1. Knowledgeable and Skillful Leadership Knowledgeable and Skillful Leadership “Only the organizations that have a passion for learning will have an enduring influence.” (Covey, 1996) Summer Institute July 2005 Ronni Ephraim Chief Instructional Officer Los Angeles Unified School Dist.

2. What we do has significant impact on students What we do has significant impact on students The professional practice of educators and the culture they create in their schools has a significant impact on students The professional practice of educators and the culture they create in their schools has a significant impact on students Developing the leadership capacity of teachers and administrators is the best strategy for sustained school improvement Developing the leadership capacity of teachers and administrators is the best strategy for sustained school improvement Assumptions

3. The Power of Collaborative Leadership The most promising strategy for sustained, school improvement is building the capacity of the school personnel to function collaboratively. But collaboration alone will not guarantee school improvement. The path to change in the classroom lies within and through a clear and enacted “Theory of Action”

4. LAUSD Theory of Action Key Elements Managed Curriculum with accountable variation Managed Curriculum with accountable variation Highly Skilled Instruction Highly Skilled Instruction Collaborative Leadership Collaborative Leadership Professional Development /Coaching Professional Development /Coaching Periodic Assessment / Use of Data Periodic Assessment / Use of Data Personalization Personalization

5. Assumptions You cannot lead what you don’t know You cannot lead what you don’t know Competence brings commitment Competence brings commitment Leadership comes from many role groups in a school Leadership comes from many role groups in a school

6. High School New Teachers Survey - ELA Formal and Informal Leadership Principal Dept. Chair Resource

7. High School New Teachers Survey - Math Formal and Informal Leadership Dept. Chair Principal Resource

8. Characteristics of Leadership That Works Shared mission, vision, values, goals Collaborative teams Collective inquiry into “best practice” and our “current reality” – looking at the gaps Action oriented, experimentation Results oriented decision making Accountability

9. Accountable Variation Effective leaders don’t simply encourage schools to go off and do whatever they want, but rather establish clear parameters and priorities that enable schools to work within established boundaries in a creative and autonomous way. (Dufour) In LAUSD we call this “accountable variation”.

10. Assumptions The cultural shift the District is making requires that we initiate new programs and procedures and that we STOP DOING much of what we have done traditionally. This requires the school leaders to begin new learning to lead the work. Leaders must demonstrate the discipline to discontinue practices that are often the norm.

11. The Need to Stop Doing! Most of us have an ever-expanding “to do” list, trying to build momentum by doing, doing, doing – and doing more. And it rarely works. Those who build “good-to- great organizations, however, made as much use of “stop doing” lists as “to do” lists. They had the discipline to stop doing all of the extraneous junk. Jim Collins

12. Trying to Stop! Large staff meetings focused on announcements or one-shot professional development speakers Large staff meetings focused on announcements or one-shot professional development speakers Coaching of strategies across all disciplines Coaching of strategies across all disciplines Evaluating teachers without specific, agreed upon goals and accountabilities Evaluating teachers without specific, agreed upon goals and accountabilities Sending individual teachers to conferences which lead to more private practice Sending individual teachers to conferences which lead to more private practice

13. Moving Towards Common, coherent curriculum and the use of curricular guides Common, coherent curriculum and the use of curricular guides Content specific professional development and content specific coaching Content specific professional development and content specific coaching Department meetings instead of “big audience” meetings Department meetings instead of “big audience” meetings Linking budgets to goals – Conference attendance by teams with accountability for action Linking budgets to goals – Conference attendance by teams with accountability for action

14. Professional Development Leaders do not provide professional development and HOPE that teachers will implement new learnings Leaders do not provide professional development and HOPE that teachers will implement new learnings Leaders plan and provide professional development and EXPECT action, reflection, and additional professional development that leads the school towards its goals Leaders plan and provide professional development and EXPECT action, reflection, and additional professional development that leads the school towards its goals

15. A Powerful Guiding Principle Great organizations simplify a complex world into a single organizing idea or guiding principle. This guiding principle makes the complex simple, helps focus the attention and energy of the organization on the essentials, and becomes the frame of reference for ALL decisions. Jim Collins

16. The BIG IDEA The guiding leadership principle must be that the purpose of school is to ensure high levels of learning for all students. Will focus the attention and energy of the school on learning The frame of reference for all decisions will become, “what is the impact on learning?”

17. Making the Complex Simple “If we could truly establish high levels of learning for ALL students as the guiding principle of our school, and if we were willing to honestly confront the honest facts of the current reality in our school, the right decisions about what to do and what to stop doing often become evident.” Richard DuFour

18. “To Do” List Clarify what each student must learn by course, grade level, and unit of instruction by engaging teachers, administrators, central staff and local district teams in an ongoing process to build shared knowledge of essential learning. “Stop Doing” List Recognize that the “intended” curriculum and the “implemented” curriculum are likely to be different. Stop teaching anything but the “intended” curriculum.

19. We Need to Decide… Learn what? Learn what? What procedures do we need to put in place at our school to be sure EVERY teacher is knowledgeable about what they need to ensure students know? What procedures do we need to put in place at our school to be sure EVERY teacher is knowledgeable about what they need to ensure students know? How will we provide teachers time to build shared knowledge about the “intended” curriculum How will we provide teachers time to build shared knowledge about the “intended” curriculum

20. The Leaders Role in Curriculum The best designed curriculum has no impact unless it is taught (intended vs. implemented) The best designed curriculum has no impact unless it is taught (intended vs. implemented) The likelihood of implementation increases if teachers feel ownership of the curriculum The likelihood of implementation increases if teachers feel ownership of the curriculum Ownership is directly related to competence and engagement and time Ownership is directly related to competence and engagement and time The greatest engagement occurs in the smallest part of the organization to which people belong The greatest engagement occurs in the smallest part of the organization to which people belong

21. Nested Learning Communities (Institute for Learning) I will not hold you accountable for that which I am not willing to teach you I will not hold you accountable for that which I am not willing to teach youTeachers School-based administrators Directors who supervise principals Local district superintendents and staff Central office staff Superintendent Romer

22. Critical Corollary Questions: If we believe all kids can learn: What is it we expect them to learn? What is it we expect them to learn? How will we know when they have learned it? How will we know when they have learned it? How will we respond when they don’t? How will we respond when they don’t?

23. Team Learning Process Clarify common outcomes by course or by grade level Clarify common outcomes by course or by grade level Develop common pacing Develop common pacing Develop common assessments at least 4 times per year Develop common assessments at least 4 times per year Establish specific, measurable goals Establish specific, measurable goals Analyze results Analyze results Identify improvement strategies Identify improvement strategies

24. Student Class #1 Class #2 Class #3 Class #4 Totals 1509010070 2609010070 370908080 4929010080 59090100100 61001009240 7901008070 890828350 98310010080 1060929070 11921009050 128310010050 139210080100 14909080100 1510010090100 168010080 179092 18100 Average84%95%90%74%86%

25. Three Essentials of Using Assessment Data Can we agree on the criteria by which we will judge the quality of our students’ work? Can we agree on the criteria by which we will judge the quality of our students’ work? Can we agree that assessment data tells us about our teaching? Can we agree that assessment data tells us about our teaching? Can we agree that assessment data tells leaders about their leading and what next steps must be? Can we agree that assessment data tells leaders about their leading and what next steps must be?

26. Leaders ask…. If we believe all children can learn: What is it we expect them to learn? What is it we expect them to learn? How will we know when they have learned it? How will we know when they have learned it? How will we respond when they don’t learn? How will we respond when they don’t learn? In school where teachers and administrators are both leading they grapple with these questions because they believe they have a responsibility to ensure ALL children learn.

27. “To Do” List Create systems to monitor each student’s learning on a timely basis and to ensure individual students receive additional time and support when they experience difficulty in mastering essential learnings. “Stop Doing” List Stop leaving it up to each teacher to decide how to respond when students don’t learn. In most schools we are very loose on this! The harsh reality is that most students play LOTTO….What they learn is a function of who they have as a teacher.

28. Three Focus Questions What is the response of the school when it becomes apparent that the student is not being successful? What is the response of the school when it becomes apparent that the student is not being successful? If you are the student, what message does the school seem to be sending you? If you are the student, what message does the school seem to be sending you? Given the practices and procedures of this school, what conclusions can you draw regarding its assumptions about the purpose of the school? Given the practices and procedures of this school, what conclusions can you draw regarding its assumptions about the purpose of the school?

29. Our Own “To Do” Lists Our Own “Stop Doing” Lists Think about your own school now. What do you need to put on your “to do” list? Is there a pyramid of intervention in place? What do you need to put on your “stop doing” list? Are teachers working in isolation? Given your faculty…Will this be easy or difficult? Why?

30. A Systematic Response to Students Who Are Not Learning At three weeks…… At three weeks…… At six weeks…… At six weeks…… At 12 weeks…… At 12 weeks…… At 18 weeks…… At 18 weeks…… The difference between intervention and remediation is that intervention is timely and purposeful ! What is your school plan for students who are not learning?

31. Assess Your Response to Students Who Are Not Learning Is it TIMELY? How quickly are you able to identify the kids who need extra time and support? Is it TIMELY? How quickly are you able to identify the kids who need extra time and support? Is it DIRECTIVE rather than invitational? Are students invited to attend intervention or does your system ensure it? Is it DIRECTIVE rather than invitational? Are students invited to attend intervention or does your system ensure it? Is it SYSTEMATIC? Do students receive this intervention according to a school-wide plan rather than at the discretion of individual teachers? Is it SYSTEMATIC? Do students receive this intervention according to a school-wide plan rather than at the discretion of individual teachers? Is it MEANINGFUL? Is it aligned to what the data tells you the student needs? Is it MEANINGFUL? Is it aligned to what the data tells you the student needs?

32. Leaders Ensure Time to Work Together We can achieve our fundamental purpose of high levels of learning for ALL students only if we work together. We cultivate an accountable, collaborative culture through the development of high performing teams. Leaders guide the school to agree on purpose!

33. Teacher Isolation The crush…of our myriad daily events and duties kept us from collaborating on such obvious and challenging concerns as how to teach composition more effectively, and how to make literature more exciting…and so we worked consciously and unconsciously toward our own goals, within the limitations of what each of us knew or did not know. Mike Shmoker - Results

34. Need for a Collaborative Culture Through our ten-year study, whenever we found an effective school or an effective department within a school, without exception that school or department has been a part of a collaborative, accountable team. Milbrey McLaughlin

35. Need for a Collaborative Culture Improving schools requires collaborative cultures…Without collaborative skills and relationships, it is not possible to learn and to continue to learn as much as you need to know to improve. Michael Fullan Michael Fullan

36. Need for a Collaborative Culture Creating a collaborative culture is the single most important factor for successful schools improvement initiatives and the first order of business for those seeking to enhance the effectiveness of their schools. Eastwood and Lewis Eastwood and Lewis

37. Need for a Collaborative Culture If schools want to enhance their capacity to boost student learning, they should work on building collaborative culture. When groups, rather than individuals, are seen as the main units for implementing curriculum, instruction, and assessment, they facilitate development of shared purposes for student learning and collective responsibility to achieve it. Fred Newman

38. Why All the Quotes? We have to remind all of the people that we work with that there is a lot of research to support the importance of vision, goal setting, and collaboration. There is no research to support the notion that the best way to support ALL students is for teachers to work in isolation!

39. Advantages of Working in Collaborative Teams Gains in student achievement Gains in student achievement Higher quality solutions to problems Higher quality solutions to problems Increased confidence among all staff Increased confidence among all staff Teachers and administrators support one another’s strengths and accommodate weaknesses Teachers and administrators support one another’s strengths and accommodate weaknesses More support for new teachers More support for new teachers Ability to test new ideas Ability to test new ideas Expanded pool of ideas, methods, and materials Expanded pool of ideas, methods, and materials Judith Warren Little Judith Warren Little

40. “To Do” List Create systems and procedures to develop the collective capacity of staff to work together interdependently as members of collective teams. “Stop Doing” List Stop allowing teachers to work in isolation. Stop settling for “collaboration lite”.

41. Defining Key Terms If one of the critical leadership steps is developing the capacity of staff to function as members of “collaborative teams”, it is imperative that there is a clear understanding of terms Define “team”. How does it differ from department, grade level, or work group? Define “team”. How does it differ from department, grade level, or work group? Define “collaboration” Define “collaboration”

42. Norms for High Performing Teams Willingness to consider matters from another’s perspective Willingness to consider matters from another’s perspective Accurate understanding of spoken and unspoken feelings and concerns of team members Accurate understanding of spoken and unspoken feelings and concerns of team members Willingness to confront a team member that violates norms Willingness to confront a team member that violates norms Communicating positive regard, caring, and respect Communicating positive regard, caring, and respect Willingness and ability to evaluate a team’s own effectiveness Willingness and ability to evaluate a team’s own effectiveness Seeking feedback about and evidence of team effectiveness from internal and external sources Seeking feedback about and evidence of team effectiveness from internal and external sources Maintaining a positive outlook and attitude Maintaining a positive outlook and attitude Proactive problem-solving Proactive problem-solving Awareness of how the group contributes to the purpose and goals of the larger organization – Team goals must link to school goal. Awareness of how the group contributes to the purpose and goals of the larger organization – Team goals must link to school goal.

43. Keys to Effective Teams Collaboration embedded in routine practices Collaboration embedded in routine practices Time for collaboration built into the school day Time for collaboration built into the school day Teams focus on key questions Teams focus on key questions Products of collaboration made explicit Products of collaboration made explicit Team norms guide collaboration Team norms guide collaboration Teams pursue specific and measurable performance goals Teams pursue specific and measurable performance goals Teams have access to relevant info Teams have access to relevant info

44. Parameters for Collaboration Time Cannot keep students at home Cannot keep students at home Cannot increase costs Cannot increase costs Cannot significantly impact instructional time Cannot significantly impact instructional time

45. Timeline for Team Products of Collaboration By the end of the 2 nd week – Team Norms By the end of the 2 nd week – Team Norms By the end of the 4 th week – Goals By the end of the 4 th week – Goals By the end of the 6 th week – Common Outcomes By the end of the 6 th week – Common Outcomes By the end of the 8 th week – Learning Walk By the end of the 8 th week – Learning Walk By the end of the 10 th week – Assessment By the end of the 10 th week – Assessment By the end of the 11 th week – Analysis of student performance on assessment and intervention actions By the end of the 11 th week – Analysis of student performance on assessment and intervention actions

46. Shifting from Developing Individuals to Developing Collective Capacity Our traditional view of teachers as autonomous, independent sub- contractors has made the individual teacher the focus of school improvement Our traditional view of teachers as autonomous, independent sub- contractors has made the individual teacher the focus of school improvement - staff development - staff development - teacher evaluation - teacher evaluation

47. Identify a SMART Goal for Your School (Paul Meyers – Attitude is Everything_ Strategic and Specific Strategic and Specific Measurable Measurable Attainable Attainable Results-oriented Results-oriented Time Bound Time Bound Before a Learning Walk teachers should be setting goals (1-3) for a specific period of time. Once these are established the team works together to meet their goals. The LW serves as a means to verify that goals are met. Student assessment is another way to assess the success of the SMART goal process!

48. Are These SMART Goals? Goal Statements need to focus on student learning not what teachers do. By the end of the 2003-04 school year we will: Implement three new reading strategies aligned with the skills and concepts outlined in the standards Implement three new reading strategies aligned with the skills and concepts outlined in the standards Increase the use of cooperative learning by 25% Increase the use of cooperative learning by 25% Increase the percentage of 11th grade students meeting or exceeding the benchmark for algebra and functions on our next assessment from 81% to 90% Increase the percentage of 11th grade students meeting or exceeding the benchmark for algebra and functions on our next assessment from 81% to 90%

49. Shifting from Developing Individuals to Developing Collective Capacity We cannot supervise teachers to excellence. We must create the supportive conditions for teachers to develop excellence!

50. Contrasting Approaches to Professional Development Incentives for Incentives for individuals to attend pursuing programs a wide variety of directly linked to courses and/or school and district Workshops goals Individuals select from Collaborative learning potpourri of offerings External focus Internal focus – job embedded

51. The Learning Leader Learning Leaders shift the school improvement efforts from the supervision and evaluation of individual teachers to an emphasis on building the capacity of teams of teachers to take responsibility for their own learning.

52. Individual Growth Does Not Ensure Organizational Growth Developing the skills and knowledge of individual teachers is important, but insufficient. Effective leaders will focus on developing the culture and the capacity of the organization.

53. A Third “BIG IDEA” Strong School Leadership We assess our individual and collective effectiveness in helping ALL students learn at high levels on the basis of results rather than activity. We eagerly seek out multiple indicators of student achievement and use that information to promote continuous improvement.

54. Interpreting Data Student performance on the high-stakes math test: Student performance on the high-stakes math test: > Mean 178 > Median 177 > Mode 180 Use this data to answer the following question: To what extent is this school helping all students achieve at high levels in math?

55. Student Class #1 Class #2 Class #3 Class #4 Totals 1509010070 2609010070 370908080 4929010080 59090100100 61001009240 7901008070 890828350 98310010080 1060929070 11921009050 128310010050 139210080100 14909080100 1510010090100 168010080 179092 18100 Average84%95%90%74%86%

56. Student Class #1 Class #2 Class #3 Class #4 Totals 1509010070 2609010070 370908080 4929010080 59090100100 61001009240 7901008070 890828350 98310010080 1060929070 11921009050 128310010050 139210080100 14909080100 1510010090100 168010080 179092 18100 Average/Prof. 84%/78% 95%/100%90%/100%74%/47%86%/81%

57. To Inform and Impact Professional Practice…. Ensure all teachers receive: Timely and regular information on the achievement of their students, Timely and regular information on the achievement of their students, In meeting an agreed-upon standard, In meeting an agreed-upon standard, On a valid assessment, On a valid assessment, In comparison to others In comparison to others And ensure there is time to discuss the results And ensure there is time to discuss the results

58. The “BIG IDEAS” that Should Drive School Leaders We accept learning as the fundamental purpose of our school and therefore are willing to examine ALL practices in light of their impact on learning. We accept learning as the fundamental purpose of our school and therefore are willing to examine ALL practices in light of their impact on learning. We are committed to working together to achieve our collective purpose. We cultivate a collaborative culture through development of high performing teams. We are committed to working together to achieve our collective purpose. We cultivate a collaborative culture through development of high performing teams. We assess our effectiveness on the basis of evidence and results rather an intentions. Individuals, teams, and schools seek relevant data and information and use that information to promote improvement. We assess our effectiveness on the basis of evidence and results rather an intentions. Individuals, teams, and schools seek relevant data and information and use that information to promote improvement.

59. Hand in Hand, We All Learn “Ultimately there are two kinds of schools: learning enriched schools and learning impoverished schools. I have yet to see a school where the learning curves…of the adults were steep upward and those of the students were not. Teachers, administrators, and student go hand and hand as learners… or they don’t’ go at all.” Roland Barth Roland Barth