Instructional Leadership Planning with Indicators of Quality Instruction

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

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

© AZ Board of Regents, All rights reserved, Participants will…  Surface prior knowledge to indicators of quality instruction.  Organize indicators of quality instruction in a framework.  Connect concepts to the Research-Based Critical Behaviors.  Apply concepts to developing an action plan to improve teacher performance and student achievement Intended Outcomes

© AZ Board of Regents, All rights reserved, Student Achievement Teacher Quality Instructional Leadership ImplementingMonitoring Supporting CommunicatingAdvocatingPlanning Instructional Leadership Key Processes Applied to Quality Instruction

© AZ Board of Regents, All rights reserved, There are effective practices that maximize student academic and social learning Quality Instruction

© AZ Board of Regents, All rights reserved,  Plans opportunities for teachers to improve their instruction through professional development  Plans instructional services for students with special needs using assessment data  Plans a schedule that enables quality instruction  Plans faculty hiring policies with a focus on effective instructional practices Research-Based Critical Behaviors

© AZ Board of Regents, All rights reserved,  By the end of this workshop you will develop an action plan focused on applying the Research- Based Critical Behaviors.  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 Action Plan

© AZ Board of Regents, All rights reserved,  What are the indicators of quality instruction?  How do instructional leaders discuss instructional practices with faculty? Indicators of Quality Instruction Segment Guiding Questions

© AZ Board of Regents, All rights reserved, Free Write:  If you wanted to show off the classroom at your site with the highest quality instruction, what room would you enter?  Describe what we would see and hear in the classroom.  Include teacher and student behaviors.  Share with an elbow partner What does quality instruction look like?

© AZ Board of Regents, All rights reserved, On Post- its jot down the answer to the following: 1. What do you accept as evidence of an effective lesson? Record only 1 indicator per post-it. Surfacing Prior Knowledge

© AZ Board of Regents, All rights reserved, In table groups, jot down the answers to the following questions on Post-it Notes: 2.What are common weaknesses, challenges, and/or barriers to quality instruction in classrooms in your school? 3.What components of quality instruction would you like to discuss with … –your staff? –an individual teacher? Record only 1 response per post-it. Surfacing Prior Knowledge

© AZ Board of Regents, All rights reserved, Identify Similarities & Differences 2.Summarizing & Note Taking 3.Reinforcing Effort & Providing Recognition 4.Homework & Practice 5.Nonlinguistic Representations 6.Cooperative Learning 7.Setting Objectives and Providing Feedback 8.Generating and Testing Hypotheses 9.Cues, Questions, & Advanced Organizers Spotlight on Research  Dr. Robert Marzano, in his book, Classroom Instruction That Works (2001) identifies nine effective instructional strategies (in effect size order):

© AZ Board of Regents, All rights reserved,  Dr. Robert Marzano, in his book, The Art and Science of Teaching (2007) identifies three areas of focus for quality instruction:  Routine strategies  Content strategies  Strategies enacted on the spot Spotlight on Research

© AZ Board of Regents, All rights reserved,  Read the articles (partners, each reads 1)  Getting Acquainted with the Essential Nine  What Teachers Gain from Deliberate Practice  Individually…  List key points of the article  Think about how your previous brainstorming connects to key points  Be prepared to share insights  Share with your partner Readings

© AZ Board of Regents, All rights reserved,  Do your teachers know these strategies?  If not, what PD is needed?  What related PD has occurred?  Share with your elbow partner  How prepared are YOU to recognize it and its appropriate application in a lesson?  If not, what training do you need?  What related PD have you had?  Share with your elbow partner Planning for Quality Instruction

© AZ Board of Regents, All rights reserved,  List which of the nine (9) essential strategies are being applied/implemented in the classroom  Video clip:  seinfeld-teaches-history seinfeld-teaches-history  Describe how the application of at least one of the (9) essential strategies could have been used and how that would have improved the lesson Applying McREL Concepts

© AZ Board of Regents, All rights reserved, In her book, Enhancing Professional Practice, (1996) Charlotte Danielson identifies four domains of teaching responsibility: Spotlight on Research  Planning and Preparation  The Classroom Environment  Instruction  Professional Responsibilities

© AZ Board of Regents, All rights reserved,  Read The Framework for Teaching: An Overview (pages 1-6)  Highlight key points  Consider how this framework might help…  Organize thoughts and conversations about quality instruction  Facilitate discussion about weaknesses, challenges, and/or barriers. Reading ©AZ Board of Regents, BESTProfessional Development, All rights reserved.

© AZ Board of Regents, All rights reserved,  Organize post-it notes into 4 domains  Folder chart paper into quarters  Label each quadrant  Discuss:  What trends do you notice?  Which domain appears to need more focus?  Design:  A professional development session to improve that domain (or a specific instructional strategy within that domain) As A Table Group

© AZ Board of Regents, All rights reserved,  How is the Danielson Framework similar to the Marzano Categories?  How are they different?  Which framework is the best “fit” for framing discussions in your school?  WHY?  Which instructional strategies are the highest priority in your school?  WHY?  How might these frameworks or readings assist you in planning for quality instruction? Discussion in Table Groups

© AZ Board of Regents, All rights reserved,  How will YOU communicate the PLAN for quality instruction to teachers?  What are your expectations?  How will you get the message out?  How will you ensure this is an ongoing and continuous conversation?  Not just one shout-out at staff mtg Communicating the Plan

© AZ Board of Regents, All rights reserved,  Let’s go back to… What component of quality instruction would you like to discuss with an individual teacher? (choose ONE)  Create a MOCK conversation regarding ONE component of quality instruction that you will have with ONE teacher.  Be sure to incorporate the common vocabulary from Charlotte Danielson’s Framework or Marzano’s Categories/Types. Using our Information

© AZ Board of Regents, All rights reserved,  Consider the guiding questions  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. Closure for this Segment 24

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

© AZ Board of Regents, All rights reserved,  In table groups (in a round robin format)  Share one new learning and describe how you will apply it in your job  NO REPEATS! Workshop Closure

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