Presentation on theme: "Knowledgeable and Skillful Leadership"— Presentation transcript:
1Knowledgeable and Skillful Leadership “Only the organizations thathave a passion for learningwill have an enduring influence.”(Covey, 1996)Reading First Superintendents’ SummitOctober 2005Ronni EphraimChief Instructional OfficerLos Angeles Unified School District
2Assumptions What we do has significant impact on students The professional practice of educators and the culture they create in their schools has a significant impact on studentsDeveloping the leadership and learning capacity of teachers, school-based administrators, and district leadership is the best strategy for sustained instructional improvement
3The Power of Collaborative Leadership The most promising strategy for sustained, school improvement is building the capacity of the school personnel to function collaboratively. But collaboration alone will not guarantee school improvement.
4Loose/Tight Leadership Effective leaders don’t simply encourage schools to go off and do whatever they want, but rather establish clear parameters and priorities that enable schools to work within established boundaries.Richard DuFour
5LAUSD Theory of Change Key Elements Standards-based CurriculumHighly Skilled InstructionCollaborative LeadershipProfessional Development/CoachingPeriodic Assessment/Use of DataPersonalization
6Elements Are In Place The research clearly shows that we have put all of the elements of a successful reading initiative in place.So…..What is missing?Why, after 5 years, are less than 50%of our students speaking, reading, and writing on grade level?
7AssumptionsYou cannot lead or teach what you don’t knowYou will not lead or teach what you do not understandYou cannot inspire that in which you do not believe
8Professional Development Leaders will not provide professional development and HOPE that teachers will implement new learningsLeaders will plan and provide professional development and EXPECT reflection and action that leads the school (every classroom, every grade) towards its goalsMove from study to expected action
9Professional Development Intended CurriculumRefined Teaching and PDImplemented CurriculumLearned Curriculum
10We Need to Decide… What do students need to learn? What procedures do we need to put in place at our school to be sure EVERY teacher is knowledgeable about what they need to ensure students know?How will we provide teachers time to build shared knowledge about the “intended” curriculum and reflect on the results of their teaching?
11Intended Curriculum Role of Coaches Must be expected to coachMust be given time to lead lesson studyMust have the principal’s support to focus on their coaching dutiesMust be held co-accountable for student learning
12Intended CurriculumMust get past the “right” way to do things and talk about “better” ways of teachingMust deeply understand the core purpose of the lessons and what we want students to know at the end of a lesson, series of lessons, or unitNeed to read the research and provide opportunity for discussion and reflection
13The Implemented Curriculum The Leader’s Role The best designed curriculum has no impact unless it is taught (intended vs. implemented) wellThe likelihood of implementation increases if teachers feel ownership of the curriculumOwnership is directly related to beliefs, competence and engagement, and time
14The Implemented Curriculum - Time We need to ask how time in the classroom is being usedLAUSD Reading First evaluation report is clear on our misuse of timeWhen, after 5 years, our teachers are still spending half an hour on calendar, it is our fault for not teaching them why this is not a good use of time
15Learned Curriculum Using the Data The data informs us about the gap between the intended curriculum and the implemented curriculumWhen:A few students do not do well – focus on intervention for the studentsWhen large groups of students do not do well – focus on professional development for administrators, teachers, and coaches
16Learned Curriculum If we believe all kids can learn: What is it we expect them to learn?How will we know when they have learned it?How will we respond when they don’t?Addressing these questions will help us address the preparation and achievement gaps!
17Learned CurriculumCan we agree on the criteria by which we will judge the quality of our students’ work?Can we agree that assessment data tells us about our teaching?Can we agree that assessment data tells leaders about their leading and what next steps must be?
18The Refined Curriculum Create systems to provide teachers with time to reflect on their practice and learn from one anotherCreate systems to provide teachers with time to work with their coachEnsure that the coach’s time is protected for this purpose
19The Refined Curriculum Stop leaving it up to each teacher to decide how to respond when students don’t learnIn most schools we are very loose on this! The harsh reality is that most students play LOTTO….What they learn is a function of who they have as a teacher and the actions of the principalNo urban school district has ever changed teaching. We tend to add new initiatives to “fix the system.”
20Three Focus QuestionsIf you are the student, what message does the school seem to be sending you?What is the response of the school when it becomes apparent that students are not learning to read on grade level?Given the practices and procedures of this school, what conclusions can you draw regarding its assumptions about the purpose of the school?
21A Systematic Response to Students Who Are Not Learning At 3 weeks……At 6 weeks……At 12 weeks……At 18 weeks……The difference betweenintervention and remediationis that intervention istimely and purposeful!What is your school plan for students who are not learning?
22Leaders Ensure Time to Work Together We can achieve our fundamental purpose of high levels of learning for ALL students only if we work together. We must cultivate an accountable, collaborative culture through the development of high performing teams.Leaders guide the school to agree on purpose!
23Keys to Effective Teams Collaboration embedded in routine practicesTime for collaboration built into the school dayTeams focus on key questionsProducts of collaboration made explicitTeam norms guide collaborationTeams pursue specific and measurable performance goalsTeams have access to relevant information
24Shifting from Developing Individuals to Developing Collective Capacity We cannot supervise teachers to excellence.We must create the supportive conditions for teachers to develop excellence!
25Contrasting Approaches to Professional Development Incentives for Incentives forindividuals to attend pursuing learninga wide variety of directly linked tocourses and/or school and districtworkshops goalsIndividuals select from Collaborative learningpotpourri of offeringsExternal focus Internal focus – job embedded
26Renewal Strategy Needed We assess our individual and collective effectiveness in helping ALL students learn at high levels on the basis of results rather than activityShift from being “in a hurry” to “creating a sense of urgency” about learning to read
27The “BIG IDEAS” that Must Drive School Leaders We accept learning as the fundamental purpose of our school and therefore are willing to examine ALL practices in light of their impact on learning.We are committed to working together to achieve our collective purpose. We cultivate a collaborative culture through a belief in shared leadership.We assess our effectiveness on the basis of evidence and results rather than intentions. Individuals, teams, and schools seek relevant data and information and use that information to promote improvement.
28Checking Our Own Reality CST ResultsLanguage Arts
29Why Reading First? What is it WE hope to do for children? How can we INSPIRE discussions about:The research?The tools we have in place, how hard they are to use, how inconsistently we are using them, and how far we have to go in our own learning and actions to be accountable to our students?How can we ensure coaches are doing theirintended work and doing it well?How can we be sure coaches are doing workWITH teachers and not FOR teachers?
30Hand in Hand, We All Learn “Ultimately there are two kinds of schools: learning enriched schools and learning impoverished schools.I have yet to see a school where the learning curves…of the adults were steep upward and those of the students were not.Teachers, administrators, and students gohand and hand as learners…or they don’t go at all.”Roland Barth