1. Redefining Leadership for Inclusive Instructional Leadership: The Role of Higher Education Brian A McNulty Ph. D.

2. Review the findings on leadership, and inclusive leadership practices Explore how preparation programs address instructional leadership and inclusive practices Consider how to strengthen current preparation programs for school and district leaders

3. What Matters More? 3 OR

4. Transformational leaders Set a vision, Create common goals for the school, Inspire and set direction, Buffer staff from external demands, Ensure fair and equitable staffing, and Give teachers a high degree of autonomy 4 Hattie 2015

5. Instructional leaders Focus on students and learning Concerned with impact on student learning and instructional issues, Conducting classroom observations, Ensure professional development that enhances student learning, Communicating high academic standards, and Ensuring that all school environments are conducive to learning 5 Hattie 2015

6. What Matters More? 6 OR

7. Principal Leadership Set a vision, Create common goals for the school, Inspire and set direction, Buffer staff from external demands, Ensure fair and equitable staffing, and Give teachers a high degree of autonomy. Focus more on students Conducting classroom observations, Ensuring professional development that enhances student learning, Communicating high academic standards, and Ensuring that all school environments are conducive to learning Hattie 2015

8. More than 80 % of school leaders claim to be mainly transformational leaders Hattie 2015

9. The overall effect from Transformational Leaders Effect size 0.11 Hattie 2015

10. The overall effect from Instructional Leaders Effect size 0.42 Hattie 2015

11. What does this say about: What leaders think is most important? Our preparation programs? What needs to happen? – Discuss and Debrief 11

12. 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)

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

14. 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

15. Viviane Robinson’s Findings

16. Two BIG Ideas Leading Teacher Learning Ensuring Teacher Quality

17. Two BIG Ideas Teacher- Based Teams Classroom Observation and Coaching

18. Two BIG buckets Classroom Observation and Coaching Teacher- Based Teams

19. Some new research Both instructional and collaborative leadership are necessary

20. Leadership and collaboration There a significant direct effect of leadership on teacher collaboration. Leadership and collaboration predict collective efficacy beliefs. Achievement differences among schools are affected directly by collective efficacy beliefs and indirectly by instructional leadership and teacher collaboration. Goddard et al. 2015

21. The degree to which teachers collaborate to improve instruction… is strongly predicted by principals’ instructional leadership Goddard et al. 2015

22. Leaders have tremendous potential to influence the collective work and beliefs of teachers in their schools. Goddard et al. 2015

23. School leaders serve as a catalyst for teacher collaboration. Goddard et al. 2015

24. Principal leadership is a necessary condition to develop teacher collaboration and improved student outcomes. Goddard et al. 2015

25. How much emphasis do your programs place on teaching collaborative skills?

26. Principal Instructional Leadership Principals were knowledgeable about effective assessment and instructional practices and provided conceptual guidance to teachers regarding these practices Set high standards for teaching and learning; Were aware of classroom practices Goddard et al. 2015

27. Schools where principals frequently monitored instruction and provided relatively strong instructional guidance Were characterized by high levels of collective work among teachers to improve instruction Goddard et al. 2015

28. Schools with low levels of instructional leadership had the least frequent formal collaboration around instructional improvement. Goddard et al. 2015

29. Principals’ instructional leadership is a significant positive predictor of collective efficacy beliefs through its influence on teachers’ collaborative work. Goddard et al. 2015

30. The more robust the sense of collective efficacy, the greater the levels of student achievement, even after controlling for school and student background characteristics and prior levels of student achievement. Goddard et al. 2015

31. By promoting a culture of collaboration around instructional improvement, leaders have the potential to support school improvement in ways that positively influence teachers’ collective efficacy beliefs and student achievement Goddard et al. 2015

32. How are preparation programs Creating stronger – instructional leaders – collaborative leaders Setting expectations for – shared leadership and – team leadership Creating better coaches?

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

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

35. 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

36. 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)

37. Inclusive Leadership Practices

38. Negative impact

39. 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

40. 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

41. Positive impact

42. 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

43. 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

44. Research on inclusive leadership practices

45. Schools and districts must make it the norm to base decisions on evidence 45 Datnow & Park 2014 1.Shaping the discourse about school inclusiveness

46. A major task of school leaders (principals and BLTs) is to lead discussions about the nature and quality of the evidence… Hattie 2015

47. …That would convince everyone in the school that a given practice, or set of practices has an above-average impact on student learning 47 Hattie 2015

48. (ES.91). Leaders (principals and teachers) who get everyone in the school working together to know and evaluate their impact 48 Hattie 2015

49. Getting colleagues focused on evaluating their impact:.91 Hattie 2015

50. Focusing on high-impact teaching and learning: 0.84 50

51. Being explicit with teachers and students about what success looks like: 0.77 51

52. “Challenging assumptions and speaking out against school practices that do not work on behalf of inclusiveness” – How do you prepare people to examine the effectiveness of their school’s practices? – What and how does your program focus on instructional practices? 1. Shaping the discourse about school inclusiveness

53. 3. Encouraging and supporting professional learning communities (TBTs) How are your programs preparing leaders to lead TBTs? How do you prepare them to address different learning needs? How many of your programs address UDL?

54. 4 Distributing leadership How do your programs prepare leaders to lead effective teams (BLTs/DLTs)? What specific team skills do you address?

55. 7. Creating a culture of inquiry “Use data to identify inequitable circumstances and practices” – How do you prepare people to examine their data? – What data do they look at? – Do you examine sub-group performance data? Discuss at your table Be ready to report out

56. 7. Creating a culture of inquiry How do you prepare people to examine their practices? – Grouping practices? – Teaching practices? How do you prepare leaders to work effectively with their BLTs? Discuss at your table

57. Research on inclusive leadership practices

58. What steps should you take to make your preparation program more effective? Make your commitments

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