1. THE 21ST CENTURY INSTRUCTIONAL LEADER

2. It’s the Law: Newton’s Law of Inertia
If you keep doing what you have always done, you will continue to get what you have always gotten.
The law is loosely based on the concept that if a body is in motion and no force exerts itself on that body, it will remain in the motion it is in.
What does this mean for instructional leadership?

3. It means that . . .
If you are doing something that is working and you are getting good results, it may not continue to work if new “forces” are present.
Schools will have to transform themselves to meet the new demands (i.e., forces) of the 21st century.
Instructional leaders will need to step up to lead in a very different education environment.

4. Program Objectives for Instructional Leaders
Be familiar with the changes and existing conditions in the educational context, and understand the need for effective instructional leadership.
Be familiar with the research on the knowledge and skills needed by 21st century instructional leaders and teachers.
Be familiar with implementation tools, methods, and strategies useful for leading and learning in the 21st century school environment.

5. If you keep doing what you’ve always done, you will continue to get what you’ve always gotten.
What do you want?
Vision and mission
Standards
Life and career competencies
21st century skills
What do you have to change?
Correlate research with existing practices and select changes
What have you been doing to get what you want?
Data analysis and interpretation
What’s your plan?
Improvement plans

6. Applying the Law of Inertia to Schools
Reflection Questions
What is your school doing that it needs to stop, abandon, or modify?
What is your school doing that is really working?
If schools have not been producing expected or desired results, then they will likely continue to not produce the desired results unless a positive change occurs. The organization will keep getting what it has always gotten.

7. This program will address . . .
Changes in the “new millennial” learner and existing conditions in the education environment.
Critical components of instructional leadership:
Challenges and concerns.
Research, theory, and best practice.
Actions for instructional leaders.

8. CHANGES IN THE EDUCATIONAL ENVIRONMENT

9. Changes Call for Thoughtful, Inspiring Leadership
We can see changes related to
Students
Teachers
Accountability
The science of teaching and learning
Professional development
Educational tools and resources
Skills and knowledge needed for the 21st century

10. Changes in Students
They need immediate feedback and instant gratification.
They are motivated by interactive and hands-on learning, especially with technology.
They are motivated by challenge and curiosity.
They are motivated by competition and using winning strategies.
They need more freedom and independence.
They are more culturally and linguistically diverse.

11. Changes in Teachers
Baby boomers are retiring, and new teachers are filling the gaps.
The 20-something new teachers have different styles, characteristics, and needs.
More new teachers are leaving the profession within the first five years than in the past.
The dropout rate of new teachers is highest in urban schools, which have the most difficulty both attracting and retaining experienced teachers.
New teachers are arriving with skills in current, personal-productivity technology and a more world-connected view. However, they may still not have the knowledge of how to teach with those tools.

12. Changes in Accountability
Federal and local governments have created mandates for continuous improvement.
More students who have special needs, have limited English language proficiency, or live in poverty must be educated to meet the highest standards.
The public wants a response to achievement needs.
Employers expect new competencies for success.
Employers expect competencies to include problem solving, decision making, communication, collaboration, and technology skills. But these skills are often not integrated into high-stakes tests or instructional practices at the classroom level.

13. Achievement Gaps Persist
Half of all African American and Hispanic students are dropping out.
Children from affluent families are 11 times more likely to earn a bachelor's degree than are children from low-income families (Ollivara, 2004).
Statistics predict that only 18 percent of African American and Hispanic students will graduate from high school ready for college.

14. Changes in the Science of Teaching and Learning
Scientific research methodology has improved the body of professional education literature.
Meta-analyses have suggested best instructional practices.
Research about change and factors that improve student learning can guide school improvement.
Research has informed us about how the brain may learn best.

15. Changes in Professional Development
Schools should create professional development plans that are data-driven and based on results and standards.
To really be effective, professional learning should be job-embedded and ongoing and involve support and coaching opportunities.
Professional development in schools has now gone beyond “last year’s new thing,” “this year’s new thing,” and “next year’s new thing.” School-based professional development now involves professional learning teams that make teaching and learning more public.

16. Changes in Education Tools and Resources
Textbooks
Technology
Supplemental materials
More textbooks now align to state standards and have evolved to include research-based components that provide scaffolds for learning and assessments.
Technology is more prevalent and can aid students in developing the skills to acquire, process, produce, and communicate information.
Adaptive/assistive technology is creating opportunities for students with disabilities.

17. Changes in Skills and Knowledge
Student understanding includes more than knowledge and skills in the disciplines.
Students will require 21st century skills.
More jobs are requiring postsecondary training or a degree.
Student motivation to learn must be connected to new ways of learning.
Twenty-first century skills include learning and innovation skills, information literacy skills, and life and career skills (Partnership for 21st Century Skills, 2007).
Jobs requiring these skills are the fastest growing sector of the economy, so employers will require these skill sets.
Student learning depends more and more on applying supportive technologies and higher-order thinking skills to real-world contexts with real-world challenges.
Students will need to see connections among core content areas by threading themes like global awareness; financial, economic, and business entrepreneurial literacy; civic literacy; and health literacy (Partnership for 21st Century Skills, 2007).

18. Addressing the Changes
Reflection Questions
In what ways do instructional leaders need to adapt to address these changes?
In what ways do teachers need to adapt to address these changes?

19. ROLE OF THE 21ST CENTURY INSTRUCTIONAL LEADER

20. These changes require the 21st century leader to be . . .
A visionary
An instructional leader
An influencer
A learner

21. New ISLCC Standards for School Leaders
Facilitate a vision of learning that is shared and supported by the school community.
Develop a school culture and instructional program conducive to student learning and staff professional growth.
Ensure a safe, efficient, and effective learning environment.

22. New ISLCC Standards for School Leaders (cont’d)
Collaborate with faculty and community members.
Act with integrity and fairness and in an ethical manner.
Understand, respond to, and influence the political, social, economic, legal, and cultural context.
Source: The Interstate School Leaders Licensure Consortium (2008).

23. The Focus for Instructional Leaders
We firmly believe that creating a system focused on the ongoing improvement of instruction must be the central aim of any education improvement effort Student achievement will not improve unless and until we create schools and districts where all educators are learning how to significantly improve their skills as teachers and as instructional leaders.
—Wagner & Kegan, 2005

24. The 21st century leader will need to have tools and methods to . . .
Expect
Inspect
Direct
Respect
Reflect
Expect. Consistently communicate a vision, standards, goals, and high expectations for student and teacher learning, and possess and share expert knowledge, confidence, hope, and optimism.
Inspect. Include data, curriculum, instruction, assessment, culture and climate, the learning environment, teacher performance, and organizational operations.
Direct. Define improvement objectives and expected standards; inspire experimentation, innovation, and involvement; and provide ongoing professional learning, resources, and support.
Respect. Demonstrate respect for individual differences, trust, confidence, empathy, and flexibility, and recognize progress and accomplishment.
Reflect. Examine results, determine progress and the need to adjust and support implementation, and evaluate professional development.

25. The 21st century instructional leader will need to focus on . . .
supervision
curriculum
assessment
instruction
technology
culture and climate
professional development
school improvement

26. FOCUS ON SUPERVISION

27. Instructional Supervision Reflections
What instructional leaders have to understand, know, and be able to do.
How supervision demands are similar and different for 21st century instructional leaders.
Obstacles and opportunities for instructional leaders to develop and maintain self-confidence.
Have participants think about these during the presentation, then reflect and discuss in small groups after you have presented this section.

28. Supervision Challenges and Concerns
Insufficient knowledge of research, theory, and best practice and inconsistent application.
Management instead of leadership.
Random acts of leadership.
Lone-ranger leadership, which is often not shared.

29. Supervision Challenges and Concerns (cont’d)
Lack of clear expectations and indicators about teaching and learning.
Superficial monitoring of classroom teaching.
Ineffective feedback.

30. Instructional Supervision Professional Literature Review
21 responsibilities of the school leader (Marzano, Walters, & McNulty, 2005)
Indicators of effective teaching (Danielson, 2004)
Leadership styles (Glanz, 2002)
21st century trends and guiding principles (Marx, 2006)

31. FOCUS ON CURRICULUM

32. Curriculum Reflections
How teachers develop, monitor, evaluate, and revise curriculum for classroom use.
The role of the instructional leader in this process.
Characteristics of an ideal curriculum for the 21st century student.
Have participants think about these during the presentation, then reflect and discuss in small groups after you have presented this section.

33. Curriculum Challenges and Concerns
Curriculum is not written, guaranteed, viable, or aligned to standards.
Curriculum is not systematically assessed.
There are random acts of teaching and learning.
Curriculum is not equitable for some students.
Curriculum is often delivered by teacher entrepreneurs in their own classrooms.
Curriculum is superficially monitored at best.

34. Curriculum Professional Literature Review
Guaranteed, viable, standards-based, and taught curriculum (Marzano, 2003)
Curriculum mapping and backward design for curriculum frameworks (Hayes Jacobs, 2001; Wiggins & McTighe, 2004)
Sound unit planning (Wiggins & McTighe, 2004; Tomlinson, 2003; Marzano, et al., 2003; Walberg, 1995; Guskey,1987)
21st century themes and skills (Partnership for 21st Century Skills, 2007)
The unit design process improves teacher decision making about curriculum, assessment, instruction, resource selection, lesson development, intervention, and enrichment.
Curriculum should have the following characteristics:
Be written, guaranteed and standards-based, and viable.
Represent the essential knowledge, skills, and understandings.
Be organized and sequenced.
Be monitored to assure that it is taught and tested. (Marzano, 2003)
Include 21st century themes:
Global awareness.
Financial, economic, and business entrepreneurial literacy.
Civic literacy.
Health literacy. (Partnership for 21st Century Skills)
Include 21st century skills: • learning and innovation skills • information literacy skills • problem solving • higher-order thinking skills • life and career skills for the future (Partnership for 21st Century Skills).

35. Curriculum Actions for Instructional Leaders
Expect—Inspect—Direct—Respect—Reflect
Map the intended curriculum and monitor the taught curriculum.
Analyze student performance by examining curriculum frameworks and data concurrently.
Conduct effective walk-throughs and observations.
Use protocols for teachers to discuss strengths and needs of students and make instructional changes.
Provide time to collaboratively develop units.

36. FOCUS ON ASSESSMENT

37. Assessment Reflections
How instructional leaders can monitor assessment in schools.
Challenges teachers face when assessing student learning.
Characteristics of effective assessment.
Have participants think about these during the presentation, then reflect and discuss in small groups after you have presented this section.

38. Assessment Challenges and Concerns
Standards and objectives often don’t drive classroom assessment (random acts of assessment).
Formative assessment of learning is infrequent.
Assessment, instruction, and curriculum are not aligned.
Classroom assessment data are often not analyzed or used for instructional decision making.

39. Assessment Challenges and Concerns (cont’d)
Assessment is superficially monitored by instructional leaders.
Commercial tests are often misaligned with curriculum.
Students usually don’t get opportunities to retake tests or redo assignments until they reach the objectives.

40. Assessment Professional Literature Review
Effective and efficient assessment of and for learning (Stiggins, 2005)
Alignment with the standards or goals, understandings, knowledge, and skills
Use of varied forms and communication of understandable criteria and feedback
Connections to real-world contexts, encouraging student self-assessment
Stiggins: Clear purpose, clear targets, sound design, effective communication, and student involvement.
Wiggins and McTighe: Understanding by Design.
Other literature: Use formative and summative assessment, use current technology, use portfolios, analyze and respond to data, include 21st century contexts.

41. Assessment Actions for Instructional Leaders
Expect—Inspect—Direct—Respect—Reflect
Discuss how, when, and how often understandings, knowledge, and skills are assessed.
Monitor the variety of assessments.
Measure and increase teachers’ assessment literacy and provide coaching and support.
Encourage teacher teams to analyze student achievement on classroom assessments and adjust instruction.
Provide time to develop assessments.

42. FOCUS ON INSTRUCTION

43. Instruction Reflections
How instructional leaders communicate expectations about classroom instruction.
How instructional leaders encourage teacher reflection about instructional practices and make needed changes.
How instructional leaders inspect the instructional environment to determine the prevalence of research-supported instructional practices.
Have participants think about these during the presentation, then reflect and discuss in small groups after you have presented this section.

44. Instruction Challenges and Concerns
Instructional practices don’t support the standards or assessment (random acts of instruction).
A one-size-fits-all approach that doesn’t match instructional practices to student needs.
Teachers blame students: “I taught it; they should have learned it,” or “They are just not motivated.”
Teachers are uninformed or choose not to use research-supported instructional practices.
Supervision of teaching and learning is superficial.

45. Instruction Professional Literature Review
Differentiated instruction (Tomlinson, 2005)
Building background knowledge and academic vocabulary (Marzano, 2003)
9 research-based strategies (Marzano, Pickering, & Pollock, 2001)
10 questions addressing the art and science of teaching (Marzano, 2007)
Best practices include the following:
Align instruction to state and district standards, unit objectives, and assessment.
State and display learning goals before and at the end of the lesson.
Use a variety of strategies and practices that engage students in the learning process.
Provide opportunities for students to work with the whole class, alone, in pairs, and in small cooperative groups.
Be flexible and responsive to students’ learning needs.
Communicate clearly and accurately.
Provide frequent feedback about progress toward learning goals, and engage students in self-assessment.
Explicitly teach academic vocabulary.
Assign and evaluate homework directly related to the learning goals.

46. Instruction Actions for Instructional Leaders
Expect—Inspect—Direct—Respect—Reflect
Discuss best practices in learning teams.
Review the variety of instructional practices by examining lessons, units, and student work.
Use program evaluation criteria to evaluate programs of study.
Use protocols to discuss instruction.
Conduct effective walk-throughs and observations.

47. Instruction Actions for Instructional Leaders (cont’d)
Support implementation of new practices and teacher discussion about results.
Ensure that instruction is differentiated for students.
Provide time for teachers to create lessons using different instructional practices, and then use a lesson-study approach to analyze lessons.
Provide ample professional development to acquire new skills and knowledge.

48. FOCUS ON TECHNOLOGY

49. Technology Reflections
Forms of technology being used in the classrooms of your school.
Teacher preparation to integrate technology with content-area instruction.
Components and current status of your school’s technology plan to address areas of need.
Have participants think about these during the presentation, then reflect and discuss in small groups after you have presented this section.

50. Technology Challenges and Concerns
Inadequate technology planning, monitoring, support, and professional development.
No alignment with curriculum, instruction, and assessment.
Misinformation about how and what to observe in technology-supported classrooms.
Superficial uses of technology.

51. Technology Professional Literature Review
Technology improves student performance when…
The application directly supports the curriculum objectives being assessed.
The application provides opportunities for student collaboration.
The application adjusts for student ability and prior experience and provides feedback to the student and teacher about student progress.
The school will need to plan for the following:
A vision for learning and teaching with technology.
Access to technology.
Connectivity.
Resources to support the system and build capacity.
Policies, procedures, and standards.
Assessment of effectiveness/accountability.
Professional development.

52. Technology Professional Literature Review (cont’d)
The application is integrated into the typical instructional day.
The application provides opportunities for students to design and implement projects that extend the curriculum content and are more authentic.
The application is used in environments where teachers, the school community, and school and district administrators support the use of technology.

53. Technology Professional Literature Review (cont’d)
Students use technology presentation and communication tools to present, publish, and share results of problem-based projects.
Students use challenging, gamelike programs and simulations designed to develop basic skills and knowledge and critical thinking.
Technology integration should be guided by the following:
Standards developed by the International Society for Technology Educators (ISTE).
National Educational Technology Standards
NETS-S: Standards for students
NETS-T: Standards for teachers
NETS-A: Standards for administrators

54. Technology Professional Literature Review (cont’d)
Computer-based learning provides drill and simulation opportunities to students at a developmentally appropriate skill level and provides immediate feedback and correction.
Source: Center for Applied Research in Educational Technology (CARET), a division of International Society for Teacher Educators (ISTE),

55. Technology Actions for Instructional Leaders
Expect—Inspect—Direct—Respect—Reflect
Observe teachers using technology in their classrooms.
Use a technology plan inventory to determine the state of the school’s technology plan.
Examine technology standards and curriculum maps to determine which standards are addressed and in what courses and grades.

56. Technology Actions for Instructional Leaders (cont’d)
Provide opportunities for teachers to create technology-supported lessons.
Provide teachers with opportunities to locate and review Web sites and applications that support the classroom curriculum.
Explore how adaptive technology is used for students with disabilities.

57. FOCUS ON CULTURE AND CLIMATE

58. Culture and Climate Reflections
Factors influencing the development of a respectful and productive culture and climate for teachers.
How instructional leaders can create and sustain productive school norms with motivated and inspired teachers.
How instructional leaders become and remain credible leaders.
Have participants think about these during the presentation, then reflect and discuss in small groups after you have presented this section.

59. Culture and Climate Challenges and Concerns
Teachers’ use of time in groups is often inefficient and ineffective.
Teachers often don’t talk about research- supported practices related to their own teaching.
Instructional leaders require development to facilitate meaningful professional discussion.
Instructional leaders may need development in how to build a culture of inquiry and collegiality.

60. Culture and Climate Professional Literature Review
12 norms of school culture that need to be strong to create a healthy school culture (Saphier & King, 1985)
Ability of educators to work together to direct and strengthen their efforts toward successful achievement through a variety of best practices (Vojtek & Vojtek, 2009)
Professional learning communities (DuFour & Eaker, 1998)
Jon Saphier and Mathew King in their article "Good Seeds Grow in Strong Cultures'' (1985): If those norms are strong, then improvements in instruction will be significant, continuous, and widespread. But if norms are weak, then improvements will be infrequent, random, and slow. The norms are
collegiality
experimentation
high expectations
trust and confidence
tangible support
reaching out to the knowledge base
appreciation and recognition
caring, celebration, and humor
involvement in decision making
protection of what's important
traditions
honest, open communication
Vojtek and Vojtek (2009): Culture and climate best practices include: • positive • interdependence • reciprocal relationships • shared decision making • professional learning • mutual responsibility.
DuFour and Eaker (1998): Professional learning communities provide opportunities for collaborative problem solving and planning with data.

61. Culture and Climate Actions for Instructional Leaders
Expect—Inspect—Direct—Respect—Reflect
Create opportunities for teachers to examine the criteria for developing and evaluating professional learning teams.
Arrange a consistent time for professional learning teams to meet frequently throughout the school year.
Use strategies to recognize individual and group progress and goal accomplishment.
Be visible in the school.

62. FOCUS ON PROFESSIONAL DEVELOPMENT

63. Professional Development Reflections
Factors influencing effective professional development that promotes sustainable change in teacher practices.
The role of instructional leaders in ensuring that policies and practices are in place for effective, school-based professional development.
How to build capacity and local expertise in best instructional and professional development practices.
Have participants think about these during the presentation, then reflect and discuss in small groups after you have presented this section.

64. Professional Development Challenges and Concerns
Professional development is often ineffective because of inadequate planning, monitoring, coaching, and evaluation of results.
Professional development is not job- embedded, ongoing, and based and driven by data.
Supervision is superficial; new strategies and practices in the school are just suggestions.

65. Professional Development Professional Literature Review
Professional development as data-based, results-driven, and job-embedded (NSDC, 2002)
Evaluation of professional development for changing teacher practice and student achievement (Guskey, 2000)
Inclusion of a variety of delivery systems (Easton, 2004)
Professional development should include opportunities for coaching and support when new knowledge and skills are being taught.
The goal of professional development is to improve student learning.
The focus for evaluating professional development should be on
Initial delivery, training, or learning experience.
Implementation support.
Transfer to practice.
Results for students. (Guskey, 2000)
Professional development delivery system examples: • action research • assessment • case studies • critical friends group • curriculum development • examining student work • journaling • immersion • lesson study • listening to students • mentoring • peer coaching • study groups • tuning protocols.

66. Professional Development Actions for Instructional Leaders
Expect—Inspect—Direct—Respect—Reflect
Identify teacher knowledge and skills required for effective curriculum development, instruction, assessment, and classroom management.
Engage teachers in self-assessment of their knowledge and skills, and determine areas of needed professional learning.

67. Professional Development Actions for Instructional Leaders (cont’d)
Ensure that school teams select professional development related to their school improvement goals. Provide differentiated professional learning for the teams.
Encourage teachers to be involved in evaluating the effect of professional development on student and teacher learning.

68. Professional Development Actions for Instructional Leaders (cont’d)
Lead or arrange professional development aligned with student and teacher learning needs.
Encourage teachers to select improvement goals and create a personal learning plan.
Conduct walk-throughs and formal observations to become aware of the application of targeted professional development knowledge and skills.

69. FOCUS ON SCHOOL IMPROVEMENT

70. School Improvement Reflections
Ways instructional leaders involve teachers in the school improvement process.
How your school monitors progress and celebrates accomplishment of improvement goals.
School improvement efforts that have been successful in your school and why.
Have participants think about these during the presentation, then reflect and discuss in small groups after you have presented this section.

71. School Improvement Challenges and Concerns
Instructional and teacher leaders often lack knowledge and skills for collecting, analyzing, interpreting, and using data.
Achievement data used are superficial and from one source.
Instructional and teacher leaders often lack knowledge of research and practices to reduce achievement gaps.
Instructional leaders need support with effective use of school improvement plans.

72. School Improvement Professional Literature Review
An effective school improvement planning process allows schools to develop a plan focused on opportunity and achievement equity.
The school improvement process should be data-driven and results-based.
The school must know how to respond to these questions: Why is performance the way it is? How do we improve student learning and performance?
The school improvement process includes the following actions:
Preparing the data or professional teams.
Collecting relevant data.
Analyzing and interpreting data.
Creating improvement goals and plans.
Acquiring new knowledge and skills.
Implementing the plan, monitoring progress, and making adjustments.
Evaluating progress and celebrating the accomplishment of goals.

73. School Improvement Actions for Instructional Leaders
Expect—Inspect—Direct—Respect—Reflect
Involve professional learning teams in the examination of standardized and classroom assessment data to determine the greatest areas of need.
Lead or arrange professional development activities for staff to learn about analyzing, interpreting, and using data and making the needed instructional changes.

74. School Improvement Actions for Instructional Leaders (cont’d)
Recognize incremental progress of the teachers who are trying new instructional practices that have been matched to student learning needs.
Conduct walk-throughs that focus on a school improvement initiative, and discuss feedback with teachers.

75. Instructional Leadership Action Planning
Identify two areas of concentration most important in your school this year.
Use the information in the e-book and slides to determine best practices you will implement.
Develop an action plan for moving forward.
Enlist a colleague to support you at scheduled intervals in monitoring and adjusting your action plan.

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