1. Instructional Leadership: Planning for Improvement

2. © AZ Board of Regents, All rights reserved, 2012. Name of Superintendent –Welcome & Why? Name of Facilitator –Overview / Agenda –Enduring Understandings –Guiding Questions –Targeted Objectives –Introductions Overview & Introductions

3. © AZ Board of Regents, All rights reserved, 2012. Participants will…  Surface prior knowledge to indicators of quality instruction.  Organize indicators of quality instruction in a framework.  Connect with current practices to gather data  Apply Impact and Use to plan opportunities for teacher growth.  Create a plan of action to take back to your building to plan for quality instruction. Intended Outcomes

4. Proposed Norms & Expectations Stay focused and fully engaged –no competing conversations please Participate to grow –share openly and monitor your listening Be a learner –create your own meaning and application Get your needs met –ask questions that benefit the group –personal questions on breaks Housekeeping –silence cell phones –handle business later – share ONE point …then next person

5. © AZ Board of Regents, All rights reserved, 2012. Student Achievement Teacher Quality Instructional Leadership ImplementingMonitoring Supporting CommunicatingAdvocatingPlanning Instructional Leadership Key Processes Applied to Quality Instruction

6. © AZ Board of Regents, All rights reserved, 2012. There are effective practices that maximize student academic and social learning. Quality Instruction

7. © AZ Board of Regents, All rights reserved, 2012.  How do instructional leaders plan opportunities for teachers to improve their instruction through professional development?  How do instructional leaders plan instructional services for students with special needs using assessment data?  How do instructional leaders plan a schedule that enables quality instruction?  How do instructional leaders plan faculty hiring policies with a focus on effective instructional practices? Research-Based Critical Behaviors

8. © AZ Board of Regents, All rights reserved, 2012.  By the end of this workshop you will develop an action plan focused on applying the Research- Based Critical Behaviors.  In the column labeled “Current Reality”  Rate yourself on a scale of 1-5  5 = Highly effective  3 = Satisfactorily Effective  1 = Ineffective  Describe the evidence that supports your application of this concept Action Plan

9. © AZ Board of Regents, All rights reserved, 2012.  How do instructional leaders apply the research regarding professional development impact and use to planning opportunities to improve the quality of instruction. Planning for Improvement Segment Guiding Question

10. © AZ Board of Regents, All rights reserved, 2012.  Adopt a new program?  Send teachers to a workshop?  Invite an expert presenter?  Send out an edict? Let’s examine what research says: What do you do when Quality Instruction is not present or needs improvement?

11. © AZ Board of Regents, All rights reserved, 2012. Professional Development Processes: IMPACT & USE Adapted from the research of Joyce & Showers (2002) and Speck & Knipe (2005)

12. © AZ Board of Regents, All rights reserved, 2012. What Professional Development will have the greatest impact ?

13. © AZ Board of Regents, All rights reserved, 2012. With a shoulder partner, from your own experience identify an effective example and an ineffective example of planning professional development opportunities for teachers to improve instructional practice.

14. © AZ Board of Regents, All rights reserved, 2012. Next we will examine some typical scenarios that could happen on any campus. Each table group will be assigned TWO scenarios to discuss and apply the research on impact and use. Your group will present how you will address your scenario.

15. © AZ Board of Regents, All rights reserved, 2012.  During walkthroughs and in a formal observation, you have observed that 25% -35% of the students in Ms. Smith’s first grade classroom are oriented to the task and focused on the work. Furthermore you have observed 5-7 students in the class of 25 out of their seat during direct instruction. One time you observed 2 boys wrestling on the floor in the back of the room. Ms. Smith has the most referrals to the office of any first grade teacher. She has been in your office on 2 occasions in tears saying that she does not know what she is going to do about these boys in her class. Scenario #1

16. © AZ Board of Regents, All rights reserved, 2012.  In your middle school, you gathered data in the classes of your 30 teachers at the beginning of a period regarding their use of bellwork. You found the range of time spent on bellwork was 7 minutes to 18 minutes of a 55 minute period. The activities included Mountain Language or Math, journals, pencil sharpening, quick writes, problem of the day among others. Scenario #2

17. © AZ Board of Regents, All rights reserved, 2012.  You have been contacted by the district reading specialist that your third grade students have scored the lowest in the district on the 2 nd DIBELS Benchmark. Scenario #3

18. © AZ Board of Regents, All rights reserved, 2012.  Recently you have walked through 55 classrooms in your High School to collect examples of posted learning objectives. You found examples of objectives that stated the activity such as “You will complete a test on order of operations” or “You will view a modern version of Shakespeare’s Romeo and Juliet” in 45% of the classrooms visited. You also found that 33% of the time, the learning activity matched the learning objective. Scenario #4

19. © AZ Board of Regents, All rights reserved, 2012.  Questions to Address  What would be the desired practice or outcome?  What changes need to occur to achieve that outcome?  What aspects of impact and use, level of concern and adult learning theory will you need to apply to this situation?  What concrete steps will you take to address the need?  Be prepared to present summary:  Use chart paper & create a display of your answers to these questions for a scenario TASK: Analyze the Scenario

20. © AZ Board of Regents, All rights reserved, 2012.  Display your chart paper  Choose one spokesperson & explain…  Questions to Address  What would be the desired practice or outcome?  What changes need to occur to achieve that outcome?  What aspects of impact and use, level of concern and adult learning theory will you need to apply to this situation?  What concrete steps will you take to address the need? Group presentations

21. © AZ Board of Regents, All rights reserved, 2012.  When examining your current practices in planning for quality instruction:  What will you continue and what will you abandon? Reflection

22. © AZ Board of Regents, All rights reserved, 2012.  Consider the guiding question  Use column labeled “Strategies/Ideas”  Connect today’s discussions with the “Research-Based Critical Behaviors.”  List at least THREE things per box  Pair Share ONE strategy you learned today and how you plan to use it at your school. Closure for this Segment

23. © AZ Board of Regents, All rights reserved, 2012.  Review the following…  Targeted Objectives  Research-Based Critical Behaviors  Next Steps  What additional data do you need?  Who will you involve in process?  What resources do you need?  Action Plan  Do what? By when? Conclusion and Development of an Action Plan

24. © AZ Board of Regents, All rights reserved, 2012.  In table groups (in a round robin format)  Share one new learning and describe how you will apply it in your job  NO REPEATS! Workshop Closure

25. © AZ Board of Regents, All rights reserved, 2012.  Please complete “Participant Feedback” form  Grant research  Improve future workshops Workshop Closure