1. Welcome to the 2014 Summer Leadership Academy
One Vision
One Team
One Greece

2. One Vision ● One Team ● One Greece
Purpose for the week
1. To build on work started in summer 2013 by increasing the capacity of all leaders as related to Goals 1 and 2 of the Envision Greece Strategic Plan
2. To promote connection of instructional focus to community engagement (Goals 1 and 2 to the rest of the goals of the strategic plan)
3. To discover and use non-traditional methods of intervention while at the same time using influence modeling and the Design Toolkit to dig deeper into what parents and teachers want in terms of support
4. To look at root causes for behaviors and challenges, and begin the work of designing a prototype innovative solution to be implemented during
5. To equip school leaders with the tools and capacity to create school and classroom environments that foster 21st century skills like problem solving, creativity and an innovation mindset.
One Vision ● One Team ● One Greece

3. One Vision ● One Team ● One Greece
Purpose for the week
1. To build on work started in summer 2013 by increasing the capacity of all leaders as related to Goals 1 and 2 of the Envision Greece Strategic Plan
2. To promote connection of instructional focus to community engagement (Goals 1 and 2 to the rest of the goals of the strategic plan)
3. To discover and use non-traditional methods of intervention while at the same time using influence modeling and the Design Toolkit to dig deeper into what parents and teachers want in terms of support
4. To look at root causes for behaviors and challenges, and begin the work of designing a prototype innovative solution to be implemented during
5. To equip school leaders with the tools and capacity to create school and classroom environments that foster 21st century skills like problem solving, creativity and an innovation mindset.
One Vision ● One Team ● One Greece

4. GCSD Leadership Academy Mission
The Greece Leadership Academy seeks to provide a robust leadership development program customized to meet the needs of the district. This rigorous, experiential school leadership refinement program is designed to engage Greece leaders to be the change agents and transformative school leaders who measurably impact student achievement.
One Vision ● One Team ● One Greece

5. GCSD Leadership Academy Mission
Select the word or term that resonates with you most and explain why??
GCSD Leadership Academy Mission
The Greece Leadership Academy seeks to provide a robust leadership development program customized to meet the needs of the district. This rigorous, experiential school leadership refinement program is designed to engage Greece leaders to be the change agents and transformative school leaders who measurably impact student achievement.
One Vision ● One Team ● One Greece

6. Tweet the conference! Use Twitter hashtag #GCSDLA14 to tweet:
Let the education world know about our great work!
Use Twitter hashtag #GCSDLA14 to tweet:
What you are learning
Great ideas
Pictures of the conference in action
Twitter users: add your twitter name to the poster during the week so we can follow each other!
@GCSDTweets
One Vision ● One Team ● One Greece

7. Beginning with the end in mind…
Private Happy Hour
3:00-4:00pm
Food and Beverage included
Sponsored by: AXA advisors
Joseph A. Prestigiacomo
PRICE: Your unwavering focus and dedication during the week!
One Vision ● One Team ● One Greece

8. Superintendent Barbara Deane-Williams
One Vision ● One Team ● One Greece

11. Theory of Action for Change
The Theory of Action for Change behind our EnVision Greece 2017 Strategic Plan links our beliefs, vision and mission. We are systems thinkers; creating the conditions for success in every Greece school. If we Develop Human Capital and Professional Capacity by ensuring there are effective employees at every level of the organization focused on improving student outcomes; if we give our students and parents access to high quality schools and coherent curriculum; and we hold ourselves accountable for strong performance management; then we will keep our promise to graduate every student in our schools college-prepared and career-ready.

12. System Coherence

13. Strengthening Teacher & Leader Effectiveness
Professional Learning In Greece…
Teachers and School Leaders learn together.
We create school cultures that support and sustain instructional improvement.
We create the conditions to close achievement gaps.
We are committed to access to high quality curriculum and schools.
We monitor/support students by face and name to graduation.

14. Professional Learning to Develop Capacity
We have developed a career ladder model to create the conditions to amplify effective instructional practice.
We have transformed Central Office as Teaching and Learning Teams aligned with Principals and Teacher Leaders to improve classroom teaching.
We have developed our own rigorous leadership training program in partnership with NYCLA.
We have leveraged our Strengthening Teacher and Leader Effectiveness (STLE) grant to bring national best practices to Greece schools.
We work to create and support partnerships through labor-management collaboration and to create the conditions to improve student achievement.

15. Professional Learning to Develop Capacity
We have developed a career ladder model to create the conditions that amplify effective instructional practice.
We have transformed Central Office as Teaching and Learning Teams aligned with Principals and Teacher Leaders to improve classroom teaching.
We have developed our own rigorous leadership training program in partnership with NYCLA.
We have leveraged our Strengthening Teacher and Leader Effectiveness (STLE) grant to bring national best practices to Greece schools.
We work to support partnerships through labor-management collaboration and to create the conditions for student achievement.

16. Our Commitment to Our Students
Every student in Greece Schools today will enter a workforce that will require 21st Century skills to compete successfully in the workforce of tomorrow. These skills include literacy and content mastery, higher level thinking, digital and technological competency, creativity, innovation, communications and entrepreneurship.
Our EnVision Greece 2017 Strategic Plan is our roadmap to transform schools. Our promise is to provide a personalized environment of academic excellence that provides access to success for every child, every day.
We are committed to equity and access to excellent schools for all of our 11,372 students. Every child in our Greece Schools is entitled to a quality education and to graduate college prepared and career ready.

17. Greece Summer Leadership Academy
One Vision
One Team
One Greece

18. Supporting our Strategic Framework and Distributed Leadership
August 2014
GTA and GASA Leadership
One Vision ● One Team ● One Greece

19. One Vision ● One Team ● One Greece
Where have we been?
7 Superintendents in about 20 years
Leadership roles were focused on non-instructional tasks
The Old days of shared decision
PD was often one-shot deal with varied connection to targeted improvements
Majority of ideas and direction were created by a small group of people
One Vision ● One Team ● One Greece

20. One Vision ● One Team ● One Greece
Where are we now?
Strong cadre of teacher leaders and principal leaders at all levels
Change the World
“The people that think they are crazy enough to change the world usually do!”
Our leadership structures are in a place to have significant influence on our Greece Team through a distributed leadership model
One Vision ● One Team ● One Greece

21. One Vision ● One Team ● One Greece
Where are we now?
Ongoing professional learning – internal and external
AFT/UFT Leadership Academy
Teacher Union Reform Network
Structures to share the learning
New learning, assess effectiveness, refine learning, teach others
Supports in place in a non-evaluative structure
One Vision ● One Team ● One Greece

22. Where are we going?
This team will be leading others that have a variety of professional development experiences.
Simon Sinek:
How Great Leaders Inspire Action
(stop at 8 min mark)
One Vision ● One Team ● One Greece

23. One Vision ● One Team ● One Greece
Our challenge will be…..
How are we going to help our teachers understand the Why? Of the Strategic Framework
How are we going to help our students understand the Why? To influence achievement.
This leadership team is poised to make a difference.
One Vision ● One Team ● One Greece

24. Attitude is important! So even when times get tough…..
Positive Attitude is Everything
One Vision ● One Team ● One Greece

25. Norms
One Vision
One Team
One Greece

26. Building Our Group Norms
What do we need to help us all engage in the learning at the highest level?
One Vision ● One Team ● One Greece

27. One Vision ● One Team ● One Greece
Norms & Introductions
Please Read The Norms for Collaboration
Think about which of these norms are really important to you:
Have we covered everything?
which do you need to feel “safe” as a learner and collaborator?
Think about which you personally struggle to uphold.
Why is that?
Pick your top 2.
Would that be a good personal goal for the next week?
One Vision ● One Team ● One Greece

28. Building Our Group Norms
With your elbow partner
Share your personal “norm” goals for the next week
Self-monitoring
Debrief
One Vision ● One Team ● One Greece

29. Flow of the Week, Agenda Overview and General Housekeeping
One Vision
One Team
One Greece

30. One Vision ● One Team ● One Greece
Leaders will KBAD:
use the PELP coherence framework to gain a clear understanding of the connections of all of the elements of the strategic plan,
use the Systems Design Toolkit process to identify problems of practice to meet specific needs of our stakeholders,
apply a systems thinking approach to problem solving,
use research (Hattie) to make connections to the growth mindset ,
align successful academic behaviors (of all stakeholders) PK-20 to promote a continuum between elementary and secondary expectations,
foster collaboration through school and other teams.
One Vision ● One Team ● One Greece

31. One Vision ● One Team ● One Greece
Distribution of KBADS
KBAD
Session 1 2 3 4 5 6 X
One Vision ● One Team ● One Greece

32. One Vision ● One Team ● One Greece
Purpose of the Day
Anchor in on EnVision Greece 2017 and gain an understanding of the “why” behind the design of the Strategic Plan
Develop norms to support the needs of participants
Gain an understanding of the development of the Leadership Academy 2014 and the flow of the week
Foster collegiality among new and existing leadership teams
One Vision ● One Team ● One Greece

33. One Vision ● One Team ● One Greece
Greece’s Got Talent
Provide participants with an understanding of the displays around the building and how they will connect the work of the week
To encourage participants to begin collaborating during the week
One Vision ● One Team ● One Greece

34. Public Education Leadership Project PELP
One Vision
One Team
One Greece

35. Purpose of this session
Participants will be familiar with the PELP coherence framework
Participants will make personal connections to PELP
One Vision ● One Team ● One Greece

36. Coherence Breaking down the silos
Building a Coherence starts with breaking down the silos and developing a framework that gets us all working on the same vision.
Today’s work will start with a Broad Perspective, and then Narrow this work to the school and personnel level, then we will broaden it back out to a K-12 view.
One Vision ● One Team ● One Greece

37. One Vision ● One Team ● One Greece
PELP Framework
Read page 6 and 7 of Strategic Plan
One Vision ● One Team ● One Greece

38. One Vision ● One Team ● One Greece
Context
PELP
Strategic Map
Find connections between the PELP and the District Strategic Map. Make the Strategic Map meaningful to the work being done by the Board, District Office and Schools.
One Vision ● One Team ● One Greece

39. One Vision ● One Team ● One Greece
Personal Connections
PELP
Pick a strategy that resonates for you- and why?
How did your success in this area impact the instructional core, whether it be teacher, student or content?
Time to make a personal connection:
One Vision ● One Team ● One Greece

40. One Vision ● One Team ● One Greece
Share out
Combine tables with a feeder pattern school to share your posters.
One Vision ● One Team ● One Greece

41. Baggage Claim
One Vision
One Team
One Greece

42. One Vision ● One Team ● One Greece
“Pack your bag” by writing your name and 3-5 interesting things about you and your life!
This goes with “Flow” segment in the morning
One Vision ● One Team ● One Greece

43. One Vision ● One Team ● One Greece
“Come Fly with Me”
This goes with the time the activity actually starts
One Vision ● One Team ● One Greece

44. One Vision ● One Team ● One Greece
Share what’s in your “bag” with a colleague.
Trade bags and share with someone else.
Keep trading until facilitator calls “time.”
Find the person whose “bag” you end up with and return it.
This goes with the time the activity starts
One Vision ● One Team ● One Greece

45. The Power of Feedback
One Vision
One Team
One Greece

46. One Vision ● One Team ● One Greece
Typing on Steroids
One Vision ● One Team ● One Greece

47. One Vision ● One Team ● One Greece
Typing on Steroids
One Vision ● One Team ● One Greece

48. One Vision ● One Team ● One Greece
Why this workshop?
“The more leaders focus their influence, their learning, and their relationships with teachers on the core business of teaching and learning, the greater their likely influence on student outcomes”
Instructional leadership beats all other forms of leadership in impact on student learning (Robinson, Lloyd, & Rowe, 2008, p. 23).
One Vision ● One Team ● One Greece

49. One Vision ● One Team ● One Greece
So… if it behooves us to practice instructional leadership… What specific leadership behaviors have the greatest effect on student learning?
One Vision ● One Team ● One Greece

50. Robinson, Lloyd, & Rowe: Specific domains which had greatest effect
Promoting & participating in teacher learning (d=0.91)
Planning, coordinating, & evaluating teaching & curriculum (d=0.74)
Aligning resources to priority teaching goals (d= 0.60)
Establishing goals & expectations (d= 0. 54)
Ensuring an orderly and supportive environment ( d = 0.49)
One Vision ● One Team ● One Greece

51. One Vision ● One Team ● One Greece
So….
We are working to become instructional leaders
Requires us to have most current and up to date information
Two major meta analyses: Marzano, Waters, & McNulty (2005) and Hattie (2009)
Hattie wrote Visible Learning for Teachers 2012 to implement his findings
One Vision ● One Team ● One Greece

52. One Vision ● One Team ● One Greece
Learning Target
Participants will understand that formative assessment (feedback) is among the most powerful tools to move learning forward, when the learner’s thinking is visible, learning targets are explicit and communicated, and when learners become leaders of their own learning.
One Vision ● One Team ● One Greece

53. One Vision ● One Team ● One Greece
UbD Template
Note the lesson plan for this workshop in the Understanding by Design (Grant Wiggins & Jay McTighe) format.
Can use this format for meeting plans, daily lesson plans, and unit plans.
Has been modified to use the “Double Plan” idea, as in Doug LeMov’s book, Teach like a Champion.
One Vision ● One Team ● One Greece

54. One Vision ● One Team ● One Greece
Learning Target
Participants will understand that formative assessment (feedback) is among the most powerful tools to move learning forward, when the learner’s thinking is visible, learning targets are explicit and communicated, and when learners become leaders of their own learning.
One Vision ● One Team ● One Greece

55. One Vision ● One Team ● One Greece
Learning Target
Everyone knows feedback works.
But the devil’s in the details…
It is not enough to “give feedback” in order to see the impressive gains cited in the research.
One Vision ● One Team ● One Greece

56. Discuss: why would we care about this?
“Feedback is among the most common features of successful teaching and learning. But there is an enigma: while feedback is among the most powerful moderators of learning, its effects are among the most variable” Hattie, 2012, Visible learning for teachers, p. 115.
One Vision ● One Team ● One Greece

57. What are (at least) four assumptions here?
“To make feedback effective, therefore, teachers must have a good understanding of where the students are, and where they are meant to be – and the more transparent they make this for the students, the more the students can help to get themselves from the points at which they are to the success points, and thus enjoy the fruits of feedback” p. 115.
One Vision ● One Team ● One Greece

58. One Vision ● One Team ● One Greece
Did you say: assumes…
Student thinking is visible.
Learning targets are explicit and clear.
Student learning status is both assessed and communicated to the students.
We want students to take charge of their learning (we value student agency).
One Vision ● One Team ● One Greece

59. One Vision ● One Team ● One Greece
Check again
“To make feedback effective, therefore, teachers must have a good understanding of where the students are, and where they are meant to be – and the more transparent they make this for the students, the more the students can help to get themselves from the points at which they are to the success points, and thus enjoy the fruits of feedback” p. 115.
One Vision ● One Team ● One Greece

60. Which of these assumptions is taken for granted the most?
Student thinking is visible.
Learning targets are explicit and clear.
Student learning status is both assessed and communicated to the students.
We want students to take charge of their learning (we value student agency).
One Vision ● One Team ● One Greece

61. How might this change practice?
“Working from observables is the foundation of the formative evaluation of learning. Too often, teachers work from theories or inferences about what students do that are not always open to change in light of what students actually do. Instead teachers need to concentrate on what students do, say, make, or write, and modify their theories in light of these observations (or this evidence)” 116.
During this groupwork, all facilitators circulate and collect observations on what students actually do and say
How might this change practice?
One Vision ● One Team ● One Greece

62. One Vision ● One Team ● One Greece
How does group work make thinking visible?
Facilitators model.
One Vision ● One Team ● One Greece

63. Three feedback questions
Levels
Major questions
Three feedback questions 1
Task
How well has the task been performed? Is it correct or incorrect?
Where am I going? What are my goals? 2
Process
What are the strategies needed to perform the task? Are there alternative strategies that can be used?
How am I going? What progress is being made towards the goals? 3
Self-regulation
What is the conditional knowledge and understanding needed to know what you are doing? Self-monitoring, directing the processes and tasks
Where to next? What activities need to be undertaken next to make better progress? 4
self
Personal evaluation and affect about the learning
Talk through the three questions first and the four levels second. Answer these questions for the four targets for feedback and then for the three major feedback questions. Where do we spend most of our time? Which of these is the hardest to go after? Which is the most confusing to you? This taxonomy may be useful to you if you choose to go deeper into feedback with your faculty. This could be the system you might explore.
One Vision ● One Team ● One Greece

64. One Vision ● One Team ● One Greece
Research tidbits aka in case you didn’t think we needed this discussion
Carless (2006) has shown that most feedback given by teachers is to the whole class and most of this is not received by any student – because no single student believes it pertains to him or her!
Many students are simply unable to understand feedback comments and interpret them correctly (Higgins, Hartley, and Skelton, 2001).
70 percent of teachers claimed that they provided detailed feedback that helped students to improve their next assignments – but only 45 percent of students agreed with their teachers’ claim (Carless, 2006).
Nuthall (2005) found that most feedback that students obtained in any day in classrooms was from other students – and that most of this feedback was incorrect. VLT p.122
Read these: this probably helps explain why feedback research shows it to be so--- what? [variable]
One Vision ● One Team ● One Greece

65. Reading for Meaning: Types of Feedback
See handout
FYI This strategy was invented by Silver & Strong.
Can be used with any complex text.
A close reading strategy because it requires the reader to use text (quotes, ideally) to support or refute a stance.
The best “reading for meaning” statements are somewhat mixed but with a predominance of textual support for one side over the other. To use:
Select complex text.
Pull out most critical content.
Create a small number (3-5) statements which take a stance. (Tip: Intentionally create statements that can be supported or refuted by the text.)
Purpose - to draw readers’ attention to the main ideas in a text.
One Vision ● One Team ● One Greece

66. Application of learning
Why are we talking about VLT Chapter 7?
Think about your role as:
Teacher/PD planner
Coach/supervisor
Learner
One Vision ● One Team ● One Greece

67. Application of learning
Create your To Do List
Think about your role as:
Teacher/PD planner
Coach/supervisor
Learner
What might you do to apply this learning? Brainstorm a list; can impeach it later.
Hopefully this list will go from groupwork to reflective writing.
One Vision ● One Team ● One Greece

68. Reflection
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One Team
One Greece

69. 2014 GCSD Leadership Academy Feedback Form
Week 2 Day 1
surveymonkey.com/s/LAWK2D1
One Vision ● One Team ● One Greece