Module One: Governance for Learning A Collaboration between NCSA, NDE, and ESUs

2 Governance for Learning The following topics are research-based: o Setting Goals o Effective Planning o Effective Policies and Practices o Monitoring o Effective Leadership

3 Setting Goals  The school has not employed a shared goal setting process.  Individual preferences drive any goals for the school.  The district has not developed non-negotiable goals for achievement and instruction.  The school has begun a shared goal setting process.  The goals are shared by a limited number of stakeholders.  The district has not developed non-negotiable goals for achievement and instruction.  The school has a shared goal setting process in place.  The goals are shared by most stakeholders. District and school goals are aligned.  The district has developed non- negotiable goals for achievement and instruction.  Goal setting is integral to the culture of the school.  Transparent goals are shared by stakeholders.  The district has developed non- negotiable goals for achievement and instruction. Rubric Level: Evidence: ComponentLevel ILevel IILevel IIILevel IVRating/Evidence Governance Rubric Effective Planning  The school has not employed a systematic planning process.  The school has begun to employ a systematic planning process.  The school has a systematic planning process in place.  Effective planning is integral to the culture of the school. Rubric Level: Evidence:

4 ComponentLevel ILevel IILevel IIILevel IVRating/Evidence Governance Rubric Effective Policies And Practices  The school has not developed policies that directly support improved student achievement.  The school has begun the process of developing policies that directly support improved student achievement.  The school has developed policies that directly support improved student achievement.  The school has developed policies that result in improved student achievement. Rubric Level: Evidence: Monitoring  The school has not employed a system to consistently monitor goals.  The school has begun the process of monitoring goals.  Results are incomplete and provide limited data.  The school has employed a process of monitoring goals.  Results are complete and provide data about goal attainment.  The school regularly monitors all goals.  Data provide timely feedback about goal attainment. Rubric Level: Evidence: Effective Leadership  Collaborative decision making is absent.  The school is characterized by individual actors pursuing individual goals.  The school lacks instructional leadership.  Collaborative decision making exists in the school.  The school has limited staff involved in pursuing common goals.  Instructional leadership addresses practices affecting student learning.  Collaborative decision making exists and is used effectively in the school.  A majority of the staff are involved in pursuing common goals.  Instructional leadership addresses practices affecting student and adult learning.  Collaborative decision making is integral to the culture of the school.  The school has a learning culture in which all actors are pursuing common goals.  Instructional leadership is effective in the improvement of learning for students and adults. Rubric Level: Evidence:

5 Governance for Learning Gallery Walk Activity o Provide research-based information about the topics o Pose critical questions o Provide an opportunity for application through sharing and conversation

6 Governance for Learning A Gallery Walk: 1. Form a topic group. 2. At your topic station, read the research summaries provided. 3. Respond to the critical questions through sharing and conversation. 4. Summarize points discussed by your group on the chart provided. 5. Determine a potential rubric rating. 6. When time is called, move to the next topic station and repeat steps 2-4.

7 Governance for Learning Gallery Walk Summary Report-Outs When groups have completed the Gallery Walk, someone at each station will summarize the responses to the critical questions for each topic that are posted on the charts: o Setting Goals o Effective Planning o Effective Policies and Practices o Monitoring o Effective Leadership

Governance for Learning Critical Questions – Goal Setting o Describe the processes used for setting goals in your school district. o Who participates in this process? o How effective is your goal setting process? o Where would you put your school on the Governance for Learning Rubric? 8

9 Governance for Learning Critical Questions – Effective Planning o What resources are needed for effective planning processes? o Who is involved in the planning processes in your district? o Can you describe an example of the link between effective planning and improved student achievement in your district? o Where would you put your school on the Governance for Learning Rubric?

10 Governance for Learning Critical Questions – Effective Policies and Practices o Who are the policy makers in your district? o How does your district address student achievement from a policy standpoint? o What are some examples of practices in your district that support effective policies? o Where would you put your school on the Governance for Learning Rubric?

11 Governance for Learning Critical Questions – Monitoring o Describe how your district monitors student learning and provides feedback to students, parents, and other stakeholders. o Is your monitoring process effective? o How might it be improved? o Where would you put your school on the Governance for Learning Rubric?

12 Governance for Learning Critical Questions – Effective Leadership o What examples from your experiences would support the findings of the research on the relationship between effective leadership and improving student achievement? o Where would you put your school on the Governance for Learning Rubric?

13 Discussion and Wrap-Up o What are the implications for leadership? o What are the implications for change?

14 Thank You! o We hope that this session will be meaningful for your schools and students.