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Darwin Prater Spiller Executive Director of Instruction and Operations Richardson ISD, Richardson Texas.

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Presentation on theme: "Darwin Prater Spiller Executive Director of Instruction and Operations Richardson ISD, Richardson Texas."— Presentation transcript:

1 Darwin Prater Spiller Executive Director of Instruction and Operations Richardson ISD, Richardson Texas

2 Authors: Sonia Caus Gleason and Nancy Gerzon Foreword by Stephanie Hirsh and Joellen Killion

3 Inclusion A Sense of Belonging Influence Valuing Differences Community Working Together Creatively PDAS/Co-Co Student Domain I Collaborative Culture Domain II Accessing & Using Research Domain III Professional Learning for Continuous Improvement Domain IV Improvements in Instruction and Student Learning Domain V Assessment and Data Domain VII Advocating for Student Learning & the Profession Domain VI Collaboration with Families & Communities Model Standards

4 1.Focus on Mastery 2.Introducing Content Logically, Clearly, and Concisely 3.Acquiring and Responding to Evidence of Understanding 4.Connecting with Student Interest, Backgrounds, Cultures, and Prior Knowledge 5.Building Student Vocabulary 6.Promoting Successful Practice 7.Making Students Feel Valued and Capable 8.Leading Students to Love Learning

5 S.W.O.T Template Strengths – Factors that are likely to have a positive effect on (or be an enabler to) achieving the school’s objectives. Weaknesses – Factors that are likely to have a negative effect on (or be a barrier to) achieving the school’s objectives. Opportunities – External Factors that are likely to have a positive effect on achieving or exceeding the school’s objectives, or goals not previously considered. Threats – External Factors and conditions that are likely to have a negative effect on achieving the school’s objectives, or making the objective redundant or un-achievable.

6 S.W.O.T Analysis

7 S.W.O.T Analysis______________ Strengths: Weakness: Opportunity: Threats:

8 Root Cause…

9 What is Root Cause? Root Cause is the fundamental breakdown or failure of a process which, when resolved, prevents a recurrence of the problem. Or, in other words… For a particular problem, Root Cause is the factor that, when you fix it, the problem goes away and doesn’t come back. Root Cause Analysis is a systematic approach to get to the true root causes of our process problems.

10 5 Why’s: Underlying Processes Why? 1 Difficult to teach Why? 2 Difficult to isolate the teaching strategy for each underlying process Why? 3 Limited understanding from a professional development prospective Why? 4 How to incorporate knowledge in plans and delivery? Why? 5 (Root CAUSE) Monitor and Follow-up

11 Math/Science/Technology Magnet Identified Need #5: STAAR Writing data indicate a need to increase average passing performance for all students. Identified Need #5: STAAR Writing data indicate a need to increase average passing performance for all students. Identified Need #13: STAAR Writing data indicate a need to increase achievement at Level II Final Standard for all students. Identified Need #13: STAAR Writing data indicate a need to increase achievement at Level II Final Standard for all students. Identified Need #15: STAAR data indicate a need to increase overall Level III student performance for African American, Hispanic and Economically Disadvantaged students. Identified Need #15: STAAR data indicate a need to increase overall Level III student performance for African American, Hispanic and Economically Disadvantaged students.

12 Expected Change#5: The average passing performance will increase from 81% to 91% on all state Writing assessments. Expected Change#5: The average passing performance will increase from 81% to 91% on all state Writing assessments. Math/Science/Technology Magnet Expected Change #13: The Level II Final standard performance for all students will increase from 61% to 71% on all state Writing assessments. Expected Change #13: The Level II Final standard performance for all students will increase from 61% to 71% on all state Writing assessments. Expected Change #15: Level III Student performance will increase for African American (39%), Hispanic (19%), and Economically Disadvantaged (25%) to 45%. Expected Change #15: Level III Student performance will increase for African American (39%), Hispanic (19%), and Economically Disadvantaged (25%) to 45%.

13 Math/Science/Technology Magnet

14 Calibration Learning Walks

15 Guided Planning: Activity 1 15 Identify Leadership Behaviors that the leadership team will demonstrate in order to show evidence of the leadership responsibility (Monitor and Evaluate) at the school level. School Level MONITOR AND EVALUATE ______________ _____________ ______________

16 Guided Planning: Activity 2 16 Identify Leadership Behaviors that the leadership team will demonstrate in order to show evidence of the leadership responsibility (Monitor and Evaluate) at the school level. _________________ _ ________________ _ ________________ Grade/Department Level MONITOR AND EVALUATE ______________ _______________

17 Guided Planning: Activity 3 17 Identify Leadership Behaviors that the leadership team will demonstrate in order to show evidence of the leadership responsibility (Monitor and Evaluate) at the school level. _________________ ________________ _______________ Classroom/Student Level MONITOR AND EVALUATE _______________

18 Monitor and Evaluate

19 Irreplaceable

20 5 ways to keep Irreplaceable staff members 1. Start the year with great Expectations 2. Recognize excellence publicly and frequently 3. Treat your irreplaceables like they are irreplaceable. 4. Start having “Stay Conversations” by thanksgiving. 5. Hold the line on good teaching. Top teachers who experience multiple high impact retention strategies plan to remain teaching at their schools for nearly twice as long (2 to 6 more years).

21 Literacy blocks Direct Instruction Differentiated instruction Culturally responsive teaching Walkthroughs Parent involvement P.T.A. meetings Accountability committee Bus schedules Lyme disease prevention Curriculum mapping Afterschool Data committees Gifted & Talented Halloween Party Fall Festival Special education IEPs RtI DDDM PLCs Reading First Phonics Whole Language Phonics Balanced Literacy Pep assembly Spelling Bee Morning announcements School Improvement Plans FTEs Bilingual Ed Dual Immersion ESL TGIF! Staff development Performance reviews Math New Math New, New Math Success for All Open Court Everyday Math Saxon Math Constructivist Teaching Induction Mentoring Coaching State tests District tests Value added Growth models Formative assessment Career prep College for all Student learning Character education NCLB AP Multi-age classrooms Ability grouping De-tracking Health education Technology Integration Positive Behavior Support Lunch programs Multicultural education Courageous conversations Interactive whiteboards Portfolio Assessment Block scheduling Safe & drug-free schools Abstinence only

22 Recently featured on the front cover of the Texas School Business magazine Darwin Prater Spiller is now known as the “Power Principal.” Darwin was recently named a finalist by the Texas Elementary Principals & Supervisors Association (TEPSA) along with 12 other principals in Texas as the “Best of the Best” of Teas principals. In addition, he serves as a standing committee member with the Marketing and Research Division of TEPSA and National Association of Elementary School Principals (NAESP) among numerous others. As a result of Stults Road Elementary being recently named the 2010 National Title I Distinguished School while he was principal; Darwin has been selected as a Texas state representative for a new statewide parental involvement initiative in conjunction with the Texas Education Agency. Spiller recently authored an article titled “Stults Road Elementary PLC’s Journey: An Overview,” which was posted and published by Solution Tree. His latest acknowledgement is that his school was featured in a book titled: Growing into Equity: Professional Learning and Personalization in High-Achieving Schools. Darwin earned his master’s degree in educational leadership and policy studies from the University of Texas at Arlington and undergrad at Langston University. Currently, Mr. Spiller serves as Executive Director of Elementary Instruction and Operations where he supervises 13 Richardson ISD elementary schools. Darwin.spiller@risd.org


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