1. Iowa Leadership Academy: “Superintendent Network” Heartland AEA 11 Pilot Network Facilitators Denny Wulf Sharon Kurns Dave Stickrod

2. Today’s Goals Understand the benefit of learning in network Understand the process of Rounds Understand how Rounds will improve student achievement in individual district plans

3. Agenda What is a learning network? Why create a network to learn about teaching & learning? How does a network use the medical rounds process to learn about teaching & learning? How will our network function and learn about teaching & learning?

4. What is a Learning Network? It is… A professional learning opportunity for superintendents A learning community A method to examine the system “Like a site visit from your friends.” Wulf 2007 It is not… “Sit and get” professional learning Learning in isolation Evaluation of teachers or principals

5. Why create a network to learn about teaching & learning? Build skills of network members by coming to a common understanding of effective practice and how to support it Break down the isolation of the super intendancy Support instructional improvement by sharing what we learn and building skills at the local level

6. The Iowa Leadership Academy’s “Elmore Project” “It should be the obligation of the profession to create the learning environments in the practice world that make it possible for people to get systematically better at teaching. We have paid a high price for begin casual about how to organize for high quality instruction.” -Elmore

7. “I believe that it is essential that senior leaders first make deep changes in themselves before they expect changes in others.” - Dennis Sparks Executive Director National Staff Development Council

8. By creating a relationship between the research meta- analysis of: “School District Leadership That Works” The Effect of School Superintendent Leadership on Student Achievement Our Journey Starts….

9. What specific district leadership skills are related to student achievement? District Leadership Should…. 1.Identify Goal Setting Processes 2. Set Non- Negotiable Achievement Goals 3. Secure Board Support of Goals 4. Focus Resources At the Goals 5. Monitor the Goals

10. What does it mean for Superintendents should “monitor the goals”? Ensure curricular needs of the all students Monitor instructional program Evaluate instructional program Use systems to manage instructional change Annually evaluate principals Report student data to the board regularly Coordinate efforts to increase reliability of the system and respond quickly to failures Observe classrooms during school visits

11. How does a network use the medical rounds process to learn about teaching & learning?

12. Rounds Process  Problem of Practice  Observation of Practice  Observation Debrief  Next Level of Work  Implement and Support the Next Level of Work (share data, take action, learn more)

13. Problem of Practice What evidence do you see that students are using higher order thinking skills? “I have learned that the culture of school can’t change unless the culture of leadership changes.”

14. Observation of Practice

15. Observing & Describing Instruction “Teacher uses effective questioning techniques.” “After student gave an answer, teacher said, ‘How did you get that answer?’ Later, teacher said to another student, ‘Explain how you figured that out.’ ”

16. 16 “I now understand that good math instruction involves the collaboration of the staff to engage in observation and discussion regarding what good instruction should look like. …I’m excited to do this work with my faculty.” It is not just about observing teaching, it is about observing learning.

17. Observing and Describing Learning The student said to his peer, “I think that the reason Charles Dickens changed the ending to Great Expectations is because he got so much pressure from fans who were reading each segment in the magazine.” The student seemed to have a good grasp of the themes in Great Expectations.

18. Debriefing Classroom Observations Share observations with your team. Help each other stay in the descriptive (not evaluative) voice. –“What did you see/hear that makes you think that?” “[We are] more trusting; more honest; more willing to admit what we don’t know; better listeners; more knowledgeable about quality math instruction.”

19. Next Level of Work Brainstorm: Examples Next Week:  At faculty meeting, take a number of observations from today and sort them to see trends. Next Month:  Each month everyone work on same skill level, i.e. next month “application”, “analyze”, “evaluate & “create.” By the end of the year:  At staff mtg/grade level mtg watch a lesson (taped) and discuss evidence of higher order thinking.

20. Why Would I Want to Be in a Network? Move student achievement in your district. Help create a “professional practice” for district leadership. Personal professional growth: Learning new strategies from schools and cutting-edge practices from Elmore’s work. “We understand each others’ struggles better. We respect each others’ work more. We see “the work” as ours and not “mine” as a result of our network.”

21. Network members meet one day per month –After HAA meeting? –Network selects days Meet at Heartland or central sight for learning, debriefing Meet in schools on rounds days Learn about the problem of practice Do a medical rounds visit every other month Continual learning about practice How might our network function and learn about teaching & learning?

22. I do a lot to keep on growing, but this network has been the strongest influence on my evolution as a district leader. When I’m with the network, I can be more vulnerable and more open to learning. Bob Villonova - Conneticut Supt of the Year