Developing and Demonstrating Proficiency in Instructional Leadership 2015 MASBO Annual Institute Mary C. DeLai Superintendent, Wilmington Public Schools

Learning Objectives Understand the SBO Evaluation Process Develop a shared understanding of what is meant by Instructional Leadership and its relevance to the SBO role Work collaboratively to “unpack” Standard I’s Indicators and Elements Brainstorm goals and action steps that would lead to demonstration of proficiency in various Elements of Instructional Leadership

The Five Step Evaluation Process

Standard I: Instructional Leadership The education leader I promotes the learning and growth of all students and the success of all staff by cultivating supporting a shared vision that makes powerful teaching and learning the central focus of schooling.

1.Read the standard closely three times 2.Highlight the words that you find most meaningful 3.Turn and talk with your neighbor about why you chose those words

Instructional Leadership A. Curriculum Indicator 1.Standards-Based Unit Design 2.Lesson Development Support B. Instruction Indicator 1.Instructional Practices 2.Quality and Effort of Work 3.Diverse Learners’ Needs C. Assessment Indicator 1.Variety of Assessments 2.Adjustment to Practice D. Evaluation Indicator 1.Educator Goals 2.Observation & Feedback 3.Ratings 4.Alignment Review E. Data-Informed Decision Making Indictor 1.Knowledge & Use of Data 2.School and District Goals 3.Improvement of Performance, Effectiveness, and Learning

Curriculum The knowledge and skills students are expected to learn, which includes: the learning standards or objectives they are expected to meet; the units and lessons that are taught; the assignments and projects given to students; the books, materials, videos, presentations, and readings used; and the tests, assessments, and other methods used to evaluate student learning.

Instruction The act (art) or process (science) of teaching –Direct –Small group –Individualized –Differentiated –Interactive –Real World Source: expanding-blooms-taxonomy/

Assessment Methods that educators use to evaluate, measure, and document the academic readiness, learning progress, and skill acquisition of students Source:

Source:

Evaluation Providing effective and timely supervision and evaluation of all staff in alignment with state regulations and contract provisions

Data-Informed Decision Making Using multiple sources of evidence related to student learning, including state, district, and school assessment results and growth data, to inform school and district goals and improve organizational performance, educator effectiveness, and student learning. Source:

Collaborative Work Team 1: CurriculumI-A-2. Lesson Development Support Team 2: InstructionI-B-1. Instructional Practices Team 3: AssessmentI-C-1. Variety of Assessments Team 4: EvaluationI-D-1. Educator Goals Team 5: Data-InformedI-E-3. Improvement of Performance, Decision Making Effectiveness, and Learning

Unpacking the Element 1. Paraphrase the Element 2. Why you would do this? 3. How you would do this? What skills would you need? What strategies you would use? 4. What does this look like in practice? How you would I know if you were doing this well? 5.Develop one goal that you could set to incorporate this into your practice. 6.Develop 3-5 action steps that you could take to accomplish the goal

Interactive Learning Post chart paper on the wall –Results will be posted on Google Drive Do a silent gallery walk (5 minutes) Reflect and share –What was one important take away from this session? –What worked well? –What would you change?

Mary C. DeLai Superintendent of Schools Wilmington Public Schools Thank you for playing along!