1. B RIDGING A DMINISTRATOR P REPARATION TO P RACTICE : T HE D EVELOPMENT OF I NCLUSIVE L EADERSHIP C APACITY A MONG P RINCIPALS Don Washburn BASA/OLAC Brian A McNulty Ph. D. Creative Leadership Solutions 1

2. Explore practices related to inclusive and instructional leadership Describe emerging learning from Ohio’s improvement framework (OIP and OLAC) Discuss the role of administrator preparation programs and how they can prepare superintendents and principals to be inclusive instructional leaders

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4. OIP is the enactment of Ohio’s Leadership Development Framework

5. What are schools and districtsyou focusing on now? Ohio’s New Learning Standards PARCC assessments AIR assessments OTES/OPES OIP RttT ESEA reauthorization (ESSA) Still more!

6. This is all the same work How do we learn together To be more effective In higher levels of learning For ALL students and staff How would we know? 6

7. What is the purpose of the OIP? What is it supposed to do? Discuss for 2 minutes

8. A direct link exits between supporting adult learning and enhanced student achievement 8 Drago-Severson 2009

9. Inquiry Learning TBTs/BLTs Bottom Up OIP Top Down District & DLT Alignment

10. How are your preparation programs preparing leaders to lead the OIP work? Discuss and report out 10

11. Review from the opening session

12. Background for our shared work 12

13. What Do We Know About Principal Leadership and Student Achievement? Marzano, R.J., Waters, J.T., & McNulty, B.A. (2005) McNulty & Besser (2011) Robinson, V., (2007, 2008, 2011) Leithwood (2007, 2008, 2012) Seashore Louis (2010)

14. What is the Difference Between Highly Effective… 14 Teachers? Principals? Central Office Staff? Superintendent?

15. 75 % of principals find that the job has become too complex, and thereby unsatisfying 15 Fullan (2014)

16. A new, more powerful role – that of the principal as lead learner – is becoming clear 16 Robinson 2012 Fullan (2014)

17. Robinson – 5 Critical Things Principals Do. 1.Establish goals and expectations 2.Resourcing Strategically 3.Ensuring quality teaching 4.Leading teacher learning and development 5.Ensuring an orderly and supportive environment Robinson, 2011

18. Viviane Robinson’s Findings

19. Leading Teacher Learning and Development E.S.= 0.84 The impact of this leadership practice is 2X the effect of any other other leadership practice! This finding refers to the direct involvement of the principal in the professional learning of their staff.

20. One who models learning, But also shapes the conditions for all to learn on a continuous basis 20 Fullan (2014)

21. Direct participation in the learning enables principals to more fully understand the challenges, opportunities, and conditions teachers need to be successful. Robinson 2007, 2008, 2011

22. Principals modeling the specific learning (e.g. teaching strategies, teacher teams) demonstrates that this learning is a priority to everyone. Robinson, 2011

23. As principals become stronger instructional leaders.. teachers see them as more knowledgeable and as a source of instructional advice. Robinson, 2011

24. Effective leadership of professional learning involves using evidence of student learning. Robinson 2007, 2008, 2012

25. Becoming Learning Leaders - How are you preparing leaders to lead teacher learning? - Discuss and report out

26. OPES Rubric 4.3 Principals develop and sustain leadership. Principal serves as a role model for leadership behaviors. Principal participates in leadership development activities with staff and identifies strengths and interests to identify potential leaders.

27. The most important part of this leadership responsibility is creating high- quality collaborative opportunities for teachers to improve their teaching. Robinson (2007, 2008, 2012) Robinson 2007, 2008, 2012

28. Largest Leadership Study to Date Nine states 43 school districts 180 schools Data from a total of 8,391 teachers and 471 school administrators Seashore Louis et. al, 2010

29. When principals serve effectively as instructional leaders, student achievement increases. Leithwood and Seashore Louis, 2012

30. Instructional leadership includes two complementary approaches and both are necessary: 1.A focus on classroom practice 2. Shared leadership (through teams (TBTs and BLT) to create learning organizations Leithwood and Seashore Louis, 2012

31. OPES Rubric 2.2 Principals ensure instructional practices are effective and meet the needs of all students. Principal makes systematic and frequent classroom visits and provides feedback on classroom instruction and assessment while monitoring the use of varied instructional methods and formats.

32. What do leaders need to know to conduct effective classroom observations and coaching?

33. Do classroom walk-throughs work? Talk to each other and report out?

34. Walkthroughs are negatively associated with student outcomes 34 Grissom, Loeb, & Master (2013). A BIG problem with walkthroughs

35. Most principals appear to conduct walkthroughs primarily for reasons of… information gathering and visibility 35 Grissom, Loeb, & Master (2013).

36. What would make walkthroughs and observations more powerful? Talk with you neighbor and report out

37. If walkthroughs were more like coaching would this help? Short discussion

38. Time spent directly coaching teachers is positively associated with achievement gains and school improvement 38 Grissom, Loeb, & Master (2013).

39. Yet coaching appears to be a rare practice among observed principals 39 Grissom, Loeb, & Master (2013).

40. Effective principals view walkthroughs as an opportunity to provide instructional support to staff. 40 Grissom, Loeb, & Master (2013).

41. Coaching can help… But principals need more knowledge and skills on effective teaching

42. What attention does your preparation program pay to effective teaching practices How prepared are leaders in examining highly effective practices? Discuss and report out

43. What does effective instruction, or “best practices,” look like?

44. Leaders in high performing districts were more likely than others to promote and support the implementation of particular instructional strategies regarded as effective. Leithwood and Seashore Louis, 2012

45. We have known quite a bit about instruction for quite a while… However, we continue to support the idea that all instructional practices are equal… They are not!!!

46. There are Many Research-Based Strategies Common Formative Assessments Nonfiction Writing Feedback Clarity and communication of learning outcomes Marzano

47. How many are you are familiar with John Hattie’s work? How much do you address this work in your preparation programs? How?

48. What is the typical effect across…  900+ meta-analyses  50,000+ studies  240+ million students Visible Learning & Visible Learning for Teachers John Hattie Ph.D. (2009, 2012)

49. New 115 additional meta- analyses discovered since 2008 (an extra 7518 studies, 5 million students, and 13,428 effect sizes.)

50. The most significant finding from the evidence is that almost any intervention can claim that “it works” in terms of making some difference in student learning. Hattie 2009, 2012

51. 95% of all the effect sizes in education are positive. classrooms Hattie 2009, 2012

52. Distribution of Effects Hattie, 2009,2012

53. Decreased Enhanced Zero Effect on Achievement Over Time Typical Effect Size 0.40 0 1.000.20 The Hinge Point

54. What is most commonly used ineffective practice educational practice? Retention d =0.16 The negative effect of retention increases over time Being retained one year almost doubled the student’s likelihood of dropping out, while failing twice virtually guaranteed it

55. Learning Styles Different students have different preferences (i.e. auditory, visual, kinesthetic) for different ways of learning. True or false? Discuss and report out *

56. Rank Order the Following Area 1.Teacher subject matter knowledge 2.Teacher / student relationship 3.Professional development 4.Class size Rank Order Hattie 2009, 2012

57. Rank Order the Following Area 1. Teacher subject matter knowledge 2. Teacher / student relationship 3. Professional development 4. Class size Effect Size 1.d = 0.09 2.d = 0.72 3.d = 0.62 4.d = 0.20 Hattie 2009, 2012

58. A strong message from the findings in Visible Learning is that more often than not, when students do not learn, they do not need more; They need different.

59. There are Many Practices that have a Significant Effect on Student Performance

60. Contributions From the Teacher Area 1.Formative Assessment 2.Feedback 3.Mastery learning 4.Questioning 5.Reciprocal teaching 6.Direct instruction Effect Size 1.d =0.90 2.d =0.73 3.d =0.58 4.d =0.43 5.d =0.74 6.d =0.59 Hattie, 2009

61. Contributions From The Teacher Area 1. Spaced practice 2. Peer tutoring 3. Study skills (outlines, notes, reviewing, mnemonics) 4. Self-verbalizing and questioning Effect Size 1. d =0.71 2. d =0. 55 3. d =0. 59 4. d =0.64 Hattie, J., 2009 Hattie (2009, 2012)

62. Scaffolding Learning Tools Steps Flowcharts Cheat sheets Calculators Checklists Organizers Samples etc Strategies Meta-cognitive – Modeling – Think-aloud – Visible Thinking – Reciprocal Teaching Rollins 2014

63. CCR Anchor Standard – Writing All teachers within a school are expected to have students write often about domain-specific content. Students are to master the art of argumentation and develop a strong voice which is supported by evidence.

64. Expository Writing There is a powerful effect with teaching writing strategies in all subject areas. (e.g. planning, revising, and editing d=0.82) Strategies for summarizing reading materials (d=0.82) Students working together to plan, draft, revise, and edit. (d=0.75) Setting clear and specific goals for what students are to accomplish with their writing. (d=0.70) Hattie 2009, 2012

65. What Helps Students To Learn Best?

66. Look at the Following Slide * 1.What does “Cognitive dissonance” mean? Define. * 2.Why does it have such a large effect?

67. Research on Activities Promoting Knowledge Change FocusNumber of effect sizes Average effect size Percentile gain Discussions regarding a central question 30.5119 Cognitive dissonance 110.8029 Activate prior knowledge 140.083 Marzano, 2007

68. Piagetian Programs d.= 1.28

69. Cognitive Acceleration is Based on Three Main Drivers * 1.The mind develops in response to challenges or disequilibrium so that any intervention must provide some “cognitive conflict.” 2.The mind grows as we learn to become conscious of, and take control of, its own processes. Hattie, 2009

70. Cognitive Acceleration’ Based on Three Main Drivers 3.Cognitive development is a social process promoted by high-quality dialogue among peers supported by the teachers. Hattie, 2009

71. The Single Highest Effect Size is… Assessment-Capable Learner Self-reported grades Student expectation d= 1.44 Hattie 2009, 2012

72. Assessment Capable Learner * What is an assessment-capable learner? Why does it have such a large effect? How would you prepare people to use this in their observations?

73. The biggest effect on student learning occurs when teachers become learners of their own teaching and when students become their own teachers. Hattie, 2009 Hattie 2009, 2012

74. Most Powerful Strategies Relied on: Influence of peers Feedback Transparent learning intentions and success criteria Using multiple strategies Attending to both surface and deep knowledge Hattie 2009, 2012

75. If students are not doing enough thinking, something is seriously wrong with the instruction. Hattie 2009, 2012

76. OPES Rubric 4.1 Principals promote a collaborative learning culture. Principal develops structures for collaboration between all teachers and other education support personnel. Principal establishes and reinforces expectations, roles, norms and responsibilities for effective working teams.

77. OPES Rubric 4.2 Principals share leadership with staff, students, parents, and community members. Principal consistently shares leadership responsibilities with staff.

78. Inclusive Leadership Practices

79. 79

80. What are Meta- Strategies Turn to your partner and come up with a definition 80

81. What is Direct Instruction? Turn to your partner and come up with a definition of “direct instruction” Report out

82. Direct Instruction d= 0. 59 Direct instruction is not didactic teaching and should not be confused with lecturing. The major purpose of direct instruction is to provide acceleration for student learning. The outcomes for direct instruction are similar for both typical and special education students. Hattie (2009)

83. Direct Instruction 7 Steps: 1.Define the learning outcomes 2.Define the performance criteria 3.Define specific engagement activities 4.Present the lesson, including input, modeling, and checking for understanding 5.Guided practice 6.A planned closure – reviewing and clarifying the key points to ensure that they will be applied by the student 7.Independent practice is provided on a repeating schedule Hattie (2009)

85. What is Mastery Learning 85

86. Mastery Learning d= 0.58 Mastery Learning includes: Diagnostic formative assessments – prior to and following Small units of learning – each with their own objectives and assessments High levels of feedback and regular correction of student mistakes

87. Mastery Learning Right learning conditions High levels of cooperation High levels of feedback Formative Assessment Small units of learning Supplemental learning Time 87

88. Define what this is? Reciprocal Teaching 88

89. Reciprocal teaching d= 0.74 Teachers enabling their students to learn and use cognitive strategies such as summarizing, questioning, clarifying, predicting, and then these strategies are supported through dialogue between the teacher and the student as they attempt to gain meaning from the text. Hattie, 2009

90. Reciprocal teaching d= 0.74 Each student takes a turn at being “the teacher” and often teacher and students take turns leading a dialog. Students check their own understanding of the material they have encountered by generating questions and summarize. The goal is to help students actively bring meaning. Hattie, 2009

91. Most highly effective teaching practices are beneficial to all kids 91

92. Review the handout on “How Principals Support Inclusive Practice” How could your preparation programs support these practices?

93. Principal practices that support inclusive schools 1. Shaping the discourse about school inclusiveness Communicating up-to-date knowledge about effective instructional strategies Challenging assumptions Speaking out against school practices that do not work on behalf of inclusiveness Encouraging productive conflict and effective conflict resolution

94. Negative impact

95. Ability Grouping E.S. 0.12 Tracking has a minimal positive effect on learning outcomes But it has a profound negative effect in terms of long term performance Hattie, J., 2009, 2012 Hattie, 2009

96. Does your preparation programs address ability grouping? If so, in what way?

97. There is a strong negative relationship between how students are labeled and treated (d= -0.61) Labels rarely lead to making decisions in terms of what works best for student learning. Hattie, J., 2009 Hattie, 2009

98. Positive impact

99. Peer Influences (d=0. 53) Friendships play an important role in learning Exclusion of students from social interactions is linked with disengagement and lower academic achievement Hattie, J., 2009 Hattie, 2009

100. Effects of Peer Learning Peers can have a very positive effect on learning through feedback, peer tutoring etc. (d=0.52) Cooperative Learning (d=0.41) Hattie, J., 2009 Hattie, 2009

101. Co- teaching Effect size d=0.19 (General Ed.) Effect size d=0.31 (Special Ed.) What does this mean? “Co-teaching is one of those practices that has not been systematically studied.” 101 Hattie, 2009

102. (ES.91). Leaders (Teachers and administrators) who get everyone in the school working together to know and evaluate their impact 102 Hattie 2015

103. STOP and Process How Are These ideas Consistent With Your Perceptions? Confirmed my perceptions: Surprising – not my previous perceptions:

104. Other questions?

105. Brian A McNulty Ph. D. Brian.mcnulty@creativeleadership.net