Spring Branch ISD Instructional Leadership November 29, 2011

2 Agenda ★ Review of Daggett System (DSEI) ★ Sharing of Assignments ★ Applying Quadrant D Leadership Mental Model to Leadership Teams ★ Instructional Target ★ Instructional Leadership Practices ★ Powerful Designs for Professional Learning ★ Homework – Action Plan on Selected Instructional Practice

Ice Breaker

4 Activity 3 P ’ s Introductions Write on Post-It note, something about you that is P rofessional P ersonal P eculiar

Daggett System of Effective Instruction

Daggett System for Effective Instruction

7 Organizational Leadership Create a culture of high expectations Create a shared vision Build leadership capacity Align organization structures and systems to vision Align teacher/administrator selection, support and evaluation Support decision-making with data Daggett System of Instructional Effectiveness

8 Instructional Leadership Use research to establish urgency for higher expectations Align curriculum to standards Integrate literacy and math across all content areas Facilitate data-driven decision making to inform instruction Provide opportunities for focused professional collaboration and growth Daggett System of Instructional Effectiveness

9 Reflective Questions - Instructional Leadership Page 2

Sharing of Assignments

The Learning Criteria to Support 21st Century Learners ©

The Learning Criteria helps you put into action what you believe about learning.

Homework Learning Criteria Use the Learning Criteria Rubric (pages 11-16) to rate student learning results in your school. Work as a team to complete rubric and bring to next workshop.

Reporting Out Learning Criteria What did this activity reveal about the strengths and areas in need of improvement in your school? What areas do you need better data to measure student results and set goals?

15 O pportunity to Collaborate Building Capacity in Organizations Relationship Building Sense of Purpose and Urgency

Applying Quadrant D Leadership to Leadership Teams

17 Leadership

18 Quadrant D Leadership Independent Interdependent Open/Sharing Turf Protector Initiating Compliant ProactiveReactive Characteristics of Staff Become Less: Become More:

19 Quadrant D Leadership Characteristics of Staff Less On : More On: School Operation School Performance Student Deficiencies Student Potential Student Intelligence Student Efficacy Positive Negative Future Past Student Learning Teaching

20 Quadrant D Leadership Director Mentor Facilitator Producer Innovator Monitor Characteristics of Principals AdventurerPlanner

21 Activity Quadrant D Leadership Styles Inventory page 5-7

22 Activity Quadrant D Leadership Styles Inventory Summary page 7

23 Summarize Leadership Survey RoleTally Director (D) Mentor (M) Producer (P) Facilitator (F) Innovator (I) Monitor (Mo) Adventurer (A) Planner (Pl) 24 Total

24 Summarize Leadership Survey QuadrantEnter these TwiceTotal Score Monitor PlannerProducer Quadrant A Mentor FacilitatorPlanner Quadrant B Director ProducerAdventurer Quadrant C Innovator AdventurerFacilitator Quadrant D

25 Summarize Leadership Survey QuadrantEnter these TwiceTotal Score Monitor PlannerProducer 17 Quadrant A 5534 Mentor FacilitatorPlanner 7 Quadrant B 1123 Director ProducerAdventurer 17 Quadrant C 5543 Innovator AdventurerFacilitator 7 Quadrant D 1132

26 Summarize Leadership Survey C A D B

27 Activity Quadrant D Leadership Styles Inventory Reflection What does this survey reveal about your leadership styles? Of your leadership team?

Instructional Target

Target for Instructional Leadership If you don’t know where you are going, any road will take you there.

30 What does NOT Work as a Target Raising Test Scores Higher Expectations Simply Improving Ready for (next level of school) Does not involve all teachers and implies what to teach not how to teach. Test scores are ways to keep score, not something to aim at. Puts teachers in defensive posture Too vague, teachers don’t know what to do.

Target for Instructional Leadership Engage Students Strive for Rigor, Relevance and Relationships Use Common Instructional Model Align with Priority Standards Focus on Literacy Personalize Instruction

Target for Instructional Leadership Make Rigor, Relevance and Relationships your instructional target!

33 Target Defines Why You Want to Influence Instruction Video Simon Sinek, “What Great Leaders Do.” tion.html

Keeping Your Eye on Target ★ Develop a Common Language ★ Influence the Conversation ★ Artifacts, Displays, and Visuals ★ Expect and Inspect ★ Create Data Indicators and Collect Data ★ Connect Professional Learning

Switch by Chip and Dan Heath

36 Activity Create a poster that reflects your school instructional target. It should reference existing valuable instructional initiatives.

How do you eat an Oreo Cookie?

1. The whole thing all at once. 2. One bite at a time 3. Slow and methodical nibbles examining the results of each bite afterwards. 4. In little feverous nibbles. 5. Dunked in some liquid (milk, coffee...). 6. Twisted apart, the inside, then the cookie. 7. Twisted apart, the inside, and toss the cookie. 8. Just the cookie, not the inside. 9. I just like to lick them, not eat them. 10. I don't have a favorite way because I don't like Oreo.

How do you eat an Oreo Cookie? 1. The whole thing all at once. 2. One bite at a time 3. Slow and methodical nibbles examining the results of each bite afterwards. 4. In little feverous nibbles. 5. Dunked in some liquid (milk, coffee...). 6. Twisted apart, the inside, then the cookie. 7. Twisted apart, the inside, and toss the cookie. 8. Just the cookie, not the inside. 9. I just like to lick them, not eat them. 10. I don't have a favorite way because I don't like Oreo. This means you consume life with abandon, you are fun to be with, exciting, carefree with some hint of recklessness. You are totally irresponsible. No one should trust you with their children.

How do you eat an Oreo Cookie? 1. The whole thing all at once. 2. One bite at a time 3. Slow and methodical nibbles examining the results of each bite afterwards. 4. In little feverous nibbles. 5. Dunked in some liquid (milk, coffee...). 6. Twisted apart, the inside, then the cookie. 7. Twisted apart, the inside, and toss the cookie. 8. Just the cookie, not the inside. 9. I just like to lick them, not eat them. 10. I don't have a favorite way because I don't like Oreo. You are lucky to be one of the 5.4 billion other people who eat their Oreos this very same way. Just like them, you lack imagination, but that's okay, not to worry, you're normal.

How do you eat an Oreo Cookie? 1. The whole thing all at once. 2. One bite at a time 3. Slow and methodical nibbles examining the results of each bite afterwards. 4. In little feverous nibbles. 5. Dunked in some liquid (milk, coffee...). 6. Twisted apart, the inside, then the cookie. 7. Twisted apart, the inside, and toss the cookie. 8. Just the cookie, not the inside. 9. I just like to lick them, not eat them. 10. I don't have a favorite way because I don't like Oreo. You follow the rules. You're very tidy and orderly. You're very meticulous in every detail with every thing you do to the point of being anal retentive and irritating to others.

How do you eat an Oreo Cookie? 1. The whole thing all at once. 2. One bite at a time 3. Slow and methodical nibbles examining the results of each bite afterwards. 4. In little feverous nibbles. 5. Dunked in some liquid (milk, coffee...). 6. Twisted apart, the inside, then the cookie. 7. Twisted apart, the inside, and toss the cookie. 8. Just the cookie, not the inside. 9. I just like to lick them, not eat them. 10. I don't have a favorite way because I don't like Oreo. Your boss likes you because you get your work done quickly. You always have a million things to do and never enough time to do them. There is a fine line between workaholic and crazy, you may have crossed that line.

How do you eat an Oreo Cookie? 1. The whole thing all at once. 2. One bite at a time 3. Slow and methodical nibbles examining the results of each bite afterwards. 4. In little feverous nibbles. 5. Dunked in some liquid (milk, coffee...). 6. Twisted apart, the inside, then the cookie. 7. Twisted apart, the inside, and toss the cookie. 8. Just the cookie, not the inside. 9. I just like to lick them, not eat them. 10. I don't have a favorite way because I don't like Oreo. Every one likes you because you are always up beat. You like to sugar coat unpleasant experiences and rationalize bad situations into good ones. You are in total denial about the shambles you call a life. You have a propensity towards narcotic addiction.

How do you eat an Oreo Cookie? 1. The whole thing all at once. 2. One bite at a time 3. Slow and methodical nibbles examining the results of each bite afterwards. 4. In little feverous nibbles. 5. Dunked in some liquid (milk, coffee...). 6. Twisted apart, the inside, then the cookie. 7. Twisted apart, the inside, and toss the cookie. 8. Just the cookie, not the inside. 9. I just like to lick them, not eat them. 10. I don't have a favorite way because I don't like Oreo. You have a highly curious nature. You take pleasure in breaking things apart to find out how they work, though not always able to put them back together, so you destroy all the evidence of your activities. You deny your involvement when things go wrong. You are a compulsive liar with signs of deviant behavior.

How do you eat an Oreo Cookie? 1. The whole thing all at once. 2. One bite at a time 3. Slow and methodical nibbles examining the results of each bite afterwards. 4. In little feverous nibbles. 5. Dunked in some liquid (milk, coffee...). 6. Twisted apart, the inside, then the cookie. 7. Twisted apart, the inside, and toss the cookie. 8. Just the cookie, not the inside. 9. I just like to lick them, not eat them. 10. I don't have a favorite way because I don't like Oreo. You are good at business and take risk that pay off. You take what you want and throw the rest away. You are greedy, selfish and lack feelings for others. You should be ashamed of yourself. But that's ok, you don't care, you got yours.

How do you eat an Oreo Cookie? 1. The whole thing all at once. 2. One bite at a time 3. Slow and methodical nibbles examining the results of each bite afterwards. 4. In little feverous nibbles. 5. Dunked in some liquid (milk, coffee...). 6. Twisted apart, the inside, then the cookie. 7. Twisted apart, the inside, and toss the cookie. 8. Just the cookie, not the inside. 9. I just like to lick them, not eat them. 10. I don't have a favorite way because I don't like Oreo. You enjoy pain.

How do you eat an Oreo Cookie? 1. The whole thing all at once. 2. One bite at a time 3. Slow and methodical nibbles examining the results of each bite afterwards. 4. In little feverous nibbles. 5. Dunked in some liquid (milk, coffee...). 6. Twisted apart, the inside, then the cookie. 7. Twisted apart, the inside, and toss the cookie. 8. Just the cookie, not the inside. 9. I just like to lick them, not eat them. 10. I don't have a favorite way because I don't like Oreo. Stay away from small furry animals and seek professional medical help - immediately.

How do you eat an Oreo Cookie? 1. The whole thing all at once. 2. One bite at a time 3. Slow and methodical nibbles examining the results of each bite afterwards. 4. In little feverous nibbles. 5. Dunked in some liquid (milk, coffee...). 6. Twisted apart, the inside, then the cookie. 7. Twisted apart, the inside, and toss the cookie. 8. Just the cookie, not the inside. 9. I just like to lick them, not eat them. 10. I don't have a favorite way because I don't like Oreo. You probably come from a rich family, and like to wear nice things, and go to up-scale restaurants. You are particular and fussy about the things you buy, own, and wear. Things have to be just right. You like to be pampered. You are hard to please.

Instructional Practices

Practices for Instructional Leadership Align all practices with your target.

51 Activity How do you influence what is taught and how teachers teach in your school? Write ideas on post it notes and place on chart paper in categories.

52 Sort Your Practices Just Do It Do It Together Do It Differently Make A Difference

11 Quadrant D Leadership PROFESSIONAL GROWTH EXPECTTIONSEXPECTTIONS C C A A B B Management Practices Empowerment Practices Vision Practices Culture Practices D D

12 KNOWLEDGEKNOWLEDGE AB D C Quadrant D Leadership HighLow High APPLICATION Instructional Leadership Practices Management Staff Reviews and Evaluation Student Achievement Data Analysis Policies and Procedures Balanced Assessments Personnel and Budgets Master Schedule/Teacher Assignments Staff Meetings Vision Needs Assessment/ Strategic Planning Professional Development Workshops Classroom Walkthroughs R/R Framework Instructional Technology Vision/Mission /Goals Empowerment Mentoring Leadership Teams Teacher Observations/Stud y Tours Co-teaching/Team teaching Individualized Professional Learning Teacher Incentives and Rewards Professional Learning Community Culture Peer Review of Student Work Instructional Coaching Academic Intervention Grading Celebrations

55 Quadrant D Leadership Instructional Leadership Practices Management Personnel and Budgets Master Schedule/Teacher Assignments Vision Instructional Technology Vision/Mission/G oals Empowerment Individualized Professional Learning Culture Instructional Coaching Academic Intervention Professional Development Workshops R/R Framework Classroom Walkthroughs Needs Assessment/ Strategic Plan Staff Meetings Student Achievement Data Analysis Balanced Assessments Policies and Procedures Staff Reviews and Evaluation Co-teaching/Team teaching Leadership Teams Mentoring Teacher Incentives and Rewards Teacher Observations/Study Tours Professional Learning Community Grading Peer Review of Student Work Celebrations

56 Activity Reflect on Instructional Practicespage 10-11

57 Activity Use Instructional Practices Checklist – Use only the third column and reflect on degree to which this practice relates to Instructional Target. Circle any practices that your school does not have in place.

58 Homework Assignment for January Select on Instructional Practice that Needs Improvement to Align with Your Target. Develop and action plan to revise this practice. Why is this out of alignment? What needs to be done? Who will take responsibility? timeframe? How will you measure that changes effective?

Powerful Designs for Professional Learning

60 Professional Growth Where does it come from? Three things Expectations Modeling Reflection I believe I see I think

61 Powerful Designs for Professional Learning Accessing student voices Action research Assessment as professional development Case discussions Classroom walk-throughs Critical friends groups Curriculum design

62 Powerful Designs for Professional Learning Data analysis Immersing teachers in practice Journaling Lesson study Mentoring Peer coaching Portfolios for educators

63 Powerful Designs for Professional Learning School coaching Shadowing students Standards in practice Study groups Training the trainer

64 Activity Climate for Daily Professional Learning page 16

65 Resource Ideas for Daily Professional Learning page 17

A Man and His Eagle The Healing Power of Relationships