Instructional Leadership Team April 28, 2015

Guiding Theme for

Objectives  Identify three major components required for system-wide improvement  Review learning platform and learning expectations rubric to better align Campus POPs to District POP  Use the Campus Problem of Practice Reflection Protocol to recalculate and establish the route for improvement in  Review the Coaching for Leading Protocol

The BISD Journey of Transformation

3 Ways to Improve Student Learning System-Wide 1. Increase the level of knowledge and skill that the teacher brings to the instructional process 2. Increase the level and complexity of the content that students are asked to learn 3. Change the role of the student in the instructional process If you want to improve one, you must improve all three

3 Ways to Improve Student Learning System-Wide 1. Increase the level of knowledge and skill that the teacher brings to the instructional process 2. Increase the level and complexity of the content that students are asked to learn 3. Change the role of the student in the instructional process These may sound simple, but each requires deep cultural change

The BISD Journey of Transformation Unpacking the TEKS PLCs and Planning for Learning Educators in Birdville Will… Making Thinking Visible Learning Platform Problems of Practice PLC Protocols Going Deeper

Transformation Transformation can be messy and uncomfortable… but, as leaders, we can help others to focus on the vision and commit to the process.

What is our vision?

Communication of Standards How must we transform instruction to achieve the vision?

Student Understanding of Learning Expectations

Tasks and Work Products

Feedback Based Upon Student Performance

Student Self-Evaluation

Agents of Systemic Transformation

Problem of Practice  A rich problem of practice:  Should focus on a problem with educator practice  Focuses on the instructional core  Is directly observable  Is actionable  Connects to a broader strategy of improvement  Is high-leverage  The problem of practice is not about a problem with the outcome, but instead a problem with the doing that contributes to the outcome.

District Problem of Practice Walkthrough data indicate that not all teachers post learning expectations in their classrooms, which suggests that student learning may not be clearly aligned with the curriculum standards.

District Problem of Practice Revised for Student performance data show only 79.7% of our students met the Level 2 standard and only16.8% met the Level 3 standard of STAAR in Qualitative data indicate while teachers are posting standards, instructional delivery and student work may not be tightly aligned with the cognitive rigor, content, and context of the standards.

District POP: Side-by-Side Walkthrough data indicate that not all teachers post learning expectations in their classrooms, which suggests that student learning may not be clearly aligned with the curriculum standards. Student performance data show only 79.7% of our students met the Level 2 standard and only16.8% met the Level 3 standard of STAAR in Qualitative data indicate while teachers are posting standards, instructional delivery and student work may not be tightly aligned with the cognitive rigor, content, and context of the standards. Revisions honor the movement we have made. Teachers ARE posting standards now, but…

District POP: Side-by-Side Walkthrough data indicate that not all teachers post learning expectations in their classrooms, which suggests that student learning may not be clearly aligned with the curriculum standards. Student performance data show only 79.7% of our students met the Level 2 standard and only16.8% met the Level 3 standard of STAAR in Qualitative data indicate while teachers are posting standards, instructional delivery and student work may not be tightly aligned with the cognitive rigor, content, and context of the standards. Revisions put emphasis on the PRACTICE of educators instead of the OUTCOME for students.

District POP: Side-by-Side Walkthrough data indicate that not all teachers post learning expectations in their classrooms, which suggests that student learning may not be clearly aligned with the curriculum standards. Student performance data show only 79.7% of our students met the Level 2 standard and only16.8% met the Level 3 standard of STAAR in Qualitative data indicate while teachers are posting standards, instructional delivery and student work may not be tightly aligned with the cognitive rigor, content, and context of the standards. The student data that signals a problem with educator practice is now included.

Theory of Action  If teachers deeply understand the content, context, and cognitive requirements evident in the standards to be learned, and  If teachers explicitly communicate learning expectations so that students clearly understand and take ownership in the standards for which they are held accountable, and  If teachers design learning tasks for students that are closely aligned with the content, context, and cognitive requirements of the learning standards, and  If teachers and students monitor learning toward achievement of the standards, utilize focused feedback, and make appropriate learning adjustments when necessary, Then student learning will be better aligned with the learning standards.

Guiding Questions  Do we have a deep understanding of the content, context, and cognitive requirements of the TEKS?  Do we use language to communicate the curricular standards in terms of we will and I can statements?  What do we use to design student work/tasks? Do the tasks align to the standards? How do we know?  How do we give feedback to students regarding their progress in mastering the standards?  How do we help students to personalize learning goals?

Discuss: How does the revised District POP better meet these criteria?  A rich problem of practice:  Should focus on a problem with educator practice  Focuses on the instructional core  Is directly observable  Is actionable  Connects to a broader strategy of improvement  Is high-leverage  The problem of practice is not about a problem with the outcome, but instead a problem with the doing that contributes to the outcome.

Campus Problem of Practice: Looking Ahead and Setting Course for Next Year

Campus POP Alignment Campus Problem of Practice

Campus POP Alignment Campus Problem of Practice Recalculating: A Walker Creek Example

Campus POP Alignment Is your campus problem of practice about the outcome or the practice? How does your campus POP support the rubric? What qualities identified in the rubric support your campus POP? Discuss

Campus POP Protocol Groups HHS BCTAL North Richland MS O.H. Stowe RHS North Ridge MS North Ridge ES Holiday Heights Porter Green Valley Foster Village Snow Heights Haltom MS Watauga MS Cheney West Birdville Birdville ES BHS Richland MS ACFT Binion Mullendore Watauga ES Spicer Walker Creek Shannon HS David E. Smith North Oaks MS Smithfield MS Richland ES Smithfield ES Hardeman W.T. Francisco

Campus Problem of Practice: Reflection Protocol

Campus Problem of Practice Timeline  Discuss using the Campus POP Reflection Protocol at ILT  Make plan for work with campus team  Complete revisions with campus team  Submit draft of Campus POP to Dr. Clark by August 28  Bring Campus POP to September ILT

Coaching for Leading a Transformation Biological transformation vs Cultural transformation

Coaching Culture  If we believe that  students should coach one another,  teachers should coach students,  teachers should coach one another, and  leaders should coach teachers,  because we know that objective insight and strategic questioning can bring out a person’s greatest potential…  then shouldn’t our leaders also benefit from a coaching model?

Coaching for Leading Visit Collecting strategic evidence Post-Visit Coaching for leading the way forward Pre-Visit Focusing and contextualizing

Coaching for Leading Administrative Council Team Campus Principal Other campus leaders welcome Who? ACT Teams assigned to small group of campuses Consistency, relationships, and recognition of change over time How? Your feedback is needed to help build a reasonable and effective schedule Stay tuned for feedback opportunity When?

Coaching for Leading collecting data on teachers monitoring teachers or principals for compliance walking with principals and using the protocol to strengthen coaching skills improving the instructional delivery system

3 Ways to Improve Student Learning System-Wide 1. Increase the level of knowledge and skill that the teacher brings to the instructional process 2. Increase the level and complexity of the content that students are asked to learn 3. Change the role of the student in the instructional process

Exit Ticket 1.How often do you think it would be most reasonable and effective to conduct Coaching for Leading walks on your campus? 2.Do you have questions or concerns about the Coaching for Leading Protocol? 3.Do you have questions or concerns about revising your Campus POP? 4.What were the pluses and deltas from today’s ILT?

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