1. Copyright © Allyn & Bacon 2007 An Evidence-Based Approach to the Practice of Educational Leadership First Edition Ronald W. Rebore Angela L. E. Walmsley Saint Louis University This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or part, of any images; Any rental, lease, or lending of this program.

2. Copyright © Allyn & Bacon 2007 Chapter 7: Leading the Learning-Instructional Program

3. Copyright © Allyn & Bacon 2007 Instructional Objectives To learn how to create a culture of evidence in a school district that will enhance the curriculum and instruction within the district To provide information that can be used to engage stakeholders in discourse, which will strengthen the curriculum and instruction of a school. To understand the importance of collecting data to develop and show instructional evaluation of the curriculum

4. Copyright © Allyn & Bacon 2007 Instructional Objectives To understand how to develop a curriculum scope and sequence plan To understand how to disaggregate data and interpret the testing results To understand how to support effective classroom management and teacher evaluation To gain an understanding into all methods of student evaluation To understand the value of communication, and evaluation of curriculum and instructional changes within a school.

5. Copyright © Allyn & Bacon 2007 Introduction There is a growing demand for evidence and data collection. This demand must be incorporated into the roles of administration and teacher. These roles include: curriculum development, implementation of the curriculum, and analysis of curriculum data.

6. Copyright © Allyn & Bacon 2007 Introduction A curriculum plan must match the objectives of the curriculum and should be based on recommendations that can be altered. Administrators and teachers must use evidence to establish need for curriculum change.

7. Copyright © Allyn & Bacon 2007 Evidence in Decision Making Recent legislation indicates that educators must be held accountable for achievement in order to receive government support. Schools have traditionally not used data for the following reasons: 1.Culture of teaching does not focus on data 2.Limited time 3.Training to use intuition and best judgment rather than data in decision making 4.Lack of widely used data at any educational level 5.Perception that data places blame V. Bernhardt, Data Analysis for Comprehensive Schoolwide Improvement, 2 nd ed. (Larchmont, N.Y.: Eye on Education, 2004), pp. 6-7

8. Copyright © Allyn & Bacon 2007 Evidence in Decision Making Standardized test scores do not assess all learning accurately. District decisions and changes must be based on data that meets student needs and supports all student achievement. Other data can gauge school climate, formative academic assessments, quarter grades, attendance rates, suspension rates, etc. W. Togneri, “What Districts Can Do to Improve Instruction and Achievement in All Schools”, The State Education Standard (National Association of State Boards of Education, Summer, 2003, 11-15), p. 13

9. Copyright © Allyn & Bacon 2007 Curriculum Components Measuring Student Learning Important reasons for measuring student learning in an effort to increase achievement include: 1. assess overall achievement 2. diagnosis problems 3. guide curriculum development and revision

10. Copyright © Allyn & Bacon 2007 Curriculum Components 4. Improve instruction 5. Be accountable 6. Understand which curricular components are achieving desirable results and which are not 7. Establish whether goals are being met

11. Copyright © Allyn & Bacon 2007 Criteria for Selecting Content and Curriculum Alignment Criteria for Selecting Content and Curriculum Alignment Many school curricula are modeled after the state-advised curricula. These curricula include explanation of what topics and competencies should be taught, along with instructional suggestions for each subject in each grade.

12. Copyright © Allyn & Bacon 2007 Criteria for Selecting Content and Curriculum Alignment Professional teaching organization also provide national guidelines, which the state may choose to follow or adapt. A school’s curriculum must: include goals and objectives to be achieved, be based on set objectives by the state or district, and measure student growth toward meeting goals and objectives through reliable data.

13. Copyright © Allyn & Bacon 2007 Criteria for Selecting Content and Curriculum Alignment “Scope and sequence”: scope describes the depth and variety of the content and sequence describes the order in which material is taught to provide a continuous curriculum based on previous knowledge. An effective curriculum is: based on standards, coherent across grade levels, and provides expectations about what content is to be covered.

14. Copyright © Allyn & Bacon 2007 Tasks in Curriculum Development Planning Tasks 1.Decide for what courses and grade levels curriculum guides will be developed during this year and in subsequent years. 2.Determine what functions the guides will address. 3.Determine what resources will be needed to develop and implement the guides being developed.

15. Copyright © Allyn & Bacon 2007 Tasks in Curriculum Development 4. Identify steering committee and other necessary committees and find people to serve on them. 5. Determine tasks and deadlines needed to complete the guides. 6. Decide how to obtain input and reactions from the community. 7.Determine how the local guides will be implemented. 8. Determine when and by what procedures the guides will be revised.

16. Copyright © Allyn & Bacon 2007 Tasks in Curriculum Development Production Tasks 9. Conduct needs assessments to receive input on curriculum from teachers, students, parents, and other community members. 10. Examine and revise district mission and philosophy statements. 11. Draft rationales. 12. Draft goals for graduates. 13. Align goals for graduates with and in reference to the state standards.

17. Copyright © Allyn & Bacon 2007 Tasks in Curriculum Development 14. Make certain that rationale statements and goals for graduates are logically consistent. 15. Develop a K-12 scope and sequence. 16. Draft course descriptions. 17. Draft course objectives using state standards and curriculum frameworks as resources. 18. Align objectives with and cross-reference to the state standards.

18. Copyright © Allyn & Bacon 2007 Tasks in Curriculum Development 19. Draft sample assessment items and strategies that may be used to assess goals for graduates and course objectives. 20. Identify instructional resource materials for teaching the course objectives. 21. Make certain the rationale statements, goals for graduates, course sequences, course objectives, assessment strategies, and materials are consistent with one another and mutually supportive.

19. Copyright © Allyn & Bacon 2007 Tasks in Curriculum Development 22. Carry out strategies to help teachers implement guides effectively. 23. Use evaluation strategies and data to improve curriculum. Missouri Department of Elementary and Secondary Education, Developing Curriculum Guides Aligned to Missouri’s Show-Me Standards; Tips for Missouri Teachers & School Administrators, May 1997. Downloaded from the World Wide Web: January 7, 2005: http://dese.mo.gov/divimprove/curriculum/currhelp.htm#APPENDIX%20A.

20. Copyright © Allyn & Bacon 2007 Assessing the Curriculum Choosing a test that measures achievement aligned with curriculum provides useful evidence for planning and evaluating instruction. The content of the test must match the content of the curriculum. Formative assessments or portfolios may be necessary for adequate assessment.

21. Copyright © Allyn & Bacon 2007 Disaggregation of Data Disaggregation involved splitting of results into different groups to test if the groups performed differently or if test scores differ between groups. Common ways to disaggregate data: by gender, ethnicity, and socioeconomic status. Results are used to close the achievement gap.

22. Copyright © Allyn & Bacon 2007 Research-Based Curriculum and Instruction Two ways to demonstrate evidence of instructional effectiveness: 1.“published findings of research-based evidence in scholarly journals” 2.“proof of reason-based practice” that generalizes to an audience based on consensus in scholarly findings P. Stanovich and K. Stanovich, “Using Research and Reason in Education: How Teachers Can Use Scientifically Based Research to make Curricular & Educational Decisions,” ED-00C0-0093 by RMC Research Corporation, Portsmouth, N.H.

23. Copyright © Allyn & Bacon 2007 Research-Based Curriculum and Instruction There are three basic levels of curriculum- based research: 1.Needed: not always easy to achieve; idealistic 2.Desired: supported by state or district level developers; curriculum guides developed using frameworks from professional associations. 3.Prescribed: manufactured product placed in schools by publishers; easy to teach Hoyle, English, and Steffy, Skills for Successful 21 st Century School Leaders, p. 75.

24. Copyright © Allyn & Bacon 2007 Planned Educational Change To ensure success: 1.Find any weakness in student achievement 2.Acknowledge those weaknesses and take responsibility for them 3.Clearly explain to all stakeholders the problems 4.Insist all stakeholders be part of the solution Togneri, “What Districts Can Do to Improve Instruction and Achievement in All Schools,” p. 12.

25. Copyright © Allyn & Bacon 2007 Planned Educational Change When change or implementation of a curriculum occurs, there will be resistance Bringing stakeholders together during the creation of change will decrease resistance and increase chance of success. Documentation of curriculum assessment and change should be clear and up to date

26. Copyright © Allyn & Bacon 2007 Planned Educational Change An administrator must know if all appropriate teachers are following the curriculum. Teachers must be able to construct/follow the curriculum plan, develop individual lesson plans to meet the curriculum outline, and use assessment devices that evaluate what was outlined in the curriculum.

27. Copyright © Allyn & Bacon 2007 Planned Educational Change Curriculum leaders must provide support, resources, and time for teachers to implement the new curriculum and view results based on evidence. Curriculum evaluation should document student achievement, but also document teacher opinion about the curriculum.

28. Copyright © Allyn & Bacon 2007 Instructional Strategies Instructional assistance can be utilized through: instructional specialists, content specialists, mentor teachers, and curriculum coordinators. Schools must use available data to provide important aspects of in-services.

29. Copyright © Allyn & Bacon 2007 Instructional Strategies While curriculum guides offer a base model of what to teach, teachers must alter instruction to best fit the needs of the diverse learners in the classroom.

30. Copyright © Allyn & Bacon 2007 Instructional Strategies Promoting Classroom Management A positive classroom environment is necessary for curriculum to reach students. This is achieved through: classroom management techniques, discipline structure, and positive experiences for students.

31. Copyright © Allyn & Bacon 2007 Instructional Strategies Evaluation of Teacher Instruction Administrators should promote a variety of teaching styles in classrooms such as: cooperative learning, group work, independent study, and problem-based learning. It is necessary for administrators to prioritize the budget towards curriculum and instructional development.

32. Copyright © Allyn & Bacon 2007 Instructional Strategies Evaluation of Teacher Instruction A teacher must become a reflective practitioner. Self-evaluation is split between two ideas: 1.Professional responsibilities 2.Teaching methods

33. Copyright © Allyn & Bacon 2007 Instructional Strategies Evaluation of Teacher Instruction “Distributed leadership”: teachers evaluating each other with a systemic evaluation program, resulting in support from other colleagues. A reflective teacher alters the method of instruction to be more productive for positive change.

34. Copyright © Allyn & Bacon 2007 Instructional Strategies Evaluation of Teacher Instruction An administrator should accept teachers as professionals, experts, and reflective practitioners. Teacher effectiveness can be measured through: lesson plans, tests, classroom materials, samples of student work, and portfolios.

35. Copyright © Allyn & Bacon 2007 Instructional Strategies Evaluation of Student Achievement Higher-order thinking skills were not necessarily emphasized in testing and student achievement. Authentic assessment techniques along with formative test scores, achievement test scores, quarter grades, and final exams provide a better overall picture of student success.

36. Copyright © Allyn & Bacon 2007 Administrator’s Role Distributed leadership involves assigning leadership to work to other leaders in the school, such as assistant principals, mentor teachers, program coordinators, curriculum coordinators, and teacher consultants. E. Camburn, B. Rowan, and J. Taylor, “Distributed Leadership in Schools: The Case of Elementary Schools Adopting Comprehensive School Reform Models,” Educational Evaluation and Policy Analysis, 25, No. 4, Winter 2003, 347-373, p. 350.

37. Copyright © Allyn & Bacon 2007 Administrator’s Role One of these people should have the primary role of explaining to faculty how to analyze student work and data. The practice of reflecting about instruction tends to be the most powerful in supporting improved practice. Principals should also motivate teachers to reflect on their own practices to improve school learning and achievement.

38. Copyright © Allyn & Bacon 2007 Administrator’s Role An administrator's personal assessment of instructional leadership can be done by analyzing the following questions or issues: Did the administrator begin with an analysis of student work or achievement tests to see where instructional methods may need to be changed? Did he or she set a plan for instructional improvement including goals, expectations, and a timeline?

39. Copyright © Allyn & Bacon 2007 Administrator’s Role Did this plan include an appropriate means to analyze data about how instruction has changed? Did the administrator or instructional leader help model instruction for teachers? Did the administrator voice concerns and plans to improve instructional strategies in the school? Did he or she evaluate any concerns the teacher may have?

40. Copyright © Allyn & Bacon 2007 Administrator’s Role Did the administrator explain or discuss data or student results with teachers to show how to evaluate improved instruction? In the past academic year, how much time did the administrator devote to personally providing direction or development for the teachers regarding instruction?

41. Copyright © Allyn & Bacon 2007 Administrator’s Role In the past year, how much of the administrator's work was devoted to promoting curriculum coordination across grade levels and appropriate assessments for the established curriculum? How often has the administrator observed a teacher trying a new instructional method or monitored classroom practices to gain an overall picture of school learning? Ibid, p. 368.

42. Copyright © Allyn & Bacon 2007 Evaluation Cycle In an evaluation cycle, goals and objectives are established, a curriculum is established and taught, data about student success are collected, analysis of the performance is completed, and new goals and objectives are set.

43. Copyright © Allyn & Bacon 2007 Evaluation Cycle Figure 7.1 Development of Teaching of Curricular PlanCurriculum Evaluation of Curriculum

44. Copyright © Allyn & Bacon 2007 Communication Various stakeholders should be involved in development of the curriculum outline and choosing the necessary textbooks. Technology can also aid in communication of curriculum and assessment first at the school level. Teachers should have easy access to curriculum frameworks, and they can gain many instructional support materials.

45. Copyright © Allyn & Bacon 2007 Communication There are a variety of ways to report data results, such as at a public school board meeting, in a newsletter to parents, at a faculty meeting, or on the school’s website. When reporting data, assume the audience does not have a working knowledge of statistics. Always try to provide data in context, and on forms easy to interpret. Avoid blaming, and try to provide analysis of why results may be what they are.

46. Copyright © Allyn & Bacon 2007 Discussion Questions and Statements 1. Explain the concept of “distributed leadership” and how this can be used by an administrator in curriculum development and instructional evaluation. 2. Describe why some teachers may be resistant to curricular or instructional change. 3. When developing a curriculum, what components should be part of the plan? 4. Provide some examples of traditional assessments and authentic assessments, and how they can be aligned to a curriculum.

47. Copyright © Allyn & Bacon 2007 Discussion Questions and Statements 5. What is the purpose of disaggregating data? 6. Explain what scope and sequence mean related to curriculum design. 7. What evidence should an administrator use when beginning a curriculum design? 8. What issues can an administrator evaluate in order to see how effective his or her particular instructional leadership is?