Instructional Leadership: Building Consensus Name Workshop Facilitator

Welcome & Introductions  Name of Superintendent  Welcome & Why  Name of Facilitator  Introductions

Intended Outcomes Participants will…  Increase knowledge of strategies for building consensus in planning performance accountability  Connect today’s learning to research-based critical behaviors for planning performance accountability  Apply learning by developing of an action plan for planning performance accountability

Proposed Norms & Expectations Stay focused and fully engaged –no competing conversations please Participate to grow –share openly and monitor your listening Be a learner –create your own meaning and application Get your needs met –ask questions that benefit the group –personal questions on breaks Housekeeping –silence cell phones –handle business later – share ONE point …then next person

Instructional Leadership Core Component is managed through Key Processes Student Achievement Teacher Quality Instructional Leadership ImplementingMonitoring Supporting CommunicatingAdvocatingPlanning

Working Definition for Performance Accountability  Leader holds self and others responsible for realizing high standards of performance for student academic and social learning.  There is individual and collective responsibility among the faculty and students.

Research-based Critical Behaviors  Develops a plan to hold teachers accountable for student academic and social learning  Develops a plan to hold students accountable for their academic and social learning  Develops a plan for individual and collective accountability among faculty for student learning  Develops a plan emphasizing accountability to stakeholders for student academic and social learning

Action Plan  Review & make notes regarding…  Definition of core component (top)  Definition of key process (left-top)  Research-Based Critical Behaviors –Rate self 5 = highly effective 3 = effective 1 = ineffective –List evidence to support rating

Building Consensus Segment Guiding Question  How do instructional leaders engage staff in planning performance accountability?

McREL Research on School Leadership  School Leadership That Works  21 School Leadership Responsibilities –Input  Statistically positive impact, but often unintended negative perceptions  What is your plan for input?  Robert Marzano, What Works in Schools,

McREL Research on School Leadership  Principals…  Need to engage teachers- especially the leadership team  Use teacher input to ensure PLANNING is successful 11

Consensus Building  Modified Jigsaw of the article in groups of 4 –Read assigned pages  As you read indentify…  Key points  Benefits of consensus building  Strategies for building consensus  After you finish reading …  Share key point  Create graphic organizer  Each table will share ONE item (no repeats)

Whole Group Share  Display your graphic organizer  Each table will share ONE item  Benefit and strategy  Explain that item from article’s perspective  Explain how you might use that in your school to ensure implementation of the performance accountability plan

Focus on Implementing Accountability  Spotlight getting buy-in for the implementation of accountability: curriculum, instruction, and professional learning  Assigned perspective…  1’s Holding teachers accountable –Individually & collectively  2’s Holding leaders accountable  3’s Holding the school accountable to families for the learning of their children  4’s Ensure equity for all students –ALL student are held accountable

Focus on Implementing Accountability  On your own, brainstorm strategies  HOW will you get it planned? (Not the plan but the Process and Procedures)  HOW will you build consensus for the plan?  Focus is HOW to get it planned not collecting data or implementing the plan  In your table group,  Combine your ideas and create a list of at least five agreed-upon strategies –get consensus  Determine how you will present your strategies to the group.

Whole Group Share  Present your agreed-upon strategies  Each Group shares: Three ideas for getting buy in regarding the PLANNING of performance accountability  Next  Pair Share  ONE strategy  How and When will you implement it in your school?

Closure for this Segment  Consider the guiding question  Use column labeled “Strategies/Ideas”  Connect today’s discussions with the “Research-Based Critical Behaviors.”  List at least THREE things per box 17

Conclusion and Development of an Action Plan  Review the following…  Targeted Objectives  Research-Based Critical Behaviors  Next Steps  What additional data do you need?  Who will you involve in process?  What resources do you need?  Action Plan  Do what?  By when?

Workshop Closure  In table groups (in a round robin format)  Share one new learning and describe how you will apply it in your job  NO REPEATS!

Workshop Closure  Please complete “Participant Feedback” form  Grant research  Improve future workshops