1. CIV 1 Lincoln County Administrators Total Instructional Alignment

2. Instructional Leadership Definition: In the effective school, the principal acts as an instructional leader and effectively and persistently communicates that mission to the staff, parents, students and community. The principal understands and applies the characteristics of instructional effectiveness in the management of the instructional program. First Generation Research: Principal as Instructional Leader Second Generation Research: Principal as Leader of Leaders

3. Leadership Density In schools where student achievement is consistently higher than would be predicted, the responsibility for instructional leadership is shared by many. Today’s effective instructional leader recognizes the multiplying effect of developing many leaders in the school –of become leader of leaders. Supervision in Transition 1992 ASCD Yearbook Thomas Sergiovani, Contributing Editor

4. Instructional Leadership Improving Instruction –Two Paradigms Placing the Mark Evaluation Moving the Mark Coaching

5. Covey’s Quadrant II Leadership UrgentNot Urgent Not Important 1 2 34

6. The Leadership Factor 5 Big Leadership Ideas Depth of knowledge Clear and consistent communication Facilitating change Monitoring progress Recognizing and celebrating success

7. The Leadership Factor 5 Big Leadership Characteristics –Leaders focus on their own behavior –Leaders inspire through vision and create pathways of success –Leaders demand accountability at all levels –Leaders develop teamwork through collaboration –Leaders support the growth and development of others

8. 1.Maintain focus on TIA. TIA must be consistently and persistently communicated at every possible opportunity to ensure equity and quality in learning opportunities for all students.

9. 2. Establish accountability systems for the implementation of TIA.

10. 3. Encourage and support distributed leadership.

11. 4. What gets measured and monitored gets done – the rest is viewed as optional. Develop effective systems of measurement for TIA in your district.

12. 5. Ask the important questions. –How are you implementing TIA in your classroom? –How is the TIA document reflected in lesson planning, instruction and assessment? –What are you doing to ensure both horizontal and vertical alignment of curriculum and instruction? –How are you using formative assessment data to adjust instruction for individual student learning needs? –How can I help you?

13. 6. Take advantage of professional development opportunities that support the TIA process.

14. 7. Provide professional development opportunities that support the TIA process.

15. . 8. Allocate the necessary time, materials and resources for TIA.

16. 9.Recognize accomplishments and share successes.

17. 10. Celebrate the small wins along the way.

18. Change Process Tools Where we started. Where we’re going.. When NOT to get discouraged. Valley of Promising Practice

19. Three Key Questions 1.What does TIA look like when it is in use? 2.What would we see in classrooms where it is used well? 3.What will teachers and students be doing when TIA is in use?

20. A Conceptual Model for TIA Instructional Design Quality instruction and learning experiences Preparing for quality instruction Great expectations for student achievement TIA Instructional Design Assessment, feedback and adjustment

21. TIA and 3 Stages of UBD Stage 1 – Desired Results Z-Chart Stage 2 – Assessment Evidence Higher Order Questioning Stage 3 – The Learning Plan Congruency in Learning Experiences

22. Essential Questions for Classroom Observations What is the goal of the lesson? Is it specific, measurable and standards-based? Are the activities, information and questions congruent to the goal? What is the level of instruction? Are all students actively engaged in the learning process? How is the teacher monitoring and adjusting instruction based on feedback from the learners?

23. Delivering Quality Instruction Three Expectations for Total Instructional Alignment

24. Theory – Widely accepted beliefs based on research. Expectation – A non-negotiable practice. Method – How the standard is achieved. Theory Expectation Method

25. Expectation 1 Establish a goal for the lesson and congruency in instruction

27. Theory - Time affects learning. Expectation – Establish and teach to a measurable learning objective. Method - Cooperative Learning, demonstration, direct instruction, lecture, audio-visual presentation, learning centers, etc. Belief - All children can learn given time. Theory Expectation Method Expectation 1 – Established and teach to a measurable learning objective

28. Establish and teach to a measurable learning objective 1. A measurable objective - Z Chart 2. Alignment of the learning experience – information and activities and activities

29. Chance encounter Perfection Reality Shotgun approach Egg on the wall approach approach Alignment of Instruction

30. Expectation 2 Establish the correct level of difficulty for the instruction

32. Theory - Learning is an incremental process. Expectation – Determine the appropriate level of instruction Method - Cooperative Learning, demonstration, direct instruction, lecture, audio-visual presentation, learning centers, etc. Belief - One success builds another success. Theory Expectation Method Expectation 2 - Determine the appropriate level of instruction

33. Determine the appropriate level of instruction 1. Unpack the learning expectation through the process of task analysis 2. Determine the appropriate level of instruction by assessing prior knowledge prior knowledge

34. Expectation 3 Check for understanding and adjust instruction appropriately

35. Instructional monitoring strategies 1. Signaling Responses 2. Chalkboards 3. Flashcards, Every Pupil Response Cards 4. Manipulatives 5. 6. 7. 8.

36. Theory - There is a cause and effect relationship between teaching and learning. Expectation – Check for understanding and adjust instruction Method - Cooperative Learning, demonstration, direct instruction, lecture, audio-visual presentation, learning centers, etc. Belief - Teachers control conditions for learning in the classroom. Theory Expectation Method Expectation 3 – Check for understanding and adjust instruction appropriately

37. Expectation 3 – Check for understanding during instruction and make appropriate adjustments 1.Monitor learning progress by eliciting measurable responses during instruction responses during instruction 2. Adjust instruction appropriately