Darwin Prater Spiller Executive Director of Instruction and Operations Richardson ISD, Richardson Texas

1. Darwin Prater Spiller Executive Director of Instruction and Operations Richardson ISD, Richardson Texas

2. Authors: Sonia Caus Gleason and Nancy Gerzon Foreword by Stephanie Hirsh and JoellenKillion Growing Into EquityProfessional Learning and Personalization in High-Achieving Schools

3. Stults Road Connecting Resources to Foster Meaningful Relationships Standards for Professional Learning Teacher Leader Learning Designs Domain III Professional Learning for Continuous Improvement Outcomes Domain II Accessing & Using Research Model Standards Reflection Model Standards Domain IV Improvements in Instruction and Student Learning Student Leadership Implementation Learning Communities PDAS/Co-Co PDAS/Co-Co Inclusion A Sense of Belonging Influence Valuing Differences Domain I Collaborative Culture Data Student Student Community Working Together Creatively Domain V Assessment and Data Resources Teacher Leader PDAS/Co-Co Domain VII Advocating for Student Learning & the Profession Domain VI Collaboration with Families & Communities Teacher Leader Model Standards Professional Learning Communities Motto: We know them by name; We know them by need; SO, bring it!

4. Focus on Mastery • Introducing Content Logically, Clearly, and Concisely • Acquiring and Responding to Evidence of Understanding • Connecting with Student Interest, Backgrounds, Cultures, and Prior Knowledge • Building Student Vocabulary • Promoting Successful Practice • Making Students Feel Valued and Capable • Leading Students to Love Learning 8 Teaching Practices

5. S.W.O.T Template Strengths– Factors that are likely to have a positive effect on (or be an enabler to) achieving the school’s objectives. Weaknesses– Factors that are likely to have a negative effect on (or be a barrier to) achieving the school’s objectives. Opportunities– External Factors that are likely to have a positive effect on achieving or exceeding the school’s objectives, or goals not previously considered. Threats – External Factors and conditions that are likely to have a negative effect on achieving the school’s objectives, or making the objective redundant or un-achievable.

6. S.W.O.T Analysis

7. S.W.O.T Analysis______________ Opportunity: Strengths: Weakness: Threats:

8. Root Cause…

9. What is Root Cause? Root Cause is the fundamental breakdown or failure of a process which, when resolved, prevents a recurrence of the problem. Or, in other words… For a particular problem, Root Cause is the factor that, when you fix it, the problem goes away and doesn’t come back. Root Cause Analysis is a systematic approach to get to the true root causes of our process problems.

10. 5 Why’s: Underlying Processes Why? 1 Difficult to teach Why? 2 Difficult to isolate the teaching strategy for each underlying process Why? 3 Limited understanding from a professional development prospective Why? 4 How to incorporate knowledge in plans and delivery? Why? 5 (Root CAUSE) Monitor and Follow-up

11. Math/Science/Technology Magnet Identified Need #5: STAAR Writing data indicate a need to increase average passing performance for all students. Identified Need #13: STAAR Writing data indicate a need to increase achievement at Level II Final Standard for all students. Identified Need #15: STAAR data indicate a need to increase overall Level III student performance for African American, Hispanic and Economically Disadvantaged students.

12. Math/Science/Technology Magnet Expected Change#5: The average passing performance will increase from 81% to 91% on all state Writing assessments. Expected Change #15: Level III Student performance will increase for African American (39%), Hispanic (19%), and Economically Disadvantaged (25%) to 45%. Expected Change #13: The Level II Final standard performance for all students will increase from 61% to 71% on all state Writing assessments.

13. Math/Science/Technology Magnet

14. Calibration Learning Walks

15. Identify Leadership Behaviors that the leadership team will demonstrate in order to show evidence of the leadership responsibility (Monitor and Evaluate) at the school level. Guided Planning: Activity 1 ____________________________ School Level MONITOR AND EVALUATE _____________ ______________ _____________ _____________

16. Identify Leadership Behaviors that the leadership team will demonstrate in order to show evidence of the leadership responsibility (Monitor and Evaluate) at the school level. Guided Planning: Activity 2 __________________ __________________ _________________ ________________ Grade/Department Level MONITOR AND EVALUATE ______________ _______________

17. Identify Leadership Behaviors that the leadership team will demonstrate in order to show evidence of the leadership responsibility (Monitor and Evaluate) at the school level. Guided Planning: Activity 3 _________________ ________________ _______________ _______________ Classroom/Student Level MONITOR AND EVALUATE _______________ _______________

18. Monitor and Evaluate

19. Irreplaceable

20. 5 ways to keep Irreplaceable staff members • Start the year with great Expectations • Recognize excellence publicly and frequently • Treat your irreplaceables like they are irreplaceable. • Start having “Stay Conversations” by thanksgiving. • Hold the line on good teaching. Top teachers who experience multiple high impact retention strategies plan to remain teaching at their schools for nearly twice as long (2 to 6 more years).

21. Staff development Technology Integration Positive Behavior Support Bus schedules Gifted & Talented Ability grouping Induction Performance reviews Literacy blocks Dual Immersion Mentoring Lyme disease prevention Bilingual Ed State tests Special education Differentiated instruction Success for All Coaching District tests Curriculum mapping De-tracking Open Court School Improvement Plans Saxon Math Lunch programs Everyday Math IEPs Value added P.T.A. meetings Growth models RtI Reading First Parent involvement Culturally responsive teaching Multicultural education Character education NCLB Phonics Health education Student learning AP Afterschool Whole Language DDDM Interactive whiteboards Courageous conversations FTEs Data committees Morning announcements Formative assessment PLCs ESL Block scheduling Phonics Balanced Literacy Walkthroughs Abstinence only Direct Instruction TGIF! Portfolio Assessment Halloween Party Fall Festival Halloween Party Safe & drug-free schools Pep assembly Accountability committee Career prep Constructivist Teaching Math Multi-age classrooms Spelling Bee New, New Math New Math College for all

22. Recently featured on the front cover of the Texas School Business magazine Darwin Prater Spiller is now known as the “Power Principal.” Darwin was recently named a finalist by the Texas Elementary Principals & Supervisors Association (TEPSA) along with 12 other principals in Texas as the “Best of the Best” of Teas principals. In addition, he serves as a standing committee member with the Marketing and Research Division of TEPSA and National Association of Elementary School Principals (NAESP) among numerous others. As a result of Stults Road Elementary being recently named the 2010 National Title I Distinguished School while he was principal; Darwin has been selected as a Texas state representative for a new statewide parental involvement initiative in conjunction with the Texas Education Agency. Spiller recently authored an article titled “Stults Road Elementary PLC’s Journey: An Overview,” which was posted and published by Solution Tree. His latest acknowledgement is that his school was featured in a book titled: Growing into Equity: Professional Learning and Personalization in High-Achieving Schools. Darwin earned his master’s degree in educational leadership and policy studies from the University of Texas at Arlington and undergrad at Langston University. Currently, Mr. Spiller serves as Executive Director of Elementary Instruction and Operations where he supervises 13 Richardson ISD elementary schools. Darwin.spiller@risd.org