leading learning overview

Who is Lee Rutledge?

Kee, Kathryn. RESULTS Coaching: The New Essential for School Leaders.

Design of STAAR TEKS Study Updates 14-15

Building Capacity Where do we go and what will we find? password: provided to you by the campus principal

Online Videos

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Name Directions: Record your hours and have your campus principal initial or sign off. Keep this document for your records. Review TEA requirements: Campus Grade/Course Leading Learning Webinars Focus Content Area Development Professional Development Independent Study Teaching or Presenting CPE's Mentor Educator teacher to teacher Learning Process, Learning Strategies or Content Planning Focus SEs Leadership Team Meetings PLC Meetings Targeted PD Studied the Webinar Recordings and eGuides Focus Standard Study Teaching Strategies around Focus SEs, Intervention, etc. Model Teaching, DateHoursDateHoursDateHoursDateHoursDateHours Before School Building Capacity  Design of STAAR  TEKS Study  Updates 1 AugustCreating Focus 2 Septembe r Planning Instruction 3 October Organizing Intervention 4 NovemberAdapting Intervention 5 December / January Analyzing Assessments 6 January/ February Taking Stock 7 MarchEngaged Review 8 AprilEncouraging Success 9 MayThinking Ahead 10 Summer School Maximizing Intervention Principal Signature Date staar4ward: taking the lead in learning continuing professional education (CPE hours)

Explore Examples

Building Capacity Learn – Watch the live webinar as a team – Re-watch the recording and eGuides Practice – Individually – to teach the team – As a team – give feedback

The Learning Pyramid We learn 95% of what we TEACH someone else. We learn 80% of what we experience personally. We learn 70% of what is discussed with others. We learn 50% of what we both see and hear. We learn 30% of what we see. We learn 20% of what we hear. We learn 10% of what we read. How do we learn?

Building Capacity Practice – Individually – to teach the team – As a team – give feedback Deliver – Teach each other Reflect

Levels of support Job-embedded professional learning District implementation support – Webinars 1,2,3,5,7 Campus implementation support – Campus clusters of 2-3

One Story Sanchez Elementary McAllen, Texas

Basic Facts 25,300 students 33 campuses 3,265 employees 1,634 teachers Demographics 91.9% Hispanic 65.3% At-Risk 67.3% Economically Disadvantaged 27.4% Limited English Proficient *SOURCE: U.S. Department of Labor, 2012

IB Learners strive to be: Inquirers Knowledgeable Thinkers Communicators Principled Open-Minded Caring Risk-Takers Balanced Reflective

Sanchez Elementary STAAR Performance

% “Passing” STAAR 2012 to 2013 Above 90% in 2013 in all 4 content areas!

Sanchez Elementary STAAR Performance

% “Passing at Level II Final” STAAR 2012 to 2013 Increases in all 4 content areas Approximately 50% increase in Writing in Science!

Sanchez Elementary STAAR Performance

Student Progress in Reading and Math % Exceeding Progress More than double the State performance in Math

Sanchez Elementary STAAR Performance

STAAR Level III Performance Compared to State in Reading, Math and Writing More than triple double the State performance in Writing

In summary… Year 1 – Sanchez focused on … – Taking stock – Focus on standards: Readiness, Process, Supporting Year 2 – Used HEAT maps and created instructional action plans – Implemented the use of the lead4ward Field Guides Year 3 – Organized weekly team meetings – Implemented student journals

Principal Schedule time for leadership team (to watch webinars together) Monitor/manage the process Set expectations Encourage and celebrate wins Delegate and support teacher leaders Be present and visible (walk the talk)

Principal Provide time in the schedule for PLCs Ensure access to necessary resources (data, tools, etc.) Provide time for targeted and differentiated PD Allocate/coordinate resources for professional learning Identify a data manager

Teacher Leader Review recorded webinar prior to PLC Attend meetings Practice staar4ward processes Lead PLCs Lead implementation of staar4ward processes Build capacity in others to lead processes

Teacher Leader Maintain focus on the importance of Tier 1 instruction Know the strengths and weaknesses of the PLC Collaborate with teachers to collect resources and identify successful instructional strategies

TEACHER LEADER definition ALWAYS PRESENT SOMETIMES PRESENT NEVER PRESENT EXAMPLES NON- EXAMPLES Key words In your own words…

Leadership Team Watch webinars together Debrief webinars and practice processes Teach each other the staar4ward processes (practice, practice, practice) Create and monitor the leadership lesson plan Determine professional learning focus areas (common or team)

Leadership Team Schedule professional learning Organize and lead school-wide learning activities Coach each other and PLC Monitor, review, analyze, adjust Maintain focus and direction for the work Communicate consistently among all stakeholders

PLC Implement the staar4ward processes in a timely manner Become content experts Ensure all members of the team know their students Ensure that all members of the team know their standards Visit classrooms where success is occurring Learn together (focus standards, focus learning)

PLC Strategically plan for instruction and intervention Share innovations Ask for help from campus leaders Document meetings and work of the team Determine formative strategies for monitoring student performance

Central Office/ESC Set the vision Participate in/watch all webinars Integrate monitoring and support into regular principal meetings Schedule central /ESC meetings Schedule campus meetings Practice processes Clearly define expectations for campus leaders/teams

Central Office/ESC Allocate the necessary resources to ensure staar4ward implementation (time, money, individualized support) Serve as a coach to campus leaders and leadership teams Encourage and celebrate wins Ensure access to data

high sense of confidence low sense of confidence high sense of competence low sense of competence

high sense of confidence low sense of confidence high sense of competence low sense of competence 1

high sense of confidence low sense of confidence high sense of competence low sense of competence 1 PROGRESS -know what they know -have multiple strategies CARELESS -stop too early -make low level mistakes FROZEN -overthink actions -may not follow through RANDOM -don’t know how to start -guess, pick something

high sense of confidence low sense of confidence high sense of competence low sense of competence 1 Reinforce Strategies Keep Going Cheerlead! What should I do first?

4321 Model of Teacher Change Which comes first: Student learning outcomes Teachers’ classroom practices Professional Development Teachers beliefs and attitudes

Change in TEACHERS’ BELIEFS & ATTUTUDES Change in STUDENT LEARNING OUTCOMES Change in TEACHERS’ CLASSROOM PRACTICES PROFESSIONAL DEVELOPMENT Model of Teacher Change Guskey, 2002

ACTION PLAN!

why what how learn plan deliver

Next steps Complete CARE action plan Gather resources Review webinar recording Practice processes as a leadership team Reflect, refine, adapt processes Organize professional learning for August Send examples of how your team adapted the work or questions to Register for the next LIVE webinar – see schedule

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Any questions, concerns or support needed: Lee Rutledge