1. Principals Leading Learning
Kim St. Martin
April, 2013

2. Agenda
Review from the previous session
Leading learning
Example walk-through observation forms

3. Review from the previous sessions
37.07 play clip

4. 10 Research-Based Principles
of Instruction
Begin a lesson with a short review of previous learning
Present new material in small steps with student practice after each step
Ask a large number of questions and check the responses of all students
Provide models
Guide student practice
Check for student understanding
Obtain a high success rate
Provide scaffolds for difficult tasks
Require and monitor independent practice
Engage students in weekly and monthly review
Feedback ebbs and flows throughout all 10 of the principles of instruction!

5. Four Levels of Feedback
Task
Is the activity/task performed correct or incorrect? How well was it performed?
Process
What are the strategies necessary to perform the task? Are there other strategies that can be used?
Self-Regulation
What is the knowledge and level of understanding necessary for the student to know what they are doing (self monitoring, self directing, monitoring the process and activity)
Self
Personal evaluation and affect about the learner

6. When to Use the Different
Levels of Feedback
Task
Presenting new material to students (novice learner)
Process
Some level of proficiency for the activity/task
Self Regulation
High level of proficiency for the activity/task

7. Venues for Providing Feedback
Whole class
Small group
Student pairs
Individual students
Many teachers wrongfully believe providing feedback takes a lot of time and is to be done while interacting with individual students

8. Frequency of Feedback Study (cont.)
Findings:
Level
18 HS Classes
32 MS Teachers
235 peers
Task
59%
51%
70%
Process
25%
42%
Regulation 2% 1%
Self
14% 5% 4%
Interesting note about peer to peer feedback: 80% of feedback comes from peers and most of it is wrong!
Table 7.1 of “Visible Learning for Teachers” (Hattie, 2012)

9. Frequency of Feedback Study (cont.)
Important notes about the findings:
The distribution of feedback would have been appropriate if the students were mostly novice learners
Teachers were shown the distribution of feedback and asked if the students were novice learners therefore needing mostly task level feedback
Teachers provided a definitive “no” to this question and indicated the students were involved in processing and self-regulating

10. Perceptions of Feedback
Students
Teachers
Forward-looking (to address where they need to go next)
Comments
Related to the success criteria of the lesson
Criticism
Feedback does the following:
Clarifies doubts
Provides information about the quality of the work
Assists in elaborating on ideas
Sounds like constructive criticism
Sounds like very specific comments
Corrections

11. Using Prompts to Determine the Type of Feedback
Who uses the prompts?: teacher or students can be taught to use them to provide peer to peer feedback
Are all prompts necessary to think through BEFORE providing verbal feedback?: No

12. Prompts for Providing Task
Level Feedback
Feedback Level
Example Prompts
Task
Does his/her answer meet the success criteria?
Is his/her answer correct or incorrect?
How can he/she elaborate on the answer?
What did he/she do well?
What is the correct answer?
What other information is needed to meet the criteria
Table 7.2 of “Visible Learning for Teachers” (Hattie, 2012)

13. Activity
Access the example task-level (corrective) feedback application activities from the book, “Explicit Instruction.”
Which prompts could have been used by the teacher to shape his/her whole group, task-level feedback?
Use the checklist in the right hand column to assess whether the feedback met the success criteria.

14. Recall: Important Note About Task
Level Feedback
It is important to know when to add feedback around the processes the student uses
Conditions necessary:
Student has sufficient knowledge of the task to begin to use strategies
Keep the process level feedback simple until the student’s knowledge increases and their confidence increases

15. Prompts for Providing Process Level Feedback
Feedback Level
Example Prompts
Process
What is wrong and why?
What strategies did he/she use?
What is the explanation for the correct answer?
What other questions can he/she ask about the task?
What are the relationships with other parts of the task?
What other information is provided in the handout?
What is his/her understanding of the concepts/knowledge related to the task?
Table 7.2 of “Visible Learning for Teachers” (Hattie, 2012)

17. Activity
As you watch the video clip, analyze the type of feedback provided to students.
What was the learning intention for the lesson?
What was the success criteria
What level of feedback was provided? (task, process, self- regulation, self/praise)
How did the feedback tell the teacher “how well she was going?”

18. Video Example
2:10-2:30
Clear learning intentions
Success criteria
3:21-7:21
Teacher and peer to peer process level feedback

19. Prompts for Providing Self-Regulation Level Feedback
Feedback Level
Example Prompts
Self-regulation
How can he/she monitor his/her work?
How can he/she carry out self-checking?
How can he/she evaluate the information provided?
How can he/she reflect on his/her own learning?
What did you do to…?
What happened when you…?
How do you account for…?
What justification can be given for…?
What further doubts do you have regarding this task?
How does this compare to…?
What does all this information have in common?
What learning goals have you achieved?
How have your ideas changed?
What can you now teach?
Can you now teach another student how to…?
Table 7.2 of “Visible Learning for Teachers” (Hattie, 2012)

20. Revisiting principal leadership…

21. Recall: Defining “Instructional Leadership”
Examples of this include principals who:
Create a learning environment free of disruptions
Establish high expectations for teachers and students
Develop a system of clear learning objectives
Effect sizes: .57 (mean effect)

22. Further Defining “Instructional Leadership”
Five leadership dimensions:
Goal setting
Ensuring quality teaching
Leading teacher learning
Strategic resourcing
Ensuring a safe and orderly environment
Average Effect size: .57 (Hattie, 2009)
Robinson, Lloyd and Rowe, 2012

23. Recall: Defining “Transformational Leadership”
Emphasis on culture and climate
Works to inspire teachers
Attempts to increase teacher’s sense of commitment and moral purpose
Focuses on collaboration for overcoming challenges to reach ambitious goals
Average effect size: .09

24. “Transformational Leadership”
Further Defining
“Transformational Leadership”
Thought was energy, common vision and commitment results in the building’s attainment of ambitious goals
Key distinction between instructional and transformation is in the focus:
Transformational leaders can over emphasize the relational aspects and under emphasize the focus on evaluating impact of practices, strategies and programs on student outcomes
Leaders feel uncomfortable rocking the boat
They place being liked by their staff ahead of eliminating the status quo

25. Digging deeper into instructional leadership…

26. Unpacking Instructional Leadership for Secondary Leaders
At the secondary level, there are two primary forms of instructional leadership:
Direct Instructional Leadership
Indirect Instructional Leadership
“The emphasis on academic press or the unrelenting press for the achievement of all students…is the defining factor that can make behaviors instructional leadership” (p.4)
Bendikson, Robinson and Hattie, 2012

27. Direct Instructional Leadership
Encompasses three of the five leadership dimensions:
Goal setting
Ensuring quality teaching
Leading teacher learning
Bendikson, Robinson and Hattie, 2012

28. Indirect Instructional Leadership
Encompasses the remaining two of the five leadership dimensions:
Strategic resourcing
Ensuring a safe and orderly environment
These two leadership dimensions were not as strong in their effect sizes, there are nonetheless very important to establish a host environment where teaching and learning can happen
Bendikson, Robinson and Hattie, 2012

29. Indirect Instructional Leadership: What Counts?
Doesn’t Count
Managing resources to support the implementation of practices that have demonstrated impact on student learning
Ensures policies and routines and resources support high quality teaching and learning
Managing acts of unsatisfactory status quo like:
Lengthy meetings focused on administrative matters
Leadership decisions about resource allocation, teacher appraisal, classroom observations, homework or use of computers in the absence of their impact on quality teaching and learning
Bendikson, Robinson and Hattie, 2012

30. “Connecting the Talk to the Walk”
Framing feedback around clear learning intentions and success criteria is critical
Observation and feedback tools will increase the likelihood the critical components are observed and the feedback provided will align

31. 10 Research-Based Principles
of Instruction
Begin a lesson with a short review of previous learning
Present new material in small steps with student practice after each step
Ask a large number of questions and check the responses of all students
Provide models
Guide student practice
Check for student understanding
Obtain a high success rate
Provide scaffolds for difficult tasks
Require and monitor independent practice
Engage students in weekly and monthly review

32. Review the packet entitled, “Observing Instruction.”
Activity
Review the packet entitled, “Observing Instruction.”
How are you observing the implementation of high quality instruction?
Would any of the example walk- through forms be useful within your district?
How are you “Connecting the walk with the talk?”

33. Next Session
Digging deeper into walk through observation forms

34. Thank You!
Kim St. Martin