OUTCOMES

1. Ohio Instructional Leadership Academy (OILA) Breakout Session:Ensuring Effective Shared Leadership Practices

2. OUTCOMES • To understand student achievement and growth improve only when adult practices improve • To understand development and implementation of effective Building Leadership Teams (BLTs) • To understand development and implementation of effective Teacher Based Teams (TBTs) • To identify and use OLAC and OIP resources available

3. The Ohio Improvement Process (OIP):Four StagesofContinuousImprovement

4. Stage 0: Planning and Preparing for the Ohio Improvement Process

5. STAGE 1: IDENTIFY CRITICAL NEEDS in DISTRICT and BUILDINGS DATA -- ask and answer essential and probing questions to identify strengths, needs and causes DECISION FRAMEWORK

7. STAGE 2: DEVELOP FOCUSED PLAN Produce one focused, integrated plan that directs all district and/or building work and resources Goals Strategies Action Steps Indicators

8. Outcomes of Stage 2 The BLTs will: Implement the District OIP Plan with fidelity using building data and processes Develop building-level Action Steps and Tasks to support Strategies • The DLT will develop: • SMART Goals • One or two Student Performance • One Climate/Conditions • 2-3 research-based Strategies for each Goal • Adult Implementation and Student Performance Indicators for every Strategy

9. Stage 3: Implement and Monitor the OIP Focused Action Plan Implementation Carry out the planned strategies and actions with fidelity Monitoring Ensure that both adults and students fulfill focused action plan expectations

10. Stage 4: Evaluate the Improvement Plan and Process Outcomes of Stage 4

11. Benefits of the Ohio Improvement Process

12. THE QUESTION WE NEED TO ANSWER: What can we learn together about improving student achievement?

13. Leadership practices that contribute to better instruction: • Focusing on goals and expectations for student achievement • Creating structures and opportunities for teacher collaboration • Attending to teachers’ professional development needs Leadership and Learning Center from Wahlstrom K. L . et. al. 2010

18. TEACHER BASED TEAMS in Support of All Students? • Create shared responsibility for each student as part of “all of our kids” • Eliminate teachers working alone • Provide effective ways for differentiated instruction • Establish ongoing and embedded professional development within the TBT

19. A growing body of evidence suggests that when teachers collaborate to pose and answer questions informed by data from their own students, their knowledge grows and their practice changes. David, J.L., (2008/2009). What the research says about … Collaborative inquiry, Educational Leadership, ASCD, Alexandria, VA

20. With a balance of administrative support and pressure, teacher groups are more likely to persist with addressing problems long enough to make a causal connection between instructional decisions and achievement gains. Gallimore et. al 2009

21. Teacher Implementation related to Student Achievement % of Teachers Implementing with Fidelity Student Scores

22. Teacher Based Teams Responsibilities • Improve instructional practices by following the Ohio 5-Step Process • Report results to the Building Leadership Team (BLT) • Share work and celebrate successes

23. Team structure for collaboration Common focus Shared formative assessments 5-Step Process as a protocol Non-negotiablesfor Implementing Effective Teacher Based Teams

24. Team Structure for Collaboration Non Negotiable #1

25. Example TBT Norms • Start on time; end on time. • Come prepared and ready to work. • No personal electronic devices. • Seek to understand before being understood. • Offer constructive criticism for ideas, not fellow team members. • Keep focus on teaching and learning through the 5-Step Process.

26. Example TBT Roles • FACILITATOR: Directs the procedures to be used in the meeting, and maintains a focus on one content and one process at a time. • TIMEKEEPER: Monitors the use of time as allocated in the agenda. • RECORDER: Takes electronic minutes of the meeting using the district-designated agenda, and reports meeting minutes to BLT, Principal, staff members, etc. per building/ district process. • PROCESS FACILITATOR: Ensures the team follows the intended protocol/process.

27. Teacher Based Teams Subject Area Grade Level Cross Content Vertical TBTs should include ALL instructional personnel, including Intervention Specialists

28. Four Corners Discussion Activity • Grade Level TBTs • Content Area TBTs • Subject Area TBTs • Vertical TBTs Post answers on poster following group discussion

29. Common Focus Content and/or Skills NonNegotiable #2

30. CONTENT What students need to KNOW SKILLS What students need to be able to DO

31. Take out the representative set of standards from 9th grade Identify the verbsbecause those are typically skills Discuss what is common across the different content areas Handout: Using Ohio’s New Learning Standards

33. Shared Formative Assessments Non Negotiable #3

34. Formative or Summative?It’s all in the use!

35. Importance of Common Formative Assessments (CFA) “Schools with the greatest improvements in student achievement consistently used common assessments.” Douglas Reeves, 2004

36. Effect Size on Feedback .73 Hattie 2009

37. Hattie describes feedback….. “Feedback is not something teachers provided to students…. It was only then when I discovered that feedback was most powerful when it is from the student to the teacher…When teachers seek, or at least are open to, feedback from students as to….what students know, what they understand, where they make errors, when they have misconceptions, when they are not engaged….then teaching and learning can be synchronized and powerful. Feedback to teachers helps make learning visible.” Hattie 2009, pg. 173

38. Effect Size on Formative Evaluation! 0.90 Hattie 2009

39. Five reviews synthesizing 4,000 research studies conducted over 40 years concluded: “When well-implemented, formative assessment can effectively double the speed of student learning.” Dylan William, Education Leadership, December 2007/January 2008, p. 36 Powerful Research

40. Tools for Understanding Formative Assessments Battelle for Kids: Formative Instructional Practices (FIP) Modules http://portal.battelleforkids.org/FIPOhio/fip-home?sflang=en

41. The 5-Step Process Is the Protocol Non Negotiable #4

42. Why the Urgent Need for Collaboration? • Implementing Ohio’s New Learning Standards • Transitioning to Next Generation of Assessments • Implementation of OTES and OPES • Accountability of New Report Cards • Closing the Gaps

43. OLAC Video: Ohio’s 5-Step Process

44. The Ohio 5-Step Process: A Cycle of Inquiry

45. TBT 5-Step Process Meeting Agenda Template

46. How Effective Is Your TBT in Using the 5-Step Process? • Use the TBT 5-Step Process Rubric • For determining your baseline behaviors as a team • For benchmarking your improvement as a team

47. Building Leadership Teams Responsibilities Develop, implement, and monitor the focused building improvement plans Build a school culture that supports effective data-driven decision making Establish priorities for instruction and achievement aligned with district goals Ensure conditions for, support and monitor Teacher Based Teams Monitor and provide effective feedback on adult implementation and student progress using the Ohio 5-Step Process Report building-level adult and student results to DLT and TBTs Make recommendations of resources, time, and personnel to meet district goals

48. BLT Membership Instructional Coach Intervention Specialist Guidance Counselor Classroom Teacher Classroom Teacher ELL Specialist Principal Classroom Teacher Parent Liaison Other Stakeholder

49. Relationship of Building-level Teams

50. The Ohio BLT 5-Step Process: A Cycle of Inquiry