1. Instructional Leadership Team: Implementation Woodland Middle School
Presenters:
Doretha Melton, Assistant Principal
Riki Gilliam, Administrative Assistant
Monique Johnson, Model Teacher Leader-Math
Dr. Jason Stamper, Principal

2. PLCs in August

3. PLCs in March

4. Purpose and Outcomes:
We will collaborate to support instructional practices and professional growth in all Woodland Middle School staff members to positively impact student growth and achievement.

5. Instruction Standard #3
Focus Area:
Instruction Standard #3
Establishes and communicates clear learning targets and success criteria aligned to curriculum standards
Georgia School Performance Standards

6. IMPLEMENTATION:
Phase I: Leading The Change Process
Phase II: Develop Structures, Systems, and
Processes
Phase III: “The Work”

7. Leading The Change: Assistant Principals
Leverage Leadership: Paul Bambrick-Santoyo
Create a collaborative and cohesive environment focused on student achievement
Establish Clear Expectations and Roles for all ILT members
Lead the PLC
Observe and give feedback (without evaluation)
Model Lesson
Co-teach
Side-by-side coaching
Coach
4. OneNote and Yammer

8. Develop Structures, Systems, and Processes:
* Meeting Dates
* Topics
* Presenters (Building Capacity)
* Agendas WMS ILT Agenda Dec 8.docx
* Instructional Expectations (lesson plans, collaborative content
meeting and notes, Academic Content Collaboration Meeting(1).doc
co-teaching collaboration, etc)
* Model, Practice, Monitor, Feedback, Reflection

9. Tight Versus Loose Tight: “The What” Loose: “The How”
All PLC’s will have established norms
Each PLC may establish their own norms
All PLCs will meet a minimum of twice a week on Tuesday and Wednesday
Location of the meeting
Each staff member must have a PLC binder with standards, “I can” statements (Learning Targets), AZ curriculum guides, most recent assessment data, and previous week’s lesson plans at every meeting.
Binder can be electronic or a hard copy
Purpose and intended outcome of each meeting must be established using some form of data (Team based, surveys, test results, observations, etc.)
Completed collaboration and data dig documentation uploaded in Edmodo after PLC weekly
Who is responsible for completing the documentation (it can change weekly)
Each ILT content leader will establish a weekly meeting with like content leaders to calibrate content progress and needs (i.e. 6th, 7th and 8th grade ELA ILT leaders will meet weekly)
Meeting day and time will be flexible

10. Common Expectations “The Work”: Instructional Leadership Team
Standard-Based Instructional Boards
Instructional Framework
Observation, Feedback and Monitoring
Coaching Cycle and Co-Teaching

11. Standard Based Instructional Boards

12. Standard-Based Instructional Boards

13. Standard-Based Instructional Boards
Common Expectations:
*Standard
*Essential Question
*Learning Target

14. Instructional Framework: Gradual Release

15. Common Expectations “The Work”: Instructional Leadership Team
Standard-Based Instructional Boards
Instructional Framework
Observation, Feedback and Monitoring
Coaching Cycle and Co-Teaching

16. Observation and Feedback
The primary purpose of observation should not be to judge the quality of teachers, but to find the most effective ways to coach them to improve student learning.

19. Activity View the short video clip
At your table identify examples of the six steps of effective feedback.
How would this feedback lead to effective coaching?

20. Observation and feedback are only fully effective when leaders systematically track which teachers have been observed, what feedback they have received, and whether that feedback has improved their practice.

21. Common Expectations “The Work”: Instructional Leadership Team
Standard-Based Instructional Boards
Instructional Framework
Observation, Feedback and Monitoring
Coaching Cycle and Co-Teaching

22. “When Providing Feedback is not Enough: Using Co-teaching strategies to grow your teachers.”

23. Has this ever happened to you?
Providing Feedback

24. What’s Next?
Now that you’ve done observations and given feedback and the behavior has not changed…

25. How would you go about supporting that teacher to change the behavior?
Think—Pair—Share

26. Collaborative Teaching using Co-teaching strategies
There are several co-teaching models that are quite useful for instructional coaching. They are used to help give specific, direct, effective feedback for mentoring and guidance to bring about positive instructional change.

27. Co-teaching Strategies
One Teach, One Observe
One Teach, One Assist
Station Teaching
Team Teaching
Alternative/Differentiated Teaching

28. Chalk Talk Now lets revisit our struggling teachers and use one of the
co-teaching strategies to support.

29. Graffiti Wall
Create a #hashtag describing your plans for a successful ILT. Ex: #planningwithapurpose