Maria Uribe & Sally Nathenson-Mejia CABE 2014

1. The Critical Components to Lead an Urban Culturally and Linguistically Diverse School During High Levels of Accountability for Teacher and Students Maria Uribe & Sally Nathenson-Mejia CABE 2014

2. The Framework for School Leadership Accomplishments For principals to create and sustain a set of important school accomplishments, we suggest that they operate in four leadership domains: (1) as active participants in developing in the goals towards which school conditions are directed, (2) as responsible agents in determining which school conditions are important and which should receive emphasis at any given time, (3) in day-to-day actions to establish and maintain important school conditions, and (4) as stewards for the many social connections and networks Bellamy, G. T., Fulmer, C. L., Murphy, M. J., & Muth, R., (2007). Principal Accomplishments: How school leaders succeed. New York: Teachers College Press.

3. Teachers StandardsBasedInstruction Strivingfor Success Students Parents Goldrick Staff UCD Partnership Community Collaboration Culturally Responsive Goldrick’s Framework

4. Student Effort and Learning To influence student learning, schools create conditions that sustain and focus and effort on academic tasks. Bellamy, G. T., Fulmer, C. L., Murphy, M. J., & Muth, R., (2007). Principal Accomplishments: How school leaders succeed. New York: Teachers College Press. LEDE Part 1

5. Time in L1 Time in L2 Time with integrated groups Direct Instruction on Equity and Intercultural Competency • Homogeneous Groups • Literacy in Native language (L1) • Interaction with L1 • Build Content in L1 • Literacy in English (L2) Time to Explore Bilingualism • Homogeneous Groups • Oral Communication L2 • Interaction with Text • Vocabulary Development for Content • HeterogeneousGroups • Academic Language • Content Subjects Time to Practice Equity and Intercultural Competency Adapted from Latimer, Shannon, Commins 2004

6. Literacy Groups 1st 2nd 3rd 4th & 5th ELA S/E ELA E ELA S/E ELA E ELA S/E ELA E/S ELA E ELA E ELA S/E ELA E/S ELA E ELA E ELA S/E ELA E/S ELA E/S ELA E ELA E ELA E ELA E

7. Criteria for Integrated Groups ELA S LAS 1 ELA S LAS1 ELA E (B) LAS 2 PPF & Other languages ELA E LAS 3 PPF & Other languages First Grade Second Grade Third Grade Fourth Grade Fifth Grade ELA S LAS1 ELA S LAS 1 ELA S LAS 2 Spanish & Other languages ELA E LAS 1/2/3 PPF & Other Languages ELA S LAS 1/2 ELA S LAS 2/3 ELA E LAS 1/2/3/4 PPF & Other languages ELA E LAS 1/2/3/4 PPF & Other languages ELA E LAS 1/2/3/4 PPF & Other languages ELA E LAS 1/2/3/4 PPF & Other languages ELA S LAS 1/2 ELA S LAS 2/3 ELA S LAS 1/2 ELA E LAS 3 PPF& Other languages ELA E LAS 1/2/3/4 PPF & Other languages

8. Creating the Environment for Learning Accomplishments: What gets done by the entire school • Learning Goals (defined) • Instruction (provided) • Student Climate (sustained) • Related Services (provided) Bellamy, G. T., Fulmer, C. L., Murphy, M. J., & Muth, R., (2007). Principal Accomplishments: How school leaders succeed. New York: Teachers College Press. LEDE Part 1

9. Examine Student Data TL Teachers Leadership Team Principal/AP Math/Science Literacy Vertical Teams Grade Level Teams Data/Grade Level Teams ECE - 2 Science Literacy Math ECE – 5 Support Staff 3-5 Every adult is involved in the lives of our students . Data PD LEAP

10. Staff Development Decisions Book Studies Coaching Fidelity, Consistency and Vertical/Horizontal Implementation of the Curriculum Co-teaching Student Data Student Data Learning Labs Observations Peer Observations Instructional Rounds Strategy One: Create conditions to ensure teacher effectiveness. This will require us to develop a shared definition of effective teaching; do more to support teachers in becoming effective teachers; and develop principals to be effective leaders

15. State Data

17. Teacher and Teacher Candidates Voices • Many of the teachers at Goldrick went through the UCD program and continue to further their education through UCD, or professional developments. Teachers are constantly sharing ideas, reflecting on lessons, and opening their classrooms to student teachers and the district in order to better their practice. • I am open to help any teacher candidate when needed such as them observing a lesson, observing my classroom, or simply sharing ideas or tips. Many teachers at Goldrick are very helpful and will give their time to help out the teacher candidates.

18. FSLA Elaboration—Learning Environment LEDE Part 1 Bellamy, G. T., Fulmer, C. L., Murphy, M. J., & Muth, R., (2007). Principal Accomplishments: How school leaders succeed. New York: Teachers College Press.

19. Professional Effort • Professional effort is essential to creating an environment for learning • School leaders can create conditions that maximize professional effort and positively impact teaching Bellamy, G. T., Fulmer, C. L., Murphy, M. J., & Muth, R., (2007). Principal Accomplishments: How school leaders succeed. New York: Teachers College Press. LEDE Part 1

20. Teacher and Teacher Candidates’ Voices “We work as a team and are constantly sharing new ideas, offering suggestions, support and new ways of incorporating what we are learning into our teaching practice. We as a staff are always looking for new ideas, the latest research about how kids learn, effective practices for ELLs, etc. to ensure we are up to date in our practices.” “Goldrick is a great place to teach and learn to teach. There is a certain understanding between all teachers both novice and expert that we are all learners. Therefore we can all learn and grow together and from each other. We discuss stories about our successes and failures and we ask questions when we don’t know answers or are confused.”

21. Teacher Accountability “Evaluation was a constant and also consistent for all teachers. Evaluations were ongoing and done both formally and informally. As part of the informal evaluations, the principal made it part of her everyday routine to be in classrooms on a regular basis. This classroom presence allowed her to interact with the instruction and student learning that was taking place in all classrooms. It provided a sense of real classroom culture and life that each teacher worked to create.

22. Teacher Accountability Formal evaluations grounded everything in observational data guiding the authenticities of classroom life that teachers may not have been able to recognize without the data. Additionally, with the knowledge of both informal and formal observations, part of the principal’s practice was to build on and make all instructional effective practice observations public to the staff. These were announced and presented as kudos during staff meetings, grade level meetings when questions came up, and through ongoing learning labs for teachers to observe. This created an environment of collaboration between the teachers, a shared community and a high level of motivation for all teachers to continually craft and evolve their pedagogical practices.”

23. When the LEAP evaluation process and indicators were first introduced we were overwhelmed to say the least. The process was not only new but also a gigantic change from the way we were evaluated in the past. The main components we had to overcome were to understand each of the indicators on a deep level and somehow, seamlessly incorporate a vast amount of indicators into our lessons. As part of the learning process our leader, Dr. Maria Uribe initiated and led each grade level an opportunity to observe her teaching with our students while we (the teachers) watched and evaluated her on the new evaluation system. She took the risk first and allowed us to evaluate her as she was going to do with each of us. This served as a tri-part learning opportunity. First, we were able to learn the indicators by evaluating our leader in her lesson. Second, we were also able to see examples of how certain indicators were delivered within instruction providing us with a base to which we could springboard into other instructional ideas. Third, and finally, once we had seen our principal go out on a limb and take the risk of teaching while we evaluated her, it was not as overwhelming and anxiety driven as it was before. We all became at ease and were able to implement and grow from the opportunity we were provided and eventually began to welcome the evaluation process.

24. Teacher Evaluation • As a teacher at Goldrick, there were many structures and routines that helped me grow as a teacher. First of all, the schedule is very clear. Everything in the beginning of the year is explained which was extremely helpful as a new teacher. As the years have gone by, the routines such as faculty meetings, specials, lunch, everyday things are clear and they work. • “I had an ideal situation in that I ended up getting hired as a teacher in the grade level that I had done my student teaching in. My first years of teaching became an extension of my internship as I worked along side my clinical teacher. She and the other teachers in that grade level were and amazing support to me as I plowed my through planning, instruction, classroom management and overall organization. I can’t imagine getting through those first years without them.”

25. Teacher Evaluation • “My clinical teachers were also a great support and allowed me to really “dive in” from the start.” • “Goldrick Elementary is a very special place in that the team atmosphere provides opportunity for all teachers to grow and develop together no matter what their starting level is. The principal is an expert in academia and best practices and through professional developments and learning labs is regularly challenging and honoring the existing instructional practices to advance and improve. (All while congratulating us on the accomplishments we have made.)”

26. Summary • Information constantly emerging to the school to implement the goals • High Expectations and difficult conditions • Students meeting standards and school making the growth • Balancing students goals • Realities on a daily basis in the school setting from families, students teachers and community. • Creating mechanisms that balance competing goals. • Reduce ambiguity, evaluate whether students are learning what is expected, hold accountability as a team, make learning more effective for the leaners. • Collective decision about goals and its practice

27. Accountability ? YES! with respect! • High Expectations? YES! with respect! • Performance? Yes! with respect! For Teachers, Students and Families!!!!!