School Improvement Processes: Using the Tools Professional Leadership Learning Network (PLN) November 13, 2014 Dr. Ann Mausbach

Behavior Before Beliefs Fullan Research on attitudinal change has long found that most of us change our behaviours somewhat before we get insights into new beliefs. The implication for approaching new change is clear. Do not load up on vision, evidence, and sense of urgency. Rather, give people new experiences in relatively non-threatening circumstances, and build on it, especially through interaction with trusted peers.

Post- Observation Conference Blueprint Processes for School Improvement Monitoring Supervision walkthroughs PLC’s Post- Observation Conference

School Improvement Plan Professional Development Plan Walkthroughs & Look Fors

Adults do not learn from experience, they learn from processing experience. - Judith Arin-Krupp

Which tool have you tinkered with the most? What have you done (actions) that has been most successful when using this tool? 10minutes Split groups-- watch size No more than 2 people per district in a group

What did we learn?

Outcomes for Today: • Reflect on and refine use of “power tools” • Deepen understanding of intense focus • Collaborate in order to ensure focused plan

What implications does this passage have regarding our work?

Discussion: Text Rendering Protocol Round 1 (5 minutes) One person in the group (3 minutes): shares passage selected shares thoughts on the passage includes implications for our work Group responds (2 minutes) Repeat for 3 more rounds with a different person sharing each round Form groups of 4 Identify time keeper

Creating an Intense Focus on Teaching and Learning Be clear about your mission, vision, and values and live by it

Creating an Intense Focus on Teaching and Learning Collaboratively develop SIP plan that answers this question: “What strategy or process if implemented consistently, will make the strongest impact on student learning and achievement?”

Reflection: Where Are You? Self- reflection

Be like a postage stamp. Stick to one thing until you get there.

The One Pager What does the data tell you? “Any intelligent fool can make things bigger, more complex, and more violent. It takes a touch of genius — and a lot of courage to move in the opposite direction.” ― E.F. Schumacher The One Pager What does the data tell you? What are you going to do about it? How will you know if it has made a difference? What is your next steps and/or goal?

and the impact on student learning. Examples The size and the prettiness of the plan is inversely related to the quality of action and the impact on student learning. —Reeves, 2009

The Challenge Develop your own one pager. Must answer the following questions What does the data tell you? What are you going to do about it? How will you know if it has made a difference? What is your next steps and/or goal?

The Research Schools with plans that included monitoring, evaluation and inquiry experienced two to five times the gains as schools that had similar plans but did not include this information . Coherent and consistent planning and monitoring systems is strongly associated with improvement in student achievement. Reeves, D. B. (2006). The learning leader:how to focus school improvement for better results. Alexandria, VA: Association for Supervision and Curriculum Development

Walkthrough Fundamentals FOCUS Develop “Look Fors” Communicate “Look Fors” WALK Talk to students 3-5 minutes in each learning environment, focus on look fors Review samples of student work posted in hallways, in work folders REFLECT What did you see? What does it mean? GIVE FEEDBACK Validate, Validate, Validate

Step One: Develop “Look Fors” Goal is to define what we want to see in a way that doesn’t leave a lot of unanswered questions Use of student assessments Daily formative measures are used to determine re-teaching

TRIAD PROTOCOL Purpose: Give and Receive Feedback Develop learning network A = Share look fors and process (5 minutes uninterrupted) B= Responds to A (5 minutes) C= Listens/ observes, summarizes, draws conclusions (5 minutes)

Examine Student Work and Work Folders Step Two: Walk 3 to 5 Minutes Per Class Examine Student Work and Work Folders Talk to Students What are you learning? Why are you learning this? How do you know when you have done quality work? What did you learn by doing this activity that you didn’t know before? What has your teacher taught you that is helping you be a better (reader/ writer) this year?

How is teaching and learning influenced by room arrangement?

In what ways does this explanation communicate clear expectations?

Step Four: Feedback validate, validate, validate reinforce/ clarify look for teachable moment required every time formal or informal

Oral Feedback: Provide verbal feedback to teachers about something observed during the Walkthrough. Be specific and connect the feedback to ‘look-fors’ or elements of effective instruction. Written Feedback to Staff: Write a general narrative about what was observed during the Walkthrough and distribute the information to the entire staff. The narrative includes specific examples (without identifying the specific teacher or classroom) and evidence of how ‘Lookfors’ are present in the school. Written Feedback to Teachers: Short notes or e-mail to individual teachers can be very effective also. The notes should include specific examples or descriptions that provide evidence of how ‘Lookfors’ are present in the classroom. Debriefing the Faculty: Conduct a short meeting to debrief the faculty immediately after completing the Walkthrough. The meeting is generally held after school and attendance is most often voluntary. This meeting begins with a general overview of effective practices observed during the Walkthrough and specific evidence of ‘look-fors’ employed in classrooms. Feedback is focused on what is present in the school and not on individual teachers. Group Conference: Conduct a group conference with teachers to highlight and validate the teacher’s use of effective practices and/or implementation of ‘Lookfors’. The conference begins with a general overview about what was observed during the Walkthrough. This is followed by giving each teacher one or two specific positive examples of effective teaching strategies or ‘Lookfors’ he/she demonstrated during the Walkthrough. Debriefing Tools

E very time, provide feedback I ndividual specific examples Meaning (Why were the examples cited good examples?) Purpose (What were you looking for?) R eflect (What are your next steps?) O rganize so focus is evident V alidate, validate, validate E very time, provide feedback

Post- Observation Conference Blueprint Processes for School Improvement Monitoring Supervision walkthroughs PLC’s Post- Observation Conference

Why is it important to live by the schools mission, vision and values? Motivation Continuum

Intrinsic Extrinsic

I can be motivated to live by our mission if I remember that……………..