1. Stages of ImplementationFocusStageDescription Exploration/Ado ption Develop commitment at ISD and LEA level InstallationEstablish ISD leadership team, implementation team and MTSS Coordinator, set up data systems. Audit of current resources and capacity, plan and prepare for work Initial Implementation Try out the practices, work out details, learn from and provide significant support to implementers ElaborationExpand the program/practices to other locations, individuals, times- adjust from learning in initial implementation. Continuous Improvement/R egeneration Make it easier, more efficient. Embed within current practices. Work to do it right! Work to do it better! Should we do it?

2. 2 Adapted from Fixsen & Blase, 2008 Selection Decision Support Data System Facilitative Administration Feedback Training Coaching Information Vision Materials/Tools/ Resources Management/ Coordination Successful Student Outcomes Program / Initiative Set of practices that are implemented with fidelity

3. 3 The Law of Fidelity

4. 4 Professional Development Sequence 2 Day Leadership Training Leading Learning All-Staff PD Good Instruction 2 Day Leadership Training Leading Implementation All-Staff PD Good Implementation Administrator & Teacher Leader Series Creating a Culture of Practice All-Staff PD Practicing Routines 2013 - 2014 - 2015 - 2016

5. 5 PDDescription Leading Learning SE admin attended a 2 day “Admin Academy” focused on the research-based leadership practices and instructional strategies that improve student outcomes the most. Good Instruction Teaching staff (w/ administrators present) attended a 1 day PD focused on research-based instructional strategies that improve student outcomes the most. Leading Implementation SE admin attended a 2 day “Admin Academy” focused on understanding cognitive science and creating a culture of practice and actionable feedback. Good Implementation Teaching staff (w/ administrators present) attended a 1 day PD focused on understanding cognitive science and intentional practice of effective instructional strategies. Creating a Culture of Practice Using video, SE admin began participating in regular, intentional practice of providing feedback on “look fors” and are building capacity w/ identified teacher leaders. Practicing Routines Teaching staff (w/ administrators present) will attend a 1 day PD focused on the use of video as a means to deepen their knowledge of instructional routines and practice providing/accepting feedback. Professional Development Sequence

6. 6 Teacher as Activator Teaching students self- verbalization.76 Teacher clarity.75 Reciprocal teaching.74 Feedback.74 Metacognitive strategies.67 Direct instruction.59 Mastery learning.57 Providing worked ex..57 Providing Goals.50 Frequent effect of testing.46 Behavioral organizers.41 Average Activator ES =.61 Activator – Facilitator Hattie & Yates, 2014 p.73 Teacher as Facilitator Inductive teaching.33 Simulation and gaming.32 Inquiry-based teaching.31 Smaller classes.21 Individualized instruct..22 Web-based learning.18 Problem-based learning.15 Discovery method in math instruction.11 Whole language.06 Student control over learning.04 Average Facilitator ES =.19

7. 7 Session 1: Identify instructional focus areas Set expectations and clarify the role of teacher leaders Create more depth of knowledge around effective instructional practices Begin to recognize instructional routines as a way to impact student engagement and learning Session 2: Revisit focus areas by demonstrating the use of an instructional routine Engage with new learning that combines effective instructional practices and cognitive science Introduce the concept of “look fors” when observing instruction in order to provide actionable feedback Use video as a means to intentionally practice providing targeted feedback (modeling and whole group practice) Developing Teacher Leaders

8. 8 Session 3: Revisit instructional focus areas and make connections Engage in new learning about how the mind works and what it means for the classroom Cast the vision for “teachers learning together” Review “look fors” and use actual classroom videos to practice providing feedback to peers (whole group, but less guidance) Session 4: Revisit instructional focus areas and make connections Review “look fors” as a whole group Engage in small group, more independent practice providing feedback to peers using videos captured of themselves Prepare for roles during all staff PD in January Developing Teacher Leaders (cont.)