1. - Student & School Success - K-12 English Language Arts
Dr. Marion Smith, Jr.
Director
- Student & School Success
- K-12 English Language Arts

2. Action Plan: Part B
See Fellows Action Plan & Anchor Rationale Activity Sheet

3. Re(Connection) to the Action Plan
Reflecting on my work since the last session…
What did I learn?
- Impact to my thinking
How did I apply it?
- Evidence of impact in my practice
What are my next steps?
- Plan of action moving forward
Success

4. CSTP Teacher Leadership Framework
Working with Adult Learners
Communication
Collaboration
Knowledge of Content and Pedagogy
Systems Thinking
Coordinator notes: 10 min
The Teacher Leadership Framework was developed in 2009 by Washington teachers.
It created a foundational definition of teacher leadership that includes five areas – adult learning, communication, collaboration, knowledge of content & pedagogy, and systems thinking.
-- Explain why Fellows would use a framework for talking about their role.
Being a teacher leader means more than just having the title and the role, it means having the knowledge skills and dispositions at your employ as you work in this role.
As teachers, we lead our students but leading adults is often very different work and requires some specific capacity building. Just like we don’t expect students to exhibit skills we haven’t given them time to learn and practice, so too with teacher leadership.
Each Fellow is in a different space in their capacity and comfort and different context in your district in relation to how you will be used. We want to ensure the teacher leadership supports all Fellows where they are at.
Hopefully the work you will do around reflecting on the Teacher Leadership Skills Framework help you feel confident in your work in that role – and give you some additional tools and skills to enhance your work.
-- Overview of the Teacher Leadership Framework (Fellows from last year will have seen this)
Acknowledge that some of the Fellows may have already seen the framework
It was developed by teachers from the field in 2009 and created a foundational definition of teacher leadership.
The Framework is not a program, not a rubric.
It identifies the Knowledge, Skills and Dispositions that a teacher needs to have serving in a leadership role.
It is free and available online and was developed with grant funds, with additional pieces added later funded from state funds.
It is used in a variety of ways – since it is a free resource, we don’t always know the myriad of ways in which it has been used, but currently the Framework is used by Auburn School District and Camas School District in their teacher leadership academy. OSPI’s Office of Student and School Success had built a state-wide teacher leadership for teachers from federally identified schools. Other districts have used it as a resource in training instructional coaches.
-- Have Fellows look at each area of the framework – Adult learning, communication, collaboration, knowledge of content and systems thinking.
Each area includes knowledge and skill, dispositions, a vignette, reflective questions and resources.
Take a few minutes to review one area of the Framework. Ask Fellows to consider what they “SEE” on the page, what they “THINK” about what is on the page and what they “WONDER”.

5. Before we can fix the problem or even act on the problem, we need to be able to identify the problem with all of its complexities.
We also need to be able to see “ourselves” in the problem.
Understanding the problem deeply is the first step then in the cycle of inquiry where we understand the problem, identify strategies that will address the problems, take action on it, and then evaluate progress.
If we don’t understand the true problem, then we assign solutions that propogate the underachievement of our students.
Given our achievement gaps, how do we want to spend our year? Looking out the window at pointing the vast array of factors that we have no control over? Or are we really going to commit to looking at ourselves?
As Rick DuFour points out, when educators and parents look in the mirror, they are forced to develop a "can-do" list of actions for how they themselves can improve schools and better support children.
When they look out the window toward others, they produce an "if only" approach to reform--one where children can be helped if only others would take action to become better parents, teachers, or school leaders.

6. What has been my capacity to work in a leadership role with others in the following areas: 1. Instructional Leadership, 2. Implementing Instructional Practices, 3. Providing info and tools to understand / support change at my school or district

7. What has been my capacity to work in a leadership role with others in the following areas: 1. Instructional Leadership, 2. Implementing Instructional Practices, 3. Providing info and tools to understand / support change at my school or district

8. What has been my capacity to work in a leadership role with others in the following areas: 1. Instructional Leadership, 2. Implementing Instructional Practices, 3. Providing info and tools to understand / support change at my school or district

9. Leadership Post Assessment

10. CSTP Teacher Leader Self Assessment

11. What is (was) my “END” goal?Me
Serve as a WA State ELA Fellow ?

12. Building Adult Capacity
The Continuum of Self-Reflection is not a program, rather it is a tool to help school leaders understand a teacher’s current state of mind and identify the approaches that will encourage deeper reflective habits. Within each Stage are certain characteristics demonstrated by the teacher, as well as related coaching strategies that we suggest will lead to deeper reflective behaviors…which will lead to stronger instructional delivery…which will lead to increased student achievement. Just like in the toothpaste analogy, teachers in the Unaware Stage do not realize the impact they could be having. They are, in short, focused on the ACT of teaching. In the Conscious Stage, teachers exhibit a “knowing-doing” gap that is manifested by an explanation of why they are NOT making certain choices: the focus is on SELF. At the Action Stage, teachers are motivated to change and learn, and the focus becomes on the SCIENCE of teaching. Then, in the Refinement Stage, the teacher learns and focuses on the ART of teaching.
Unaware
Conscious
Action
Refinement

13. Sphere of Influence

15. Activity: Environmental Scan

17. Next Steps: Turn & Talk Level 5 Leadership
Source: “The 5 Levels of Leadership” (J. Maxwell)

18. 3-2-1 Reflect & Declare 3 “Take Aways”
2 specific areas in which you will need to push your practice
1 “WILL DO” as you engage in your work with others