Instructional Leadership: Applying Concern & Use Name Workshop Facilitator

© AZ Board of Regents, All rights reserved, Name of Superintendent –Welcome & WHY important Name of Facilitator –Agenda / Overview –Enduring Understandings –Guiding Questions –Targeted Objectives –Introductions Welcome

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

© AZ Board of Regents, All rights reserved, Surfacing and Addressing –Stages of Concern –Levels of Use Connect concepts to the Research-Based Critical Behaviors. Apply concepts to developing an action plan to improve teacher performance and student achievement Intended Outcomes

© AZ Board of Regents, All rights reserved, Student Achievement Teacher Quality Instructional Leadership ImplementingMonitoring Supporting CommunicatingAdvocatingPlanning Instructional Leadership Key Processes Applied to Quality Instruction

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

© AZ Board of Regents, All rights reserved, Supports teachers’ opportunities to improve their instructional practices Supports collaboration among faculty to improve instruction that maximizes student learning Secures resources necessary to deliver high quality instruction Allocates instructional resources to maximize the quality of instruction Research-Based Critical Behaviors

© AZ Board of Regents, All rights reserved, 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 Action Plan

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

© AZ Board of Regents, All rights reserved, 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 Reflecting on Teacher’s Words

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

© AZ Board of Regents, All rights reserved, 2012.

Impact Concerns Refocusing Collaboration Consequences Task Concerns Management Self Concerns: Personal Informational Awareness Stages of Concern

© AZ Board of Regents, All rights reserved, 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? Moving through the “Chunks”

© AZ Board of Regents, All rights reserved, 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. Using our Information

© AZ Board of Regents, All rights reserved, 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? Whole Group Share:

© AZ Board of Regents, All rights reserved, 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. Reflecting on Teacher’s Actions

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

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

© AZ Board of Regents, All rights reserved, 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? Working through the Chunks

© AZ Board of Regents, All rights reserved, 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. Using our Information

© AZ Board of Regents, All rights reserved, 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? Share:

© AZ Board of Regents, All rights reserved, 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 Communicating about Concern & Use

© AZ Board of Regents, All rights reserved, 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. Closure for this Segment 24

© AZ Board of Regents, All rights reserved, 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? Conclusion and Development of an Action Plan

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

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