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

2. Growing Into Equity Professional Learning and Personalization in High-Achieving Schools
Authors:
Sonia Caus Gleason and Nancy Gerzon
Foreword by
Stephanie Hirsh and Joellen Killion

3. Stults Road Connecting Resources to Foster Meaningful Relationships
Standards for Professional Learning
Teacher Leader
Learning
Designs
Domain III
Professional Learning for Continuous Improvement
Outcomes
Domain II
Accessing & Using Research
Model Standards
Reflection
Model Standards
Domain IV
Improvements in Instruction and Student Learning
Student
Leadership
Implementation
Learning
Communities
PDAS/Co-Co
PDAS/Co-Co
Inclusion
A Sense of Belonging
Influence
Valuing Differences
Domain I
Collaborative Culture
Data
Student
Community
Working Together Creatively
Student
Domain V
Assessment and Data
Resources
Teacher Leader
PDAS/Co-Co
Domain VII
Advocating for Student Learning & the Profession
Domain VI
Collaboration with Families & Communities
Teacher Leader
Model Standards
Professional Learning Communities
Motto: We know them by name; We know them by need; SO, bring it!

4. 8 Teaching Practices Focus on Mastery
Introducing Content Logically, Clearly, and Concisely
Acquiring and Responding to Evidence of Understanding
Connecting with Student Interest, Backgrounds, Cultures, and Prior Knowledge
Building Student Vocabulary
Promoting Successful Practice
Making Students Feel Valued and Capable
Leading Students to Love Learning
Abstract:  One of the main reasons for the success of many high-performing urban school is the nature of teaching in those schools.  NCUST leaders found eight teaching practices in abundance throughout former National Excellence in Urban Education Award winners.  In this session, participants learn about those eight teaching practices as they have been described in the new publication, Teaching Practices from America’s Best Urban Schools:  A Guide for School and Classroom Leaders.

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.
Look at this template with the four major areas of the SWOT template. Each of the four have been defined in educational terms. Review the definitions for each of the four categories.

6. S.W.O.T Analysis
A SWAT analysis can help guide you to the root causes of your data outcomes.
As we begin our work today with some of your own school data, lets take a moment to reflect. As you reflect, begin to think about this in terms of four areas. (Move to next slide that will define the four major areas: strengths, weaknesses, opportunity and threats.)

7. S.W.O.T Analysis______________
Strengths:
Opportunity:
Weakness:
Threats:
Lets take a moment as a group to think about reading at your campus.
What would be a strength? (professional development opportunities; support personnel etc…) Have groups brainstorm other strengths they may consider.
Now lets talk about possible weaknesses with reading at your campus. (Extreme reading levels within some classrooms, lack of a common understanding of rigorous reading instruction, availability of resources at the appropriate reading level.) Continue brainstorming in groups to consider several factors.
What are some opportunities you have with reading at your campus? (Involvement in reading programs, “Real Men Read”, Name that Book Contest, utilization of the librarian or library as a resource for the literacy plan.)
What are some threats to reading at your campus? (student mobility, changing student expectations, home language) Ask the group to brainstorm other strengths they may consider.
Have the schools look at their own data and go through this process with their team. Walk around and monitor while this activity takes place and check for understanding by asking questions.

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
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 #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.
Brenda & Angela

12. Math/Science/Technology Magnet
Expected Change#5:
The average passing performance will increase from 81% to 91% 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%.
Brenda & Angela

13. Math/Science/Technology Magnet
Brenda & Angela

14. Calibration
Learning Walks

15. Guided Planning: Activity 1
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
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
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
Start the year with great Expectations
Recognize excellence publicly and frequently
Treat your irreplaceables like they are irreplaceable.
Start having “Stay Conversations” by thanksgiving.
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. Technology Integration Positive Behavior Support Bus schedules
Staff development
Technology Integration
Positive Behavior Support
Bus schedules
Gifted & Talented
Ability grouping
Induction
Performance reviews
Dual Immersion
Literacy blocks
Mentoring
Lyme disease prevention
Bilingual Ed
State tests
Special education
Differentiated instruction
Success for All
Coaching
District tests
Curriculum mapping
De-tracking
Open Court
School Improvement Plans
Saxon Math
Lunch programs
Everyday Math
IEPs
Value added
P.T.A. meetings
Growth models
RtI
Reading First
Parent involvement
Culturally responsive teaching
Multicultural education
Character education
NCLB
Phonics
Health education
Student learning AP
Afterschool
Whole Language
DDDM
Interactive whiteboards
Courageous conversations
FTEs
Data committees
Morning announcements
Formative assessment
The point here is that the main focus of your work, student achievement, can be obscured by the multitude of duties and expectations your campus community and central office have of you.
PLCs
ESL
Block scheduling
Phonics
Balanced Literacy
Abstinence only
Walkthroughs
Direct Instruction
TGIF!
Portfolio Assessment
Fall
Festival
Halloween Party
Halloween Party
Safe & drug-free schools
Pep assembly
Accountability committee
Career prep
Constructivist Teaching
Math
Multi-age classrooms
Spelling Bee
New, New Math
New Math
College for all

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.