Leaders: An Essential Factor in Effective Evidence-Based Practice Implementation NCSI Cross-State Learning Collaboratives Part B Meeting Cassie Lutterloh Associate Consultant, Public Impact Lynn Holdheide, Senior Advisor, Center on Great Teachers and Leaders

Agenda Topic Welcome and guiding questions Ineffective professional development versus good professional development School leader case studies and group discussion The state’s role Closing and next steps

Public Impact Mission: Dramatically improve learning outcomes for all children in the U.S., with a special focus on students who are not served well. We are a team of professionals from many backgrounds, including former teachers. We are researchers, thought leaders, tool-builders, and on- the-ground consultants who work with leading education reformers. Key Work Strand: Supporting schools (mostly high- need schools with students who have diverse learning needs) to implement new roles and structures to embed teacher professional learning and support into school culture. Also note that PI is a part of the Center on Great Teachers and Leaders

Guiding Questions How can school leaders create job-embedded support structures that help teachers implement evidence-based practices (EBPs) to meet the needs of all students? How does the role of the leader change in a school focused on implementing high-quality, school-based professional learning? How can states support districts and schools in establishing adult cultures focused on learning and continual growth?

Agenda Topic Welcome and guiding questions Ineffective professional development versus good professional development School leader case studies and group discussion The state’s role Closing and next steps Part of the U.S. Department of Education

Ineffective Professional Learning Good Professional Learning Chart Together Characteristics of Ineffective Professional Learning Characteristics of Good Professional Learning

Thinking About Our Students Why is effective professional learning particularly important for teachers serving students with disabilities?

Agenda Topic Welcome and guiding questions Ineffective professional development versus good professional development School leader case studies and group discussion The state’s role Closing and next steps

Case Studies In groups: Take 2–3 minutes to read through the case study. Take 7 minutes to discuss: Key actions the principal took to establish an adult culture of learning. How the principal’s role looks different than the “typical” principal role. A wondering or follow-up question you would want to ask the principal profiled. Share out! Link to full case studies: http://opportunityculture.org/how-principals-use- multi-classroom-leadership-in-school-turnarounds/

Agenda Topic Welcome and guiding questions Ineffective professional development versus good professional development School leader case studies and group discussion The state’s role Closing and next steps

Establish a fund to help districts transition State’s Role Establish a fund to help districts transition to new staffing models. Which districts to support? Key: leader commitment and capacity to manage change Various selection options, from hand-picking early examples to mandating all districts to transition over time What support is needed? External assistance to facilitate the change process, school design teams, and system redesign Funding for technology ramp- up and infrastructure changes, as needed

2. Provide technical assistance to State’s Role 2. Provide technical assistance to districts and schools. How might this work? After a year in the “passenger seat” of design and implementation, the SEA leads the work. State education agency (SEA) and regional education service agencies could develop a technical assistance strand focused on reach extension and job-embedded professional development models.

3. Identify and remove policy barriers. State’s Role 3. Identify and remove policy barriers. Barriers to reach extension: Limits on class size or teacher-student ratios Seat-time requirements Line-of-sight requirements Inability to create new teaching roles Barrier to sustainably funded supplements: Limits on reallocating state funding across budget categories

4. Measure and report reach. State’s Role What percentage of students have a highly effective teacher as their teacher of record? 4. Measure and report reach. Disaggregate these data by school, district, and student subgroup.

Agenda Topic Welcome and guiding questions Ineffective professional development versus good professional development School leader case studies and group discussion The state’s role Closing and next steps

Guiding Questions How can school leaders create job-embedded support structures that help teachers implement EBPs to meet the varying needs of all students? How does the role of the leader change in a school focused on implementing high-quality, school-based professional learning? How can states support districts and schools in establishing adult cultures focused on learning and continual growth?

Next Steps Write down one to two actions you can take in your role to help your state improve in supporting districts and schools with implementing stronger professional learning structures and experiences.

NCSI Presenter: Cassie Lutterloh 919-590-4140 For additional information, support, and technical assistance: • Contact your NCSI TA facilitator • Submit your question on Ask the  NCSI NCSI Presenter: Cassie Lutterloh 919-590-4140 Cassie.Lutterloh@publicimpact.com www.publicimpact.com www.cgtlcenter.org

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