1. ISLLC Standard #6 ISLLC Standard #6 Supporting Education Reform Name Workshop Facilitator

2. Welcome  Name of Superintendent  Welcome  Why Important © AZ Board of Regents, All rights reserved, 2012.

3. Overview & Introductions  Name of Facilitator  Introductions  Overview / Agenda  Guiding Questions  Targeted Objectives  ISLLC Standards © AZ Board of Regents, 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. 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

6. 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 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

7. Application Focus

8. In the column labeled “Current Reality” –Rate yourself on a scale of 1-5  5 = Highly effective  3 = Satisfactorily Effective  1 = Ineffective –Describe the evidence that supports your application of this concept At the conclusion of this module you will identify key concepts and plan your application focus

9. Creating Enabling Conditions for Education Reform Segment Guiding Questions  What are barriers to reforms?  How can instructional leaders creating enabling conditions for reform?

10. Anticipatory Set  Think of a time when you were supported in a project and how that felt.  Do a 1 minute quick write to jot down your recollections.  Then contrast that with a time you did not feel supported on a project and how it felt.  Take a minute to reflect and write down your ideas.  What will you do to ensure that the same thing doesn’t happen on your watch? –Share this information with your shoulder partner.

11. What are barriers to reform?  Individually, create a list of barriers to reform.  With your shoulder partner, choose the top two barriers.  At your table top, reach consensus on the top barrier.

12. Task: Video clip  Leadership in Education: Michael Fullan Change  http://www.youtube.com/watch?v=ZgUjrzd2SBI& feature=youtube_gdata_player http://www.youtube.com/watch?v=ZgUjrzd2SBI& feature=youtube_gdata_player

13. Reflection on Video  As a table group compare YOUR one barrier (identified earlier) to Fullan key point(s)  Do you agree or disagree with Fullan  WHY?  Sharing

14. TASK: Read and Reflect  Read the article, The Three Stories of Education Reform, by Michael Fullan  Highlight anything that identifies an enabling condition per each category  Inside  Inside-Out  Outside-In  As a table group  create a list of enabling conditions for education reform.

16. Systems Thinking & Leverage Point Handout: Systems Thinking Example  Using your brainstormed list, create a mind map that organizing the key ideas into 6-8 categories  components of a system  Which category may enable leaders to have the most significant impact?  Called the leverage point

17. Task: Applying Enabling Conditions  Choose an education reform in which you are currently involved.  Work as an individual (or school leadership team) to create a mind map for YOUR reform effort and answer the following:  What barriers are impacting your implementation?  Which enabling conditions from the article and/or brainstorming could influence those barriers? –Which already exist in your school? –Which are missing from your school?  What do you need to do next to create the missing enabling conditions?

18. Application Focus

19.  Consider the guiding question, and think about connects between the ISSLC Standard and workshop’s key concepts  Use column labeled “Strategies/Ideas”  List at least THREE strategies per box  Pair Share ONE strategy you learned today and how you plan to use it at your school. 19

20. Workshop Closure  Review the following…  Targeted Objective –Participants will determine actions necessary to remove barriers and to create enabling conditions for an education reform.  ISLLC Standard 6: –Engages in policy to improve education. –Contributing to the educational policy environment in your local district and community

21. Workshop Closure  Next Steps  What additional data do you need?  Who will you involve in process?  What resources do you need?  Application Focus  Do what?  By when?

22. Workshop Closure  Please complete “Participant Feedback” form  Grant research  Improve future workshops