PHONE SURVEY

1. PHONE SURVEY Text the following number Where is your school/district in the implementation of . . . Balance of informational and literary text? (K-5) Building knowledge in all content areas? Answering based on text evidence? Writing from sources? Text complexity? Academic vocabulary?

2. College- and Career-Ready Standards for Literacy – A Leadership Perspective MEGA 2014 Carol Belcher Pam Higgins Deborah Fitzgerald

3. OUTCOMES Be a positive leader of change. Recognize strong standards-based literacy instruction. Leave the session with ideas for Professional Learning. Network with other exceptional leaders.

4. Prepared Graduate Defined Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner. Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation.

5. Absolutes Teach to the standards for each of the required subjects (Alabama College- and Career-Ready Standards - Courses of Study) Through a clearly articulated and locally aligned K-12 curriculum (Sample curricula found on ALEX and Alabama Insight) Supported by aligned resources, support, and professional development (Sample lesson plans and supporting resources found on ALEX, differentiated support through ALSDE Regional Planning/Support Teams and ALSDE Initiatives, etc.) Monitored regularly through formative, interim/benchmark assessments to inform the effectiveness of the instruction and continued learning needs of individuals and groups of students (GlobalScholar, QualityCore Benchmarks, and other locally determined assessments) With a goal that each student graduates from high school with the knowledge and skills to succeed in post-high school education and the workforce without the need for remediation as evidenced by multiple measures achieved through multiple pathways to meet the graduation requirements set for students in Alabama. (Alabama High School Graduation Requirements/Diploma)

6. Standards Curriculum Resources Assessment Graduate (Prepared)

7. OUTCOME # 1 Be a positive leader of change.

8. PRINCIPALS ARE THE KEY Success Principals are a key factor in student learning because of their wide reach in academics, hiring, and setting campus priorities. A principal can account for 25 percent of a school’s impact on student achievement, according to the Wallace Foundation, a New York-based group that has taken a lead in addressing principal quality.

9. WHAT ARE THE CCRS? ….the College and Career Ready Standards are potentially the most revolutionary public school reform in the history of Alabama education. Most public school teachers and students will be impacted significantly by their implementation. The way students learn and the way teachers teach will have to change because of the nature of the College- and Career-Ready Standards. paraphrased from Derrick Meador

10. Embracing the Change Embracing the change is difficult. Resisting it is often the norm. Ignoring the change process can lead to ongoing frustration for leaders. …Recognizing that change is a process, and not an event is the first step. Individuals go through natural and recognizable stages within the change process. Recognizing these states of concern can help school and district leaders manage change while supporting staff.

11. MICHAEL FULLANEDUCATIONAL CHANGE Initiation Implementation Continuation Outcome Four Broad Phases in the Change Process

12. INITIATIONMICHAEL FULLAN’S - EDUCATIONAL CHANGE Quality of the change Access to the change Advocacy from administration Teacher advocacy

13. IMPLEMENTATIONMICHAEL FULLAN’S - EDUCATIONAL CHANGE 7 Benefits of the Standards Equity Consistency Results Cost Effectiveness Efficiency Collaboration Innovation Implementing the Common Core State Standards – The Role of the Elementary School Leader

14. CONTINUATIONMICHAEL FULLAN’S - EDUCATIONAL CHANGE Continuation depends on whether or not: Change gets embedded into the structure The change has generated a critical mass of administrators or teachers who are skilled and committed The change has established procedures for continuing assistance

15. OUTCOMEMICHAEL FULLAN’S - EDUCATIONAL CHANGE Active initiation & participation Pressure, support and negotiation Changes in skills, thinking, and committed actions Overriding problem of ownership

16. MICHAEL FULLANEDUCATIONAL CHANGE Initiation Implementation Continuation Outcome Four Broad Phases in the Change Process

17. SCHOOL LEADERS SET THE TONE FOR CHANGE Strong school culture results in faculty and staff who are: More adaptable to change; Better motivated; More committed; More cooperative and open to collaboration; Better able to resolve conflicts; More open to innovation; and Better prepared to achieve significant goals. www.cehd.umn.edu/carei/Leadership/Learning-from-Leadership July2010

18. WHAT MAKES AN EFFECTIVE SCHOOL LEADER?An effective school leader. . . • leads by example. • has a shared vision. • is well respected. • is a problem solver. • is selfless. • is an exceptional listener. • adapts. • understands individual strengths and weaknesses. • makes those around them better. • admits when they make a mistake. • holds others accountable. Adapted from About.com Teaching • makes difficult decisions. Derrick Meador

19. CCRS SURVEY RESULTSAlabama TeachersSpring 2014 – 8290 Teacher Responses • What will help teachers feel better prepared to teach the CCRS? - 64% More planning time - 56% More access to assessments aligned to CCRS - 54% More collaboration with colleagues - 53% Access to curricula resources • My school has a comprehensive, clearly developed plan for implementing CCRS. - Over ¼of teachers disagreed, strongly disagreed or didn’t know • My school collects and analyzes data to determine progress in implementing CCRS. - ¼ of teachers disagreed, strongly disagreed or didn’t know • Ihave received PD that increased my knowledge and ability to teach CCRS. - 30% disagreed or strongly disagreed with this statement • School Leaders have made an effort to increase understanding and build support for CCRS. - 16% disagreed or strongly disagreed with this statement

20. CHANGING THE CULTURE “If you attempt to implement reforms but fail to engage the culture of a school, nothing will change.” — Seymour Sarason

21. OUTCOME #2 WHAT HOW Recognize strong standards-based literacy instruction.

22. What Understanding what students are expected to learn is an important aspect of schooling. ~Common Core English Language Arts in a PLC at Work: Leader’s Guide by Fisher, Frey, Uline

23. Where is your school/district in the implementation of . . . • Balance of informational and literary Text? (K-5) • Building knowledge in all content areas? • Answering based on text evidence? • Writing from sources? • Text complexity? • Academic vocabulary?

24. Balance of informational and literary text Building knowledge through content-richnonfiction and informational texts 1 Building knowledge in all content areas Text-based answers Reading, writing and speaking grounded in evidence from text, both literary and informational 2 Writing from sources Staircase Complexity Regular practice with complex text and its academic language 3 Academic Vocabulary

26. Balance of Informational and Literary Text

27. Building Knowledge in All Content Areas

28. Role Playing Get into groups of 3. Each person will choose a role: administrator, teacher, or coach/lead teacher. Read the shift from the perspective of your role. What is the implication for your role? Discuss with your group. Be prepared to share your new learning and/or insights.

29. How The rigorous content of the CCRS must be matched with vigorous teaching. ~Common Core English Language Arts in a PLC at Work: Leader’s Guide by Fisher, Frey, Uline

30. Leading both the what and the how of teaching is what distinguishes an instructional leader from a building manager.

31. OUTCOME #3 Leave the session with ideas for Professional Learning.

32. “Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.” Standards for Professional Learning, Learning Forward pg. 28

33. Professional Learning Needs Assessment

34. Quick Write Think about Professional Learning you have had in your school/district. Jot down the Professional Learning that has had the greatest impact on student learning about CCRS. Share your experiences with someone close to you that you have had an opportunity to talk with today.

35. Professional Learning Ideas eLearning Courses Cheat Sheet www.teachingchannel.org www.alex.state.al.us/ccrs

36. OUTCOMES #4 Network with other exceptional leaders.

37. OUTCOMES Be a positive leader of change. Recognize strong standards-based literacy instruction. Leave the session with ideas for Professional Learning. Network with other exceptional leaders.

38. Carol J. Belcher cbelcher@alsde.edu Deborah Fitzgerald dfitzgerald@alsde.edu Pam Higgins phiggins@alsde.edu ALABAMA READING INITIATIVE5234 Gordon Persons BuildingMontgomery, AL 36130334-353-1389