DRAFT Click to Add Title Key Strategies for the P-3 Leader St. Paul 8/10/2016

DRAFT A World-Class Education, A World-Class City First, a review... Your system, any system, is perfectly designed to obtain the results you are obtaining” (Carr, 2008) Principal preparation and development are key elements of current “results system” on P-12 To obtain significantly improved results, a significantly improved (disrupted) system is necessary Higher ed, districts, & state agencies play key roles in current system of principal production, development

DRAFT A World-Class Education, A World-Class City What we know A strong principal can dramatically improve school culture, climate, and student outcomes in a short period of time We know how principals do this (vision, people, systems) We know that a capable and motivated teacher can learn how to do this in a carefully designed program The leadership challenge: organizing a school to support adult and student learning at scale

DRAFT 3 rd Grade Reading Percent Scoring At or Above Statewide Medians

DRAFT A World-Class Education, A World-Class City System change “from the inside-out” Focus must be on leaders who can support elevated P-3 instructional performance in schools [NAESP COMPETENCY 5; IOM/NRC Chapter 12] Which requires, ideally, fundamental changes in how P-12 leaders are prepared Short of that, school leaders must grow their own capacity as change agents (Donaldson’s I-C-I)

DRAFT A World-Class Education, A World-Class City Using multiple strategic frameworks for change Strategic: disciplined steps toward specific goals EG: Instructional Leadership--What does that mean? NAESP Framework: Six Competencies for P-3 CCSR: 5 Essential Supports (cf. P-3 Series website) UIC “LOIS” Logic Model: How leadership improves student outcomes Cycles of Inquiry to ensure continuous improvement and to grow teacher capacity

DRAFT A World-Class Education, A World-Class City Instructional Leadership--What Is It ? Strategic approach to improving the relationships among all the following: – C: Standards-aligned curriculum in all classrooms – I: Quality instruction at all grade levels in all subjects – A: Standards-aligned formative assessment in all classes – P: Management and development of personnel – PLC: All within a strong Professional Learning Community Leithwood: Vision, Systems, and People

DRAFT A World-Class Education, A World-Class City Instructional Leadership—Vision, Systems, People (Leithwood, 2004) PLC Curriculum Instruction Assessment Personnel Development

DRAFT A World-Class Education, A World-Class City NAESP Framework: Six Competencies for P-3 NAESP: Leading PreK-3 Learning Communities-- Embrace the PreK-3 Early Learning Continuum Ensure Developmentally Appropriate Teaching Provide Personalized Learning Environments Use Multiple Measures of Assessment of Learning Growth Build Professional Capacity Across the Learning Community Make Schools a Hub of PK-3 Learning for Families and Communities (Adult learning for staff and stakeholders) – (Leithwood: Vision, Systems, People)

DRAFT Collaboratively Designed Classroom Observation Guide (Environment) Classroom conveys a sense of comfort and safety  Distinct activity areas/centers throughout the room that encourage specific types of exploration and play for both individual and group participation  Individual students represented throughout the classroom through photographs (ex., family photos, displays of students involved in activities), artwork, spaces (ex. cubbies w/ photos, spaces for students to be alone), etc.  Classroom is neat and not over stimulating (ex., space between wall displays, materials that go together are placed near each other)  Students are comfortable approaching teacher and assistant

DRAFT Collaboratively Designed Classroom Observation Guide (Environment) Classroom environment is welcoming to families  Parent board in entrance of classroom with information related to classroom life, parent activities, resources, etc.  Furniture for parents to comfortably sit on

DRAFT Collaboratively Designed Classroom Observation Guide (Instruction) Students demonstrate their interest in the activities and lessons presented through their engagement  Activities provided generate questions, inquiry and active engagement among the students  Students demonstrate confidence in their selection of and participation in activities

DRAFT Collaboratively Designed Classroom Observation Guide (Instruction) Teachers evidence use of play and hands-on experience in all content areas, including literacy, math, science, etc.  Teachers are clear about the connections between the students play and skills necessary to achieve in school  A variety of materials are made available and accessible in carefully prepared areas that indicate area/areas of content

DRAFT A World-Class Education, A World-Class City CCSR: 5 Essential Supports Bryk, Sebring, et al (2010) Organizing Schools for Improvement (Essential Supports) School Leadership Professional Capacity Parent Community School Ties Student Centered Learning Climate Instructional Guidance (Charles Payne: Leadership and pick 2)

DRAFT A World-Class Education, A World-Class City Root Cause: Within-school Improvement of Student Learning Within-school Improvement of Student Learning (explicit theory of impact) Administrative Leadership Instructional Leadership TEAM [P-3??] Organizational Capacity [All NAESP Competencies, and 5 E’s] Teaching/ Instruction [P-3??] Student Engagement and Learning [P-3??] Cosner 2014; Gamoran, et al., 2000; Sebring, et al., 2006

DRAFT A World-Class Education, A World-Class City Cycles of Inquiry for continuous improvement Bryk, Gomez, et al. (2015). Learning to improve Collaborative diagnosis of data Collaborative planning for change Collaborative implementation of change

DRAFT Sample Comp Exam on Teacher Learning In a document that is at least 15 pages in length but can be longer, provide compelling evidence that in your school this year, you are doing the following: Implementing a coherently explained plan for cycles of inquiry in your school to improve student learning outcomes and other school priorities, [P-3 literacy as one example of a school priority] engaging teacher teams in data-informed cycles of inquiry, demonstrating how you are developing the capacity of those teams to succeed showing how cycles of inquiry are used to build the organizational and instructional capacity of the school, with explicit attention to the planning, implementation, and assessment of teacher learning strategies. L  O  I  S

DRAFT A World-Class Education, A World-Class City Using multiple strategic frameworks for change Strategic: disciplined steps toward specific goals EG: Instructional Leadership--What does that mean? NAESP Framework: Six Competencies for P-3 CCSR: 5 Essential Supports (cf. P-3 Series website) UIC “LOIS” Logic Model: How leadership improves student outcomes Cycles of Inquiry to ensure continuous improvement and to grow teacher capacity

DRAFT A World-Class Education, A World-Class City Gordon Donaldson: How Leaders Learn (2008) The leader who would continuously improve the organization must continuously improve as a leader: what got you here won’t get you there The person most responsible for each leader’s development is that leader The I-C-I framework: Interpersonal, Cognitive, Intrapersonal—getting strategic about you

DRAFT Steve Tozer: A World-Class Education, A World-Class City Questions