Instructional Leadership: Instructional Quality

Welcome Name of Superintendent –Welcome & Why Important Name of Facilitator –Overview / Agenda –Enduring Understandings –Guiding Questions –Targeted Objectives –Introductions © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Intended Outcomes Participants will… Surface prior knowledge to indicators of quality instruction and consider frameworks Uncover professional development needs by applying Stages of Concern & Levels of Use Develop an efficient strategy for gathering classroom data regarding instruction Connect concepts to the Research-Based Critical Behaviors. Apply concepts to the development of an action plan to improve teacher performance and student achievement © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Proposed Norms & Expectations Stay focused and fully engaged –no competing conversations please Participate to grow –share openly and monitor your listening Be a learner –create your own meaning and application Get your needs met –ask questions that benefit the group –personal questions on breaks Housekeeping –silence cell phones –handle business later – share ONE point …then next person

Instructional Leadership Core Component is managed through Key Processes Student Achievement Teacher Quality Instructional Leadership ImplementingMonitoring Supporting CommunicatingAdvocatingPlanning © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Quality Instruction There are effective practices that maximize student academic and social learning © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Research-Based Critical Behaviors Plans opportunities for teachers to improve their instruction through professional development. Coordinates efforts to improve instruction in all classes. Observes each teacher’s instructional practices routinely to provide feedback. Evaluates teachers’ instructional practices. Supports teachers’ opportunities to improve their instructional practices. Discusses instructional practices with faculty. © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Action Plan By the end of this workshop you will develop an action plan focused on applying the Research-Based Critical Behaviors. In the column labeled “Current Reality” –Rate yourself on a scale of 1-5  5 = Highly effective  3 = Satisfactorily Effective  1 = Ineffective –Describe the evidence that supports your application of this concept © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Indicators of Quality Instruction Segment Guiding Questions What are the indicators of quality instruction? How do instructional leaders discuss instructional practices with faculty? © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

What does quality instruction look like? Free Write: If you wanted to show off the classroom at your site with the highest quality instruction, what room would you enter? –Describe what we would see and hear in the classroom. –Include teacher and student behaviors. Share with an elbow partner © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Surfacing Prior Knowledge On Post- its jot down the answer to the following: 1.What do you accept as evidence of an effective lesson? Record only 1 indicator per post-it. © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Surfacing Prior Knowledge In table groups, jot down the answers to the following questions on Post-it Notes: 2.What are common weaknesses, challenges, and/or barriers to quality instruction in classrooms in your school? 3.What components of quality instruction would you like to discuss with … –your staff? –an individual teacher? Record only 1 response per post-it. © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Spotlight on Research 1.Identify Similarities & Differences 2.Summarizing & Note Taking 3.Reinforcing Effort & Providing Recognition 4.Homework & Practice 5.Nonlinguistic Representations 6.Cooperative Learning 7.Setting Objectives and Providing Feedback 8.Generating and Testing Hypotheses 9.Cues, Questions, & Advanced Organizers Dr. Robert Marzano, in his book, Classroom Instruction That Works (2001) identifies nine effective instructional strategies (in effect size order): © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Spotlight on Research Dr. Robert Marzano, in his book, The Art and Science of Teaching (2007) identifies three areas of focus for quality instruction: Routine strategies Content strategies Strategies enacted on the spot © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Readings Read the articles (partners, each reads 1) –Getting Acquainted with the Essential Nine –What Teachers Gain from Deliberate Practice Individually… –List key points of the article –Think about how your previous brainstorming connects to key points –Be prepared to share insights Share with your partner © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Do your teachers know these strategies? –If not, what PD is needed? –What related PD has occurred? –Share with your elbow partner How prepared are YOU to recognize it and its appropriate application in a lesson? –If not, what training do you need? –What related PD have you had? –Share with your elbow partner Planning for Quality Instruction © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Applying McREL Concepts List which of the nine (9) essential strategies are being applied/implemented in the classroom Video clip: – seinfeld-teaches-historyhttp://cooperativelearning.nuvvo.com/lesson/9592- seinfeld-teaches-history Describe how the application of at least one of the (9) essential strategies could have been used and how that would have improved the lesson © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Spotlight on Research In her book, Enhancing Professional Practice, (1996) Charlotte Danielson identifies four domains of teaching responsibility: Planning and Preparation The Classroom Environment Instruction Professional Responsibilities © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Reading Read The Framework for Teaching Highlight key points Consider how this framework might help… –Organize thoughts and conversations about quality instruction –Facilitate discussion about weaknesses, challenges, and/or barriers. © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

As a table group Organize post-it notes into 4 domains –Folder chart paper into quarters –Label each quadrant Discuss: –What trends do you notice? –Which domain appears to need more focus? Design: –A professional development session to improve that domain (or a specific instructional strategy within that domain) © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Discussion in Table Groups How is the Danielson Framework similar to the Marzano Categories? –How are they different? Which framework is the best “fit” for framing discussions in your school? WHY? Which instructional strategies are the highest priority in your school? WHY? How might these frameworks or readings assist you in planning for quality instruction? © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Communicating the Plan How will YOU communicate the PLAN for quality instruction to teachers? –What are your expectations? –How will you get the message out? How will you ensure this is an ongoing and continuous conversation? –Not just one shout-out at staff mtg © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Using our Information Let’s go back to… What component of quality instruction would you like to discuss with an individual teacher? (choose ONE) Create a MOCK conversation regarding ONE component of quality instruction that you will have with ONE teacher. –Be sure to incorporate the common vocabulary from Charlotte Danielson’s Framework or Marzano’s Categories/Types. © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Closure for this Segment Consider the guiding questions Use column labeled “Strategies/Ideas” –Connect today’s discussions with the “Research-Based Critical Behaviors.” –List at least THREE things per box Pair Share ONE strategy you learned today and how you plan to use it at your school. 24 © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Applying Concerns & Use Segment Guiding Questions How do instructional leaders recognize and support teachers’ opportunities to improve their instructional practices? © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Reflecting on Teacher’s Words CHOOSE ONE INITIATIVE –Best if it is an instructional strategy What words or phrases are you hearing from teachers regarding that initiative or instructional strategy? –Jot down exact quotes, if/when possible. –Put one quote per post-it note. Share at your table top –Group similar comments together. Share some of the comments from the group –NO duplicating previous comments shared © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Stages of Concern We must recognize a teacher’s stage of concern in order to support their professional growth. Listen carefully to their choice of words! © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Moving through the “Chunks” Self concerns: –What is the strategy to be implemented? –What is required of me? –Why is this strategy effective? Task concerns –What does this strategy look like, sound like, & feel like? –When is it appropriate to use this strategy? –What has to change in my practice? Impact concerns –How are others using the strategy? –How can the strategy be adapted? –How does this connect to other school efforts? © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Using our Information Let’s go back to … What words or phrases are you hearing from teachers regarding that initiative or instructional strategy? –Organize the post-it notes by stage Consider the following… –How insightful were your teachers words in “uncovering” their probable stage of concern? –What do you need to do to support each teacher’s transition to the next stage? Create a brainstormed list of strategies for each transition to the next stage. © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Whole Group Share: What strategies did your group identify to support each teacher’s transition to the next stage of concern? Refocusing Collaboration Consequence Management Personal Informational Awareness Which do you find most challenging to address? © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Reflecting on Teacher’s Actions CHOOSE ONE INITIATIVE –Best if it is an instructional strategy What do you see teachers doing in their classroom regarding that initiative or instructional strategy? –Jot down some observed behaviors. –Remember, there are many levels of doing “it” –Put one observed behavior per post-it note. Share at your table top –Group similar observed behaviors together. © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Levels of Use We must recognize a teacher’s level of use in order to provide the appropriate professional development Observe their actions carefully! © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Levels of Use Users: Renewal Integration Refinement Routine Mechanical Use Nonusers: Preparation Orientation Nonuse © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Working through the Chunks User: –Is s/he exploring modifications? –Is s/he using data to initiate discussion with colleagues? –Is s/he using data to change her/his use? –Is s/he demonstrating a routine use? Nonuser: –Is use dominated by personal needs? –Has s/he committed to begin using it? –Has s/he taken action to learn details? © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Using our Information Let’s go back to … What do you see teachers doing in their classroom regarding that initiative or instructional strategy? –Organize the post-it notes by level Consider the following… –How insightful were your observation in “uncovering” their probable level of use? –What do you need to do to support each teacher’s transition to the next stage? Create a brainstormed list of strategies for each transition to the next stage. © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Share: What strategies did your group identify to support each teacher’s transition to the next level of use? Renewal Integration Refinement Routine Mechanical use Preparation Orientation Nonuse Which do you find most challenging to address? © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Communicating about Concern & Use Let’s go back to… What component of quality instruction would you like to discuss with an individual teacher? (choose ONE) –Identify data you have collected related to Stages of Concern or Levels of Use Create an individualized professional development plan for this one teacher –If you cannot recall the data at this time, do this when you return to your office © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Closure for this Segment Consider the guiding question Use column labeled “Strategies/Ideas” –Connect today’s discussions with the “Research-Based Critical Behaviors.” –List at least THREE things per box Pair Share ONE strategy you learned today and how you plan to use it at your school. 39 © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Walk Throughs for Instruction Segment Guiding Questions How do instructional leaders gather data regarding classroom instruction? How does the Ladder of Inference guide classroom observations and follow-up conversations? © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Reflecting on the Past! Think back to your childhood Remember that ONE teacher that you most connected with and from whom you learned the most Imagine you could observe a lesson in that teacher’s classroom. What would you see and hear that resulted in bringing out the best in you? Make notes on your paper Share at your table © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Gathering Classroom Data Being an instructional leader requires that you have direct knowledge of instruction in each classroom in your school? –How do you obtain these critical FACTS? It is recommended that principals get into classrooms to collect data focused on … –Student Learning –Rigorous Curriculum –Quality Instruction How can you do this 3-10 minutes per classroom? © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Classroom Walk Throughs © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Classroom Walk Throughs As you read make notes about the key concepts of the article and consider… –What should I look for in classrooms relevant to Quality Instruction? –What do I write down? –What should I do afterward? © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Classroom Walk Throughs Pair share: –What are the key points? –What do you write down? –What do you do afterward? Whole group share –Share ONE idea …then next person © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Classroom Walk Through Focus on Quality Instruction –In your office, compare the instructional strategies observed to … Alignment with research-based strategies Alignment with agreed-upon strategies –Priorities in the school improvement plan Alignment with district curriculum Alignment with cognitive level (AIMS) Caution: Be sure you are making notes on facts, not inferences © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

The Ladder of Inference © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

The Ladder of Inference Consider the following: –Why it is important to understand “The Ladder of Inference” while applying Walk Throughs? –Why is it important to test perceptions by checking THE FACTS? Data & evidence –How does “sticking to the facts” make follow-up conversations more credible and palatable? © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Applying Walk Throughs Insert video to enable group to practice © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Applying Walk Throughs Let’s go back to… What component of quality instruction would you like to discuss with an individual teacher? (choose ONE + & -) –Identify the data you have collected related to quality of instruction (instructional strategies) for that ONE teacher’s classroom. Prepare for a verbal discussion regarding the gap between expectation and performance relevant to quality instruction Note: Another communication tool is to prepare a note providing positive reinforcement including a specific example of high performance –If you cannot recall the data at this time, do this when you return to your office © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Implementing the PLAN How will YOU use the Walk Through data to coordinate efforts to improve instruction? –For one teacher? –In all classrooms? How will YOU ensure that quality instruction is an ongoing & continuous conversation? –For one teacher –Relevant to all teachers © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Closure for this Segment Consider the guiding question Use column labeled “Strategies/Ideas” –Connect today’s discussions with the “Research-Based Critical Behaviors.” –List at least THREE things per box Pair Share ONE strategy you learned today and how you plan to use it at your school. 52 © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Conclusion and Development of an Action Plan Review the following… –Targeted Objectives –Research-Based Critical Behaviors Next Steps –What additional data do you need? –Who will you involve in process? –What resources do you need? Action Plan –Do what? –By when? © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Workshop Closure In table groups (in a round robin format) –Share one new learning and describe how you will apply it in your job –NO REPEATS! © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Workshop Closure Please complete “Participant Feedback” form –Grant research –Improve future workshops © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.