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Instructional Leadership:
Monitoring Leading Indicators Name Workshop Facilitator
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Welcome Name of Superintendent Welcome Why Important
©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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Overview & Introductions
Name of Facilitator Overview / Agenda Enduring Understandings Guiding Questions Targeted Objectives Introductions ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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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 Introduce today’s proposed norms FACILITATOR: you may want to add some explanation as provided below NOTE: see management notes for other options Demonstrate trust - Be trustworthy & trusting of others (this is a safe environment, do not judge one another, things stay in the room, do not use things discussed today against someone in the future) Demonstrate healthy conflict - Listen to one another (listen to others with an open-mind to first understand their perspective). Share what is on your mind (do not assume another person’s perspective is the right answer, there are many right answers, and do not go silent …we need to hear your thoughts) Demonstrate an growth mindset (this means being open to continuous self-improvement) - Engage in dialogue to develop new ideas (we know that adults learn through talking it out) Ask questions to learn and clarify Share ONE point …then next person (this is an agreement that each person will share just one idea at a time, this enables everyone to be able share – no one person dominates) Silence cell phones After a brief discussion ….ask group to raise their hands to indicate that they are willing to accept the proposed norms for today. Emphasize “Share ONE point” …this norms allows everyone to have opportunities to add to the dialogue
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Student Achievement Teacher Quality Instructional Leadership
Instructional Leadership Core Component is Managed through Key Processes Student Achievement Teacher Quality Instructional Leadership Implementing Monitoring Supporting Communicating Advocating Planning ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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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. ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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Research-Based Critical Behaviors
Performance Accountability Monitors the accuracy & appropriateness of data used for teacher accountability Analyzes the influence of faculty evaluations on the rigor of the curriculum and student learning. High Standards Monitors disaggregated test scores Uses data from multiple sources to monitor student progress Monitors student learning against high standards of achievement ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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Action Plan By the end of this workshop you will develop an action plan focused on applying the Research-Based Critical Behaviors. In the column labeled “Current Reality” Rate yourself on a scale of 1-5 5 = Highly effective 3 = Satisfactorily Effective 1 = Ineffective Describe the evidence that supports your application of this concept ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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Monitoring Leading Indicators Guiding Question:
What are leading indicators in an educational context? How do instructional leaders use leading indicators to guide decisions? How do Instructional leaders use leading indicator to celebrate teacher effectiveness? ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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Round the Room and Back Again
Consider what evidence pieces you will use to determine that your goals in your School Improvement Plan have been met. Share your examples and listening to the examples of others. Record as many evidence pieces as you can recall. Pool your examples with your table group. ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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4 Categories Of Data Outcome Student Achievement, etc Demographic
Gender, socioeconomic, etc Program Instructional Process, Textbook, etc Perception ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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Outcome Data Typical Assessment Vocabulary
Formative Assessment Gather ongoing feedback Used to guide Assessment for learning Low stakes High impact. Examples: Submit a sentence identifying the main point of a lecture Submit an outline for a paper Early course evaluations Summative Assessment Measures level of success at a point in time Assessment of Learning High stakes Low impact Examples Assigning final grade Critique of a Senior recital Faculty Course Evaluations ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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Lagging Indicators Defining Slow or behind Data after it’s “done”
Value Confirm trends But arrive too late to support struggling students now Like playing the game with the scoreboard off, “Wait, I thought we were ahead!” ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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Examples of Lagging Indicators
Assigning final grade Critique of a senior recital Faculty Course Evaluations AIMS-DPA Graduation rate ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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Leading Indicators Indicate whether progress is being made
Early signals of progress toward standard Provide predictors – they precede the desired achievement gains, show the trend, and indicate gains are likely to occur Lead to more strategic decisions Improving student outcomes and closing achievement gaps, both within a school and across a district, takes time – more time than is often allowed in typical large district and urban environments. Education leaders and community members need a way of examining their schools and school systems that allows them to understand when (and whether) progress is being made before the results show up in indicators like student test scores. Leading indicators – indicators that provide early signals of progress toward academic achievement – enable education leaders, especially at the central office level in a school district, to make more strategic and less reactive decisions about services and supports to improve student learning. These indicators are a way of viewing and using data to inform systemwide decisions about education..” ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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Characteristics of Leading Indicators
Timely Actionable Aligned with Standard Benchmark Powerful ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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Examples of Leading Indicators
Early Reading Proficiency Enrollment in pre algebra and Algebra Overage/under-credited College admission test scores Special education enrollment Student engagement Teacher and principal quality Counts of participants – who is involved in the process Measures of impact on students Measures of impact on teachers ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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Applying Leading Indicators Identify Priorities
Select ONE goal as a priority What specific part of your school improvement plan has the highest priority? If you were to make a difference here, it would have the most broad & positive impact on student achievement Which strategies/action are the highest priority? (research indicates big impact) ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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Applying Leading Indicators Identify Leading Indicators
What is the goal? What are the priorities in your plan What is the prerequisite knowledge & skills? Task analyze for the prerequisite student learning. What are the characteristics of students who meet the goal and possess the prerequisite knowledge & skills? Of those who do not? What other factors are impacting success? What are your leading indicators? ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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Applying Leading Indicators Monitoring Leading Indicators
What data would inform the goal? What data would inform the identified priorities? What data would keep you on right path and enable classroom teacher to make adjustments in instruction? What data would inform the other factors impacting success? ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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Applying Leading Indicators Monitoring Leading Indicators
Make a list of data points How will you collect the data How often? Who will collect the data? Who will organize the data? Who will analyze the data? How will you facilitate all teachers in the interpretation & action steps? ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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Consider The Following
What gets monitored, gets done! What is celebrated, becomes the priority. ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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Applying Leading Indicators Using Leading Indicators
How can the leading indicators help you celebrate success? Highlight the milestones Data points that can provide ongoing opportunities to celebrate success ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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Ways to Recognize Categories
Goal Setting Group Morale Encouragement Simple Individual Recognition More Involved Individual Recognition External Recognition ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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Applying Leading Indicators Using Leading Indicators
Skim through the handout Identify at least two ideas within each category that might be applicable in your school Apply to your plan Select at least three strategies (from your brainstormed list) Describe how you will… Whole Group Share Strategy & how you will implement ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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Closure for this Segment
Consider the guiding questions Use column labeled “Strategies/Ideas” connect today’s discussions with the “Research-Based Critical Behaviors.” List at least THREE things per box Pair Share ONE strategy you learned today and how you plan to use it at your school. ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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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? ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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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! ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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Workshop Closure Please complete “Participant Feedback” form
Grant research Improve future workshops ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.
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