EDA 6061 Organization and Administration in Schools University of Central Florida The Savvy School Leader Promotes Exemplar Classroom Practices

Goals for Module 5 Each of you will have the opportunity to be able to understand the difference between non-exemplar and exemplar classroom practices. Each of you will have the opportunity to understand the role of the school leaders as a “broker” for exemplar practices.

Goals for Module 5 Each of you will have the opportunity to determine ways to utilize the your school’s teacher evaluation process as a means for professional development. Each of you will have the opportunity tonight to become familiar with how the savvy school leader utilizes their faculty meeting as a form of professional development.

Goals for Module 5 Each of you will have the opportunity to gain an awareness of the educational leadership concepts, principles, and theories being presented by a wide variety of modern day authors and researchers.

The Six Aspects of School Leadership… Classroom Practices of Teachers

Savvy School Leaders Influence Student Achievement The savvy school leader knows that their school is only successful when student achievement continually improves. Robert Marzano, in his book What Works in Schools (2003) has found six aspects of school leadership that have a direct positive relationships with improved student achievement.

Review: Six Aspects of School Leadership The six aspects of school leadership found to have a relationship with student achievement: Whether a school has a clear mission and goals The overall culture of the school and the climate in individual classrooms The attitudes of the teachers in the school The classroom practices of teachers The organization of curriculum and instruction Expanding opportunities for students to learn

Six Aspects of School Leadership Would it not make sense for a school leader to focus his or her time, energy and resources on these five aspects of school leadership found through extensive research to have a relationship with student achievement? This idea of focuses on what has proven to work in improving student achievement. This idea is what defines the savvy school leader.

Classroom Practices of Teachers The 4th component of the 6 aspects of school leadership

Classroom Practices of Teachers: The 4th component of the six aspects of school leadership There are many ways in which a savvy school leader can influence the classroom practices of teachers, however, we will address a few of those ways in this module.

Let’s Have a Conversation on: Creating Exemplar for Classroom Practices Taylor, R. and Gunter G. the K-12 Literacy Leadership Field Book, explain “exemplars” and “nonexemplars” as: Exemplars – research based practices that are not common in a school, and have proven effective in improving student achievement.

Creating Exemplars for Instruction Practices Nonexemplar – Common practice or status qou practice in a school that has not been effective in improving student achievement. The savvy school leader knows the difference between exemplar and non-exemplar classroom practices.

Exemplars Raise the Stakes On Classroom Practice Implementing exemplars should improve student achievement. Exemplars create mental models of excellence. Exemplars kick learning up a notch.

Non-Exemplar Classroom Practices Are More of the Same Nonexemplars keep learning practices and outcomes the same as always. Consistent exemplary practice is what will improve student achievement. Continuing a nonexemplar practice will not result in measurable improvement in student achievement.

Exemplars- Ideal, Non-Exemplars- Status Quo Exemplars are specific examples of what is ideal. Non exemplars are status quo, may not be negatives, just not the ideal

Why Do We Continually Use the Same Classroom Practices Albert Einstein said: “Continuing to do the same thing and expect a different result is a sign of insanity”

Examples of Exemplar and Non-exemplar Classroom Practices Examples of Exemplars and Non-exemplars offered by the St. Lucie County School District – Elementary Reading

Exemplar and Non-Exemplars Elementary Reading Exemplar Nonexemplar -Comfortable reading area -Book shelf with books -Whole group, small group, -Whole group -Work stations, independent - same work only

The School Leader as a Broker for Exemplar Classroom Practices The savvy school leader continually visits classrooms searching for exemplar practices. Being continually in the classrooms, the savvy school leader is well aware of the instructional strengths of his or her teachers.

Brokering Exemplar Classroom Practices The savvy school leader has already established a collegial culture in the school, The savvy school leader brings the teachers with an observable strength together with a teacher with and observable weakness. This getting teachers together is both a “brokering function” and can promote exemplar practices throughout the school

Sharing Exemplar Classroom Practices Exemplar classroom practice can be shared through: As feedback through the teacher evaluation process As presentations and focus groups during faculty meetings As first-hand experience, with teachers visiting each others classrooms

Activity Create a chart with two columns. Column 1- showing 6 non-exemplar classroom practices commonly used in your school. Column 2 - 6 exemplar classroom practices that would “kick” up the non-exemplar practices a notch. Non-Exemplars Exemplars

Professional Development

Classroom Practices of Teachers: Effective Professional Development Any professional development that is not sustained and integrated will not be effective to the degree that the principal desires. The research supports that professional development is most effective when accompanied with follow up.

Classroom Practices of Teachers: Effective Professional Development “Each dollar spent on improving teacher qualifications nets greater gains in student learning than any other use of the education dollar.” Dr. Linda Darling-Hammond

Classroom Practices of Teachers: Effective Professional Development Dr. Linda Darling-Hammond suggests that eleven conditions must exist in order to have an effective professional development program: The plan the principal develops with his/her teachers should be connected to the overall school improvement plan.

Classroom Practices of Teachers: Effective Professional Development Effective professional development focuses on teachers is central to student learning, yet includes all other members of the school community. Effective professional development focuses on individual, collegial, and organizational improvement.

Classroom Practices of Teachers: Effective Professional Development Effective professional development respects and nurtures the intellectual and leadership capacity of teachers, principals, and others in the school community. Effective professional development reflects on the best available research and practice in teaching and learning.

Classroom Practices of Teachers: Effective Professional Development Effective professional development enables teachers to develop further expertise in subject content, teaching strategies, uses of technologies, and other essential elements in teaching to high standards. Effective professional development promotes continuous inquiry and improvement embedded in the daily life of a school.

Classroom Practices of Teachers: Effective Professional Development Effective professional development is planned collaboratively by those who participate in and facilitate that development. Effective professional development requires substantial time and other resources.

Classroom Practices of Teachers: Effective Professional Development Effective professional development is driven by a coherent long-term plan. Effective professional development is evaluated ultimately on the basis of its impact on teacher effectiveness and student learning, and this assessment guides subsequent professional development efforts.

Classroom Practices of Teachers: Effective Professional Development & Student Achievement How can professional development make a difference in student achievement?

Classroom Practices of Teachers: Effective Professional Development & Student Achievement Just offering the best professional development experiences does not necessarily improve student achievement. What makes a difference is when teachers participate in the professional development experiences within their own school, with follow up and coaching.

Classroom Practices of Teachers: Meaningful Professional Development Lundenburg and Irby (2006) suggest 10 ways school leaders can provide meaningful professional development. Meaningful professional development focuses on teachers is central to student learning, yet includes all other members of the school community. Meaningful professional development focuses on individual, collegial, and organizational improvement.

Classroom Practices of Teachers: Meaningful Professional Development Meaningful professional development respects and nurtures the intellectual and leadership capacity of teachers, principals, and others in the school community. Meaningful professional development reflects on the best available research and practice in teaching and learning.

Classroom Practices of Teachers: Meaningful Professional Development Meaningful professional development enables teachers to develop further expertise in subject content, teaching strategies, uses of technologies, and other essential elements in teaching to high standards. Meaningful professional development promotes continuous inquiry and improvement embedded in the daily life of a school.

Classroom Practices of Teachers: Meaningful Professional Development Meaningful professional development is planned collaboratively by those who participate in and facilitate that development. Meaningful professional development requires substantial time and other resources.

Classroom Practices of Teachers: Meaningful Professional Development Meaningful professional development is driven by a coherent long-term plan. Meaningful professional development is evaluated ultimately on the basis of its impact on teacher effectiveness and student learning, and this assessment guides subsequent professional development efforts.

Classroom Practices of Teachers: Professional Development & Teacher Evaluation The savvy school leader connects the teacher evaluation process with opportunities for professional development

Classroom Practices of Teachers: Professional Development & Teacher Evaluation We hear from teachers and school administrators that there is never enough time or money to provide professional development. We hear from teachers and school administrators that our professional development program is not meaningful and relevant to what we do everyday.

Classroom Practices of Teachers: Ineffective Teacher Evaluation Processes For the most part, our current teacher evaluation process does not change the way our teachers teach.

Classroom Practices of Teachers: Ineffective Teacher Evaluation Processes We hear from teachers and school administrators that the teacher evaluation process is a waste of time We hear from teachers and school administrators that the teacher evaluation doesn’t really change teaching and learning practices. We hear from researchers that the teacher evaluation process does not have a positive relationship with student achievement

Classroom Practices of Teachers: Ineffective Teacher Evaluation Processes We hear from teachers and school administrators that the teacher evaluation process is seen as a “one shot” meaningless activity. We hear from teachers and school administrators that the teacher evaluation process may be destructive to the relationship between teacher and school administrator.

Classroom Practices of Teachers: Evaluation and Professional Development We know that successful school leaders look for every opportunity to seek the time and opportunity for the professional development of their staff.

Classroom Practices of Teachers: Evaluation and Professional Development “ The most powerful single innovation that enhances achievement is meaningful feedback” Jack Harris (2001)

Teacher Evaluation Process: Time Spent Is the teacher evaluation process in your school perceived as meaningful? Is the teacher evaluation process in your school perceived as important feedback? Do you believe that the teacher evaluation process in your school has brought about a significant change in classroom practices?

Teacher Evaluation Process: Time Spent Does the teacher evaluation process in your school promote exemplar teaching practices? Have your teaching practices improved as a result of your school’s teacher evaluation process?

Activity Identify or create five ways the teacher evaluation process can be used as an opportunity for professional development

Let’s Look Toward Our Faculty Meeting As A Means of Delivering Professional Development We hear from teachers and school administrators that there is never enough time or money to provide professional development. We hear from teachers and school administrators that our professional development program is not meaningful and relevant to what we do everyday.

Do the Following Situations Look A lot like the faculty meetings at your school? Have you attended a faculty meeting where teachers are constantly looking at the clock? Are there teachers correcting papers during the meeting? Have you attended a faculty meeting to see and feel the stares if you dare ask a question to clarify a point or find out additional information? Do teachers and even the principal look forward to attending your faculty meetings?

How To Use The Faculty Meeting As An Opportunity For professional development? We know that savvy school leaders look for every opportunity to seek the time and opportunity for the professional development of their staff. Why not look to your schools faculty meeting as a time and opportunity for professional development. Considering that most school have at least one faculty meeting a month, that can amount to over 10 hours a year in professional.

The Savvy School Leader Uses Technology to Free Up the Faculty Agenda With the technology available, using e-mail, web pages and blogs, the normal informational material common to many traditional faculty meetings can be handled away from the meeting. The use of technology can free up the faculty agenda to for a renewed focus on new classroom practices, review of relevant data, present the results of action research, and share best practices among faculty and staff.

Activity Identify or create five ways that the faculty meeting can be used as an opportunity for professional development Prepare a faculty meeting agenda where the focus is professional development.

Let’s Create A Faculty Meeting Agenda, That Delivers On Professional Development I would ask that your create a five item faculty meeting agenda, with professional development and relevancy in mind. The recorder is asked to write up and display your faculty agenda using the classroom Doc Com camera in sharing the agenda with the class.

End of Module Assignment Professional Self-Reflection on My Practice. Questions to ask Yourself. In your current position: Have I changed my instructional techniques and classroom practices, based on my school’s teacher evaluation process?

- Post an abstract of their school leadership book review The School Leadership Book, Abstract, Comments and Paper Are Due for the Module 5 PLC At the completion of this module it is expected that the Module 5 PLC members will: - Post an abstract of their school leadership book review - Comment on the abstracts of the members in their PLC - E-mail the school book review paper to the instructor for review and grading. Module 4

Module 5 PLC Members The members of Module 5 PLC Eagle Gulch Elementary School, will be posting their abstracts. Each class member is expected to post their comment for each abstract posted. The comment is to answer the following reflection question How the main concepts and theories presented in each of the book reviews presented, have the potential to enhance your knowledge and skill as a savvy school leader? Module 6