Instructional Leadership Ted Zigler & Kristall Day June 20, 2018

Targets Discuss four main ideas of instructional leadership Discuss the importance of using standards in teaching & leading Identify and discuss various teams and how they can be used Define EBPs and provide examples Discuss resources to assist with identifying EBPs

Instructional Leadership: What are we really talking about? I know my subject area…but I don’t know every subject or grade level!? And… I’m the principal!?

We often confuse curriculum and instruction Good instructional leadership includes four main ideas: Curriculum- content, which can be different Instruction- Good teaching practices, which are the same in every classroom

Environment - Well-planned classroom and building, conducive to teaching Teacher development – this includes both development and evaluation (formative and summative) These are not new things on our plate---these are what we should be doing every day!

Still…I don’t know much about some subjects or grade levels Still…I don’t know much about some subjects or grade levels? Some of these teachers have been here 20+ years!? You have Standards to guide you in learning what you need, and what your teachers need Set up teams to lead your instructional leadership in your building

Teacher teams to help guide this? Building Curriculum Team- Help you lead the entire building in a coherent fashion Teams in Subject Areas and Grade Levels - develop experts in each Teacher Development Team- This includes developing your teachers as well as evaluation

This is not something added to our plate…it is what we do everyday! Talk about instruction everyday Be visible Be in the classrooms Actively lead your teams Help develop your teacher leaders and subject area leaders and grade level leaders –teach them to lead You will learn your curriculum just doing the above!

This helps…but give me a head-start…what are some things I should know and can quickly learn about? Evidence-Based Practices

What are Evidence-Based Practices (EBPs)? Evidence-based practices are those “effective educational strategies supported by evidence and research” (ESEA, 2002) Not all research and evidence are created equal!

How do I know if the Practice/ Strategy/ Curriculum is Evidence-Based? IRIS Center EBP Module Identifying and Selecting a Practice or Program Implementing a Practice or Program with Fidelity Evaluating Learner Outcomes and Fidelity

How do I know if the Practice is Evidence-Based? What Works Clearinghouse Institute of Education Science Reviews existing research Categories Evaluates rigor of studies Summarizes effects

How do I know if the Practice is Evidence-Based? Best Evidence Encyclopedia Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE) Reviews existing research Categories Evaluates rigor of studies Summarizes effects

Examples of EBPs Slides that follow: Examples of a few EBPs Resources for EBPs “Toolkit” handout with EBP resources

Explicit Instruction “Explicit instruction is systematic, direct, engaging, and success oriented—and has been shown to promote achievement for all students.” (Archer & Hughes, 2011) Gradual release (scaffolding) Model, lead, test

Explicit Instruction Lesson Format Archer & Hughes, 2010

Highlights of Explicit Instruction Teaching strategies/ rules “Think alouds” Range of examples and non-examples Distributed and cumulative practice Active student responding Feedback Data-based decision-making

Resources for Explicit Instruction 16 Elements of Explicit Instruction (Archer & Hughes, 2011)

Formative Instructional Practices (FIP) Core Components of FIP: Clear learning targets Collecting and documenting evidence Feedback Student involvement

Creating Clear Learning Targets Deconstructing the standards Nouns and verbs (know and do) Lower order vs. higher order Knowledge, reasoning, skill, & process targets

Collecting and Documenting Evidence Starting with the end in mind (backward design) Formative & summative Direct observations Entrance and exit slips (pre/post) Tests, quizzes, and worksheets Rubrics Curriculum-based measures

Feedback Effective feedback can have the biggest impact on student learning (Hattie, 2012) Focus on success Immediate Specific Actionable Related to learning targets Compares to previous performance

Student Involvement Often left out! Self-management Self-monitoring Self-graphing Recruiting and giving feedback Collaborative work Peer tutoring Self-evaluation Public posting

Resources for FIP FIP Your School Ohio (Battelle for Kids) Modules for core components and subject-specific Intervention in School and Clinic, VOL 50, Issue 2, 2014

Response to Intervention (RtI) & Multi-tiered Systems of Support (MTSS)

RtI Tiers Kidder, Flook, Parr, & Wood, 2010

RtI/ MTSS Resources RtI Action Network http://www.rtinetwork.org/ Center on Response to Intervention https://rti4success.org/

Lots of Overlap BUT…… There are some “Big Ideas” across EBPs that are consistent: Collection of data/ evidence to make decisions Clearly articulating what students should know and be able to do Teacher instructions and feedback Positive approach

Toolkit Hand-out with resources related to EBPs

Questions? Ted Zigler – ziglert@ohiodominican.edu Contact for information: Ted Zigler – ziglert@ohiodominican.edu Kristall Day – dayk@ohiodominican.edu