Dawn Wenzel Spring 2013

Great Leadership “What really makes education effective is well- leveraged leadership that ensures great teaching to guarantee great learning”. Paul Bambrick-Santoya

The Seven Levers  Instructional Levers 1.Data-driven instruction 2.Observation and feedback 3.Instructional planning 4.Professional development  Cultural Levers 1.Student culture 2.Staff culture 3.Managing school leadership teams

The Book  Part 1: Instruction  Part 2: Culture  Part 3: Execution

The Book – Part 1  Instruction  Data-Driven Instruction  Observation and Feedback  Planning  Professional Development

The Book – Part 2  Culture  Student Culture  Staff Culture  Managing School Leadership Teams

The Book – Part 3  Execution  Finding the Time  The Superintendent’s Guide

Instruction – Data Driven Instruction Helps shift the focus from “Did we teach it?” to “Did the students learn it?” DDI Model includes: 1. Assessment 2. Analysis 3. Action 4. Systems

Data Driven Instruction - Assessment Assessments are the roadmap to rigor Standards are meaningless until you know how you will asses them All assessments MUST be: interim, common, and aligned

Data Driven Instruction - Analysis Analysis must be done test in hand, face to face Data must show performance at the question, skill or standard, student, and whole-class levels Data must be analyzed quickly Effective analysis includes: making a hypothesis, testing that hypothesis, explicit action plan, repeating the process for struggling students

Data Driven Instruction - Analysis Analysis meetings – both teacher and leader should be prepared, data read and analyzed before the meeting by both individually Leaders should create the highest- leverage, most game-changing 30 minute conversation possible – one that leads to results

Data Driven Instruction - Action Great leaders shift analysis into real classroom changes At the end of the meeting teachers should note specific action steps to take with input from leaders The analysis meeting must shift to rewriting future lesson plans A deadline for action is imperative

Data Driven Instruction - Systems Strong school-wide structure for data analysis is required Calendar should be designed for DDI

Instruction – Observation and Feedback Observations and feedback are only truly effective when leaders track which teachers have been observed, what feedback they have received and if that feedback has improved their practice Purpose of observation – to find the most effective ways to help teachers improve student learning Teachers develop more quickly given frequent feedback and opportunities to practice

Instruction – Observation and Feedback Effective observation and feedback is NOT about evaluation Effective observation and feedback IS about coaching This eliminates the “gotcha” mentality of typical observations

Instruction – Observation and Feedback Keys Schedule observations ID action steps Provide face-to-face feedback Hold accountable

Instruction – Observation and Feedback How Shorter observation visits Scheduled observation blocks Locked-in feedback meetings Combine feedback meetings with other meetings Observations done by all leaders

Instruction - Planning Planning should not be done in isolation All planning should focus on what we need students to be able to do and how will we get them to do it Instructional leaders should help teachers make intentional choices

Instruction - Planning Daily Lesson Planning Map out the week Set the core content Dive into key lessons

Instruction – Professional Development Great PD can be divided into three parts What to teach – follow the data How to teach How to make it stick

Instruction – Professional Development Key Components Airtight activities Sharing Framing Application Reflection

Culture – Student Culture Students continually hear that nothing is as important, or as engaging, as learning Students understand that learning is the way to develop a sharp mind and a strong character You build a culture of excellence by repeated practice. Both students and adults perform acts of excellence all the time.

Culture – Student Culture Leaders must transform their vision into meticulously built systems These systems must operate across every classroom Build consistency Monitor and maintain

Culture – Student Culture “We are what we repeatedly do. Excellence, then, is not an act, but a habit.” ~Aristotle

Culture – Staff Culture Great staff cultures come from the careful development of habits that build a strong staff community 1.Set the vision 2.Get the right people 3.Put a stake in the ground 4.Keep your ear to the rail 5.Lather, rinse, repeat

Culture - Managing Leadership Teams Leadership teams must have a clear purpose – to guide teachers to greatness 1.Identify the instructional leaders 2.Train those leaders and follow up all year 3.Provide feedback and practice 4.Evaluate leaders on the quality of their instructional leadership

Execution – Finding the Time Intentionally plan the use of your time Lock in your weekly schedule Defend your time from distractions Manage your daily and monthly tasks Lock in instructional and cultural leadership time Designate an operations leader or operations leader Create a “whom to go to for what” document and distribute it

Execution – The Superintendent’s Guide Superintendents must re-envision the role of principal management 1.Train the leaders 2.Coach continuously 3.Monitor progress

The Rest of the Book Professional Development Workshops Observation and Feedback Leading Planning Leading Professional Development Student Culture Finding the Time Includes actual workshop presentations, notes, goals and intended audiences DVD includes PowerPoint presentations

The Seven Levers  Instructional Levers 1.Data-driven instruction 2.Observation and feedback 3.Instructional planning 4.Professional development  Cultural Levers 1.Student culture 2.Staff culture 3.Managing school leadership teams

Bambrick-Santoyo, P. (2012). Leverage leadership: A practical guide to building exceptional schools. San Francisco, CA: Jossey-Bass