1. Instructional Leadership Team INCREASING COMMUNICATION ADEQUACY IN BIRDVILLE ISD

2. Instructional Leadership Team Learning Outcomes Draw connections between the OHI communication adequacy dimension and the other OHI dimensions Review Educators in Birdville expectation document with a focus on responsibilities of the principal, particularly regarding communication Discuss and design processes to effectively communicate specific district information regarding the Learning Platform and District/Campus Problems of Practice

3. Communication Adequacy and its Impact on OHI Dr. Elizabeth Clark and David Holland

4. Why do we need a variety of data?  Organizations are dynamic and organic.  While student academic performance is the output, there are many variables within the system that impact student achievement.  Because there are so many variables, it is helpful to classify and think about data according to certain types.

5. Multiple Dimensions of Data Demographics Perception Student Learning School Processes Enrollment, Mobility, Attendance, Dropout/ Graduation Rate, Ethnicity, Gender, Grade Level, Teachers, Language proficiency Standardized Tests, Norm/Criterion Referenced Tests, Grade Point Average, Formative Assessment, Performance Assessment Perceptions of Learning Environments, Values and Beliefs, Attitudes, Questionnaires, Observations Programs, Instructional Strategies, Classroom Practices, Assessment Strategies, Summer School, Finance, Transportation Copyright ©1991-2005 Education for the Future Initiative, Chico, CA

6. Multiple Dimensions of Data Demographics Perception Student Learning School Processes Enrollment, Mobility, Attendance, Dropout/ Graduation Rate, Ethnicity, Gender, Grade Level, Teachers, Language proficiency Standardized Tests, Norm/Criterion Referenced Tests, Grade Point Average, Formative Assessment, Performance Assessment Perceptions of Learning Environments, Values and Beliefs, Attitudes, Questionnaires, Observations Programs, Instructional Strategies, Classroom Practices, Assessment Strategies, Summer School, Finance, Transportation Copyright ©1991-2005 Education for the Future Initiative, Chico, CA While we can’t control many of the variables within these dimensions, we can control our processes which play a very important role in determining organizational productivity.

8. Allows the prediction of actions/processes/programs that best meet the learning needs of all students

9. Discussion  What data do we have in abundance? +  What data do we have least? -  What data do we have the least control over? *  What data do we have the most control over? $  What are specific sources of data? WRITE.

10. Definition Organizational Health is an organization’s ability to function effectively, to cope adequately, to change appropriately, and to grow within. This health, like one’s physical health can and does vary from a maximal to a minimal degree depending on the leadership within the system.

11. To which circle would you assign OHI data? Based upon what? Demographics Perception Student Learning School Processes OHI as Data

12. Communication Adequacy Goal Focus Optimal Power Equalization Resource Utilization Cohesiveness Morale Innovativeness AutonomyAdaptation Problem- Solving Adequacy

13. Communication Adequacy Goal Focus Optimal Power Equalization Resource Utilization Cohesiveness Morale Innovativeness AutonomyAdaptation Problem- Solving Adequacy

14. Communication Adequacy Goal Focus Optimal Power Equalization Resource Utilization Cohesiveness Morale Innovativeness AutonomyAdaptation Problem- Solving Adequacy Which Dimension is missing?

15. Communication Adequacy Goal Focus Optimal Power Equalization Resource Utilization Cohesiveness Morale Innovativeness AutonomyAdaptation Problem- Solving Adequacy

16. Organizational Health  Within your group, look at your handout on OH and discuss why you think communication can and does impact the other dimensions of health.  Why does communication have an impact on organizational health?

17. Organizational Health  Based on last year’s OHI data, why was communication more successful in the area of Goal Focus, as opposed to Cohesiveness and Adaptation?

18. Relationship to Communication Observation and Anecdotal Data about Communication indicate the following: 1. Information shared at Administrative In-service is inconsistently distributed and communicated to all teachers and PLCs. 2. Information shared with LOL members does not necessarily get to every teacher throughout every campus.

19. Definition  Communication Adequacy exists when information is relatively distortion free and travels both vertically and horizontally across the boundaries of an organization.

20. Teaming for Excellence in Education (TEE) Associate Superintendent of C&I Administrative Curriculum Team (ACT) ILT and AP ILT Teachers and Other Campus Personnel DepartmentsCampus PersonnelLeaders of Learners Teachers and Other Campus Personnel Cabinet

21. C&I Communication Model  At your table, discuss the model presented to you.  What is your role in this model?  Do you think these processes are clear?  Have we communicated them sufficiently?  What improvements would you suggest so that information flows freely?

23. Principals as Pedagogically-Centered Instructional Leaders  Serve as the liaison to clearly articulate the beliefs, vision, and mission so that campus goals align with those of the district  Set high expectations for all teachers and students  Set up a system to coach and mentor teachers through the Planning for Learning process  Employ situational leadership to lead teachers, based upon their levels of readiness, to become more pedagogically-centered  Seek additional support and training to build your pedagogical repertoire and deep understanding of district initiatives  Set up a system to effectively communicate specific district information regarding curriculum and instruction to every teacher on campus

24.  Develop a schedule to regularly visit and work with each PLC on campus  Use questioning strategies to lead teachers’ thinking and professional growth  Monitor instruction through frequent walkthroughs and examination of lesson plans  Refer to curriculum documents to inform the expectations of classroom walkthroughs and lesson plans  Review data, facilitate data discussions, and follow up on actions taken in response to the data  Utilize the eduphoria! suite of applications and become an expert for teachers’ use of the software Principals as Pedagogically-Centered Instructional Leaders

25. Personal Reflection  How do you work to meet each responsibility on the Educators in Birdville document?  How do you use communication to move information and processes from the central level to your campus?

26. Communication: HOW Groups Join your HOW group Read and Discuss: Objectives for the Instructional Leadership Team and Potential Objectives for a Faculty Advisory Council Step 1 Discuss: What communication processes are used on your campus? Address Instructional Leadership and Faculty Advisory Step 2

27. Communication: HOW Groups Communication T-Chart What can we ALL do to increase communication? What are things we need to do DIFFERENTLY based upon unique factors at our campuses? What do you need from Central Office to help you better facilitate communication on your campus? Step 3

28. Communication: HOW Groups Campus Communication Model Examine C&I Model and Educators in Birdville doc Develop Campus Communication Model How can you communicate so that ALL teachers understand and are equipped to implement learning delivered by the district? Consider ILT, AP-ILT, LOL structures and situational leadership principles Include: communication process, schematic of the structure and processes you will use. BEGIN today, DUE @next Principal Meeting Step 4

29. Communication: HOW Groups Sample Model for Campus Communication Structure

30. PRINCIPAL INSTRUCTIONAL FOCUS TEAM OPERATIONAL FOCUS TEAM ENGLMATHSCI INSTRUCTIONAL FOCUS TEAM: Curriculum, Instruction, Professional Development Appointed Department Heads, Grade Level Chairs OPERATIONAL FOCUS TEAM: Operational agenda, schedule, discipline, policy, etc. Faculty elected team SAFETYDISCIPLINEETCHISTORY Faculty CILT

31. Principal Admin Staff (APs, coaches/deans, counselor) LoL & other teacher leaders ILT Principal meetings Other training LoL meetings Coordinator training District PD AP ILT District PD Other training External Communication Inputs Admin staff meetings Full faculty meetings PLCs Teachers and other instructional staff Site based

32. Communication: WHAT Groups Join your WHAT group Examine the Birdville ISD Problem of Practice book Step 1 POP Presentations Begin with the principal with the highest campus # Each principal will present for 3 minutes Discuss your problem of practice and theory of action Use POP Comparing Organizer to take notes Discuss similarities and differences between all of your POPs and theories of action Step 2

33. Communication: WHAT Groups Connections: Campus and District POP Examine Rubric for Learning Expectations Examines each campus’s Theory of Action For your campus: Use District and Campus POP Crossover handout to identify: Components of rubric addressed in your Theory of Action Components of your Theory of Action directly supported by rubric Components of your Theory of Action that are NOT addressed by rubric Step 3

34. Communication: WHAT Groups Discuss How will your Campus POP help with implementation of the level you have selected on the rubric for this year? How will working on the rubric help with your Campus POP? Step 4

35. Communication: WHAT Groups Campus Theory of Action How will you implement your campus theory of action? Communicating expectations Building capacity of staff Campus Improvement Plan connections Monitoring progress Step 5

36. Communication: WHAT Groups Monitoring District POP Examine the draft of look-fors developed by AP-ILT and LOL How will this document, once refined, help you and your teachers? Monitoring Campus POP What process will you use to help your teachers get involved in developing expectations? What are you going to look for? Step 5

37. Communication Commitment

38. Why Instructional Rounds? Problem of Practice = Goal Focus

39. Why Instructional Rounds? Problem of Practice = Goal Focus Theory of Action = Steps and Adaptations Needed to Meet Goal

40. Why Instructional Rounds? Instructional Rounds = HELP US COLLABORATE TO BUILD COHESIVENESS Instructional Rounds = PROCESS DATA COLLECTION TOOL = TOOL TO MONITOR POP/GOAL

41. Learning from Instructional Rounds –Dr. City  Individually review your article for 2 minutes.  With a partner: find text evidence for the following questions:  What are the three elements of Instructional Rounds?  How are Instructional Rounds different from an evaluation?  What role does a Problem of Practice play in Instructional Rounds?  What would the impact be if you did not debrief in the Instructional Rounds process of: Assemble, Define, Observe, Debrief, Identify

42. Role Play  Pretend your campus is embarking on the Instructional Rounds process.  In pairs or triads, pick someone to be the principal and the other person/people will be teachers.  Start a conversation with your teachers to share the “why” of Instructional Rounds. How will this benefit them as teachers? How will it benefit your students?  Were there any barriers brought up? Share with your group.