Welcome to the 2014 Summer Leadership Academy One Vision One Team One Greece

One Vision ● One Team ● One Greece Purpose for the week 1. To build on work started in summer 2013 by increasing the capacity of all leaders as related to Goals 1 and 2 of the Envision Greece 2017 Strategic Plan 2. To promote connection of instructional focus to community engagement (Goals 1 and 2 to the rest of the goals of the strategic plan) 3. To discover and use non-traditional methods of intervention while at the same time using influence modeling and the Design Toolkit to dig deeper into what parents and teachers want in terms of support 4. To look at root causes for behaviors and challenges, and begin the work of designing a prototype innovative solution to be implemented during 2014-15 5. To equip school leaders with the tools and capacity to create school and classroom environments that foster 21st century skills like problem solving, creativity and an innovation mindset. One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece Purpose for the week 1. To build on work started in summer 2013 by increasing the capacity of all leaders as related to Goals 1 and 2 of the Envision Greece 2017 Strategic Plan 2. To promote connection of instructional focus to community engagement (Goals 1 and 2 to the rest of the goals of the strategic plan) 3. To discover and use non-traditional methods of intervention while at the same time using influence modeling and the Design Toolkit to dig deeper into what parents and teachers want in terms of support 4. To look at root causes for behaviors and challenges, and begin the work of designing a prototype innovative solution to be implemented during 2014-15 5. To equip school leaders with the tools and capacity to create school and classroom environments that foster 21st century skills like problem solving, creativity and an innovation mindset. One Vision ● One Team ● One Greece

GCSD Leadership Academy Mission The Greece Leadership Academy seeks to provide a robust leadership development program customized to meet the needs of the district. This rigorous, experiential school leadership refinement program is designed to engage Greece leaders to be the change agents and transformative school leaders who measurably impact student achievement. One Vision ● One Team ● One Greece

GCSD Leadership Academy Mission Select the word or term that resonates with you most and explain why?? GCSD Leadership Academy Mission The Greece Leadership Academy seeks to provide a robust leadership development program customized to meet the needs of the district. This rigorous, experiential school leadership refinement program is designed to engage Greece leaders to be the change agents and transformative school leaders who measurably impact student achievement. One Vision ● One Team ● One Greece

Tweet the conference! Use Twitter hashtag #GCSDLA14 to tweet: Let the education world know about our great work! Use Twitter hashtag #GCSDLA14 to tweet: What you are learning Great ideas Pictures of the conference in action Twitter users: add your twitter name to the poster during the week so we can follow each other! @GCSDTweets One Vision ● One Team ● One Greece

Beginning with the end in mind… Private Happy Hour 3:00-4:00pm Food and Beverage included   Sponsored by: AXA advisors Joseph A. Prestigiacomo PRICE: Your unwavering focus and dedication during the week! One Vision ● One Team ● One Greece

Superintendent Barbara Deane-Williams One Vision ● One Team ● One Greece

Theory of Action for Change The Theory of Action for Change behind our EnVision Greece 2017 Strategic Plan links our beliefs, vision and mission. We are systems thinkers; creating the conditions for success in every Greece school. If we Develop Human Capital and Professional Capacity by ensuring there are effective employees at every level of the organization focused on improving student outcomes; if we give our students and parents access to high quality schools and coherent curriculum; and we hold ourselves accountable for strong performance management; then we will keep our promise to graduate every student in our schools college-prepared and career-ready.

System Coherence

Strengthening Teacher & Leader Effectiveness Professional Learning In Greece… Teachers and School Leaders learn together. We create school cultures that support and sustain instructional improvement. We create the conditions to close achievement gaps. We are committed to access to high quality curriculum and schools. We monitor/support students by face and name to graduation.

Professional Learning to Develop Capacity We have developed a career ladder model to create the conditions to amplify effective instructional practice. We have transformed Central Office as Teaching and Learning Teams aligned with Principals and Teacher Leaders to improve classroom teaching. We have developed our own rigorous leadership training program in partnership with NYCLA. We have leveraged our Strengthening Teacher and Leader Effectiveness (STLE) grant to bring national best practices to Greece schools. We work to create and support partnerships through labor-management collaboration and to create the conditions to improve student achievement.

Professional Learning to Develop Capacity We have developed a career ladder model to create the conditions that amplify effective instructional practice. We have transformed Central Office as Teaching and Learning Teams aligned with Principals and Teacher Leaders to improve classroom teaching. We have developed our own rigorous leadership training program in partnership with NYCLA. We have leveraged our Strengthening Teacher and Leader Effectiveness (STLE) grant to bring national best practices to Greece schools. We work to support partnerships through labor-management collaboration and to create the conditions for student achievement.

Our Commitment to Our Students Every student in Greece Schools today will enter a workforce that will require 21st Century skills to compete successfully in the workforce of tomorrow. These skills include literacy and content mastery, higher level thinking, digital and technological competency, creativity, innovation, communications and entrepreneurship. Our EnVision Greece 2017 Strategic Plan is our roadmap to transform schools. Our promise is to provide a personalized environment of academic excellence that provides access to success for every child, every day. We are committed to equity and access to excellent schools for all of our 11,372 students. Every child in our Greece Schools is entitled to a quality education and to graduate college prepared and career ready.

Greece Summer Leadership Academy One Vision One Team One Greece

Supporting our Strategic Framework and Distributed Leadership August 2014 GTA and GASA Leadership One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece Where have we been? 7 Superintendents in about 20 years Leadership roles were focused on non-instructional tasks The Old days of shared decision PD was often one-shot deal with varied connection to targeted improvements Majority of ideas and direction were created by a small group of people One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece Where are we now? Strong cadre of teacher leaders and principal leaders at all levels Change the World “The people that think they are crazy enough to change the world usually do!” Our leadership structures are in a place to have significant influence on our Greece Team through a distributed leadership model http://www.wingclips.com/movie-clips/jobs/change-the-world One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece Where are we now? Ongoing professional learning – internal and external AFT/UFT Leadership Academy Teacher Union Reform Network Structures to share the learning New learning, assess effectiveness, refine learning, teach others Supports in place in a non-evaluative structure One Vision ● One Team ● One Greece

Where are we going? This team will be leading others that have a variety of professional development experiences. Simon Sinek: How Great Leaders Inspire Action http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action (stop at 8 min mark) One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece Our challenge will be….. How are we going to help our teachers understand the Why? Of the Strategic Framework How are we going to help our students understand the Why? To influence achievement. This leadership team is poised to make a difference. One Vision ● One Team ● One Greece

Attitude is important! So even when times get tough….. Positive Attitude is Everything http://www.bing.com/videos/search?q=funny+videos+on+keeping+a+positive+attitude&FORM=VIRE2#view=detail&mid=B11E09D1645648C71035B11E09D1645648C71035 One Vision ● One Team ● One Greece

Norms One Vision One Team One Greece

Building Our Group Norms What do we need to help us all engage in the learning at the highest level? One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece Norms & Introductions Please Read The Norms for Collaboration Think about which of these norms are really important to you: Have we covered everything? which do you need to feel “safe” as a learner and collaborator? Think about which you personally struggle to uphold. Why is that? Pick your top 2. Would that be a good personal goal for the next week? One Vision ● One Team ● One Greece

Building Our Group Norms With your elbow partner Share your personal “norm” goals for the next week Self-monitoring Debrief One Vision ● One Team ● One Greece

Flow of the Week, Agenda Overview and General Housekeeping One Vision One Team One Greece

One Vision ● One Team ● One Greece Leaders will KBAD: use the PELP coherence framework to gain a clear understanding of the connections of all of the elements of the strategic plan, use the Systems Design Toolkit process to identify problems of practice to meet specific needs of our stakeholders, apply a systems thinking approach to problem solving, use research (Hattie) to make connections to the growth mindset , align successful academic behaviors (of all stakeholders) PK-20 to promote a continuum between elementary and secondary expectations, foster collaboration through school and other teams. One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece Distribution of KBADS KBAD Session 1 2 3 4 5 6 X   One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece Purpose of the Day Anchor in on EnVision Greece 2017 and gain an understanding of the “why” behind the design of the Strategic Plan Develop norms to support the needs of participants Gain an understanding of the development of the Leadership Academy 2014 and the flow of the week Foster collegiality among new and existing leadership teams One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece Greece’s Got Talent Provide participants with an understanding of the displays around the building and how they will connect the work of the week To encourage participants to begin collaborating during the week One Vision ● One Team ● One Greece

Public Education Leadership Project PELP One Vision One Team One Greece

Purpose of this session Participants will be familiar with the PELP coherence framework Participants will make personal connections to PELP One Vision ● One Team ● One Greece

Coherence Breaking down the silos Building a Coherence starts with breaking down the silos and developing a framework that gets us all working on the same vision. Today’s work will start with a Broad Perspective, and then Narrow this work to the school and personnel level, then we will broaden it back out to a K-12 view. One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece PELP Framework Read page 6 and 7 of Strategic Plan One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece Context PELP Strategic Map Find connections between the PELP and the District Strategic Map. Make the Strategic Map meaningful to the work being done by the Board, District Office and Schools. One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece Personal Connections PELP Pick a strategy that resonates for you- and why? How did your success in this area impact the instructional core, whether it be teacher, student or content? Time to make a personal connection: One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece Share out Combine tables with a feeder pattern school to share your posters. One Vision ● One Team ● One Greece

Baggage Claim One Vision One Team One Greece

One Vision ● One Team ● One Greece “Pack your bag” by writing your name and 3-5 interesting things about you and your life! This goes with “Flow” segment in the morning One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece “Come Fly with Me” This goes with the time the activity actually starts One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece Share what’s in your “bag” with a colleague. Trade bags and share with someone else. Keep trading until facilitator calls “time.” Find the person whose “bag” you end up with and return it. This goes with the time the activity starts One Vision ● One Team ● One Greece

The Power of Feedback One Vision One Team One Greece

One Vision ● One Team ● One Greece Typing on Steroids One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece Typing on Steroids One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece Why this workshop? “The more leaders focus their influence, their learning, and their relationships with teachers on the core business of teaching and learning, the greater their likely influence on student outcomes” Instructional leadership beats all other forms of leadership in impact on student learning (Robinson, Lloyd, & Rowe, 2008, p. 23). One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece So… if it behooves us to practice instructional leadership… What specific leadership behaviors have the greatest effect on student learning? One Vision ● One Team ● One Greece

Robinson, Lloyd, & Rowe: Specific domains which had greatest effect Promoting & participating in teacher learning (d=0.91) Planning, coordinating, & evaluating teaching & curriculum (d=0.74) Aligning resources to priority teaching goals (d= 0.60) Establishing goals & expectations (d= 0. 54) Ensuring an orderly and supportive environment ( d = 0.49) One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece So…. We are working to become instructional leaders Requires us to have most current and up to date information Two major meta analyses: Marzano, Waters, & McNulty (2005) and Hattie (2009) Hattie wrote Visible Learning for Teachers 2012 to implement his findings One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece Learning Target Participants will understand that formative assessment (feedback) is among the most powerful tools to move learning forward, when the learner’s thinking is visible, learning targets are explicit and communicated, and when learners become leaders of their own learning. One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece UbD Template Note the lesson plan for this workshop in the Understanding by Design (Grant Wiggins & Jay McTighe) format. Can use this format for meeting plans, daily lesson plans, and unit plans. Has been modified to use the “Double Plan” idea, as in Doug LeMov’s book, Teach like a Champion. One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece Learning Target Participants will understand that formative assessment (feedback) is among the most powerful tools to move learning forward, when the learner’s thinking is visible, learning targets are explicit and communicated, and when learners become leaders of their own learning. One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece Learning Target Everyone knows feedback works. But the devil’s in the details… It is not enough to “give feedback” in order to see the impressive gains cited in the research. One Vision ● One Team ● One Greece

Discuss: why would we care about this? “Feedback is among the most common features of successful teaching and learning. But there is an enigma: while feedback is among the most powerful moderators of learning, its effects are among the most variable” Hattie, 2012, Visible learning for teachers, p. 115. One Vision ● One Team ● One Greece

What are (at least) four assumptions here? “To make feedback effective, therefore, teachers must have a good understanding of where the students are, and where they are meant to be – and the more transparent they make this for the students, the more the students can help to get themselves from the points at which they are to the success points, and thus enjoy the fruits of feedback” p. 115. One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece Did you say: assumes… Student thinking is visible. Learning targets are explicit and clear. Student learning status is both assessed and communicated to the students. We want students to take charge of their learning (we value student agency). One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece Check again “To make feedback effective, therefore, teachers must have a good understanding of where the students are, and where they are meant to be – and the more transparent they make this for the students, the more the students can help to get themselves from the points at which they are to the success points, and thus enjoy the fruits of feedback” p. 115. One Vision ● One Team ● One Greece

Which of these assumptions is taken for granted the most? Student thinking is visible. Learning targets are explicit and clear. Student learning status is both assessed and communicated to the students. We want students to take charge of their learning (we value student agency). One Vision ● One Team ● One Greece

How might this change practice? “Working from observables is the foundation of the formative evaluation of learning. Too often, teachers work from theories or inferences about what students do that are not always open to change in light of what students actually do. Instead teachers need to concentrate on what students do, say, make, or write, and modify their theories in light of these observations (or this evidence)” 116. During this groupwork, all facilitators circulate and collect observations on what students actually do and say How might this change practice? One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece How does group work make thinking visible? Facilitators model. One Vision ● One Team ● One Greece

Three feedback questions Levels Major questions Three feedback questions 1 Task How well has the task been performed? Is it correct or incorrect? Where am I going? What are my goals? 2 Process What are the strategies needed to perform the task? Are there alternative strategies that can be used? How am I going? What progress is being made towards the goals? 3 Self-regulation What is the conditional knowledge and understanding needed to know what you are doing? Self-monitoring, directing the processes and tasks Where to next? What activities need to be undertaken next to make better progress? 4 self Personal evaluation and affect about the learning Talk through the three questions first and the four levels second. Answer these questions for the four targets for feedback and then for the three major feedback questions. Where do we spend most of our time? Which of these is the hardest to go after? Which is the most confusing to you? This taxonomy may be useful to you if you choose to go deeper into feedback with your faculty. This could be the system you might explore. One Vision ● One Team ● One Greece

One Vision ● One Team ● One Greece Research tidbits aka in case you didn’t think we needed this discussion Carless (2006) has shown that most feedback given by teachers is to the whole class and most of this is not received by any student – because no single student believes it pertains to him or her! Many students are simply unable to understand feedback comments and interpret them correctly (Higgins, Hartley, and Skelton, 2001). 70 percent of teachers claimed that they provided detailed feedback that helped students to improve their next assignments – but only 45 percent of students agreed with their teachers’ claim (Carless, 2006). Nuthall (2005) found that most feedback that students obtained in any day in classrooms was from other students – and that most of this feedback was incorrect. VLT p.122 Read these: this probably helps explain why feedback research shows it to be so--- what? [variable] One Vision ● One Team ● One Greece

Reading for Meaning: Types of Feedback See handout FYI This strategy was invented by Silver & Strong. Can be used with any complex text. A close reading strategy because it requires the reader to use text (quotes, ideally) to support or refute a stance. The best “reading for meaning” statements are somewhat mixed but with a predominance of textual support for one side over the other. To use: Select complex text. Pull out most critical content. Create a small number (3-5) statements which take a stance. (Tip: Intentionally create statements that can be supported or refuted by the text.) Purpose - to draw readers’ attention to the main ideas in a text. One Vision ● One Team ● One Greece

Application of learning Why are we talking about VLT Chapter 7? Think about your role as: Teacher/PD planner Coach/supervisor Learner One Vision ● One Team ● One Greece

Application of learning Create your To Do List Think about your role as: Teacher/PD planner Coach/supervisor Learner What might you do to apply this learning? Brainstorm a list; can impeach it later. Hopefully this list will go from groupwork to reflective writing. One Vision ● One Team ● One Greece

Reflection One Vision One Team One Greece

2014 GCSD Leadership Academy Feedback Form Week 2 Day 1 surveymonkey.com/s/LAWK2D1 One Vision ● One Team ● One Greece