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Instructional Leadership Planning an Accountability System Name Workshop Facilitator.

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Presentation on theme: "Instructional Leadership Planning an Accountability System Name Workshop Facilitator."— Presentation transcript:

1 Instructional Leadership Planning an Accountability System Name Workshop Facilitator

2 Welcome Name of Superintendent –Welcome –Why Important © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

3 Overview & Introductions Name of Facilitator –Introductions –Overview / Agenda –Guiding Questions –Targeted Objectives –ISLLC Standards © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

4 Proposed Norms & Expectations Stay focused and fully engaged –no competing conversations please Participate to grow –share openly and monitor your listening Be a learner –create your own meaning and application Get your needs met –ask questions that benefit the group –personal questions on breaks Housekeeping –silence cell phones –handle business later – share ONE point …then next person

5 ISLLC Standards A principal may choose to implement specific strategies to meet the ISLLC Standards and/or improve his/her performance relevant to the ISLLC Standards. The standards are: 1.Facilitating the development, articulation, implementation, and stewardship of a vision of learning 2.Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth Element C - Accountability 3.Ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment 4.Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources 5.Acting with integrity, fairness, and in an ethical manner 6.Understanding, responding to, and influencing the political, social, economic, legal, and cultural context

6 Leadership Model A Systems Thinking Approach: ISLLC Standards and improvement strategies are managed through Key Processes Student Achievement Teacher Quality Instructional Leadership ImplementingMonitoring Supporting CommunicatingAdvocatingPlanning

7 Working Definition for Performance Accountability Leader holds self and others responsible for realizing high standards of performance for student academic and social learning. There is individual and collective responsibility among the faculty and students. ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

8 Research-based Critical Behaviors Develops a plan to hold teachers and self accountable for student academic and social learning Develops a plan for individual and collective accountability among faculty for student learning Develops a plan emphasizing accountability to stakeholders for student academic and social learning Develops a plan to hold students accountable for their academic and social learning ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

9 Action Plan: How do You View Your Performance Accountability Work? Review & make notes regarding… Performance Accountability –Definition of core component (top) –Definition of key process (left-top) –Research-Based Critical Behaviors Rate self –5 = highly effective –3 = effective –1 = ineffective List evidence to support rating ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

10 Planning an Accountability System Segment Guiding Questions  Why is it important to understand accountability planning?  How does a leader apply critical components to the School Improvement Plan which focus on the accountability plan? ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

11 McREL Research Schools Do Make a Difference An analysis of research conducted over a 35 year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds. Robert Marzano, What Works in Schools, 2003 ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

12 MCREL RESEARCH SCHOOL LEADERSHIP RESPONSIBILITIES Monitor and Evaluate is one of 21 leadership behaviors that has a statistically positive impact on student learning. Monitor and Evaluate is 1 of two behaviors that has a positive impact with both first order and second order changes. Robert Marzano, What Works in Schools, 2003 ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

13 McREL Research Instructional leaders must collect and analyze data relevant to the following: –Assess student results (effectiveness) Attend to benchmarks and other leading indicators –Assess the teachers’ implementation of research-based best practices Attend to agreed-upon strategies per goal –Check the impact on the implementers Attend to personal transitions ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

14 Performance Accountability Hattie (1992) – Review of almost 8000 studies –Concluded that “the most powerful single modification that enhances achievement is feedback.” –Creating a system that provides “feedback” is at the core of Monitor and Evaluate Performance Accountability = Feedback to School, Individuals & Community to impact student achievement ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

15 Reflecting on Expectations Describe your expectations for… –continuous improvement –implementation of your school plan –accountability for meeting expectations What student results are expected? –How do you know expectations are met? What teacher performance is expected? –How do you know expectations are met?

16 Consider the following… If we were to visit your school, how would we know you as the instructional leader have… –A continuous school improvement plan in place? –An accountability plan in place? If we asked your teachers and other stakeholders, could they articulate the school’s accountability plan? Pair share

17 Important Alignment COMMON FOCUS 17 District Goals School Goals Learning Team Goals (Grade or Department) Individual Teacher How can you improve alignment?

18 Examining Alignment (1 st Perspective) FIRST: Select ONE Goal from your school plan (that is also in your District Title 1 Plan) Discuss & make notes about –ONE Goal (single priority) –Strategies (research-based approach) –Action Steps (steps for implementation) –Measures (accountability) This defines your work, so be sure everyone agrees on these items ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

19 Is the goal written in SMART format?

20 Was Goal based on Trend v Goal Line? Trend-Line –Graph “percentage passing” the past 3 years and extrapolate line to 5 yrs in the future Goal-Line: –Draw a line from latest score 100% (5 yrs in future) Minimum reasonable Goal –Minimum goal must close the gap –Minimum goal must be “above trend line”

21 Was the goal based on needs assessment?

22 Are needs assessment based on multiple data sources? Outcome (student results & work samples) Demographic (Ethnicity, Gender, etc) Program (schedule, system, etc) Perception (beliefs, attitude, etc)

23 Is data collected? Is there a data collection system? (Sample #1 Tracking Form)

24 Another Data Perspective (Sample #2 Tracking Form)

25 Improving Accountability For your selected goal consider… –What would provide evidence of impact? Student achievement data? Student work samples? For significant agreed-upon strategies… –What would provide evidence of implementation? Quality, Fidelity, Intensity, & Consistency? Impact on implementers (concerns, use, etc) Inventory YOUR accessible data 25

26 Improving Accountability Develop a plan for data collection –What Data? –Who collects? –What display format? –When available? Develop a plan for the initial data analysis –(Someone should be responsible for organizing the data so the teachers can interpret the data)

27 Improving Accountability As school leadership team (or table group), collaboratively brainstorm ways to improve … Your summary of data needed/wanted Your inventory of accessible data Your plan for data collection & initial analysis You accountability plan –Including data-based follow-up conversations –Make a list –Check the 2-5 most significant Remember, too many items = lost focus –Update YOUR continuous improvement plan

28 Stretch Break …

29 Systems Thinking in School Improvement Segment Guiding Questions How can you use a Systems Thinking Approach as a framework for continuous improvement planning? How can you use a Systems Thinking Approach as a framework for planning accountability? How does the Systems Thinking Approach help your school improve teacher performance & student achievement?

30 In High Performing Schools Strategic ThinkingExecution What is our vision? What goals, strategies, action steps will move us toward that vision? What is the current reality? What are the gaps, causes of the gaps, & leverage point to close the gap? What PD is needed? How do we monitor? How will we communicate the vision & goals (target)? How will we implement the strategies & action steps? How will we monitor… –Implementation? –Effectiveness? How will data drive… –Student intervention? –Teacher training? –Resource allocation?

31 There is focus on improving the system structures & processes rather than focusing on improving the people There is an intentional plan for Leading Change to ensure all levels within the organization are aligned for improvement In High Performing Schools

32 Leadership is committed to “monitoring” data relevant to the continuous improvement plan Implementation: Quality Fidelity Intensity Consistency These components are aligned & work together! Perspective: Classroom level Learning team School-wide District-wide Effectiveness: Student results Student work Teacher Results TAP-SKR connections

33 Are Your efforts aligned? (A systems thinking approach focuses on aligning components & strategies to positively impact results) Not aligned / IneffectiveAligned / Effective

34 Systems Thinking Approach: Aligned Vision, Mission, & Goals, Standards/Curriculum, Standards/Instruction, PD, Assessment, Culture, Resource, & Accountability Process:  Teachers teach standards during a consistent timeframe (month)  Teachers use standardized core materials and resources  Discussions of curriculum topics occur during common planning time as well as personal preparation for instruction  Use of standardized assessments across grade levels and district Outcomes  Students receive the same amount of quality instruction on standardized topics during the same unit  Students receive quality instruction from the same resources across schools  Teachers receive support from colleagues and help with solving issues with struggling students  Data can be examined individually, across classrooms and schools to make decisions Why is this scenario likely to be more impactful?

35 Read & Reflect Reading: Effective Schools - Learning for All Handout: Reflection on Big Ideas Individually read the article –Highlight key point –Select one statement that stands-out –Complete the Reflection on Big Ideas Be prepared to share ONE item in each row Consider … How does this align with YOUR mental model of long-range school improvement? How does this connect to Systems Thinking

36 Sharing Discuss “Effective Schools Learning for All” –In round-robin format –One row at a time …no repeats! ONE big idea ONE text to self (your beliefs) ONE text to text (other reading) ONE text to job (connect big ideas to my role) How does this article (or these ideas) connect with Systems Thinking?

37 What Components Impact School Improvement in a System Handout: CIP Arizona Standards (Summary) In table groups examine … –Systems Thinking Model –Effective Schools: Learning for All –The CIP Arizona Components (Summary) Connect the first items to the last –Where are the similarities (alignment)? –What stands-out as significantly different?

38 Handout: Arizona CIP Standards (worksheet) Consider the following Standards / Components: Effective Leadership Accountability Rigorous Curriculum Quality Instruction Interventions Data, Assessment, & Evaluation School Culture & Continuous Improvement Professional Development Needs Examining Alignment ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

39 Effective Leadership – Focuses on State & Federal Accountability – Roles for Teacher leadership are articulated – Leadership Team allocates time to observe classroom instruction, review student work, and study student results – Allocates time for teacher collaboration – Ensures systems are aligned with priorities – L5 Implements a system of academic accountability for every student’s success (focus on student results) What data will be collected to provide evidence that this part of the plan is implemented & effective? Examining Alignment ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

40 Rigorous Curriculum – Implements Arizona Standards (CCSS & AS) How do you know students are provided learning opportunities to learn the RIGHT stuff? – Systematically monitors to ensure alignment of Written, Taught, & Tested Curriculum How do you know these are aligned? How do you know teachers are teaching standards? How do you know they are at the appropriate cognitive level ? – CI 1 Implements an LEA-wide comprehensive [and rigorous] curriculum aligned to college and career ready standards. What data will be collected to provide evidence that this part of the plan is implemented & effective? Examining Alignment ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

41 Quality Instruction – Focuses on research-based best practices How do you know teachers are using appro. strategies? How do you know teachers have the appro. resources (including technology)? – Student work and student results are used to adjust learning How do you know data/evidence is used to adjust instruction? How do you know teachers are scaffolding, providing differentiation, and collaborative interventions? – CI 4 Provides job-embedded professional development What data will be collected to provide evidence that this part of the plan is implemented & effective? Examining Alignment ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

42 Interventions + Data, Assessment, & Evaluation o How do you know classroom assessment align with Standards? o Includes multiple data sets (AIMS, benchmark, & classroom) o Includes summative & formative assessments o Includes analysis of student work and student results o How are results used to identify gaps in the curriculum, instructional effectiveness, and/or student readiness? o SSIS 2 Provides timely and accurate data to determine interventions at the school and individual level. o D3 Coordinates a process to collect, share, analyze, and use data for continuous improvement at all levels. Examining Alignment ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved. Outcome Demographic Program Perception

43 School Culture & Continuous Improvement o Shared vision, mission, & goals o High expectations/achievement is valued & celebrated o Teachers accept responsibility of student results o Positive relationships exist between staff & students o School staff functions an effective team o Change is accepted (even embraced) o IMP1 Commits to a culture continuous improvement. o What data will be collected to provide evidence that this part of the plan is implemented & effective? Examining Alignment ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

44 Professional Development – Faculty mtg & Learning Team mtg discuss ways to improve alignment, rigor, and instruction – Job embedded professional development to support teachers How do you know professional development is integrated into classroom teaching? How do you know Learning Teams (grades or departments) and teachers are getting the support they need to improve alignment, rigor, & instruction – Focused on student results (used to plan PD) What data will be collected to provide evidence that this part of the plan is implemented & effective? Examining Alignment ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

45 Implements a system of academic accountability for every student’s success (focus on student results) Data Driven Decision Making is applied Data is used to evaluate… – Curriculum alignment & rigor? – Instruction effectiveness? (teacher performance) – Student readiness ? (student results) Data is used to monitor and evaluate programs too How do you know the performance accountability system at your school impacts student learning? Back to Leadership & Accountability ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

46 Data collection relevant to… –Impact on the implementers? (stages or levels) –Implementation fidelity? (doing the “right thing”) –Teacher performance (quality of “doing”)? “People Perspective” –What are THEIR mental models? –Who are the key players (formal & informal)? –Who can influence others to “get on board” “Change Leadership” –Creating demand (buy-in) –Managing personal transitions Other Considerations ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

47 Stretch Break …

48 Drivers and Barriers The leadership team may be committed to improvement and you may be working toward alignment of components …BUT… What drivers exist? –Structures, processes, resources, and people already in place that are pushing the system and/or components toward the desired outcomes What barriers exist? –Structures, processes, resources, and people already in place that are preventing (or blocking) the system and/or components from moving toward the desired outcomes

49 Identifying Drivers Working in groups – Focus on improving the implementation of strategies – Brainstorm existing components (things & people) that are pushing the system toward the desired outcomes Use past lists/discussions ONE item per post-it note Organize post-it notes by category – Identify 2-4 most significant (or 1-2 by category) – Discuss how you can maximize the impact of these drivers to improve the implementation of school improvement strategies

50 Identifying Barriers Continue Working in groups – Brainstorm existing components (things & people) that are interfering with the system & preventing desired outcome Use past lists/discussions ONE item per post-it note Organize post-it notes by category – Identify 2-4 most significant (or 1-2 by category) – Discuss how you can CHANGE their mental model or MINIMIZE the impact of these barriers to improve the implementation of school improvement strategies

51 Improving Accountability As a school leadership team (or table group), collaboratively brainstorm ways to improve … Your summary of data needed/wanted Your inventory of accessible data Your plan for data collection & initial analysis You accountability plan –Including data-based follow-up conversations Make a long list of ideas (per area) –Then check the 2-5 most significant per area Remember, too many items = lost focus

52 Improving Accountability Identify ONE area of reinforcement –good, but let’s get better Identify 1-3 areas for refinement –Not good enough & priority for improvement What is the accountability plan? How will your school Leadership Team communicate this accountability plan to teachers, students, and parents?

53 Closure for this Segment Consider the guiding question: –How can you use a systems thinking approach as a framework for planning accountability? Action Plan column labeled “Strategies/Ideas” –Connect today’s discussions with the “Research-Based Critical Behaviors.” –List at least THREE things per box ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

54 Workshop Closure Review the following –Targeted Objectives –Research-Based Critical Behaviors Next Steps –What additional data do you need? –Who will you involve in process? –What resources do you need? Action Plan –Do what? –By when?

55 Workshop Closure In table groups (in a round robin format) –Share one new learning and describe how you will apply it in your job –NO REPEATS!

56 Workshop Closure Please complete “Participant Feedback” THANK YOU!


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