise with us and the entire state. Thank you!

3. Instructional Leadership Routines Timm Kelly, MI Excel Statewide Field Team

4. Dramatic Improvement in Student, Teacher, and Leader Performance in a short amount of Time. The Blueprint: Systemic Reconfiguration

5. Session Description Effective leadership is critical to promoting and managing organizational change throughout Blueprint installation. The role of the principal becomes increasingly important in ensuring systemic reconfiguration goes to scale. With this in mind, this session will engage participants in thought-provoking discussions as to how the building principal is positioned to lead and guide systemic reconfiguration through the effective installation of instructional leadership routines that support building capacity among teachers as they focus on embedding high-quality subject-specific instruction and intense student support to meet the non-academic needs of students as a part of their daily, powerful classroom practices.

6. Session Outcomes Participants will: • Develop understandings of the Instructional Leadership Routines; • Deepen understandings of a principal’s role in Blueprint installation

7. Who are you? Where are you? • Timm Kelly – Facilitator • Support: Romulus; Webber Media Arts Academy • Husband, Father, Father, Friend • Teacher, Coach, Department Chair, Assistant Principal, Principal, Leadership Development Coach, Custodian, etc.

8. Husband, Father, Friend, Educational Leader

9. Who are you? Where are you? • Name • School District • Role • Installation Level • # of years of experience

10. Instructional Leadership Routines

11. What is a Routine? • Take 90 seconds to write a list of any of your ‘routine’ actions – NOT AT WORK – just your routines as part of your day to day life • Round Robin at your table: If someone else says yours, cross it off (don’t need to repeat) • Most interesting at your table?

12. What is a Routine? Webster definition as a noun: • a regular course of procedure • habitual or mechanical performance of an established procedure • a reiterated speech or formula • a worked out part (entertainment/sports) that may be often repeated (dance routine/routine play) • a sequence of computer instructions for performing a particular task

13. What is a Routine? Webster definition as an adjective: • of a commonplace or repetitious character: ORDINARY • of, related to, or being in accordance with established procedure

14. Instructional Leadership Routines • Mezzanine Level Installation – Floor 1 and Floor 2: • Floor 1: Installing Building Level Processes – To Support Teacher Learning • Floor 2: Coaching • Tenant Level Installation – Floor 3 • Floor 3: Monitoring

15. Building upon the Blueprint Foundation

16. Building Upon the Mechanical Level • Mechanical Level Systems and components that inform our Instructional Leadership Routines: • PSDS • CDS • ISSN Vision • HQI Visions • Profiles

17. Building Upon the Mechanical Level • Mechanical Level Systems and components that inform our Instructional Leadership Routines: • PSDS – Leaders analyze student achievement data to understand the needs of each grade level and identify next steps to improve instructional practices

18. Building Upon the Lobby Level • Lobby Level Systems and components that inform our Instructional Leadership Routines: • Leadership Network / Central Office Partnership • Building Network • Principals Leverage and Make Use of District Systems

19. Building Upon the Lobby Level • Lobby Level Systems and components that inform our Instructional Leadership Routines: • Leadership Network / Central Office Partnership = Partners meet weekly to observe classrooms, identify barriers, and prioritize next steps for the leader

20. Principals Leverage and Make Use of District Systems

21. Principals Leverage andMake Use of District Systems KNOW: • What they need from Central Office (urgency) • CDS – focus communications/expectations on teaching and learning • District Systems – and how that informs Building Network (what data informs progress toward goals) • HQI /ISSN Vision – and how to grow teacher capacity

22. Principals Leverage andMake Use of District Systems CONNECT: • District Systems/Policies to remove barriers for staff • Talent Management Profiles/Inventories to Student Needs • ISSN Vision Statement to remove student barriers and ensure non-academic needs are met in the classroom • PSDS to data conversations focused on teaching and learning

23. Principals Leverage andMake Use of District Systems OPTIMIZE: • Principal utilizes Leadership Network/Central Office Partner to focus work on instruction and student learning goals • Regularly engages with partner to deepen understanding of district systems

24. Instructional Leadership Routines

25. Instructional Leadership Routines Purpose: Position the principal and leaders to successfully lead and guide instructional improvement at scale in the building, and provide daily support for ongoing improvement in teacher and student performance quickly.

26. Instructional Leadership Routines Evidence of Practice On your own, read through each of the three areas: • Install Building Level Processes • Coaching • Monitoring

27. Instructional Leadership Routines Evidence of Practice • Install Building Level Processes – 9 statements • Coaching – 10 statements • Monitoring – 8 statements What number of the statements would you say the Principal is the PRIMARY contributor?

28. Instructional Leadership RoutinesScenario #1 Find a partner not at your table – read through scenario #1 and determine what should happen next When completed, find a new partner and have a discussion on what you and your partners identified as next steps.

29. Instructional Leadership RoutinesScenario #2 Find a new partner – read through scenario #2 and determine what should happen next When completed, find a new partner and have a discussion on what you and your partners identified as next steps.

30. Instructional Leadership RoutinesScenario #3 Find a new partner – read through scenario #3 and determine what should happen next When completed, find a new partner and have a discussion on what you and your partners identified as next steps.

31. Grow yourself, Grow others

32. Installation Assessment Tool: Self-Perception of Installation (ILR) • Rate yourself based on your own perception of where you are at today with Instructional Leadership Routines • What are the strongest areas for you? • Where might you need to identify an action step or priority heading into the school year? • What do you need from your Central Office Partner to be successful?

33. Installation Observation Tool: Instructional Leadership Routines • Complete based on your own perception of where you are at today with Instructional Leadership Routines • What are the strongest areas for you? • Where might you need to identify an action step or priority heading into the school year? • What do you need from your Central Office Partner to be successful?

34. Comfort Zone Share your fears about leading the installation of Instructional Leadership Routines in your context

35. Freedom is actually a bigger game than power. Power is about what you can control. Freedom is about what you can unleash. -Harriet Rubin

36. Follow the MI Excel Statewide Field Team on Social Media Twitter - @Blueprint_SWFT Facebook - MI Excel Blueprint Professional Learning Instagram - @blueprint_swft

37. These materials were produced with Title I, Part A funds and are in the public domain.