Putting it All Together Managing Principals to Results July 11, 2012 Paul Bambrick-Santoyo

Exceptional school leaders succeed because of how they use their time: what they do, and how/when they do it. Big Idea:

#1: We have good definitions of great teaching already available – The Skillful Teacher (Jon Saphier) – Teach Like a Champion (Doug Lemov) #2: We need to build good systems for operational support of schools to allow instructional leaders to focus on teaching & learning Assumptions for Today:

Seven Levers of Leadership-- Instruction: Data-Driven Instruction: Define the roadmap for rigor and adapt teaching to meet students’ needs Observation & Feedback: Coach teachers to improve the learning Planning: Prevent problems and guarantee strong lessons Professional Development: Strengthen culture and instruction with hands-on training that sticks

Seven Levers of Effective Schools-- Culture: Student Culture Creating a rigorous, joyful student culture that drives learning and character development Staff Culture Building a strong, supportive adult culture Managing and Developing Leadership Teams Developing and managed additional instructional leaders who can lead implementation of the instructional levers

Goals for Today’s Workshop: Develop a plan to manage principals to the most important levers of success Set goals and determine tools to monitor progress

Big Ideas: Standards (and objectives) are meaningless until you define how to assess them. Similarly, all our work with leaders and teachers is meaningless until we define how to assess it. Because of this, deciding how to assess what we value is the starting point for instructional leadership, not the end.

Putting it All Together Generating Measurable Goals

Task 1—Goal-Setting: Task Create the most measurable goal for each lever that will guarantee the highest student achievement Criteria for Evaluating Your Goals If we meet this goal, will we be using this lever for maximal benefit towards student achievement? Can we actually measure whether we reach this goal?

Goal-Setting—Guided Practice on DDI What is the most measurable goal that will guarantee we are successful with DDI? Score 75 or higher on Data-Driven Instruction Implementation Rubric. Criteria for Goal-Setting: If we meet this goal, will we be leveraging this lever for maximal benefit towards student achievement? Can we actually measure whether we reach this goal?

Guided Practice on Making Goals Stronger--Planning Weak Goals: Lesson plans get feedback from school leaders Unit plans are high quality Curriculum guides are present in each classroom Key Question: Why are these goals weak? Use criteria below to justify your answer. Criteria for Goal-Setting: If we meet this goal, will we be leveraging this lever for maximal benefit towards student achievement? Can we objectively measure whether we reach this goal?

Quick Write: Write a first draft of the highest-leverage, measurable goal for each of the remaining levers: o Planning o Observation & Feedback o Leading Professional Development o Student Culture o Staff Culture o Managing & Developing Leadership Team Criteria for Goal-Setting: If we meet this goal, will we be leveraging this lever for maximal benefit towards student achievement? Can we objectively measure whether we reach this goal?

Trios—Goal-setting in your College Gps TASK in TRIOS: Create the most measurable goal for each lever that will guarantee high student achievement ROUND 1—your first chart paper (5 min) Write the best measurable goal for this category ROUNDS 2-5—subsequent chart paper (5 min) Review the goal already written Write a different goal altogether, or revising the existing goal to be stronger

Criteria For Goal-setting If we meet this goal, will we be leveraging this lever for maximal benefit towards student achievement? Can we actually measure whether we reach this goal? Could we meet this goal and still fail?

Comparing North Star Goals To Yours Where are each set of goals the same? Where are they prioritizing different things? Where are they more specific or more measurable? What would be the context of a school that would make one of these goals more valuable than another?

Reflection: Task—Individually or with a partner (10 min): Write down your biggest takeaways about setting goals on the seven levers on the reflection sheet Write down the goals that are most meaningful for you to use in your schools When Done: Put computer aside (my sign you’ve completed first task) Identify the 1-2 levers that are most in need of improvement at your schools Review one of the rubrics in the binder for that lever: o Star what you like o Cross out what you wouldn’t use

Making Goals Happen Establishing the Drivers

Defining Drivers: Drivers are… Tools that you need Tasks/events that need to happen Ways that you’ll evaluate your progress They are the tasks and tools that guarantee success!

Drivers—Guided Practice on Data- Driven Instruction: What key drivers guarantee we’ll meet our goals for DDI? Aligned interim assessments Transparent IA’s Opening PD Ongoing PD Trained Leadership Team Effective Analysis Meetings Use of action plan Monitoring of implementation of action plans Evaluation of school with the DDI rubric Drivers make the difference between rhetoric and real change. Leaders who fail often never get to this stage.

Drivers—Guided Practice on Observation & Feedback: What key drivers guarantee we’ll meet our goals for observation and feedback? Schedule of observations Observation Tracker o A place to record the observations for each instrl leader Monitoring o Periodic review of leader’s observations o Joint observations identifying right levers o Feedback on feedback: video/in-person review of feedback meetings

Drilling Down on the Levers: Task—Pick 1-2 levers Pick 1-2 levers beyond data-driven instruction that will have the largest impact on your schools Trios: create the complete list of necessary drivers to meet the goal for each lever Write the complete list of drivers for this lever How to Write them They should be clear and understandable for any of your peers (they will be giving you feedback on them!)

Drilling Down on the Levers: Tips for Writing Drivers You need to launch it (PD, introduction) You need to build the tools (templates, rubrics) You need to monitor it You need to know how you’ll evaluate your progress Criteria for Drivers If you do all of these drivers, are you guaranteed to meet your goal?

Criteria for Drivers: If you do all of these drivers, are you guaranteed to meet your goal? If not, what’s missing? Or what should be cut?

Receiving Peer Feedback Improving our Drivers

Feedback Protocol, Rd 1: Share Goal & Drivers (2 min) State final goal & the drivers—no commentary Ask Questions (2 min) Listening trio asks clarifying questions to understand Exchange your Feedback (4 min) Listening trio gives feedback: concrete suggestions to improve the drivers to make sure they work Presenters may not comment: must simply write down all the recommendations on his/her list Respond to Feedback (2 min) Team 1 responds to written feedback and asks clarifying questions 10 MIN TOTAL

Feedback Protocol, Rd 2: Share Goal & Drivers (2 min) State final goal & the drivers—no commentary Ask Questions (2 min) Listening trio asks clarifying questions to understand Exchange your Feedback (4 min) Listening trio gives feedback: concrete suggestions to improve the drivers to make sure they work Presenters may not comment: must simply write down all the recommendations on his/her list Respond to Feedback (2 min) Team 1 responds to written feedback and asks clarifying questions 10 MIN TOTAL

Reflection: What are your biggest takeaways for establishing goals and drivers for your work?

Your altitude, how high you fly, is not determined by how hard you try. It is determined by whatever makes you quit. --Damon Dunn Determining Your Success:

Putting it All Together, Part II Determining Your Altitude

Converting Drivers to Tasks Building Monthly Maps

Defining Monthly Maps: Monthly Maps are… The order of non-daily tasks that will allow your drivers to happen

First weeks of residency: Evaluate school on DDI rubric Teacher Orientation Week: DDI PD to launch the year Start of School Year (for students) Block out 2 nd week (routines/procedures) 3 rd week: Present interim asst (or proxy) to teachers to review/prepare (If applicable) Date of mandated interim assessments in the Fall (district, CMO, etc.) (If you need to add an IA) Count 5-7 weeks from the 2 nd week of school: Administer IA 1-2 weeks prior to IA: Teachers predict performance & have data report template and analysis/action plan template ready 1 Week after IA: analysis meetings and re-teach 2 weeks after IA: Results Meeting or PD on content- specific issues that arose from the IA Repeat Steps 5-9 for each interim assessment cycle. Last Summer—DDI Monthly Map:

Monthly Map—Sample for Observation & Feedback: What key tasks to make our drivers happen? 1 st wk August: build observation schedule 1 st wk August: set up a tool to track your observations 4 th wk August: walkthrough with principal coach or peer: what are key action steps for each teacher? 2 nd week Sept: review Observation Tracker with coach or peer: are action steps measurable, bite-sized and highest leverage? 4 th week Sept: videotape feedback & review with coach/peer: how effective is your feedback? 2 nd week Dec: Faculty Survey: did they receive consistent feedback and was is helpful? 2 nd week Jan: write formal mid-year evaluations Monthly maps are the road map: they keep us on track.

Monthly Maps: Task: Build the first 2 months on the Monthly Map for 1-2 levers How to determine the right number of tasks: You can only fit in 3-5 hours of big picture work per week How to build the tasks: Develop them straight from the goals & drivers Add nothing non-essential: only what’s absolutely needed to achieve your goal

Feedback Protocol, Part 1: Review Monthly Maps (5 min) Exchange Monthly Maps Teams: read, review and write: List your questions by month/week # List your top recommendations for improving Map, including additional actions you’d add or actions you would cut Criteria for Evaluating Monthly Map: Is it highest leverage? (If it’s nice but not essential for meeting the goal, cut it) If they follow this map, will they accomplish their goal? Is it doable? (You cannot do more than 5 hrs/week of big project work)

Feedback Protocol, Part 2: Give back Monthly Maps—Review Feedback (3 min) Each team comments among themselves about the changes recommended Respond to Feedback, Team 1 (5 min) Team 1 asks clarifying questions about feedback received Team 2 responds to why they made the recommendation Jointly, improve Team 1’s final monthly map Respond to Feedback, Team 2 (5 min) Repeat the process

Reflection: What are the big takeaways for my school to manage these seven levers effectively? What would I need to do to make goals, drivers and monthly maps happen for my school?

Meta-Cognitive Work—Repeating the Cycle: Set measurable goals Create drivers that meet those goals Create the rubrics/tools to measure those goals Make a Monthly Map Make a weekly schedule Be flexible Act!

Put it to the Test & Burning Questions

What am I afraid will be the hardest for me to maintain? How can you (my peer) help hold me accountable to succeed in this area next year? Holding Each Other Accountable:

Putting it All Together Developing Principals for Results

Train Your Principals: 24 hours of training materials: agendas, PPTs, handouts, etc. Training Modules: Obs/Feedback, Planning, Leading PD, Student Culture, Finding the Time 30 videos of leaders in action

Conclusions Visualizing Success

Blazing a Trail…

College Graduation

Passing the torch to the younger ones…