Instructional Leadership Ted Zigler & Kristall Day June 20, 2018

1. Instructional LeadershipTed Zigler & Kristall DayJune 20, 2018

2. Targets • Discuss four main ideas of instructional leadership • Discuss the importance of using standards in teaching & leading • Identify and discuss various teams and how they can be used • Define EBPs and provide examples • Discuss resources to assist with identifying EBPs

3. Instructional Leadership: What are we really talking about? I know my subject area…but I don’t know every subject or grade level!? And… I’m the principal!?

4. We often confuse curriculum and instruction • Good instructional leadership includes four main ideas: • Curriculum- content, which can be different • Instruction- Good teaching practices, which are the same in every classroom

5. Environment - Well-planned classroom and building, conducive to teaching • Teacher development – this includes both development and evaluation (formative and summative) • These are not new things on our plate---these are what we should be doing every day!

6. Still…I don’t know much about some subjects or grade levels? Some of these teachers have been here 20+ years!? • You have Standards to guide you in learning what you need, and what your teachers need • Set up teams to lead your instructional leadership in your building

7. Teacher teams to help guide this? • Building Curriculum Team- Help you lead the entire building in a coherent fashion • Teams in Subject Areas and Grade Levels - develop experts in each • Teacher Development Team- This includes developing your teachers as well as evaluation

8. This is not something added to our plate…it is what we do everyday! • Talk about instruction everyday • Be visible • Be in the classrooms • Actively lead your teams • Help develop your teacher leaders and subject area leaders and grade level leaders –teach them to lead • You will learn your curriculum just doing the above!

9. This helps…but give me a head-start…what are some things I should know and can quickly learn about? • Evidence-Based Practices

10. What are Evidence-Based Practices (EBPs)? • Evidence-based practices are those “effective educational strategies supported by evidence and research” (ESEA, 2002) • Not all research and evidence are created equal!

11. How do I know if the Practice/ Strategy/ Curriculum is Evidence-Based? • IRIS Center EBP Module • Identifying and Selecting a Practice or Program • Implementing a Practice or Program with Fidelity • Evaluating Learner Outcomes and Fidelity

12. How do I know if the Practice is Evidence-Based? • What Works Clearinghouse • Institute of Education Science • Reviews existing research • Categories • Evaluates rigor of studies • Summarizes effects

13. How do I know if the Practice is Evidence-Based? • Best Evidence Encyclopedia • Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE) • Reviews existing research • Categories • Evaluates rigor of studies • Summarizes effects

14. Examples of EBPs • Slides that follow: • Examples of a few EBPs • Resources for EBPs • “Toolkit” handout with EBP resources

15. Explicit Instruction • “Explicit instruction is systematic, direct, engaging, and success oriented—and has been shown to promote achievement for all students.” (Archer & Hughes, 2011) • Gradual release (scaffolding) • Model, lead, test

16. Explicit Instruction Lesson Format Archer & Hughes, 2010

17. Highlights of Explicit Instruction • Teaching strategies/ rules • “Think alouds” • Range of examples and non-examples • Distributed and cumulative practice • Active student responding • Feedback • Data-based decision-making

18. Resources for Explicit Instruction • 16 Elements of Explicit Instruction (Archer & Hughes, 2011)

19. Formative Instructional Practices (FIP) • Core Components of FIP: • Clear learning targets • Collecting and documenting evidence • Feedback • Student involvement

20. Creating Clear Learning Targets • Deconstructing the standards • Nouns and verbs (know and do) • Lower order vs. higher order • Knowledge, reasoning, skill, & process targets

21. Collecting and Documenting Evidence • Starting with the end in mind (backward design) • Formative & summative • Direct observations • Entrance and exit slips (pre/post) • Tests, quizzes, and worksheets • Rubrics • Curriculum-based measures

22. Feedback • Effective feedback can have the biggest impact on student learning (Hattie, 2012) • Focus on success • Immediate • Specific • Actionable • Related to learning targets • Compares to previous performance

23. Student Involvement • Often left out! • Self-management • Self-monitoring • Self-graphing • Recruiting and giving feedback • Collaborative work • Peer tutoring • Self-evaluation • Public posting

24. Resources for FIP • FIP Your School Ohio (Battelle for Kids) • Modules for core components and subject-specific • Intervention in School and Clinic, VOL 50, Issue 2, 2014

25. Response to Intervention (RtI) & Multi-tiered Systems of Support (MTSS)

26. RtI Tiers Kidder, Flook, Parr, & Wood, 2010

27. RtI/ MTSS Resources • RtI Action Network • http://www.rtinetwork.org/ • Center on Response to Intervention • https://rti4success.org/

28. Lots of Overlap BUT…… • There are some “Big Ideas” across EBPs that are consistent: • Collection of data/ evidence to make decisions • Clearly articulating what students should know and be able to do • Teacher instructions and feedback • Positive approach

29. Toolkit Hand-out with resources related to EBPs

30. Questions? Contact for information: Ted Zigler – ziglert@ohiodominican.edu Kristall Day – dayk@ohiodominican.edu