UNIT 4 BOOK STUDY School Board Presentation September 24, 2012 Drs. Lisa Monda-Amaya & AJ Welton

1. Center for Education in Small Urban Communities UNIT 4 BOOK STUDY School Board Presentation September 24, 2012 Drs. Lisa Monda-Amaya & AJ Welton

2. Center for Education in Small Urban Communities Marzano, R.J. & Waters, T. (2009). District leadership that works: Striking the right balance.

3. Center for Education in Small Urban Communities Purpose of book study Premise of book & discussions • Dr. Judy Wiegand • Discuss how district leadership drives student achievement • Emphasis on strong communication- especially with the school board • Determine principles for effective instruction & assessment • Establish “non-negotiables” for instruction and achievement • Identify instructional and assessment frameworks • Define what social justice leadership means in Unit 4 • Develop action plans & top priorities for Unit 4

4. Session 1: District Leadership Matters • Discussion questions • How do we define leadership in Unit 4? • How should Unit 4 define leadership with a social justice lens

5. Center for Education in Small Urban Communities Session 1: District Leadership Matters • Summary of Priorities • Build consensus on district goals • Clearly communicate district goals • Shared accountability • Monitor effective instruction • Professional development and support for teachers “Student achievement and social justice are non-negotiable.”

6. Session 1: Defining Leadership in Unit 4 FINDINGS • Transitional time from a more top-down approach (“chain of command” to “open flow”) • District leadership more transparent now • Still uncertainty in who would be considered leaders in district “The leader is a good listener, leads by example, a strong communicator, proactive, a collaborator, and reflective.”

7. Session 2: Setting non-negotiables for achievement & instruction Dr. Wieganddefined the district “non-negotiables” for achievement & assessment Discussion Questions • Based on Dr. Weigand’s non-negotiables for achievement and assessment, what non-negotiables should be added? At least one recommendation should discuss equity • What are the holes or areas of improvement for achievement and how should they be addressed?

8. Session 2: Setting non-negotiables for achievement & instruction Sample FINDINGS & SUMMARY OF PRIORITIES • District must clearly define non-negotiables • Professional development and support for teachers (workshops, discuss equity, knowledge of work of master teachers) • Knowledge of the standards (Common Core)

9. Session 2: Setting non-negotiables for achievement & instruction Sample FINDINGS & SUMMARY OF PRIORITIES • Student needs (meeting basic needs, responsive to students, based on individual achievement) • Define acceptable student growth • Equity in assessment (“all means all”, “equal not always the same-same not always equal”) • Bringing people together (discuss report cards, progress toward standards, everyone on the same page)

10. Session 3: Collaborative goal setting, board alignment, & allocation of resources Discussion questions What should the board do to help us move forward in establishing our nonnegotiable goals for achievement and instruction? • What is it the Board needs to understand about equity and the allocation of resources in the School District? Action Item: How do we make the Board a more integral part of our work?

11. Session 3: Collaborative goal setting, board alignment, & allocation of resources Sample Findings: Suggestions for Board moving forward • Serve as advocates for schools, teachers and students in the district • Building bridges between the schools and the community • Clear communication and transparency • Greater presence in buildings (spend “real time” with students and teachers; walkthroughs; conversations with teachers and principals) • Greater awareness

12. Session 4: Discussion Questions • What should the teacher’s union (CFT) do to help us move forward in establishing our nonnegotiable goals for achievement and instruction? • Define social justice and challenging the status quo • Create district-wide action steps for summer, fall, and spring

13. What should Union Do? • Be proactive in supporting collaboration with administration • Help establish and educate membership on “nonnegotiables” • Help define tools for moving forward • Unifying – open communication and dialogue

14. Action Steps for Unit 42012-13 SUMMER • Common core • Plan of action for establishing goals, monitoring, implementation • Plan for collaboration regarding action steps and non-negotiablesas well as common core standards • Social Justice & equity • Common understanding/definition • Funding allocations (equitable formula) with a social justice perspective • Safe places for discussion • Improve collaboration and sharing of information • Select model for the instructional framework • Administrators define central office goals

15. Action Steps for Unit 42012-13 FALL • Develop growth measures and monitoring system for assessment (formative and summative) • Anchor standards for common core (assessment) • Follow up on social justice discussions and definitions • Open dialogues and collaborations • Plan professional development around assessment and common core

16. Action Steps for Unit 42012-13 SPRING • Redesign report cards (Marzano/ common core) • Reevaluate and reflect on growth plan • Revisit goals and non-negotiables • Review accomplished action steps • Reevaluate implementation plan for common core standards • Facilitate student self-evaluation of growth

17. Center for Education in Small Urban Communities Please ask questions & share your thoughts… CONTACT INFORMATION Dr. Lisa Monda-Amaya lmonda@illinois.edu Dr. AJ Weltonajwelton@illinois.edu