1. Instructional Leadership: Implementing Conditions for Success

2. Welcome & Introductions © AZ Board of Regents, All rights reserved, 2011. Name of Superintendent Welcome & Why important Name of Facilitator Agenda / Overview Enduring Understandings Guiding Questions Targeted Objectives Introductions

3. Intended Outcomes Participants will… Define high Standards for Student Learning in your school. Connect knowledge of strategies for Implementing for High Standards for Student Learning within the vision & mission and existing plan of the school and district. Refine & Align new/increased knowledge of Implementing for High Standards for Student Learning to include a clear plan for alignment and supporting educators to meet the targets. Apply knowledge for Implementing for High Standards for Student Learning that includes clearly defined action steps as well as data checks to meet this goal. © AZ Board of Regents, All rights reserved, 2011.

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. Student Achievement Teacher Quality Instructional Leadership ImplementingMonitoring Supporting CommunicatingAdvocatingPlanning © AZ Board of Regents, All rights reserved, 2011. Instructional Leadership Model Components are managed through Key Processes

6. High Standards for Student Learning There are individual, team and school goals for rigorous student academic and social learning. © AZ Board of Regents, All rights reserved, 2011.

7. Research-based Critical Behaviors How do instructional leaders create buy-in among faculty for actions required to promote high standards of learning? How do instructional leaders create expectations that faculty maintain high standards for student learning? How do instructional leaders coordinate tasks and resources to meet high standards for student learning? How do instructional leaders recruit highly qualified faculty to meet performance goals for both academic and social learning? © AZ Board of Regents, All rights reserved, 2011.

8. Action Plan Review & make notes regarding… –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, All rights reserved, 2011.

9. Conditions for Success Segment Guiding Questions How do instructional leaders create conditions for high standards of learning so all students succeed? How do instructional leaders use evidence to determine if curriculum and instructional alignment is improving student learning as measured against the high standard? © AZ Board of Regents, All rights reserved, 2011.

10. “Effective principals demand content and instruction that ensure student achievement of agreed- upon academic standards.” Leading Learning Communities NAESP Standards for What Principals Should Know and Be Able To Do © AZ Board of Regents, All rights reserved, 2011.

11. You can’t make everyone an Olympic class high jumper by simply raising the bar. You have to create conditions under which the capacity to jump higher can develop. © AZ Board of Regents, All rights reserved, 2011.

12. Commitment of Implementing High Standards What is your evidence for implementing high standards? Curriculum Alignment –Intended Curriculum –Tested Curriculum –Taught Curriculum –Learned Curriculum Other Considerations –Research-based instructional practice –Quality Classroom / Common Assessments –Aligned Resources –Database of student results (audit student growth) What data is used to determine what adjustments or improvements are needed? © AZ Board of Regents, All rights reserved, 2011.

13. While pressure is necessary, we have to support people by providing the time and necessary human and material resources to get better. But the work has to be close to the kids and the real problems that teachers describe. That's what we haven’t done. We do millions of things that stop short of helping the teacher in his or her classroom. When teachers learn more, students will do better. There is no short cut here. Ann Lieberman, In Real-life view: An interview with Ann Lieberman by Dennis Sparks © AZ Board of Regents, All rights reserved, 2011.

14. Focus on Implementing… Consider the focus on professional development & support for change. Read the article: –The Best Staff Development is in the Workplace, Not in a Workshop by DuFour –Complete the graphic organizer… Reflection on BIG IDEAS? Share out ideas –http://www.learningforward.org/news/jsd/dufour2 52.cfm © AZ Board of Regents, All rights reserved, 2011.

15. Reflect on BIG IDEAS

16. Connecting dots … It's a big mistake to think that teaching is what we do every day and professional development is an occasional seminar or workshop or institute. No! The job is professional development and professional development is the job. When we learn that – really learn it – we’ll be on our way. -Anthony Alvarado, Former Chief Education Officer for San Diego Unified School District and New York City School District #2 © AZ Board of Regents, All rights reserved, 2011.

17. Connecting dots … “Successful implementation is synonymous with coordinated change of system, structure, program, culture, and personal practice …such coordination rarely exists” Dean Fixsen, Ph.D. © AZ Board of Regents, All rights reserved, 2011.

18. Connecting dots … The essence of implementation is behavior change. © AZ Board of Regents, All rights reserved, 2011.

19. Connecting dots… How do you ensure conditions for success? –Change adult professional behavior knowledge and skills of practitioners and other key staff members within the school or district –Change organizational structures, both formal and informal policies, procedures, & decision making that routinely bring about and support the changes in adult professional behavior. –Change school culture, both formal and informal values, philosophies, & ethics that routinely bring about and support the changes in adult professional behavior Discuss with a partner –What evidence would indicate conditions for success exist? © AZ Board of Regents, All rights reserved, 2011.

20. Summary Handout: Examining Conditions for Success Worksheet Implementation conditions for success is not an event. It is a mission-oriented process requiring leadership! Discuss with a partner… –Which conditions are lacking in your school? Which ONE is the most significant need? –What strategies will YOU apply to create conditions for success? © AZ Board of Regents, All rights reserved, 2011.

21. Closure for this Segment Consider the Guiding Question Use column labeled “Strategies/Ideas” –Connect today’s discussions with the “Research-Based Critical Behaviors.” –List at least THREE things per box Pair Share ONE strategy you learned today and how you plan to use it at your school. © AZ Board of Regents, All rights reserved, 2011.

22. Conclusion and Development of an Action Plan Review the following… –Targeted Objectives –Research-Based Critical Behaviors Next Steps –What additional data do you need? –Who will you involve in the process? –What resources do you need? Action Plan –Do what? –By when? © AZ Board of Regents, All rights reserved, 2011.

23. 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! © AZ Board of Regents, All rights reserved, 2011.

24. Workshop Closure Please complete “Participant Feedback” form –Grant research –Improve future workshops © AZ Board of Regents, All rights reserved, 2011.