SAM Administrative Institute Supported by the International Center for Leadership in Education Instructional Leadership

2 Margaret Mead " Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.” School leadership is not a position but a disposition for taking action. One role of school leaders is to broaden the acceptance of leadership among many staff who share a common vision. Quadrant D Leadership is the collaborative responsibility for taking action to reach the future oriented goal of the intellectual, emotional and physical needs of each student. Definition of Leadership

3 KNOWLEDGEKNOWLEDGE AB DC Authoritative Leadership Four Quadrants of Leadership Collaborative Leadership Visionary Leadership Adaptive Leadership HighLow High APPLICATION

4 AB DC Four Quadrants of Leadership HighLow Task - Data Driven School Improvement Low High Distribute test scores and tell staff to work on improvements Teams analyze data and develop plans for improvement Set school goals Implement Research- based program to increase achievement School teams collect and analyze additional data to state test, Teams and individuals constantly innovating to work toward school goals.

5 Quadrant D Leadership Skills Coherent Vision Instruction Leadership Empowerment Personal/Social/Emotional Community Engagement

Question: What are some examples of… –Quadrant A Leadership? –Quadrant B Leadership? –Quadrant C Leadership? –Quadrant D Leadership?

7 Quadrant D Leadership Instructional Leadership Tools Staff Meetings School Improvement Plans Curriculum Guides Classroom Walkthroughs R/R Framework Professional Development Mentoring Recognition Peer Review of Lessons Instructional Coaching Professional Learning Community Peer Review of Student Work Quadrant A Quadrant C Quadrant B Quadrant D

8 Instructional Leadership

9 Context for Instructional Leadership

10 Context for Instructional Leadership Opportunity to Collaborate Relationship Building Sense of Purpose and Urgency

★ Team Responsibilities (e.g., grade level, improvement, data, academy, literacy) ★ Structured meeting times ★ Established norms ★ Comfortable and convenient ★ Accountable Opportunities to Collaborate

★ Student-focused (bottom Line) ★ Future-focused (their world not ours) ★ Changing World - 21st Century Skills (what matters to them) ★ Coherence - measure what matters (what you expect you inspect) ★ Passionate (Soft stuff counts) Sense of Purpose and Urgency

13 Content for Instructional Leadership

14 Content for Instructional Leadership Student Engagement (and Teacher Mindsets) 14 Rigor/Relevance Framework (“nuf said”) “Begin with the end in mind” Planning (NGA inform Instruction) Priority Standards (CCSS/NGA)

15 Rigor/Relevance Framework

16 RIGORRIGORRIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework High HighLow Low

17 High Expectations and Relationships Data-driven Decisions Accountability Articulated Curriculum Rigorous and Relevant Instruction Personalized Learning Professional Learning Communities Partnerships School Climate Leadership Rapidly Improving Schools Characteristics

Which of the following is the highest levels of learning? 1.Read a description of a science experiment and list the necessary materials to perform the experiment. 2.Locate and read a current article on biotechnology, summarize the innovation and benefits to humans. 3.Read and analyze three original newspaper articles from WW II and identify reasons for public opposition to US entry into the war. 4.Write directions on how to connect new television to cable and DVD recorder.

19 RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework High Low Opening Question Read a description of a science experiment and list the necessary materials to perform the experiment. Read and analyze three original newspaper articles from WW II and identify reasons for public opposition to US entry into the war. Write directions on how to connect new television to cable and DVD recorder. Locate and read a current article on biotechnology, summarize the innovation and benefits to humans.

20 RIGORRIGOR RELEVANCE A B DC Rigor/Relevance Framework High Low History - High School Identify nations involved and reasons for WWII Analyze original documents and summarize reasons for US opposition to entering WWII Summarize global impacts of WWII and project impacts of Iraq war Interview local WWII veterans and describe impacts from their perspective.

21 RIGORRIGORRIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework High HighLow Low

22 RIGORRIGORRIGORRIGOR RELEVANCE Rigor/Relevance Framework High HighLow Low TeacherWork StudentThink Student Think & Work StudentWork

★ Design lessons to culminate with project/problem/presentation performance ★ Give students real world problems to apply learning ★ Ask students to produce work to show learning ★ Interdisciplinary instruction ★ Use “D” Moments Ways to Increase Rigor/Relevance

Student Learning Rigorous and Relevant Instruction Actual Student Performance Rigor/Relevance Feedback Reflection Instruction Assessment Expected Student Performance Rigor/Relevance

Instructional Planning : Rigor and Relevance is a Forethought NOT an Afterthought

Lesson Design Teacher Behavior Student Behaviors Classroom Environment Checklist for Teaching and Learning

Student Engagement Student Engagement is the extent to which students: –Are motivated and committed to learning –Have a sense of belonging and accomplishment –Have a relationship with adults, peers, and parents who support learning Interconnected and enhances the other 3 parts of the Learning Criteria

The Connection of Motivation and Engagement High motivation and engagement in learning have been consistently linked to reduced dropout rates and increased levels of student success (Kushman 2000)

Questions to Ask Do teachers expect all of their students to learn? In my class do students know they will succeed? In my class does everyone know that the lack of success is a skill deficiency not a personal deficiency?

Motivation: What does the research say: Students who are motivated to engage in school select tasks at the border of their competencies, initiate action when given the opportunity, and exert intense effort and concentration in the implementation of the learning task; they show general positive emotions during ongoing actions, including enthusiasm, optimism, curiosity and interest. (Skinner and Belmont 1991)

Intrinsically Motivated Students: Employ strategies that demand more effort and that enable them to process information more deeply. Are more likely to engage in tasks that are moderately challenging (as opposed to extrinsic) Are more likely to persist with and complete assigned tasks Retain information and concepts longer and are less likely to need remedial courses and review

Creating an intrinsically motivating culture: Learning is success –Each step is important –But the destination must be clear! Model continuous learning Autonomy, what we learn versus how we learn (where is the choice). Support teachers with Professional Development.

So why did I just spend so much time talking about student engagement? Leadership PLC How and why we talk to teachers

From the Research (continued) Educators (teachers) can and do affect students level of engagement in learning. Simply recognizing this power is a critical step in motivating students. By further recognizing how a healthy self esteem is the foundation for success, which in turn fosters motivation and engagement in school, teachers can see between their practice and student outcomes. (Brewster c. NW Regional Lab 2000)

Engaging Instructional Strategies Content Standards Teacher Mind Set Positive Mind set with good Strategies not aligned to Standards Instruction Aligned to the Content Standards without Positive Mind Sets Positive Mind Set and Standards without good strategies Positive Mind sets with Engaging Instructional Strategies aligned to Content Standards

36 Process for Instructional Leadership

37 Process for Instructional Leadership Reflective Questions (engaging teachers) Daily Professional Learning (teach and learn)

38 Reflective Questions

39 What Questions Stimulate Teacher Reflection? Activity International Center for Leadership in Education

40 What are good reflective questions? International Center for Leadership in Education

41 Best Ideas for Professional Learning Activity International Center for Leadership in Education

★ Accessing student voices ★ Action research ★ Assessment as professional development ★ Case discussions ★ Classroom walk-throughs ★ Critical friends groups ★ Curriculum design Powerful Designs for Professional Learning

★ Data analysis ★ Immersing teachers in practice ★ Journaling ★ Lesson study ★ Mentoring ★ Peer coaching ★ Portfolios for educators Powerful Designs for Professional Learning

★ School coaching ★ Shadowing students ★ Standards in practice ★ Study groups ★ Training the trainer

45 Instructional Leadership (what you expect you inspect) Context - build relationships, opportunity, purpose and sense of urgency Content - common definitions- R/R, lesson design, student engagement Process - reflection, daily professional learning 45