1. ESD Regional Workshop Year 2 Workshop 1

2. WSLA Year 2 ◆ Workshop 1

3. GOALS for the Day: Refocus our Academy work for the second year
Refresh the leadership needed for the implementation
of the Academy work in the second year
Continue to examine the implementation of our
Theory of Action
Deepen our understanding of the Problem of Practice, Theory of Action, Evidence of Progress and Cycle of Inquiry and their relationship to our work
Determine our team’s growth in the first year of WSLA

4. NORMS We Will Always treat each other with respect
Actively listen to each other
Encourage everyone to fully participate
Be respectful of each other’s time and perspectives
Stay focused, involved and productive
Be committed to be here ready to work – on time and with little distraction
Find ways to celebrate successes
Have fun and enjoy the time with our peers

5. WSLA Problem of Practice
How can we create and lead a system that ensures effective instruction for all students, integrates multiple initiatives—i.e., Common Core, TPEP, Smarter Balanced—and results in sustained high levels of learning?

6. Since last May . . . Moving into this year: A Facilitated Discussion
ROUND 1:
What is my personal leadership commitment to advancing this work?
What is/are my first step(s) to fulfilling that commitment
ROUND 2
What is our district leadership commitment to advancing this work?
What is/are our first steps to fulfilling that commitment—to solving the POP?

7. WSLA Curriculum Strands

8. Team Reflection As we approach the Problem of Practice,
what evidence do we have that we’re working in every strand?

9. WS Leadership Academy: Reflect
JOURNALING:
What do you hope to accomplish this year?
How does the work you hope to accomplish align with the data you and your colleagues have reviewed in developing your Theory of Action?
Why is the work you will be doing this year the right focus for your district?

10. POPCORN OUT . . . What do you hope to accomplish this year?
What common themes do we hear in our
hopes for accomplishment?

11. WITH AN ELBOW PARTNER
How does the work you hope to accomplish align with the data you and your colleagues have reviewed in developing your Theory of Action?

12. Superintendent Leads This Conversation
Why is the work we will be doing this year the right focus for our district?
Let’s summarize in sentences our team’s understanding of why this work is the right work.

13. What growth have you made?
In your district teams:
Review where you placed yourself on the WSLA Rubrics
Determine if you are still in that same place
List the steps you will need to take this year to move forward on the rubrics

14. What growth have you made?
Be prepared by 11:00 to share:
An “aha!” or new insight your team has experienced as part of this activity;
The steps you plan to take, in light of that insight, to move the work forward
[Take a break when needed]

15. Sharing with Colleagues
Ahas! and Steps to move forward

17. REVIEWING THE INSTRUCTIONAL CORE
Let’s think about:
How does the Instructional Core (IC) affect our work and how does the IC directly apply to the your POP and District’s TOA?
What evidence do we have that we are focusing on the Instructional Core?
Do we have the right steps in our TOA to make a significant difference in the learning for all of our students?
What else do our staff members need to learn?

18. Instructional Core
In its simplest terms, the instructional core is composed of the teacher and the student in the presence of content.
It is the RELATIONSHIP among the teacher, the student, and the content – NOT the qualities of any one of them by themselves – that determines the nature of instructional practice, and each corner of the instructional core has its own particular role and resources to bring to the instructional process.
The INSTSRUCTIONAL TASK is the center of the instructional core. Simply stated, the instructional task is the actual work that students are asked to do in the process of instruction – NOT what teachers THINK they are asking students to do, or what the official curriculum SAYS that students are asked to do, but what they are ACTUALLY doing.

19. Instructional Core Principle 1: consequence of improvements
The first principle of instructional improvement is that increases in student learning occur
only as a
consequence of improvements
in the level of the
content, teachers’ knowledge and skill and
student engagement

20. of the instructional core, you have to change the other two
Principle 2:
The second principle of instructional improvement follows from the first:
If you change
any single element
of the instructional core,
you have to change the other two
to affect student learning.

21. If you can’t see it in the core,
Instructional Core
Principle 3:
The third principle of instructional improvement:
If you can’t see it in the core,
it is not there

22. The Task Predicts Performance
Instructional Core
Principle 4:
The fourth principle of instructional improvement
is that:
The
Task
Predicts
Performance

23. Instructional Core the real accountability system is in the tasks
Principle 5:
The connection between doing the right thing
and knowing the right thing to do leads to the fifth
principle:
the real accountability system
is in the tasks
that students are asked to do

24. Instructional Core Principle 6: We learn to do the work
by DOING the work,
NOT by telling other people to do the work,
NOT by having done the work at some time in the past, and
NOT by hiring experts who can act as proxies for our knowledge about how to do the work

25. Analysis before prediction Prediction before evaluation
Instructional Core
Principle 7:
This leads to the seventh principle:
Description before analysis
Analysis before prediction
Prediction before evaluation

26. Use these as lenses for team work
Elmore’s Seven Principles
Strand: Lead Coherent System-wide Support for Learning
Strand: Focus on Learning

27. Team Time
How does the Instructional Core (IC) affect our work and how does the IC directly apply to our POP and our District’s TOA?
What evidence do we have that we are focusing on the Instructional Core, providing system-wide support for learning, and focusing on learning?
Do we have the right steps in our TOA to make a significant difference in the learning for all of our students?
What else do our staff members need
to learn?

28. BREAK

29. The Cycle of Inquiry
(Copland, 2009)

30. Evidence What evidence are we looking for?
Who will be looking for the data? When?
Who will be analyzing/interpreting the information? When?
How will we share the results of what is found with others: the board, community and staff?

31. Reflection In Your WSLA Journal: What did I learn today?
What did my team learn today?
Structure

32. A CLOSING THOUGHT
“Without continual growth and progress, such words as improvement, achievement, and success have no meaning.”
Benjamin Franklin

33. Back in Your District: Thinking and Planning Together
Coaches will facilitate a conversation that elaborates on today’s work:
 What action steps have you taken since last June?
 What results have you seen from you action steps so far?
 What specific evidence will you be gathering and analyzing this year?
 In terms of organizing ourselves for the year ahead, what are our specific priorities? Who will take the lead on these priorities?
 What specific planning model and/or graphic organizers will we use to assist us in advancing this work?

34. Before You Leave
Reminder: Evaluations forms will come to you electronically
Schedule time with your team to meet prior to our next workshop
Structure