Area 9 Superintendents Network New Superintendent Orientation

Learning Goals By the end of the day, we will: Understand the elements of the instructional core Be familiar with the practice of network rounds and its connection to instructional improvement Develop skills in observing teaching and learning—describing what we see Be excited to go observe real classrooms together tomorrow

Agenda Agenda What are Rounds? What is the Instructional Core The Rounds Process Theory of Action Questions, wrap-up

Background October 4-5, 2006 AEA 9 Superintendents Retreat facilitated by Richard Elmore Overview of Connecticut Superintendent’s Network – organization, process, expectations April 12-13, 2007 AEA 9 Superintendents Retreat facilitated by Richard Elmore Focus on Need for Change and Leading Change 2006-2007 Review of various articles written by Dr Richard Elmore and other research regarding the role of the superintendent in student achievement March 13-14, 2008 First Network training in Bettendorf May 19-20, 2008 Second Network training in Bettendorf (first site visit to Maquoketa Middle School)

Why the Superintendents’ Network Budgets, Buses, and Balls! Accountability: Reflective Practice Separate practice from self Focus district/building improvement efforts Deming: Plan – Do – Study – Act (PDSA)

What are Rounds? Discussion of “Professional Networks and School Improvement”

District-wide improvement plan Walkthroughs District-wide improvement plan Network

Our Work Together: What it isn’t A program Evaluating teachers Training in supervision skills Passive What it is A process Learning to describe and identify effective teaching and learning “Collaboration to create coherence” A community of practice where we expect to learn from each other and to push each other

Area 9 Superintendents’ Network – Parameters – Membership Open to all AEA 9 Superintendents Attend all sessions Point of entry: late summer – September; after this point, new members need to wait until next year to join New members – must attend orientation Current network members help with orientation AEA Facilitator: Glenn Pelecky Guests: Kris Wolzen, Edward Gronlund, Julie Schendel Schedule 2nd Thursday of scheduled months September – Organization Meeting October – Site Visit November – Site Visit January – Site Visit February – Site Visit March – Site Visit April – Retreat Network professional development following regular Superintendent Meeting ICC Focus Participating Superintendents Active superintendents Positive and supportive Train each other Host Superintendent Provide schedule and logistics, including lunch Present brief historical/climate summary of building initiatives Develop Problem of Practice Provide monthly “Next Level of Work” updates Facilitator Keep group on task Non-judgmental Manage corientation process for new members Prepare the annual schedule Next Level of Work Visited Superintendents will provide monthly updates

The Instructional Core Dr. Richard Elmore Video

The instructional core Student Content Teacher Principle #1: Increases in student learning occur only as a consequence of improvements in the level of content, teachers’ knowledge and skill, and student engagement. Principle #2: If you change one element of the instructional core, you have to change the other two. Principle #3: If you can’t see it in the core, it’s not there. Principle #4: Task predicts performance. Principle #5: The real accountability system is in the tasks that students are asked to do. Principle #6: We learn to do the work by doing the work. Principle #7: Description before analysis, analysis before prediction, prediction before evaluation. © Richard F. Elmore

ROWAN, ET AL., “. . .PROSPECTS. . .” TEACHERS COLLEGE RECORD (2002). Memorize this PROPORTION OF VARIANCE IN STUDENT GAIN SCORES-- READING, MATH-- EXPLAINED BY LEVEL--PROSPECTS STUDY STUDENTS 28% R 19% M SCHOOLS 12% R 10-30% M CLASS 60% READING 52-72% MATH ROWAN, ET AL., “. . .PROSPECTS. . .” TEACHERS COLLEGE RECORD (2002).

Discuss with a partner How would each of the following initiatives affect the instructional core? Which 3 would have the most direct effect? Why? Looking at student work Site-based management Block scheduling Teachers conducting peer observations Content coaching Designing schedules to include “Common Planning Time” for teachers Extending the school day At end, possibly ask as a reflection: How can you help focus your school/district’s work on the instructional core? Alternative reflection (if we don’t have time for the application activity on this slide): what are the barriers to keeping the focus on the instructional core? i.e. why is it a challenge to keep the focus on the instructional core? How might a school/district address those barriers?

Instructional Core Discuss the following with a partner: What are the barriers to keeping the focus on the instructional core? i.e. Why is it a challenge to stay focused on the instructional core? How might a school/district address those barriers? Alternative to the “application” activity – if we don’t have time.

Developing the Discipline of Seeing Seeing is a discipline It’s like a muscle—it gets stronger with repetition Foundation of our practice

Evidence What do you see? Just the facts please, Ma’am!

Just the facts…? She did a great job of transitioning from the whole class lesson to independent work time. Alternative to the “application” activity – if we don’t have time.

Just the facts…? She did a great job of transitioning from the whole class lesson to independent work time. At the end of the lesson, the teacher asked students what materials they needed to get for their upcoming independent work. She took a few responses and released students to go to their desks four at a time. Alternative to the “application” activity – if we don’t have time.

Just the facts…? The teacher used a very interactive teaching style. Alternative to the “application” activity – if we don’t have time.

Just the facts…? During a period of 20 minutes, the teacher asked 1 question. Alternative to the “application” activity – if we don’t have time.

What Do You See? What is the teacher doing? What are the students doing? What is the task?

Video observation

Reflection What difference do grain size and sticking to evidence make in your conversations? What is challenging for you? Insights? What is the level of grain size and sticking to evidence in your district conversations?

Problem of Practice—Friendly School Are students explaining their thinking to reflect higher order thinking skills (the ability to apply, analyze, evaluate, create)? What’s the nature of student response? Is it high-level or low-level thinking? At end, possibly ask as a reflection: How can you help focus your school/district’s work on the instructional core? Alternative reflection (if we don’t have time for the application activity on this slide): what are the barriers to keeping the focus on the instructional core? i.e. why is it a challenge to keep the focus on the instructional core? How might a school/district address those barriers?

Classroom Observation Reminders: Describe what you see Be specific (fine-grained) Pay attention to the instructional core (teacher, student, content) Observation etiquette Fine to ask students questions when it seems appropriate. Refrain from talking to each other in classrooms.

Debriefing Classroom Observations On your own: Read through your notes. Star data that seem relevant to the problem of practice (higher order thinking) and/or data that seem important. Select 5-10 pieces of data and write each on an individual sticky note.

Prediction If you were a student in this class/school and you did everything the teacher told you to do, what would you know and be able to do?

Preparing for Brainstorming the Next Level of Work Journal: What do teachers need to know to be able to support optimal learning? What does the school/district need to know to support optimal learning? Share your ideas with a partner.

Identify the Next Level of Work With your group: What support can the school and the district provide to help teachers strengthen these skills? Brainstorm suggestions for the next level of work: Next week Next month By the end of the year. Be sure that your suggestions are related to the p.o.p. What additional data might we need to address the p.o.p.?

Theory of Action (Video)

Theory of Action How will our superintendent network improve student learning?

Theory of Action A way of making practice transparent and accessible to yourself and others A way of tracking your learning over time A way of focusing energy and attention on essential dimensions of the work

Theory of Action A set of “If…, then…” propositions that capture the essential connections between your practice and what happens in classrooms Falsifiable – possible to say when you are wrong An accurate representation of your practice at this moment Distinguishes the essential elements from the less important ones

Agency Theory of Action If the agency provides services that improve district efficiency and programs that improve district and building leadership, then leaders will have the resources, knowledge, and skill to develop and/or access building level programs that improve teaching, and if we actively support the implementation of those programs to a high level of fidelity then teaching and ultimately student learning will improve across our service area.

Agency’s Theory of Action: Superintendents’ Network If the agency provides a program that provides a means for superintendents to become reflective in their efforts to improve instructional practice, then district and building level change efforts will become more focused and effective at improving student performance.