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Developing Strong Instructional Leadership Dr. Richard Jones, Senior Consultant International Center for Leadership in Education To hear this webinar you will need to choose your audio mode. Go to the control panel in the upper right corner of your screen and click the button of how you will be listening. Your choices: Use telephone Use mic & speakers If using mic & speakers make sure your volume is turned up so you can hear If using the telephone Dial: Access Code: Audio PIN: unique PIN shown in audio control panel on screen Technical difficulties? Contact (518) All participants are on mute.

Webinar Guidelines All participants are on mute during the entire webinar. Presentation portion will be 45 minutes Questions and Answers portion will be 15 minutes To ask a question type it in the question control panel in the upper right corner of your screen. Content questions will be answered in the order they were received at the end of the webinar presentation. We will send you a follow up with the PowerPoint presentation and helpful resources

Fullan and Steigelbauer
"Educational change depends on what teachers do and think - it's as simple and as complex as that." " Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.” Margaret Mead Fullan and Steigelbauer

Lessons Learned - Model Schools
Structure vs. Instruction Conversation about Learning more than Teaching Collaboration Persistent in Improvement No One Style of Leader 46

What is the biggest mistake in leading instructional improvement?
" Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.” Margaret Mead

1. Ignoring the people in the school
2. Unclear why the change in being made Answer " Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.” Margaret Mead

© International Center for Leadership in Education
Quadrant D Leadership © International Center for Leadership in Education

“Real understanding requires and leads to a shift in one’s mental model.”
" Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.” Margaret Mead Renate Nummela Caine

Rigor and Relevance Framework
Evaluation Assimilation C Adaptation D Synthesis Analysis Application Acquisition A Application B Comprehension 2 Knowledge Awareness Rigor 1 Knowledge in one discipline 2 Apply knowledge in one discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real-world predictable situations 5 Apply knowledge to real-world unpredictable situations Relevance © International Center for Leadership in Education From: the International Center for Leadership in Education

Quadrant D Leadership

Leadership Definition
" Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.” School leadership is not a position but a disposition for taking action. Quadrant D Leadership is the collaborative responsibility for taking action to reach the future oriented goal of the intellectual, emotional and physical needs of each student. Margaret Mead

Similarities of Leadership with Teaching and Learning
There are basic levels of leadership, necessary but not sufficient. R/R Framework shifts thinking to learning from teaching. We need to shift thinking of leadership from individual to organization. Using a simple model facilitates reflective conversations. 46

Leadership Model Vision Knowledge Reflection 13 © International Center for Leadership in Education

Leadership Model Relationships Empowerment Application 13 © International Center for Leadership in Education

C D A B Quadrant D Leadership Adaptive Creative Leadership Leadership
KNOWLEDGE Adaptive Leadership Creative Leadership A B Authoritative Leadership Collaborative Leadership APPLICATION

Partial Traditional Success
Quadrant D Leadership Student Achievement C D KNOWLEDGE Rapidly Improving Islands of Innovation A B Partial Traditional Success Level or Declining APPLICATION

4. Clarify Student Learning Expectations
Quadrant A Leadership Quadrant D Leadership Define learning in terms activities required to teach Define learning in terms of skills and knowledge as results Define learning from specific skills up to total student Define learning from “whole” student down to specific skills Cover as many topics as possible. Help students learn priority skills deeply Break apart curriculum Integrate curriculum Entire curriculum mandatory Curriculum includes some student choice © International Center for Leadership in Education

5. Adopt Effective Instructional Practices
Quadrant A Leadership Quadrant D Leadership Teach skills in isolation Teach skills in context Focus is on deficiencies Focus is on proficiencies Look for evidence of good teaching Look for evidence of good learning Standardize procedures Share best practices Give separate assessments Give embedded assessments Isolate instruction from community Connect instruction to community © International Center for Leadership in Education

Instructional Leadership
© International Center for Leadership in Education

“When you shift people's perceptions, their actions follow."
" Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.” Margaret Mead Rayona Sharpnack

Context - An environment where change is possible Target - Clear, focused objective Practices - Balanced, comprehensive approach © International Center for Leadership in Education 22

Context for Instructional Leadership
Relationship Building Opportunity to Collaborate Sense of Purpose and Urgency 33 © International Center for Leadership in Education

Relationship Building
Knowing Staff Behaviors Frequency of Contact “Being There” Active Listening Observations Positive Personal Touch Initiatives © International Center for Leadership in Education

Opportunities to Collaborate
Team Responsibilities (e.g., grade level, improvement, data, academy, literacy) Structured meeting times Comfortable and convenient Established norms Accountable Influence the Conversation © International Center for Leadership in Education

Communication Ratios Success Levels Positive to Negative Inquiry to Advocacy Talk about Self vs. Others High Performing 5.8 to 1 1 to 1 Medium Performing 1.8 to 1 2 to 3 Low Performing 1 to 20 1 to 3 1 to 30 © International Center for Leadership in Education Sixty Business Teams, Losada and Heaphy, 2004 26

Sense of Purpose and Urgency
Future-focused Changing World - 21st Century Skills Student-focused Data Analysis Coherence - measure what matters Passionate © International Center for Leadership in Education

Context for Instructional Leadership Checklist
Kit Excerpt © International Center for Leadership in Education

Poll Question Context

Target for Instructional Leadership
Priority Standards Rigor/Relevance/Relationships Focus on Literacy “Begin with the end in mind” Planning Personalization Student Engagement 41 © International Center for Leadership in Education

Priority Standards © International Center for Leadership in Education

Teachers struggling to teach an overloaded curriculum!

CM Publications © International Center for Leadership in Education

Rigor/Relevance Framework

Ways to Increase Rigor/Relevance
Design Gold Seal Lesson - culminate w/ performance Modify existing lesson - add high RR performance - adapt Gold Seal Lessons change strategies change assessments Interdisciplinary instruction Integrate academics in CTE and Arts Use “D” Moments © International Center for Leadership in Education

“Begin with the end in mind” Planning

Rigorous and Relevant Instruction
Student Learning Instruction Assessment Expected Student Performance Rigor/Relevance Actual Student Performance Rigor/Relevance Feedback Reflection Student Learning © International Center for Leadership in Education

Instructional Planning : Rigor and Relevance is a Forethought NOT an Afterthought © International Center for Leadership in Education

Personalize Learning Make each student feel unique.
Connect to the youth culture. Recognize cultural differences. Consider the student point of view. Be aware of different learning styles. Differentiate instruction. Attend to students with special needs. Intervene early.

Engagement-based Learning and Teaching
Pre-Conditions Relationships Environment Guiding Principles Rewards/Grading System Student Habits Foundation Skills Pedagogy Design for RR Active Learning Strategies Personalized Literacy-focus

Poll Question Target

Practices for Instructional Leadership

D C D A B C A B Quadrant D Leadership
Instructional Leadership Practices C D D C Vision Culture High KNOWLEDGE Instructional Technology Instructional Coaching A B A B Management Empowerment Low Leadership Teams Policies and Procedures Low High © International Center for Leadership in Education APPLICATION

D C A B Quadrant D Leadership Instructional Leadership Practices
Technology D Grading C Vision/Mission/Goals Professional Learning Community Academic Intervention Professional Development Workshops R/R Framework Culture Vision High Celebrations Needs Assessment/ Strategic Planning KNOWLEDGE Classroom Walkthroughs Peer Review of Student Work Instructional Coaching Student Achievement Data Analysis Teacher Observations/Study Tours Teacher Incentives and Rewards Staff Meetings A B Individualized Professional Learning Policies and Procedures Balanced Assessments Mentoring Management Empowerment Low Master Schedule/Teacher Assignments Leadership Teams Personnel and Budgets Co-teaching/Team teaching Staff Reviews and Evaluation Low High APPLICATION

Instructional Leadership Practices
Management - Align with target(s) Empowerment - Make sure staff and students involved, supportive, build trust Vision - Ensure everyone hears same message Culture - Nurture with challenges opportunity, data and love © International Center for Leadership in Education

Poll Question Assistance

Context - An environment where change in possible Target - Clear, focused objective Practices - Balanced, comprehensive approach © International Center for Leadership in Education 48

Questions and Answers with Dick Jones
This is the end of the presentation portion. Submit questions at this time and stay on to hear the answers. If you are logging off, thank you for attending and we will you with follow-up information. For more information

Thank you for attending! www.LeaderEd.com
Leadership Resources Leadership Academy Workshops, On-going training, Train-the-trainer Keynoter Speakers Resource Kits and Handbooks (518) |

Leadership Academy Building Quadrant D Leadership Capacity January 28 - 30, 2011
Early Bird Discount! San Diego Quadrant D Leaders are Focused on Learning Flexible Analytical Passionate & Motivational Communicative

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