1. School Leaders Professional Learning for School Leaders: The Principal’s Role in School Transformation Cynthia Mruczek Rich Barbacane April 19, 2011

2. What is NIUSI-LeadScape? Support for Principals Ongoing professional learning Technical assistance Ongoing coaching Web-based tools

3. Our Partners:

4. Outcomes Participants will be able to…  Explain the importance of the Systemic Change Framework to principals  Communicate the benefits of partnering with State Associations and other organizations  Understand the value of consistency and alignment of core concepts across systems for sustainability and scaling innovation

5. The Systemic Change Framework The Equity Alliance at ASU’s Framework for Approaching and Assessing Systemic Change

6. The Systemic Change Framework A. RADAR: This framework is just on the screen. B. RHETORIC: There has been talk about this framework, but little action. C. EMERGING: Our organization is aware of this element and has taken some action to implement it. D. ACCOMPLISHED: This framework is part of our practice. RADAR RHETORIC EMERGING ACCOMPLISHED Where is your organization on the radar screen? Mark the radar level on each screen according to the extent to which you believe your organization is accomplishing that element.

7. The Systemic Change Framework School level

8. Why involve principals? Important entry point to school reform Positions of influence within the school Principals need to understand the Systemic Change Framework (they cannot do it on their own) The Systemic Change Framework

9. What are some thoughts you have about this framework? How does it relate to your work?

10. The Systemic Change Framework

11. http://www.equityallianceatasu.edu/lc http://www.niusileadscape.org/lc/

12. The benefits of partnering with State Associations and other organizations When thinking about the Systemic Change Framework we just discussed, what are some benefits of partnerships between schools and State Associations or other agencies?

13. The benefits of partnering with State Associations and other organizations People: Students, teachers, administrators, families, etc. Policy: Federal and state mandates, district and school level, classroom policy, etc. Practice: Pedagogy, discipline, curriculum, etc. People, Policy, and Practices link the multiple levels of the Systemic Change Framework

14. The benefits of partnering with State Associations and other organizations Vision + Skills + Incentives + Resources + Action Plan = CHANGE ______ + Skills + Incentives + Resources + Action Plan = CONFUSION Vision + ______ + Incentives + Resources + Action Plan = ANXIETY Vision + Skills + _________ + Resources + Action Plan = RESISTANCE Vision + Skills + Incentives + __________ + Action Plan = FRUSTRATION Vision + Skills + Incentives + Resources + ___________ = TREADMILL Essential Variables for Leading Inclusive Schools

15. Processes for developing high quality, inclusive practices You help develop the internal scripts to interpret, reflect, and continuously improve practice You provide or connect staff to resources to build their repertoire of skills (how to) The ways you establish for working together Your vision for inclusive practices Vision Frameworks for Acting Mediated Experience Technical Assistance The benefits of partnering with State Associations and other organizations

16.  Why partner?  Networking, communication, resources, etc.  Avoiding the perspective of “Just one more thing” to do  Working more efficiently  LeadScape and the Learning Carousel  Resources available (data maps, professional learning modules)  Other partnerships?

17. The benefits of partnering with State Associations and other organizations

18. Developed by Art Costa and Bob Garmston, Cognitive Coaching SM is based on the following four major propositions: Thought and perception produce all behavior. Teaching is constant decision-making. To learn something new requires engagement and alteration in thought. Humans continue to grow cognitively.

19. The benefits of partnering with State Associations and other organizations

20. How People Learn Learning results from how individuals actively make meaning, engage, resist, contest, and build their own mental schemas about the world around them and their role in it Learning occurs when we teach (tell) people “how to” Learning scientists concur: Deeper conceptual understanding comes from active participation in one’s own learning (Sawyer, 2005) The benefits of partnering with State Associations and other organizations

21.  Coaching is used in many different ways to support the ongoing learning and improvement of educators  Cognitive coaching focuses on changing patterns of thought in order to open new paths for learning  Our model of coaching builds on what the research says about how people effectively learn  The broad idea behind coaching is to help educators develop new ways of looking at their work so that they can create new ‘scripts’ for addressing challenges of practice

22. Consistency and alignment of core concepts across systems for sustainability and scaling innovation How experienced are you with culturally responsive pedagogy? A. I’m very experienced with CRP and have a firm grasp of it B. I’ve heard of it, but have a small understanding of it C. I’ve never heard of it

23. Consistency and alignment of core concepts across systems for sustainability and scaling innovation  Discussion of fidelity  90% implementation by 90% of the individuals to have sustainable change  Discuss notions of fidelity through a culturally responsive lens

24. At all tiers, teachers…  use culturally responsive teaching  implement linguistically appropriate instruction  ensure explicit instruction to acquire academic language  Embed culturally responsive behavior strategies 24 Consistency and alignment of core concepts across systems for sustainability and scaling innovation

25.  Believe in student ability and desire to learn  Hold high expectations for student learning  Explicitly teach skills  Challenge and support students  Respect student language  Relate to student social context 25 Culturally responsive teachers Consistency and alignment of core concepts across systems for sustainability and scaling innovation

26. L inguistically appropriate instruction  Total Physical Response  Use of visuals  Use of real objects  Modeling – reading, writing, conversation  Repetitive language  Use of gestures 26 Consistency and alignment of core concepts across systems for sustainability and scaling innovation

27. Effective practices for ELLs  Attend to language development  Build on background experiences  Focus on building understanding  Provide multiple opportunities for practice and application  Use repetition and redundant information  Assess frequently  Reteach as necessary 27 Source: Center for Research on the Educational Achievement and Teaching of English Language Learners Culturally responsive approaches for the support and development of personnel

28. 28 Vision for Schools of Tomorrow  Shared ownership, accountability, and leadership  Flexible delivery of support services  All struggling students receive supports  Eligibility considered after intervention and ongoing progress monitoring within MTSS Consistency and alignment of core concepts across systems for sustainability and scaling innovation

29.  Wrapping up the conversation How do you, as state leaders, help principals change their perspective from “Assessment OF learning” to “Assessment FOR learning?” 29

30. Wrapping it up… Participants will be able to…  Explain the importance of the Systemic Change Framework to principals  Communicate the benefits of partnering with State Associations and other organizations  Examine culturally responsive approaches for the support and development of personnel Comments, Questions, or Concerns 30

31. Thank You!!