Dimension 10 Approaches to Curriculum and Instruction The CASS Framework for School System Success March 9, 2010

SESSION OUTCOMES To build our understanding of evidence informed practice high performing school systems leadership that improves student learning within the context of the CASS Framework for School System Success

Learning Our Way Forward CASS – Building School District Leadership Capacity: Framework for Success School District Practices Reflection Dialogue Collaboration Sharing Research & Evidence Personal Learning Organizational Learning Pilot Projects

CASS Framework for School System Success What do we mean by evidence based practice? Page 5

Union of evidence with professional judgment Professional wisdom adaptation to context where research consensus is incomplete or absent Best available evidence professional expertise cumulative knowledge avoid fads

THE CASS FRAMEWORK: Informing System Leadership Reflection and Action Informed Prescription Knowledge-rich/external prescription 1990s: externally imposed knowledge-rich strategies Tightly orchestrated from the top/absence of ownership Informed Professional Judgment Knowledge-rich/professional judgment Collective, not individualistic Best knowledge pursued continuously through cultures of interaction inside and outside the school

CASS Framework for School System Success What do we mean by high performing jurisdictions? Page 7

High Performing Jurisdictions Broad measures raising the bar closing the gap – every student learns Review of High Performing Districts Leithwood 2008 overall support for the 9 characteristics single characteristics – suggestive, not conclusive helpful to inform context based professional judgement

GOALS OF MOVING AND IMPROVING 2.0 To sustain system leadership capacity building in Alberta and to implement the CASS Framework for School System Success

CASS VISION and MISSION Leadership excellence for world-class public education CASS, the professional voice of system education leaders, provides leadership, expertise and advocacy to improve, promote and champion public education

LEADERSHIP MATTERS Leadership is second only to teaching in its influence on learning Leithwood 2006

SCHOOL and SYSTEM LEADERSHIP IN TRANSITION DEMOGRAPHIC TRANSITIONS New school and system leaders CONTEXT TRANSITIONS Rapidly evolving contexts –social, technological, economic, environmental... LEARNING / TEACHING TRANSITIONS Emergence of evidence informed practice – engaged learning, assessment, PLCs, embedded PD...

LEADERSHIP MATTERS Leaders as explorers not travelers Charting the future not following a well-worn path Different challenges require different leadership Minister David Hancock (October 20, 2009)

INSPIRING LEADERSHIP MATTERS Reaching out to the community requires a unique kind of leadership Working with curricula that reflects the real world requires a unique kind of leadership Ensuring that every student learns every day requires a unique kind of leadership Minister David Hancock (October 20, 2009)

STRATEGIES THREE and FOUR: Research and Evidence Informed Practice CASS Practice Standard (2008) 8 Leadership Dimensions – informed individual practice CASS Framework for School System Success (2009) A collaboratively developed articulation of 11 dimensions of system leadership practice that best available evidence and practical wisdom identify as positively impacting student learning informed collective practice of the system leadership team Leadership is second only to teaching in its influence on learning (Leithwood 2006)

STRATEGIES THREE and FOUR: Research and Evidence Informed Practice Framework and Standard Rubrics (Critical Reflection / Assessment) University of Lethbridge – Task Force (Spring 2010) Framework Based Surveys (28 Cohort Jurisdictions) University of Alberta – Leithwood (March 2010, 2011, 2012) System Leadership Progress Reports (28 Cohort Jurisdictions) June 2010, 2011, 2012 Member Dialogue on Evidence Based Practice (62 Jurisdictions) Zone Meetings – Special Education, HR & Curriculum Symposia Learning Sessions (VC, Online & Face to Face) – Learning Modules Framework Revisions – (August 2010, 2011, 2012)

STRATEGIES THREE and FOUR: Research and Evidence Informed Practice Research Symposia November 2008 – February 2010 – Fall 2010 International / National Papers: System Improvement & Leadership CASS Papers: Paulette Hanna, Dot Negropontes, Edgar Schmidt & Donna Barrett, David Lynn (former president) Alberta Universities Rubrics, surveys, research into district leadership practice Dialogue and inquiry into evidence informed leadership Twelfth Dimension – 21 st Century Learning Technology Leadership Sharing Moving and Improving Research Memorial University : Derm Madden & Brian LeMessurier (Oct 2009) CASS Connections (Fall 2009), American Education Research Association (May 2010), Canadian Society for Studies in Education (proposed June 2010)

STRATEGY FIVE: Lateral Capacity Building Lateral Leadership Capacity Building Cohorts Building capacity while working toward jurisdiction goals Calgary Cohort: 9 System Leadership Teams – Levin et al Edmonton Cohort: 18 System Leadership Teams – Fullan et al Commitment to share expertise, experience and data Team Leadership Academy (May 12 – 14 Banff) Building capacity while working on team and system planning Andy Hargreaves, Dennis Shirley and Amanda Datnow 150 – 180 system and partner organization leaders

STRATEGY SEVEN: Research Informed Induction Practices CASS Research Lorenz (2005) An Induction Program for the Alberta Superintendency Gunderson (2004) A Conceptual Framework for a Superintendency Leadership Formation Program Alberta Research Teacher Induction Symposia (Alberta Jurisdictions), Alberta School Leadership Framework, Workforce Planning International Research Growing research base: leadership induction, mentoring and coaching

STRATEGY SEVEN: Research Informed Induction Practices RESEARCH2009 – – 2011 Standards BasedCASS Standard & Framework OrientationOne Day SessionSummer Academy MentorshipInformal MentorshipTrained Mentorship Like-group supportInformal Cohort LearningCohort Learning Large-group supportCASS as a supportive community of practice CASS as a supportive community of practice Learning Our Way Forward

The CASS member is an accomplished leader and teacher who ensures that each student is provided the opportunity for optimum learning. Leadership Dimensions 1.Visionary Leadership 2.Instructional Leadership 3.Human Resources Leadership 4.Ethical Leadership 5.Effective Relationships 6.Organizational Leadership and Management 7.External Influences on Education 8.Chief Educational and Chief Executive Leadership November 2008 CASS Practice Standard

SCHOOL and SYSTEM LEADERSHIP in ALBERTA Principal Quality Practice Relationships Vision Instructional Leadership Managing Operations & Resources Larger Societal Context Developing Leadership in Others Leading a Learning Community CASS Practice Standard Relationships Vision Instructional Leadership Management & Organization External Influences Human Resource Leadership Ethical Leadership Chief Educational & Chief Executive Leadership

THE CASS FRAMEWORK FOR SCHOOL SYSTEM SUCCESS (September 2009) A collaboratively developed articulation of 11 dimensions of system leadership practice that best available evidence and practical wisdom identify as positively impacting student learning

THE CASS FRAMEWORK FOR SCHOOL SYSTEM SUCCESS Evidence Informed Characteristics Exemplars Broad range of measures High Performing School Systems The Best Available Evidence + Practical Wisdom The evidence base for any single district characteristic should be considered suggestive but far from conclusive (Leithwood, 2008).

THE CASS FRAMEWORK FOR SCHOOL SYSTEM SUCCESS A. VISION and DIRECTION SETTING 1.Jurisdiction-Wide Focus on Student Achievement 2.Targeted and Phased Focuses for School Improvement 3.Strategic Engagement with the Governments Agenda for Change and Associated Resources B. ORGANIZATION DESIGN and ALIGNMENT 4.Infrastructure Alignment C. CAPACITY DEVELOPMENT 5.Jurisdiction-wide sense of efficacy 6.Investing in Instructional Leadership 7.District-wide, job embedded professional development for leaders and teachers

The CASS Framework for School System Success D. RELATIONSHIP BUILDING 8.Building and Maintaining Good Relations 9.Engaging Parents E. THE PRIMACY of CURRICULUM and INSTRUCTION 10.Approaches to Curriculum and Instruction 11.Use of Evidence for Planning, Organizational Learning and Accountability

The best available evidence suggests that High Performing School Systems engage in VISION and DIRECTION SETTING 1. Jurisdiction-wide focus on student achievement characterized by developing a widely-shared set of beliefs and vision about student achievement; and including in this vision the concepts of closing the gap and raising the bar. adopting district-wide performance standards. getting beyond the rhetoric of all students can learn (Cawelti, 2001)

the belief about the ability of ones colleagues, as a whole, to perform a task or achieve a goal Attribute success to effort rather than talent Cause people to persist long enough to master whatever the task or goal Is associated with highly desirable outcomes whether focus is on students, teachers or leaders McCormick (2001) COLLECTIVE EFFICACY

The best available evidence suggests that High Performing School Systems focus on CAPACITY DEVELOPMENT 6. Investing in Instructional Leadership Change the conceptions of leadership expected of senior staff and others. Hold principals directly accountable for the quality of instruction in their schools. Encourage principals to supplement the instructional leadership in their schools with central office expertise as needed. Provide opportunities in the district for principals to further develop their instructional leadership capacities. Use external expertise to develop instructional leadership in the district.

The best available evidence suggests that High Performing School Systems focus on CAPACITY DEVELOPMENT 7. Jurisdiction-wide, Job Embedded Professional Development for Leaders and Teachers Ensure that the time and money allocated to professional development reflects its value to the district. Refocus routine institutional practices in the service of professional development. Align the focus of professional with district and school improvement needs Differentiate professional development opportunities to reflect needs of individual schools, administrators and teachers. Use contemporary learning theory as the foundation for designing professional develop methods.

The best available evidence suggests that High Performing School Systems focus on THE PRIMACY OF CURRICULUM and INSTRUCTION 11. Use of Evidence for Planning, Organizational Learning and Accountability 1.Basic models 2.Analysis-focused models 3.Data-focused models 4.Inquiry-focused models Ikerno & Marsh (2007)

THE PRIMACY of CURRICULUM and INSTRUCTION 10.Approaches to Curriculum and Instruction which establish student performance standards; 1.adopt jurisdiction-wide approaches to curricula and approaches to instruction capable of achieving the standards; 2.align all of the elements of the technical core. 3.focus on the quality of instruction. The best available evidence suggests that High Performing School Systems engage in

REFLECTING ON THE CASS FRAMEWORK for SCHOOL SYSTEM SUCCESS REFLECT on the selected component of this Framework Dimension DISCUSS AND CHART 1.your sense of what Alberta school systems are doing well in this area 2.aspects of the Framework Dimension that could be the subject of further inquiry and development in Alberta school systems. 3.Suggestions to improve this Dimension of the CASS Framework

Moving and Improving Upcoming Leading Our Way Forward April This Century Learning Technology Success April 28 Pre-Conference Team Leadership Academy May 12 – 14 Banff Andy Hargreaves, Dennis Shirley and Amanda Datnow Summer New Leadership Academy July Banff