1. Instructional Leadership in the Social Studies

4. The Challenge
How do you manage the whirlwind and provide instructional leadership?

5. Shared Vision Mission and Goals
Kansas will lead the world in the success of each student.
To graduate students who are civically engaged, academically and cognitively prepared and who possess the technical and employability skills to be successful in the future.
To prepare students to be informed, thoughtful, engaged citizens as they enrich their communities, state, nation, world, and themselves.
What is your vision? Goals for your students and teachers?

6. Instructional Leader Success
Let’s define success
Student Success
Teacher Success
Instructional Leader Success

8. Instructional Leader Success
Let’s define success
Student Success
Setting and attaining personal goals
Good relationships
Loving what you do for a living
Happiness
Teacher Success
Setting and attaining personal goals
Good relationships
Loving what you do for a living
Happiness
Instructional Leader Success
Setting and attaining personal goals
Good relationships
Loving what you do for a living
Happiness

9. Keep in mind how we have defined success for our students earlier.
All HGSS instruction should be focused on the future success of each student
Keep in mind how we have defined success for our students earlier.

10. What do our students Need from Us to get them where we want them to be?
THEY
To know stuff and be inclined to use it
To be able and inclined to think about things differently
To know how and be inclined to do stuff
To be able and inclined to say and do the right things
To be able and inclined to help

11. What do our teachers Need from Us to get them where we want them to be?
To know stuff and be inclined to use it
To be able and inclined to think about things differently
To know how and be inclined to do stuff
To be able and inclined to say and do the right things
To be able and inclined to help

12. What do our Instructional leaders Need?
To know stuff and be inclined to use it
To be able and inclined to think about things differently
To know how and be inclined to do stuff
To be able and inclined to say and do the right things
To be able and inclined to help

13. What stuff Do teacher’s Need
Professional Learning in their content area around:
Your Instructional Priorities
Formative Assessment
Personalizing Learning
Culturally Responsive Instruction

14. Good Social Studies Professional Learning
Several opportunities for learning, not just a one-time shot Alignment with goals, standards, and assessment Learning new instructional strategies focused on specific content Vision significant and shared Embedded follow-up and feedback

15. Good Social Studies Instruction should Include
Multiple perspectives and disciplines
Multiple causes and consequences
The use of primary sources
Authentic intellectual work
Higher order thinking
Literacy within the HGSS disciplines
Multiple means of communication
Research and the construction of knowledge

16. Multiple perspectives and disciplines
Using multiple perspectives, points of view, and the principles of history, economics, civics, geography, and the humanities, supports students’ ability to empathize, to develop alternative solutions to problems, and to self- assess their own position.

17. Empower Your teachers to have critical discussions with kids
Reasons why teacher don’t have important critical conversations with students:
Losing their job
Avoiding irate parents
Personal discomfort
Personal safety
Easier to do nothing
Parents should be doing this
Distrust
Afraid they might say or do something wrong

18. Multiple causes and consequences
Identifying and defending a variety of possible causes of events, and the resulting consequences, encourages appropriate decision- making and helps students understand the complexity of the various disciplines.

19. The use of primary sources
Requiring students to analyze and interpret a variety of primary sources in traditional and digital formats provides the opportunity for students to recognize the discipline’s subjective nature, directly touch the lives of people in the past, and develop high level analytical skills.

20. Authentic intellectual work
Learning that supports realistic situations and college and career-ready pathways has value beyond the classroom, engaging students in the construction of knowledge, disciplined inquiry, and connection to the real world.

21. Higher order thinking
Grappling with content knowledge beyond remembering and understanding, to applying, analyzing, evaluating, and creating.

22. Literacy within the Social Studies
Reading, comprehending, analyzing, and interpreting complex texts and media from various social studies disciplines.

23. Multiple means of communication
Communicate relevant information through speaking, writing, and the creation of digital and print media.

24. Research and construction of knowledge
Students must be able to collect and organize information in order to construct an understanding of relevant evidence as it applies to a particular topic. These skills must include the ability to use both traditional and digital formats and media types.

25. 10 Topics and 8 tasks Choices Consequences Rights Responsibilities
Beliefs
Ideas
Diversity
Continuity
Change
Dynamic Relationships
Recognize
Evaluate
Analyze Context
Draw Conclusions
Inquiry/Research
Make Connections
Make a Claim
Support it with Evidence and Argument

26. How to Make Change if you have to
Where does a 5 ton elephant sleep?

27. Switch by Chip and Dan Heath
Direct the Rider
Find the Bright Spots
Script the Critical Moves
Point to the Destination
Motivate the Elephant
Find the Feeling
Shrink the Change
Grow your People
Shape the Path
Tweak the Environment
Build Habits
Rally the Herd

28. What do teachers view as success?