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5D Instructional Leadership Assessment Results Clemson University February 5, 2013

5D Instructional Leadership Assessment Results Clemson University February 5, 2013. Rita Lowy Project Director Center for Educational Leadership College of Education University of Washington, Seattle. Mission.

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5D Instructional Leadership Assessment Results Clemson University February 5, 2013

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  1. 5D Instructional Leadership Assessment ResultsClemson UniversityFebruary 5, 2013

  2. Rita Lowy Project Director Center for Educational Leadership College of Education University of Washington, Seattle

  3. Mission The Center for Educational Leadership (CEL) is a nonprofit service arm of the University of Washington College of Education dedicated to eliminating the achievement gap that continues to divide our nation’s children along the lines of race, class, language, and disability.

  4. CEL’s Theory of ActionFoundational Ideas • If students are not learning they are not being afforded powerful learning opportunities. • Teaching is a highly complex and sophisticated endeavor. • Practice of sophisticated endeavors only improves when it is open for public scrutiny. • Improving practice in a culture of public scrutiny requires reciprocal accountability. • Reciprocal accountability implies a particular kind of leadership to improve teaching and learning. • Leaders cannot lead what they don’t know.

  5. Developing the Leadership Expertise to Improve Instruction: A Two-Part Equation • Developing a common language and shared vision for high quality instruction – the better we see, the better we are able to lead. • Developing greater expertise in leading for instructional improvement – the better we lead, the better we are able to improve teaching practice and thus learning for all students.

  6. Genesis of 5D Assessment:Studying CEL–District Partnerships • Qualitative case study results show significant changes in leadership and teacher behavior in the first two years of the partnership. • So, we attempted to quantify leaders’ learning. • Specifically we wondered: Are leaders developing greater expertise in observing instruction and planning feedback to teachers?

  7. 5 Dimensions of Teaching and Learning Framework and Lesson Analysis RubricScholarly Research from a Tier 1 Research Institution • Grounded in what we know about how people learn • Grounded in what we know about best teaching practices • Corroborated by a panel of expert observers of instruction through a multi-stage process

  8. CEL Lesson Analysis Rubric • Empirical and experiential research effort led to the development of rubric framework. • Rubric captures 5 general dimensions and 13 sub-dimensions of what expert observers of teaching and learning pay attention to. • Rubric differentiates novice from expert practice along each of the 13 dimensions.

  9. Scoring • Each written response assigned a code (anonymous) • Analyzed by two trained raters (highly experienced instructional leaders) using research-based rubric • Inter-rater reliability at 85% or higher

  10. Important Considerations • One measure of expertise: Assessment not representative of a leader’s overall instructional leadership practice. • Only measures what is written. • Not a report card: Not an “A”, “B”, “C” grading scale, but instead a placement of expertise. • 1 - 4 rubric: Regardless of reaching a “4”, we continue to develop expertise. • We can develop greater expertise: The ability to build upon and increase expertise.

  11. Assessment Data • Cohort scores (Overview of Results) • Comparison of scores • Individual scores • Range of scores by dimension • 5D Characteristics of Expert-Level Instructional Leadership

  12. CLEMSON UNIVERSITY SCHOOL OF EDUCATION Overall Averages by Dimension 1.0-1.5 = Novice 1.51-2.5 = Emerging 2.51-3.5 = Developing 3.51-4.0 = Expert 21 participants in total

  13. CLEMSON UNIVERSITY SCHOOL OF EDUCATION Overall Averages by Subdimension 1.0-1.5 = Novice 1.51-2.5 = Emerging 2.51-3.5 = Developing 3.51-4.0 = Expert 21 participants in total

  14. Reflection • In looking at the scores, what resonates? • Do you think the data accurately reflect areas of expertise and targets for growth? • Is there anything surprising about the data? • What questions does this generate for you?

  15. CLEMSON UNIVERSITY SCHOOL OF EDUCATION Overall Averages by Dimension Purpose 21 participants in total

  16. Purpose In planning for purpose the teacher designs and aligns: • Standards • Teaching Points: task(s); student success criteria to meet teaching point(s); knowledge of students; transferability and relevance to a broader purpose Instruction throughout the lesson: • Ensures students understand purpose and provides opportunities for students to reflect upon their learning in relation to the purpose

  17. Exemplar Dimension: Purpose Subdimension: Standards • Read the vision statements and guiding questions on the 5D Framework regarding this dimension. • Silently read the corresponding exemplar. • Talk with your elbow partner about how this response compares to yours.  How could you have improved your response regarding this subdimension?

  18. Exemplar Dimension: Purpose Subdimension: Teaching Point • Read the vision statements and guiding questions on the 5D Framework regarding this dimension. • Silently read the corresponding exemplar. • Talk with your elbow partner about how this response compares to yours.  How could you have improved your response regarding this subdimension?

  19. CLEMSON UNIVERSITY SCHOOL OF EDUCATION Overall Averages by Dimension Student Engagement 21 participants in total

  20. Student Engagement • Intellectual Work: Who is doing the work and what is the nature of that work? • Engagement Strategies: Techniques to encourage authentic student participation. • Talk (substance): Student talk in relation to meaning-making, language development and/or assessment.

  21. CLEMSON UNIVERSITY SCHOOL OF EDUCATION Overall Averages by Dimension Curriculum & Pedagogy 12 participants in total

  22. Curriculum & Pedagogy • Content: Subject matter focus. Authentic ways of reading, writing, thinking, reasoning within specific content area. • Teaching Approaches/Strategies: Analysis of instructional strategies in relation to student learning needs and interests, lesson purpose, moving students toward independence. • Scaffolds for Learning: Resources and practices that support learning. Planned and “in the moment” teacher moves to support learning.

  23. Reflection • What critical ideas within the dimensions Student Engagement and Curriculum & Pedagogywould further develop your instructional expertise? • How would gaining this specific expertise influence the leadership decisions within your current district role?

  24. CLEMSON UNIVERSITY SCHOOL OF EDUCATION Overall Averages by Dimension Assessment for Student Learning 21 participants in total

  25. Assessment for Student Learning • Assessment: Use of assessments and questions to determine level of student understanding. • Adjustments: How teacher’s assessment influenced decisions during the course of the lesson. How assessment informs instruction.

  26. CLEMSON UNIVERSITY SCHOOL OF EDUCATION Overall Averages by Dimension Classroom Environment & Culture 21 participants in total

  27. Classroom Environment & Culture • Physical Environment: How physical environment is conducive to student learning. • Routines and Rituals: How classroom systems and routines facilitate student ownership and learning. • Culture and Climate: How time usage, expectations, and/or language and interactions convey beliefs about students’ capabilities and learning.

  28. CLEMSON UNIVERSITY SCHOOL OF EDUCATION Comparison by Experience – Overview Less than 10 years: 2 participants – 10-20 years: 7 participants – More than 20 years: 11 participants

  29. CLEMSON UNIVERSITY SCHOOL OF EDUCATION Comparison by Role - Overview Principals: 10 participants – Central Office: 6 participants – Superintendents: 5 participants

  30. CLEMSON UNIVERSITY SCHOOL OF EDUCATION

  31. CLEMSON UNIVERSITY SCHOOL OF EDUCATION

  32. Cumulative Dimension Averages* 2,949 participants; 54 school districts/organizations** Expert Developing Emerging Novice *Averages include each participant’s first assessment only. Total assessments administered: 3,509. ** 45 school districts; 1 charter school; 5 networks/consortiums; 3 universities/nonprofits Updated Sep. 2012

  33. Comparison: Cumulative Dimension Averages with Clemson University Overall Averages Expert Developing Emerging Novice

  34. Cumulative Sub-Dimension Averages* 2,949 participants; 54 school districts/organizations** 1-1.5 = Novice 1.51-2.5 = Emerging 2.51-3.5 = Developing 3.51-4.0 = Expert *Averages include each participant’s first assessment only. Total assessments administered: 3,509. ** 45 school districts; 1 charter school; 5 networks/consortiums; 3 universities/nonprofits Updated Sep. 2012

  35. Comparison: Cumulative Subdimension Averages with Clemson University Overall Averages 1-1.5 = Novice 1.51-2.5 = Emerging 2.51-3.5 = Developing 3.51-4.0 = Expert

  36. Reflection • What, specifically, do you want to learn more about in order to further develop your instructional leadership expertise? • How will this learning influence the instructional improvement agenda at your school and district?

  37. Contacting CEL If you have questions about the 5D assessment in the future, please contact: Rita Lowy CEL Project Director ricalo47@uw.edu

  38. Visit us at: www.k-12leadership.org

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