Instructional Leadership Team: Implementation Woodland Middle School Presenters: Doretha Melton, Assistant Principal Riki Gilliam, Administrative Assistant Monique Johnson, Model Teacher Leader-Math Dr. Jason Stamper, Principal

PLCs in August

PLCs in March

Purpose and Outcomes: We will collaborate to support instructional practices and professional growth in all Woodland Middle School staff members to positively impact student growth and achievement.

Instruction Standard #3 Focus Area: Instruction Standard #3 Establishes and communicates clear learning targets and success criteria aligned to curriculum standards Georgia School Performance Standards

IMPLEMENTATION: Phase I: Leading The Change Process Phase II: Develop Structures, Systems, and Processes Phase III: “The Work”

Leading The Change: Assistant Principals Leverage Leadership: Paul Bambrick-Santoyo Create a collaborative and cohesive environment focused on student achievement Establish Clear Expectations and Roles for all ILT members Lead the PLC Observe and give feedback (without evaluation) Model Lesson Co-teach Side-by-side coaching Coach 4. OneNote and Yammer

Develop Structures, Systems, and Processes: * Meeting Dates * Topics * Presenters (Building Capacity) * Agendas WMS ILT Agenda Dec 8.docx * Instructional Expectations (lesson plans, collaborative content meeting and notes, Academic Content Collaboration Meeting(1).doc co-teaching collaboration, etc) * Model, Practice, Monitor, Feedback, Reflection

Tight Versus Loose Tight: “The What” Loose: “The How” All PLC’s will have established norms Each PLC may establish their own norms All PLCs will meet a minimum of twice a week on Tuesday and Wednesday Location of the meeting   Each staff member must have a PLC binder with standards, “I can” statements (Learning Targets), AZ curriculum guides, most recent assessment data, and previous week’s lesson plans at every meeting. Binder can be electronic or a hard copy Purpose and intended outcome of each meeting must be established using some form of data (Team based, surveys, test results, observations, etc.) Completed collaboration and data dig documentation uploaded in Edmodo after PLC weekly Who is responsible for completing the documentation (it can change weekly) Each ILT content leader will establish a weekly meeting with like content leaders to calibrate content progress and needs (i.e. 6th, 7th and 8th grade ELA ILT leaders will meet weekly) Meeting day and time will be flexible

Common Expectations “The Work”: Instructional Leadership Team Standard-Based Instructional Boards Instructional Framework Observation, Feedback and Monitoring Coaching Cycle and Co-Teaching

Standard Based Instructional Boards

Standard-Based Instructional Boards

Standard-Based Instructional Boards Common Expectations: *Standard *Essential Question *Learning Target

Instructional Framework: Gradual Release

Common Expectations “The Work”: Instructional Leadership Team Standard-Based Instructional Boards Instructional Framework Observation, Feedback and Monitoring Coaching Cycle and Co-Teaching

Observation and Feedback The primary purpose of observation should not be to judge the quality of teachers, but to find the most effective ways to coach them to improve student learning.

Activity View the short video clip At your table identify examples of the six steps of effective feedback. How would this feedback lead to effective coaching? https://www.yammer.com/fultonschools.org/#/files/76071158

Observation and feedback are only fully effective when leaders systematically track which teachers have been observed, what feedback they have received, and whether that feedback has improved their practice.

Common Expectations “The Work”: Instructional Leadership Team Standard-Based Instructional Boards Instructional Framework Observation, Feedback and Monitoring Coaching Cycle and Co-Teaching

“When Providing Feedback is not Enough: Using Co-teaching strategies to grow your teachers.”

Has this ever happened to you? Providing Feedback

What’s Next? Now that you’ve done observations and given feedback and the behavior has not changed…

How would you go about supporting that teacher to change the behavior? Think—Pair—Share

Collaborative Teaching using Co-teaching strategies There are several co-teaching models that are quite useful for instructional coaching. They are used to help give specific, direct, effective feedback for mentoring and guidance to bring about positive instructional change.

Co-teaching Strategies One Teach, One Observe One Teach, One Assist Station Teaching Team Teaching Alternative/Differentiated Teaching

Chalk Talk Now lets revisit our struggling teachers and use one of the co-teaching strategies to support.

Graffiti Wall Create a #hashtag describing your plans for a successful ILT. Ex: #planningwithapurpose