Module II Creating Capacity for Learning and Equity in Schools: The Mode of Instructional Leadership Dr. Mary A. Hooper Creating Capacity for Learning and Equity by Mary A. Hooper and Victoria L. Bernhardt, © Copyright Taylor & Francis 2016

Instructional Leadership is the intentional effort of leaders to guide, direct, and support teachers as they seek to improve their instructional practices. Hooper and Bernhardt, 2016 p. 11 Creating Capacity for Learning and Equity by Mary A. Hooper and Victoria L. Bernhardt, © Copyright Taylor & Francis 2016

Instructional Leadership Commitment 1 Ensures a Quality Learning System The leader ensures the pervasive and consistent implementation of a quality learning system by monitoring and supporting the coherent utilization of research-based instructional strategies aligned to explicit and rigorous curriculum standards and measured by appropriate informal and formal assessments. Creating Capacity for Learning and Equity by Mary A. Hooper and Victoria L. Bernhardt, © Copyright Taylor & Francis 2016

Instructional Leadership Commitment 2 Cultivates a High-Performing Faculty The leader ensures that all faculty and staff support student learning, equity, and engagement at high levels through effective hiring, appropriate feedback, and ethical evaluations. Creating Capacity for Learning and Equity by Mary A. Hooper and Victoria L. Bernhardt, © Copyright Taylor & Francis 2016

Conceptualizing Effective Assessments Purpose: Time required: 35 minutes (excluding pre-work tasks) (Individuals review assigned resource and complete FINAL WORD protocol prior to start of this session)review assignedFINAL WORD Form groups of six with two people representing each article. Review key points from each article through the the Final Word protocol. Develop a list of “Points to Ponder” about the components of an effective assessment system AND the role leaders play in ensuring a shared vision for quality assessment. Create a poster to illustrate your points. EACH member of the team should be prepared to share. Creating Capacity for Learning and Equity by Mary A. Hooper and Victoria L. Bernhardt, © Copyright Taylor & Francis 2016

Final Word Protocol Purpose:Expand the interpretation of one or more texts by examining MULTIPLE interpretations, viewpoints, and voices. Time required: One 25–30 minute session (Participants complete reading task and highlight three most significant sentences prior to this meeting) Form groups of three learners who were assigned the SAME article. 1.Presentation # 1 (3 minutes): Share ONE selected sentences and EXPLAIN significance. Share additional sentences as time allows. Others listen without any interaction. 2.Reflecting (Round Robin, 4 minutes): Each listener has ONE uninterrupted minute to share a reflection related to what was shared. Reflecting is about digging into the presenter’s perspective NOT adding your perspective. “It sounds like ____ is important to you. What have you experienced related to___?” 3.Final Word (1 minute): Presenter has 1 minute of uninterrupted time to react and respond to team members’ reflections. 4.Repeat Steps 1–3 for each member of the learning team. 5.Written Reflection: Members have 5 minutes to individually write what they have learned from the rounds about the article as a whole. Adapted from resources available through the School Reform Initiative,

Creating Capacity for Learning and Equity by Mary A. Hooper and Victoria L. Bernhardt, © Copyright Taylor & Francis 2016

The Final Word: Conceptualizing Effective Assessments Purpose – Expand the interpretation of one or more texts by examining MULTIPLE interpretations, viewpoints, and voices. Assigned pre-reading of four selected texts – Highlight three most significant sentences. Form groups of four to six members. Provide time for individuals to review their highlighted notes before beginning the Final Word rounds. Final Word Rounds Present – Listen as others reflect – Respond and share additional thoughts All members capture key points shared; Repeat rounds until each person has presented Written Reflection – After all rounds are completed, members take 3 minutes to record a summary of key points related to effective assessments that reflects their “Final Word” Take turns reading the “Final Word” Summaries Conceptualizing Effective Assessments Develop a list of “Points to Ponder” about the components of an effective assessment system AND the role leaders play in ensuring a shared vision for quality assessment. Create a poster to illustrate your points. EACH member of the team should be prepared to share. Creating Capacity for Learning and Equity by Mary A. Hooper and Victoria L. Bernhardt, © Copyright Taylor & Francis 2016

3 x 5 Conference Protocol Purpose: Conduct a focused, Capacity Building Feedback Conference that balances the leader’s observation with the teacher’s reflection. Time required: 15 minutes Leader: Begin conference by setting the focus on a limited number of standards and describe protocol (3 minutes) Teacher: Reflect on the lesson taught and describe performance in the context of the standards (3 minutes) Leader: Describe (low inference observations) related to the standards (3 minutes) Teacher: Reflect on connections to standards, strengths and ideas for strengthening performance (3 minutes) Leader: Confirm connections to standards with “warm” feedback and provide “cool” feedback for teacher to consider (3 minutes) Notes: The focus for the conference can be on either teacher performance standards or student learning standards. “Warm” feedback describes specific strengths; “Cool” feedback describes specific “cool ideas” that can contribute to improvement. Creating Capacity for Learning and Equity by Mary A. Hooper and Victoria L. Bernhardt, © Copyright Taylor & Francis 2016

Kindling: A Discussion Protocol Purpose: Facilitate rich discussion by promoting extended thinking and reflective interaction. Time required: 12 minutes Leader:Poses a question; Prompts participants to STOP and THINK without discussing or writing any ideas (15 second wait time) Leader:Directs participants to jot down ideas in response to question posed (1 minute) Participants:Take turns sharing ideas in small groups; Identify similarities, generate new ideas, and/or draw conclusions (3 minutes) Leader:Facilitates discussion by calling on groups to share one idea, recording the idea on a chart, and asking others to respond to the idea after allowing 8–10 seconds of wait time (5 minutes) Participants:Individually generate and record a summary of key ideas from the group discussion to share or submit (2 minutes) Notes: The protocol name implies kindling a fire as a metaphor for rich discussion. The structure of this protocol includes intentional use of wait time. The use of appropriate wait time when asking others to reflect and then share experiences has a strong influence on the length and depth of responses (Mary Budd Rowe, 1986). Creating Capacity for Learning and Equity by Mary A. Hooper and Victoria L. Bernhardt, © Copyright Taylor & Francis 2016

Inquiry Driven Problem-Based (PBL) Learning Definition: An instructional model that engages learners in both independent and collaborative inquiry in response to real world challenges and problems. Phases of Inquiry Driven PBL Frame the Problem Initiate driving question or entry event; Activate prior knowledge; Generate initial hypotheses and questions to explore Explore and Investigate Resources Gather information; Examine and interpret evidence; Organize and analyze ideas Establish and Support Explanations Present proposed solutions or explanations with supportive evidence; Review and use feedback to refine interpretations; Generate additional questions to explore if needed Synthesize and Elaborate Conclusions Apply, extend, or elaborate the concepts, processes, or skills in different contexts; Generate additional questions to explore if needed Evaluate and Demonstrate Performance Review and assess final products and/or performances; Demonstrate learning by presenting to a public audience; Reflect on the outcomes, processes, and feedback; Celebrate Creating Capacity for Learning and Equity by Mary A. Hooper and Victoria L. Bernhardt, © Copyright Taylor & Francis 2016