1. Instructional Leadership: Building Consensus Name Workshop Facilitator

2. Welcome & Introductions  Name of Superintendent  Welcome & Why  Name of Facilitator  Introductions

3. Intended Outcomes Participants will…  Increase knowledge of strategies for building consensus in planning performance accountability  Connect today’s learning to research-based critical behaviors for planning performance accountability  Apply learning by developing of an action plan for planning performance accountability

4. 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

5. Instructional Leadership Core Component is managed through Key Processes Student Achievement Teacher Quality Instructional Leadership ImplementingMonitoring Supporting CommunicatingAdvocatingPlanning

6. Working Definition for Performance Accountability  Leader holds self and others responsible for realizing high standards of performance for student academic and social learning.  There is individual and collective responsibility among the faculty and students.

7. Research-based Critical Behaviors  Develops a plan to hold teachers accountable for student academic and social learning  Develops a plan to hold students accountable for their academic and social learning  Develops a plan for individual and collective accountability among faculty for student learning  Develops a plan emphasizing accountability to stakeholders for student academic and social learning

8. Action Plan  Review & make notes regarding…  Definition of core component (top)  Definition of key process (left-top)  Research-Based Critical Behaviors –Rate self 5 = highly effective 3 = effective 1 = ineffective –List evidence to support rating

9. Building Consensus Segment Guiding Question  How do instructional leaders engage staff in planning performance accountability?

10. McREL Research on School Leadership  School Leadership That Works  21 School Leadership Responsibilities –Input  Statistically positive impact, but often unintended negative perceptions  What is your plan for input?  Robert Marzano, What Works in Schools, 2003 10

11. McREL Research on School Leadership  Principals…  Need to engage teachers- especially the leadership team  Use teacher input to ensure PLANNING is successful 11

12. Consensus Building  Modified Jigsaw of the article in groups of 4 –Read assigned pages  As you read indentify…  Key points  Benefits of consensus building  Strategies for building consensus  After you finish reading …  Share key point  Create graphic organizer  Each table will share ONE item (no repeats)

13. Whole Group Share  Display your graphic organizer  Each table will share ONE item  Benefit and strategy  Explain that item from article’s perspective  Explain how you might use that in your school to ensure implementation of the performance accountability plan

14. Focus on Implementing Accountability  Spotlight getting buy-in for the implementation of accountability: curriculum, instruction, and professional learning  Assigned perspective…  1’s Holding teachers accountable –Individually & collectively  2’s Holding leaders accountable  3’s Holding the school accountable to families for the learning of their children  4’s Ensure equity for all students –ALL student are held accountable

15. Focus on Implementing Accountability  On your own, brainstorm strategies  HOW will you get it planned? (Not the plan but the Process and Procedures)  HOW will you build consensus for the plan?  Focus is HOW to get it planned not collecting data or implementing the plan  In your table group,  Combine your ideas and create a list of at least five agreed-upon strategies –get consensus  Determine how you will present your strategies to the group.

16. Whole Group Share  Present your agreed-upon strategies  Each Group shares: Three ideas for getting buy in regarding the PLANNING of performance accountability  Next  Pair Share  ONE strategy  How and When will you implement it in your school?

17. 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 17

18. 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?

19. 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!

20. Workshop Closure  Please complete “Participant Feedback” form  Grant research  Improve future workshops