1. WELCOME to January 2015 ISLN!
Building capacity for instructional leadership in the KVEC region

2. Norms Start and end on time Cell phones on vibrate Rule of two feet
Contribute…YOU are ISLN.
Others?

3. ICEBREAKER What is currently the best thing going on in your district?
Find 3 people not in your district and tell them about it?

4. ISLN Facilitation Team
Stacy Noah, Effectiveness Coach
Jennifer Carroll, PGES Strategy Lead
Carole Mullins, ELA Instructional Specialist
Chris Bentley, Science Consultant
Katrina Slone, STEM
Vacant, Social Studies
Abbie Combs, ARI Educator Effectiveness

5. What did you take back and use?
November Evaluation
New methods to promote capacity for peer observers
Discussion on building capacity-strategies discussed
All of the information provided today
Peer Observation
Professional learning vs PD
Info and thoughts on making PLCs more effective
Conferencing
Last word
What have you done since last meeting? Add that to this month’s evaluation.

6. January 2015 Learning Targets
Know the intent of the network design regarding an effective District Leadership Team (involving teacher leaders meaningfully and consistently)
Analyze/reflect on own DLT and determine actions/planning to strengthen DLT role to scale highly effective teaching and learning district wide
Know a specific questioning protocol that teachers in district have been trained on and identify strategies to build capacity
Review and provide feedback on special education crosswalk to KyFfT
9:15-9:20

7. Four Pillars of ISLN and TLN Meetings
Kentucky’s Core Academic Standards
Characteristics of Highly Effective Teaching and Learning/KY Framework for Teaching
Assessment Literacy
Leadership
What is the role of the DLT in building capacity?
9:20
Emphasize the pillars/focus areas of ISLN and TLN- ask participants to think about their role in building capacity. Who, from your district, is here today? Where do you feel you are in the process of building capacity? These are questions for you to personally think about. Think about evidence you have to support the questions. If you are building capacity for all stakeholders, what evidence do you have? Just jot your thoughts down on a sheet of paper. This is only for you to think about. How is your school/district improving as a result of your work? What reform has taken place? Who has grown as a result of your attendance at ISLN? Who has grown as a reault of district leaders attending ISLN?

8. Vision and Mission of KDE Networks
VISION:  Each school and district in KY has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators, teachers and staff so that every student experiences highly effective teaching, learning, and assessment practices based on rigorous, college and career ready standards in every classroom, every day.
MISSION:  Build the capacity of each district leadership team (teacher, school, and district leaders that participate in the Leadership Networks) to effectively implement new standards within the context of highly effective teaching, learning (learning for adults AND students), and assessment practices.
9:30
Copy of this slide. Highlight key words. Discuss what PL is needed to make the vision and mission a reality.

9. Review
9:20-9:25

10. Characteristics of the “Right” Network Participant
How do you ensure network participants demonstrate these characteristics?
How do you help teacher leaders build these skills and characteristics?
9:45-9:55

11. 9:25-9:35
With your district team, identify the members of your DLT and take some time to discuss the questions at the bottom of the page.

12. Leveraging Teacher Leadership to Achieve SHARED Leadership
Our focus for this month’s ISLN is shared leadership – specifically why and how to leverage teacher leadership.
Instead of looking to the principal alone for instructional leadership, we want to think about how to develop the leadership capacity among all members of the school community – especially teachers.
The work of developing leadership capacity brings clarity to the changing role of the principal as instructional leader. A principal who goes it alone or who dominates will find that the school becomes overly dependent on his or her leadership.

14. Strong school performance depends on shared leadership
Why?
Strong school performance depends on shared leadership
With the goal of effective teachers in every classroom and effective leaders in every building to make sure all of KY’s students graduate college and career ready, schools and districts need to leverage the leadership of teachers. As teachers partner with school leaders, they become focused on shared goals, and they collectively and collaboratively focus on the evidence of student learning and the practices that will support next steps toward shared growth.

15. The Geese Model
In nature, a flock of geese moving in V formation toward a destination provides a great metaphor for shared leadership. When geese travel, they stay together and they rotate the role of leader, so that the brunt of the leadership role is shared, not overburdening any single one. Plus, when these big-winged birds carefully position their wingtips and sync their flapping, they catch the preceding bird’s updraft—and save energy by drafting off each other.
When we apply both practices to a shared leadership model, leveraging teacher leadership as a part of a district leadership team provides a cohesive focus on effective teaching and leading that leads to student success.

16. Fact 1: As each goose flaps its wings, it creates an uplift for the birds that follow. By flying in V formation, the whole flock adds 71% greater flying range than if each bird flew alone.
Lesson: People who share a common direction and sense of community can get where they are going quicker and easier, because they are traveling on the thrust of one another.

17. Fact 2: When a goose falls out of formation, it suddenly feels the drag and resistance of flying alone. It quickly moves back into formation to take advantage of the lifting power of the bird immediately in front of it.
Lesson: If we have as much sense as a goose, we stay in formation with those headed where we want to go. We are willing to accept their help, and we give our help to others

18. Fact 3: When the lead goose tires, it rotates back into the formation and another goose flies to the point position.
Lesson: It pays to take turns doing the hard tasks and sharing leadership. As with geese, people are interdependent on each other’s skills, capabilities, and unique arrangement of gifts, talents, or resources.

19. Fact 4: The geese flying in formation honk to encourage those in front to keep up their speed.
Lesson: We need to make sure our honking is encouraging. In groups where there is encouragement, the production is greater. The power of encouragement (to stand by one’s heart or core values and encourage the heart and core of others) is the quality of honking we seek.

20. Fact 5: When a goose gets sick, wounded, or shot down, two geese drop out of formation and follow it down to help or protect it. They stay with it until it dies or is able to fly again. Then they launch out with another formation or catch up with the flock.
Lesson: If we have as much sense as geese, we will stand by each other in difficult times as well as when we are strong

21. Why shared leadership? New responsibilities for administrators
Attract quality new teachers
Keep quality teachers in the profession
Collaborate between teacher and leaders to shift school culture
Identify and advance pressing priorities school-wide
Advance teacher and student achievement
As building leaders, you have a greater responsibility than ever before to be a strong instructional leader and coach. Leveraging teacher leadership in your building is important as you rethink your role and your priorities.
A Center for Teacher Quality report documents the increasing struggle to attract quality new teachers to the profession.
That same report address the fact the large number of teachers who do not remain in the profession for 5 years. While there may be multiple causes, one of the primary causes is that some excellent teachers leave the classroom because there is no other pathway for teachers to lead and progress in their profession. They have to become administrators, or take other out-of-the-classroom roles for any leadership or professional progression opportunities.
The goal is to create opportunities highly effective teachers to collaborate with principals. That collaboration leads to a shift in the school culture as everyone, not just the leader, is focused on common goals.
That focus allows the team of building and teacher leaders to focus on pressing priorities and collaboratively problem solve how to address them.
When teachers and leaders focus on the evidence of instruction, it impacts practice. The resulting improved teacher practice leads to improved student achievement – the ultimate goal.

22. A Framework for Shared Leadership
What are some specific examples of shared leadership in your district?
What improvements would you like to see around shared leadership in your district?
How can you achieve these improvements?
10:15-10:30
This article will help us understand shared leadership. Read the article and reflect on examples of shared leadership in your district.
Shared Leadership:
What is always present, never present, sometimes present, key words, definition.

23. How do you use teachers as leaders in your school/district?
Why is that important?
Share out
10:00-10:15
Please share with you table partners some ways that your school or your district is leveraging the expertise of teacher leaders right now.
Ask table teams to share out while an ISLN facilitator charts their responses.

24. POSSIBLE teacher leadership roles -
Observing peers
Providing instructional coaching
Modeling instruction
Leading PLCs
Planning meeting agendas
Participating in hiring new teachers in their content areas
In your shared conversations at your tables, you likely mentioned peer observation. This is not limited to just the PGES peer observation requirement. When peers, teaching the same or similar lessons, observe each other in person or through video, they have an opportunity to analyze practice and collectively determine which practices are the most effective.
Peer observation fosters instructional coaching and also provides a way to highly effective teachers to model instruction and mentor new or struggling teachers.
Teacher leaders can have a strong, positive impact by leading PLCs that have targeted agendas and stay focused on analyzing results and developing the capacity of all teachers to improve practice.
Effective teacher leaders can also provide a critical when new teachers are being hired in their content area. They bring a vital set of insights to the interview conversation and can quickly recognize candidates who lack strong content or content pedagogy knowledge. They will also be the key supports for new hires, so involving them in the hiring and decision-making process helps support a buy-in and cohesiveness that contributes to school culture.

25. Reflect on the Shifts to Effective Teacher Leadership
What must happen to move to the “New” Teacher Leadership Model?

26. Teacher leadership Pathways
Instead of thinking about a teacher leadership ladder, imagine a lattice instead – with many ways for teachers with different strengths and leadership capacities to progress in their profession – supporting the growth of all teachers.

27. To ensure effective teacher leadership:
Clearly define the roles
Carefully select Teacher Leader who can fulfill those roles
Provide sufficient time for them to fulfill expectations
Provide adequate training and support
Identify and provide appropriate resources
Provide release time and/or compensation
Be intentional about teacher leadership – just as districts are intentional about identifying building leaders.
Clearly define the roles for teacher leaders in your school or in your district
Know your selection criteria in advance. Determine who bests fits that criteria. (It shouldn’t be the same person for every leadership role and teachers should not be volun-told.)
Facilitate sufficient time in their day for them to fulfill the expectations of the role for which they were selected.
Cultivate their leadership capacity by providing them adequate training and support from the building leader and a chance to collaborate with other teacher leaders.
Provide them with adequate resources so they can do the best job.
Last, but certainly not least, provide them either release time and/or compensation for their role. This is part of what facilitates their leadership and supports their career progression, so they can continue to lead from the front of the classroom.

28. Resources
CTPS Tool for School and District Capacity to Support Teacher Leadership, 2010.
Lambert Linda. A Framework for Shared Leadership.
Harrison, C., Killion, Joellen. Ten Roles for Teacher Leaders
Leading from the Front of the Classroom. The Aspen Institute publication

29. Learning Target #2
Analyze/reflect on own DLT and determine actions/planning to strengthen their role to scale highly effective teaching and learning district wide

30. Reflect on assigned indicator Be prepared to share:
Finish the self-evaluation tool to reflect individually on how you are building school and district support for teacher leadership and involving teacher leaders on your District Leadership Team - DLT. Remember to complete from the appropriate context you represent (school or district).
Reflect on assigned indicator
Be prepared to share:
-summary of indicator
-evidence that would support the rating
-what actions a district or school could take to improve rating
10:45:11:00

31. Revisit: Innovation Configuration Maps
How is/could your district using/use the Innovation Configuration Maps?
Common Core IC Map
Teacher Leader IC Map
Learning Communities
Leadership
Resources
Data
Learning Designs
Implementation
Outcomes

32. 10 roles for teacher leaders...
Read this short article
Reflect:
Who are the teacher leaders who could take on these roles in your district?
Reflect back on your Concept Mastery Routine

33. Roles and Responsibilities of Our DLT
Teacher Leaders
Principal Leaders
Central Office Administrators
What are the roles and responsibilities of the people in these role groups to achieve an effective, functioning DLT?
Give teams time to identify the roles of each group on chart paper. Then have them post their lists, do a gallery walk and then revisit their own chart to make any additions they may have learned about. Groups can take charts.

35. How will you use what we have discussed today to strengthen DLT/ shared leadership in your district?
Add that to your evaluation.

36. Learning Target #3
Know a specific questioning protocol that teachers in district have been trained on and identify strategies to build capacity

37. What is ? Digital Learning Resource Library
Icurio delivers a dynamic collection of over 330,000 vetted, contextualized, standards-aligned digital learning resources from a broad range of content providers
Includes a guaranteed that each resource in the Library has cleared a 127-point certification process and is expertly tagged according to:
resource type, language, authority and subject depth, alignment to relevant standards, grade level, readability score and up to 57 defining characteristics.
Carole
KVEC Team consists of Myself, Bernadette Carpenter and Andrew Castle.
can be delivered through any educational technology system, platform or device.

38. Carole: Refer to Quick Reference Guide Handout
Please have conversations with your district’s Icurio Lead (IC or teacher representative) that attended last week’s training in Cincinnati.
It was a great experience and we have begun developing a structure for assisting your Icurio Lead construct and implement a plan for training teachers and getting this excellent product in the hands of your teachers!
There are several in the room today that attended the training so feel free to ask their opinion about Icurio and how it will enhance teaching/learning for our students/teachers!

39. INTRODUCING THE QUESTION FORMULATION TECHNIQUE™ (QFT™)
Carole

40. WHAT IS THE QUESTION FORMULATION TECHNIQUE™?
The Question Formulation Technique (QFT) is a simple, but rigorous, step-by-step process designed to help students produce, improve and strategize on how to use their questions.
The QFT allows students to practice three thinking abilities in one process: divergent, convergent and metacognitive thinking.
Carole

41. WHY USE THE QUESTION FORMULATION TECHNIQUE™?
Self-Questioning: A Metacognitive Strategy
Engaging in pre-lesson self-questioning improved students rate of learning by nearly 50%
Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement by John Hattie (p.193). 1st Edition, December 26, 2008.
The Research Confirms the Importance of Student Questioning
Students formulating their own questions proved to be one of the most effective metacognitive strategies

42. Relevance to New Demands
Inquiry and Rigor
Kentucky Framework for Teaching
Kentucky Core Academic Standards for:
English/Language Arts
Mathematics
Science
Social Studies
Carole

43. The Right Question Institute www.rightquestion.org
Carole
Social Studies Teacher Leaders provided “Make Just One Change” book
Appropriate for all grade levels and all content areas!!

44. Components of the Question Formulation TechniqueTM
Use A Question Focus (Q-Focus)
Produce Your Questions
Follow 4 Essential Rules for Producing Questions
Improve Your Questions
Categorize Questions-Open/Closed
Prioritize Your Questions
3 Most Important Questions (Why?)
Next Steps
Reflection
Refer to RQI Handout

45. Question Focus (Q-Focus)
A Question Focus IS a simple statement, a visual or aural aid to help students generate questions
Created from curriculum content
Brief
Stimulates a new line of thinking
A Q-Focus is NOT
A question
Carole

46. Rules for Producing Questions
Ask as many questions as you can.
Do not stop to answer, judge, or discuss.
Write down every question exactly as it was stated.
Change any statements into questions.
Carole
Reference your handout for Question Formulation Technique.

47. The Question Focus (QFocus)
Building capacity in a district leadership team that includes teacher leaders improves student success.
Carole
Allow 2-3 minutes to produce questions around Q-Focus on slide
PRODUCE YOUR QUESTIONS
For 2 minutes produce as many questions as you can around this Qfocus.

48. IMPROVE YOUR QUESTIONS Categorize the Questions: Closed/Open-Ended
Definitions:
Closed-ended questions can be answered with a “yes” or “no” or with a one-word answer.
Open-ended questions require
more explanation.
Directions: Identify your questions as closed-ended or open-ended by marking them with a “C” or an “O”.
Carole
Have students number questions then identify C/O

49. Change Closed to Open-Ended Questions
Directions: Take one closed-ended question and change it into an open-ended question
CLOSED-ENDED
OPEN-ENDED
Carole

50. Change Open-Ended to Closed -Questions
Directions: Take one open-ended question and change it into an closed-ended question
OPEN-ENDED
CLOSED-ENDED
Carole

51. Prioritizing Questions
Choose three questions that…
most interest you.
you consider to be the most important.
will best help you solve a problem.
you want/need to answer first.
While prioritizing, think about your Q-Focus:
Carole
Follow directions on slide and “Prioritize Your Questions” on QFT handout
Building capacity in a district leadership team that includes teacher leaders improves student success.

52. Thinking about Thinking
METACOGNITIVE
THINKING:
“Why did
you pick those as
your priority
questions?”
Carole
Mentioned earlier about metacognition….
When asking students to prioritize they are using MT.

53. DISCUSS NEXT STEPS Students can use their questions for:
Writing Assignments
Research
Independent Projects
Group Projects
Socratic Seminars
Experiments
Debates
Presentations/Interviews
Carole
You could also ask students to decide how they will use their questions.

54. REFLECTION
Ask students to think about the work they have done. Use questions such as:
Why did you choose those three questions as the most important?
Where are your priority questions in the sequence of your entire list of questions?
Which questions at your table are the most likely candidates for compelling questions? Supporting questions?
Carole
Connected to the C3 Framework for SS… Domain 1 Questioning and KY FfT 3b Questioning

55. Divergent Convergent Metacognitive THE DISCOVERY OF RIGOR
Three Thinking Abilities in One Process:
Divergent
Convergent
Metacognitive
Carole
I want to emphasize what the QFT reinforces for both Teaching and Learning… It addresses RIGOR issues!

56. Grades K-4: Report to Breakout Session Room
Carole
Divided TLs into K-4 and 5-12 Session
5-12 TLs participated in an interactive session about Pearl Harbor
Experience a Social Studies Lesson Using the Question Formulation TechniqueTM (QFT)

57. K-4: Accountable Talk Carole
Mary McCloud and Dionne Bates provided support to our K-4 teachers for productive ways to use the same concept of QFT in their instruction with younger students.
Introduction to “Accountable Talk” for K-4: Promoting Literacy through Conversation
K-4 TLs participated in an interactive lesson about the “Winter in Valley Forge”

58. Defining Defensible Evidence: Mastery of Questioning
Defensible Evidence: examples from instructional practice that can be defended as mastery of a skill.
Using today’s learning and resources, brainstorm what is proficient level of questioning?
Can you affirm or revise the criteria from the FfT?
What evidence can you provide from your classroom that students are mastering the art of questioning?
Carole: More connections to KY FfT…
If an administrator was in your classroom observing or you were having a pre/post conference about the observation, what would your “defensible evidence” of student mastery “look like”?
Let’s begin by defining it…
ALL STANDARDS connection

59. Maximize Your Professional Learning: “October Homework Assignment”
Make Just One Change: Read Chapter 9: “A Memo to My Fellow Teachers”
Implement the QFT Process with your students (suggest to do this 2 times)
Bring DEFENSIBLE EVIDENCE of EFFECTIVE STUDENT QUESTIONING to the DECEMBER 2ND meeting. DEFENSIBLE EVIDENCE of QUESTIONING MASTERY (narratives, pictures, video, student work, etc.)
Reflect upon your QFT experience by making notes in your journal about the lesson and student’s responses.
December 2nd TLN Meeting: Grade Level Group Share-A-Thon
Carole
TLs allowed time to begin a plan for incorporating QFT into a unit of study…
Share-A-Thon: We want to give you time to share your experience with QFT, Topics; tips/suggestions/ideas; lessons learned, etc.

60. December 2, 2015 QFT Share-A-Thon
Room 1
Grades K-5
Room 2
Grades 6-8
Main Room
Grades 9-12
Carole
Divided into Grade Level Presentation Groups
Allowed an hour for teachers working in groups of 3-5 to share their QFT experience. AWESOME feedback from teachers about this activity.

61. Why is QFT an effective instructional strategy for Social Studies?
MAKE THE CONNECTIONS
Carole
Lastly we asked teachers to make the connections and they were easily able to do it…

62. IMPORTANT REMINDERS: Social Studies Network Meeting Dates:
February 24, 2015
March 31, 2015
June 16, 17, 18, 2015
Focus: Curriculum Alignment for new Social Studies Standards
School Year:
Still on Track for Implementation of new Social Studies Standards
Carole
All meetings scheduled at HCTC

63. District Discussion
How can your DLT build capacity within the district to learn/implement a strategy such as QFT or a resource such as iCurio?
What are the roles of each person on the DLT to build capacity with QFT and iCurio?
Discuss, share

64. Learning Target #4
Review and provide feedback on special education crosswalk to KyFfT

65. 11:20:11:45

66. Updates Science PGES -CEPs -EDS Updates -Site Visits -Upload artifacts
-Peer Observations
-Data Requests

67. Please Complete the Evaluation Form