1. Spring Branch ISD Organizational Leadership October 25, 2011 Dr. Richard D. Jones, Student of Learning twitter @ rdjleader Spring Branch #sbisd

2. 2 Agenda ★ Review of Daggett System (DSEI) ★ Quadrant D Leadership ★ Creating A Shared Vision ★ Building Leadership Capacity ★ Changing Culture ★ Decision-Making with Data

3. Get Acquainted - What is Your Education Story?

4. 4

5. “ Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has. ” Margaret Mead

6. Rigor/Releva nce Framework

7. Daggett System for Effective Instruction

8. 8 Organizational Leadership Create a culture of high expectations Create a shared vision Build leadership capacity Align organization structures and systems to vision Align teacher/administrator selection, support and evaluation Support decision-making with data Daggett System of Instructional Effectiveness

9. "Educational change depends on what teachers do and think - it's as simple and as complex as that." Fullan and Steigelbauer

10. Leadership Leaders take people to new places; places they might not reach on their own.

11. 11 Is there a mental model that guides the operational side of Rigor,Relevance, Relationship?

12. Quadrant D Leadership

13. 13 “ Well. I would have exhibited more leadership if someone would have told me. ”

14. 14 Leadership Definition School leadership is not a position but a disposition for taking action. Quadrant D Leadership is the collaborative responsibility for taking action to reach the future oriented goal of the intellectual, emotional and physical needs of each student.

15. 15

16. 16 Leadership

17. 17 Organization Leadership Model Application Empowerment Relationships

18. 18 Organization Leadership Model Knowledge Vision Reflection

19. 19 Similarities of Leadership with Teaching and Learning There are basic levels of leadership, necessary but not sufficient - aspire for higher levels R/R Framework shifts thinking to learning from teaching. We need to shift thinking of leadership from individual to organization Using a simple model facilitates reflective conversations about improving leadership just as R/R Framework helps to reflect on teaching and learning.

20. 20 16 APPLICATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE Quadrant D Leadership D D C C A A B B Greater Knowledge Future Needs of Students Higher Expectations

21. 21 Quadrant D Leadership Become more data-driven in decision. Broaden student achievement indicators (Learning Criteria for 21st Century Learners). Raise student expectations. Commit to rigor and relevant learning for every student. Develop curriculum around whole student needs. Become more future-focused on student learning needs. Increasing Knowledge from Low to High

22. 22 18 APPLICATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE Quadrant D Leadership D D C C A A B B Greater leadership action through staff empowerment and collaboration Greater leadership action through student involvement and responsibility

23. 23 Quadrant D Leadership Create and empower leadership teams around groups of students and school functions. Facilitate team building activities. Consistently tap and develop future school leaders. Be open to new possibilities. Credit others for success. Involve and listen to students in school practices. Increasing Application from Low to High

24. 24 Quadrant D Leadership Director Mentor Facilitator Producer Innovator Monitor Characteristics of Principals AdventurerPlanner

25. 25 Leadership

26. 26 Terry Tate Video

27. 27 Quadrant D Leadership Independent Interdependent Open/Sharing Turf Protector Initiating Compliant ProactiveReactive Characteristics of Staff Become Less: Become More:

28. 28 Activity Differentiating Leadership Tasks

29. 29 Leadership

30. 30 Rigor/Relevance Framework Matching Activity Leadership 18 VISIONVISION EMPOWERMENT A B D C High Low 7,8,11,13 5,6,9,12 1,2,15,16 3,4,10,14

31. 31 Organization Leadership APPLICATION K N O W LE D G E C C A A B B Authoritative Leadership Collaborative Leadership Creative Leadership Adaptive Leadership D D

32. 32 Activity Approaching Leadership Tasks Differently Work in groups to list four leadership actions (one in each quadrant) on page 6 for the problem of receiving notification that student reading scores have dropped from previous year.

33. Benefits of Using 4 Quadrant Leadership Model for Instruction Show connection among many initiatives Simple mental model to guide admin/teacher/student actions Common language to talk about leadership Elevate importance of teacher leadership Following procedures and requirements is a beginning step not an end goal. Acknowledge role for students in improving teaching and learning

34. “ Real understanding requires and leads to a shift in one ’ s mental model. ” Renate Nummela Caine

35. Visit at the Resource Center or http://Store.LeaderEd.com NEW! Create a climate that fosters high quality and innovative instruction Define clear targets for instructional improvement Checklists, case studies & activities Instructional Leadership Quadrant D Leadership Practices

36. Create Shared Vision

37. “ People may see things differently, but they don't really want to. ” Don Draper, Mad Men

38. We all look at the world differently - Your opinion depends on your point of view.

41. 41 Activity Clockwise Motion

42. 42 Building Shared Vision Focus on the future Don ’ t lay blame Use metaphors/images Be passionate Keep message simple Repeat, repeat, repeat

43. Building Capacity

44. 44 O pportunity to Collaborate Building Capacity in Organizations Relationship Building Sense of Purpose and Urgency

45. 45 Activity Is Your Team Ready to Work on Instruction page 7 Reflecting on Context Work as group

46. 46 Relationship Building Knowing Staff Behaviors Frequency of Contact “ Being There ” Active Listening Positive Observations Personal Touch Initiatives, Structures, Events

47. 47 Activity Team Building Challenge Balloon Tower

48. Tower Challenge Your team must build the tallest tower possible, free standing, not connected to floor or table Only building materials are balloons and masking tape No conversation Everyone must participate Plan for three minutes Construct for eight minutes

49. Tower Challenge Did everyone agree on the plan? Who took over as leader? Did it change? How did others feel? How did the plans change as you built? How did you resolve conflicts? How did you feel about the completed projects?

50. 50 Resource Ways to Recognize Teachers page 8

51. 51 Opportunities to Collaborate Team Responsibilities (e.g., grade level, improvement, data, academy, literacy) Structured meeting times Comfortable and convenient Established norms Accountable Influence the Conversation

52. 52 Communication Ratios Success Levels Positive to Negative Inquiry to Advocacy Talk about Self vs. Others High Performing 5.8 to 11 to 1 Medium Performing 1.8 to 12 to 3 Low Performing 1 to 201 to 31 to 30 Sixty Business Teams, Losada and Heaphy, 2004

53. 53 Higher (> 3hrs/wk.) vs Lower (< 3hrs/wk.) Levels of Collaboration HigherLower Satisfaction with teaching as a career (% very satisfied) 68%54% School leaders share responsibility with teachers to achieve school goals 96%61% My principal's decisions on school improvement strategies are influenced by faculty input 92%48% Teachers observe each other in the classroom and provide feedback to each other 45%10% Amount of my students who have a sense of responsibility for their own education (% all/most) 56%35% Teachers, principals and other school professionals trust each other (% strongly agree) 68%54% MetLife Survey 2010

54. 54 Importance of Trust Lencioni Video

55. 55 Importance of Trust Identify Problems Quicker Consider More Solutions Remove Distractions and Obstacles Reduce Necessary Follow Up

56. 56 Activity Trust Think - List Two Characteristics of People you Trust Pair - Share your characteristics with a partner Share - list some of the characteristics

57. 57 Resource Building Trust from Stephen W. R Covey page 9

58. 58 Resource Team Effectiveness Survey page 10

59. 59 Sense of Purpose and Urgency Future-focused Changing World - 21st Century Skills Student-focused Data-driven Quantifiable Measures Audacious Goals Coherence - measure what matters Passionate

60. 60 Opportunity to Collaborate Building Capacity in Organizations Relationship Building Sense of Purpose and Urgency

61. Changing Culture

62. 62 Things You Can Change that Will Change Your Culture Procedures Artifacts Conversations

63. 63 Activity Carousel Group Brainstorming 1.Form a Group 2.Pose a Question about Changing Culture, e.g. “ How can I reduce teacher reliance on low level multiple choice quizzes? ” Write question at top of chart paper and post on wall. When all groups are ready, rotate to next chart paper and brainstrom and write ideas to answer other group questions, write on chart paper. Work quickly, let ideas flow. When completed, return to your question and review answers

64. 64 Courage is not the absence of fear but rather the judgement that something else is more important than fear. 64 What practices give you courage?

65. 65 Courage is not the same as foolishness! Courage and Leadership Well Supported - Relationships and Shared Values Well Armed - Tools and Procedures Knowing - Experience Clear Objective - Targets and Quantitative Goals Most Important - Data Well Supported - Relationships and Shared Values Well Armed - Tools and Procedures Knowing - Experience Clear Objective - Targets and Quantitative Goals Most Important - Data

66. Margaret Mead " Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.” “Without data, you are just another person with an opinion."

67. Support Decision-making with Data

68. The Learning Criteria to Support 21st Century Learners ©

69. 69 © International Center for Leadership in Education Data Tools Student Achievement Outputs Organization Effectiveness Process Individual Characteristics Inputs Data Tools Student Data Analysis Report 21st Century Learning DSEI Rubric Collaborative Instructional Review WE Surveys Instructional Reflection Checklists Quadrant D Leadership Personal Inventory iKnow Surveys Learning Styles

70. The Learning Criteria helps you put into action what you believe about learning.

72. Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning) Personal Skill Development (Measures of personal, social, service, and leadership skills; and demonstrations of positive behaviors and attitudes)

73. 73 © International Center for Leadership in Education Data Tools FoundationStretch Learner Engagement Personal Skills % students proficient in end of course tests % graduates with 6 units of dual enrollment credit % average daily attendance % graduates achieving work skills component of career portfolio % students proficient in writing assessment % graduates with CTE concentration % students in extracurricular or sports activities % graduates completing at least 30 hours of service % students graduating % graduates earning at least 28 credits % graduates earning at least one industry certification % graduates serving in a leadership role % students meeting ACT Benchmark (incl. WorkKeys) % graduates earning score of 3 or more on two AP tests. % graduates in Honor Society % graduates that represented school in some competition % post sec. education (four year, two year or tech. program) % graduates earning 4 or more credits in Fine Arts % graduates 3 or more credits in World Languages

74. 74 Student Learning Rubric - Sample Page

75. 75 Student Learning Rubric - Summary Page

76. Homework Learning Criteria Use the Learning Criteria Rubric (pages 11-16) to rate student learning results in your school. Work as a team to complete rubric and bring to next workshop.

77. Are you one of my cracked pot friends? Have a great day and remember to smell the flowers on your side of the path!