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Addressing Preliminary Curriculum Audit Findings thru Quality First Instruction October 2, 2008.

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Presentation on theme: "Addressing Preliminary Curriculum Audit Findings thru Quality First Instruction October 2, 2008."— Presentation transcript:

1 Addressing Preliminary Curriculum Audit Findings thru Quality First Instruction October 2, 2008

2 Two Fundamental Questions  Does the system have instructional programs that are planned, aligned, executed, and assessed in accordance with generally accepted appropriate principles and standards.  Does the system conform to the standards of quality in instructional organization.

3 Curriculum Audit Exit Interview Comments….  Lots of planning efforts underway. Next step is not prevalent.  Appears to be a wide range of perception regarding current reality v. preferred future.  Students don’t get equal access to learning, due to variances in instruction.  Data for decision-making not down to the teacher level. Data is not consistently used to inform instruction.  “Lots of interventions” but predominately based on programs. Does not have to be program-based.

4 7 Central Actions Needed 1. Create a culture that supports change – why, what, how – re-culturing may be the key issue 2. Focus on instruction vs. structure 3. Develop relationships within the school – collaboration. 4. Address the needs of all students from our most challenged to our most capable learners. 5. Data-based decision making – what is important? What is likely to be tested? Assessment OF learning vs. assessment FOR learning 6. Emphasize the transition years. 7. System – support vs. regulation; commitment vs. compliance. The Vision Should Be Our Work

5 Committing to a uniform, consistent instructional model supported by all teachers and administrative leaders may be the “tipping point” in a schools’ journey from good to great.


7 Common Instructional Model The Art and Science of teaching  How do ALL teachers BEGIN the lesson?  How do ALL teachers END each lesson?  How do ALL teachers ENGAGE students in their learning?  How do ALL teachers help students PRACTICE what they are learning?


9 KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Teacher Work Teacher/Student Roles Student Think Student Think & Work Student Work

10 Professional Learning Community 4 Fundamental Questions  What is it we want all students to learn?  How will we know when each student has mastered the essential (core) learning?  How will we respond early when students are not learning?  How will we deepen (stretch) the learning for students who have mastered the essential (core) knowledge and skills? Unifying principle – we have not met our fundamental purpose until all students have learned at high levels.

11 Purpose Statement – the PLC Driver The purpose of our school is to see to it that all our students learn at high levels, and the future of our students depends on our success. We must work COLLABORATIVELY to achieve that purpose, because it is impossible to accomplish if we work in isolation. And we must continually assess our effectiveness in achieving our purpose on the basis of results – tangible evidence that our students are acquiring the knowledge, skills, and dispositions we feel are essential to their future success. From: “On Common Ground – The Power of Professional Learning Communities”

12 Professional Learning Community  This model demands embedded professional development.  COLLABORATION is not an option. Teacher isolation is “old school.”  Leadership must understand and support the principles of a PLC.  Teaching to ‘D’ becomes the vocabulary of accountable talk. As a PLC, instructional strategies and successes become part of every department and faculty meeting.

13 What About the “Not Yet” Teachers Who Do Not Volunteer?  Leadership must make it very clear – this is how we do business at “We All Learn Here” Elementary, Middle, High School.  Our adult unity of purpose is vital to our learning success.  No compromise.  You will be held accountable for our instructional model.  I personally will help you in any way I can.  We are all learners. I will lead the way.

14 KEY LEADERSHIP CONCEPT Teachers do pay attention more to what you do than what you say!

15 The Change Process  You cannot change anyone else. You can only change yourself.  You can lead a horse to water, but you cannot make him drink.  But, you can salt his oats.

16 CELEBRATION  Instructional risk-taking on behalf of student learning becomes the culture of high expectations.  Teacher recognition programs are vital.  “If we don’t feed the teachers some may eat the kids.”  Engaged students make learning fun for all involved.  We work smarter – not harder.

17 Content Is at the Core Shift from convivial talk to deep dialogue and discussion of practice linked to learning goals and research on student learning

18 Everyone needs support when they take new risks when they take new risks

19 Effective support for teachers is the key to enhancing professional practice and improving student achievement.

20 Critical Program Elements Coaching is a developmental model that builds on existing strengths. It is not a deficit model designed to “fix.” Conversations between coaches and principals about teachers’ work might cause tension. Coaches’ roles and responsibilities are clear to all. Coaches’ roles are honored and their time not diverted to other school needs. A coaching program requires clear, explicit, and continued support.


22 Coaching is like a bumpy road when…

23 Bumps in the road…that are a barrier and danger to coach role  How the principal introduces the coach to the staff  How the staff views the alignment between the principal and the coach  How the principal views coaching as an intervention to improve teaching and learning

24 #1 Barrier and Danger Zone Trust

25 Trustworthy

26 Trusting

27 Trust TrustworthyTrusting  I do what I say.  I keep my word.  I keep confidences.  You can count on me.  I have faith in you.  I will take a risk with you.  I don’t have to control everything.  I am vulnerable. With thanks to Ann Delehant, Senior Consultant, NSDC

28 The Importance of Trust Schools with low relational trust have 1 in 7 chance of showing gains in student achievement. Schools with high relational trust have a 1 in 2 chance of showing gains in student achievement. Bryk & Schneider (2003 ), Trust in schools: a core resource for improvement. New York: Russell Sage Foundation

29 Some coach words about… Trust

30 Assumptions About Committed Listening  Committed listening is a skill that requires discipline to master and maintain at high levels.  Most people can significantly improve the quality of their listening.  When we listen in a committed way we transform our relationships, both professionally and personally.

31 Some coach words about…. Listening

32 Coaches to the rescue! “Masterful coaches inspire people by helping them [teachers] recognize the previously unseen possibilities that lay embedded in their existing circumstances.” Robert Hargrove

33 Coaches to the rescue!  Coaching is the practice of providing deliberate support to another individual to help her/him become a reflective practitioner and/or achieve a goal.  When should an employee have coaching?  When they are assuming new job duties  To develop or provide new skills through on-the-job training  To introduce new procedures or technologies  To enhance performance and correct deficiencies  To prepare individuals for career development  To develop members of a work team

34 Coaches Accountability  45% - Collaboration planning, coaching, classroom observations and feedback  15% - Demonstration/Modeling teaching effective instructional and assessment practices  10% - Research and data analysis  10% - Assessment support, progress monitoring, and materials/intervention resource  5% - Coaches’ training/professional development  5% - School-based professional development for all teachers  10% - Site Leadership Team meetings, miscellaneous site support, log time, etc.

35 Principal Accountability  Ensure coaches spend time in classrooms to improve instruction.  Meet and collaborate regularly regarding math progress and instructional focus.  Keep the lines of communication open, meet with coaches weekly.  Empower coaches, their success is a reflection of your support.

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