Richardson ISD, Richardson Texas Darwin Prater Spiller Executive Director of Instruction and Operations Richardson ISD, Richardson Texas

Growing Into Equity Professional Learning and Personalization in High-Achieving Schools Authors: Sonia Caus Gleason and Nancy Gerzon Foreword by Stephanie Hirsh and Joellen Killion

Stults Road Connecting Resources to Foster Meaningful Relationships Standards for Professional Learning Teacher Leader Learning Designs Domain III Professional Learning for Continuous Improvement Outcomes Domain II Accessing & Using Research Model Standards Reflection Model Standards Domain IV Improvements in Instruction and Student Learning Student Leadership Implementation Learning Communities PDAS/Co-Co PDAS/Co-Co Inclusion A Sense of Belonging Influence Valuing Differences Domain I Collaborative Culture Data Student Community Working Together Creatively Student Domain V Assessment and Data Resources Teacher Leader PDAS/Co-Co Domain VII Advocating for Student Learning & the Profession Domain VI Collaboration with Families & Communities Teacher Leader Model Standards Professional Learning Communities Motto: We know them by name; We know them by need; SO, bring it!

8 Teaching Practices Focus on Mastery Introducing Content Logically, Clearly, and Concisely Acquiring and Responding to Evidence of Understanding Connecting with Student Interest, Backgrounds, Cultures, and Prior Knowledge Building Student Vocabulary Promoting Successful Practice Making Students Feel Valued and Capable Leading Students to Love Learning Abstract:  One of the main reasons for the success of many high-performing urban school is the nature of teaching in those schools.  NCUST leaders found eight teaching practices in abundance throughout former National Excellence in Urban Education Award winners.  In this session, participants learn about those eight teaching practices as they have been described in the new publication, Teaching Practices from America’s Best Urban Schools:  A Guide for School and Classroom Leaders.

S.W.O.T Template Strengths – Factors that are likely to have a positive effect on (or be an enabler to) achieving the school’s objectives. Weaknesses – Factors that are likely to have a negative effect on (or be a barrier to) achieving the school’s objectives. Opportunities – External Factors that are likely to have a positive effect on achieving or exceeding the school’s objectives, or goals not previously considered. Threats – External Factors and conditions that are likely to have a negative effect on achieving the school’s objectives, or making the objective redundant or un-achievable. Look at this template with the four major areas of the SWOT template. Each of the four have been defined in educational terms. Review the definitions for each of the four categories.

S.W.O.T Analysis A SWAT analysis can help guide you to the root causes of your data outcomes. As we begin our work today with some of your own school data, lets take a moment to reflect. As you reflect, begin to think about this in terms of four areas. (Move to next slide that will define the four major areas: strengths, weaknesses, opportunity and threats.)

S.W.O.T Analysis______________ Strengths: Opportunity: Weakness: Threats: Lets take a moment as a group to think about reading at your campus. What would be a strength? (professional development opportunities; support personnel etc…) Have groups brainstorm other strengths they may consider. Now lets talk about possible weaknesses with reading at your campus. (Extreme reading levels within some classrooms, lack of a common understanding of rigorous reading instruction, availability of resources at the appropriate reading level.) Continue brainstorming in groups to consider several factors. What are some opportunities you have with reading at your campus? (Involvement in reading programs, “Real Men Read”, Name that Book Contest, utilization of the librarian or library as a resource for the literacy plan.) What are some threats to reading at your campus? (student mobility, changing student expectations, home language) Ask the group to brainstorm other strengths they may consider. Have the schools look at their own data and go through this process with their team. Walk around and monitor while this activity takes place and check for understanding by asking questions.

Root Cause…

What is Root Cause? Root Cause is the fundamental breakdown or failure of a process which, when resolved, prevents a recurrence of the problem. Or, in other words… For a particular problem, Root Cause is the factor that, when you fix it, the problem goes away and doesn’t come back. Root Cause Analysis is a systematic approach to get to the true root causes of our process problems.

5 Why’s: Underlying Processes Difficult to teach Why? 2 Difficult to isolate the teaching strategy for each underlying process Why? 3 Limited understanding from a professional development prospective Why? 4 How to incorporate knowledge in plans and delivery? Why? 5 (Root CAUSE) Monitor and Follow-up

Math/Science/Technology Magnet Identified Need #5: STAAR Writing data indicate a need to increase average passing performance for all students. Identified Need #13: STAAR Writing data indicate a need to increase achievement at Level II Final Standard for all students. Identified Need #15: STAAR data indicate a need to increase overall Level III student performance for African American, Hispanic and Economically Disadvantaged students. Brenda & Angela

Math/Science/Technology Magnet Expected Change#5: The average passing performance will increase from 81% to 91% on all state Writing assessments. Expected Change #13: The Level II Final standard performance for all students will increase from 61% to 71% on all state Writing assessments. Expected Change #15: Level III Student performance will increase for African American (39%), Hispanic (19%), and Economically Disadvantaged (25%) to 45%. Brenda & Angela

Math/Science/Technology Magnet Brenda & Angela

Calibration Learning Walks

Guided Planning: Activity 1 Identify Leadership Behaviors that the leadership team will demonstrate in order to show evidence of the leadership responsibility (Monitor and Evaluate) at the school level. ____________________________ School Level MONITOR AND EVALUATE _____________ ______________ _____________

Guided Planning: Activity 2 Identify Leadership Behaviors that the leadership team will demonstrate in order to show evidence of the leadership responsibility (Monitor and Evaluate) at the school level. __________________ _________________ ________________ Grade/Department Level MONITOR AND EVALUATE ______________ _______________

Guided Planning: Activity 3 Identify Leadership Behaviors that the leadership team will demonstrate in order to show evidence of the leadership responsibility (Monitor and Evaluate) at the school level. _________________ ________________ _______________ Classroom/Student Level MONITOR AND EVALUATE _______________

Monitor and Evaluate

Irreplaceable

5 ways to keep Irreplaceable staff members Start the year with great Expectations Recognize excellence publicly and frequently Treat your irreplaceables like they are irreplaceable. Start having “Stay Conversations” by thanksgiving. Hold the line on good teaching. Top teachers who experience multiple high impact retention strategies plan to remain teaching at their schools for nearly twice as long (2 to 6 more years).

Technology Integration Positive Behavior Support Bus schedules Staff development Technology Integration Positive Behavior Support Bus schedules Gifted & Talented Ability grouping Induction Performance reviews Dual Immersion Literacy blocks Mentoring Lyme disease prevention Bilingual Ed State tests Special education Differentiated instruction Success for All Coaching District tests Curriculum mapping De-tracking Open Court School Improvement Plans Saxon Math Lunch programs Everyday Math IEPs Value added P.T.A. meetings Growth models RtI Reading First Parent involvement Culturally responsive teaching Multicultural education Character education NCLB Phonics Health education Student learning AP Afterschool Whole Language DDDM Interactive whiteboards Courageous conversations FTEs Data committees Morning announcements Formative assessment The point here is that the main focus of your work, student achievement, can be obscured by the multitude of duties and expectations your campus community and central office have of you. PLCs ESL Block scheduling Phonics Balanced Literacy Abstinence only Walkthroughs Direct Instruction TGIF! Portfolio Assessment Fall Festival Halloween Party Halloween Party Safe & drug-free schools Pep assembly Accountability committee Career prep Constructivist Teaching Math Multi-age classrooms Spelling Bee New, New Math New Math College for all

Recently featured on the front cover of the Texas School Business magazine Darwin Prater Spiller is now known as the “Power Principal.” Darwin was recently named a finalist by the Texas Elementary Principals & Supervisors Association (TEPSA) along with 12 other principals in Texas as the “Best of the Best” of Teas principals. In addition, he serves as a standing committee member with the Marketing and Research Division of TEPSA and National Association of Elementary School Principals (NAESP) among numerous others. As a result of Stults Road Elementary being recently named the 2010 National Title I Distinguished School while he was principal; Darwin has been selected as a Texas state representative for a new statewide parental involvement initiative in conjunction with the Texas Education Agency. Spiller recently authored an article titled “Stults Road Elementary PLC’s Journey: An Overview,” which was posted and published by Solution Tree. His latest acknowledgement is that his school was featured in a book titled: Growing into Equity: Professional Learning and Personalization in High-Achieving Schools. Darwin earned his master’s degree in educational leadership and policy studies from the University of Texas at Arlington and undergrad at Langston University. Currently, Mr. Spiller serves as Executive Director of Elementary Instruction and Operations where he supervises 13 Richardson ISD elementary schools. Darwin.spiller@risd.org