Dr. DeeDee Washington, Associate Superintendent for Academics

Building a Framework to Support the Culture Required for Student Centered Learning
Dr. DeeDee Washington, Associate Superintendent for Academics Jeff McCoy, Executive Director of Academic Innovation & Technology Summer Sessions 2015 DeeDee

Overview of Agenda—Day 1
8:00-9:45 Establishing and Maintaining a Student Centered Culture 9:45-10:00 BREAK 10:00-11:30 Workshop 1 11:30-12:45 LUNCH 1:00-2:30 Workshop 2 2:30-2:45 BREAK 2:45-4:00 Data Driven Decision Making Deedee

8:00-8:30 Introduction 8:30-10:00 Leadership for a Student Centered Culture 10:00-11:00 Next Steps/Finishing up Jeff

The Personality Compass Activity
ACTING ”Let’s do it”; likes to act, try things, plunge in The Personality Compass Activity Paying Attention to Detail likes to know the who, what when, where and why before acting SPECULATING likes to look at the bit picture and the possibilities before acting DeeDee CARING likes to know that everyone’s feelings have been taken into consideration and that their voices have been heard before acting

Personality Compass Activity
Room is set up with four directions—North, South, East, West Read the brief descriptors Choose the direction that is most like you (most people will have characteristics from multiple directions, but choose the most dominant) Find your group and wait for instructions

Answer the Following Questions in your Group
What are the strengths of your style (4 adjectives)? What are the limitations of your style (4 adjectives)? What style do you find most difficult to work with and why? What do people from the other direction or styles need to know about you so you can work together effectively

Essential Question: What do you value about the other 3 styles?

Essential Question for School Teams: What can we take away from this activity to help us move our teams forward?

The Student Centered Learning Wiki
All work for the next two days will be housed in the Student Learning Wiki

The Planning Guide Jeff

Establishing and Maintaining a Student Centered Culture
“Every building has a culture. As a leader, you can create the culture or just allow it happen. The latter doesn’t always work out in your favor.” Establishing and Maintaining a Student Centered Culture DeeDee How do we create a positive culture focused on student centered learning?

What does Culture in a Student Centered Environment Look Like?
From… To… Independence Interdependence Language of Complaint Language of Commitment Long-Term Strategic Planning Planning for Short-Term Gains Infrequent Generic Recognition Frequent Specific Recognition and a Culture of Celebration that Creates Many Winners External focus on issues outside the school Internal focus on steps that staff can take to improve the school Focus on Inputs Focus on Results Goals related to completion of a project/activities SMART goals demanding evidence of student learning Teachers gathering data from their individually constructed tests to assign grades Collaborative teams acquiring information from common assessments

Planning Guide Work 20 Minutes
Complete the “Tracking and Assessing Cultural Shift” Section of your Planning Guide Each team member should individually determine where they believe the school is based on the scale. Jot down any thoughts about how your team can improve if you give a rating below 5 Jot down any evidence supporting a rating of 6 or above As a team, come to consensus as to where your school is based on the scale. 10 Minutes 10 Minutes

Establishing Norms to Guide your Student Centered Learning Discussions
Why Norms? Helps create groups that are able to have honest discussions that enable everyone to participate and be heard. Important part of establishing the culture you want. Every building has a culture…you can create that culture or let it happen. Prevents ineffective behaviors from becoming the ‘standard’.

Establishing your Group Norms Establish your group norms for the next two days. Consider the following: Listening How will we encourage listening? How will we discourage interrupting? Confidentiality Will what we say in the meeting be held in confidence? What can be said after the meeting? Decision Making How will we make decisions? Will we reach decisions by consensus? How will we deal with conflicts? Participation How will we encourage everyone’s participation? Expectations What do we expect from members? Are there requirements for participation?

Determining a Consensus Protocol
Simple is best (if you need a guide to come to consensus, it’s too complicated) Gives everyone a vote. All team members know how others feel about the decision and everyone’s vote counts. Helps cut down on “side conversations” when everyone has voted and said their peace Jeff

I support this decision
Thumb Up I support this decision Thumb Sideways I can live with this decision although I have some concerns. I’ll support the decision Thumb Down I cannot support this decision

Using Agendas to Guide Productive Discussions
Discuss: How do your teams/departments/grade levels currently structure their meetings? How is weekly meeting content determined? How can a structured agenda help guide the team meeting discussion and move teams to a stronger PLC?

The Trust on Our Team Individually complete the Trust on our Team Survey This survey helps take a pulse of current team dynamics As a team… Discuss the importance rating of each indicator Determine as a whole where the school stands on each indicator

Use the following data from your activities to complete the Next Steps Section under the Culture Session Consider what steps you want to take to move your school towards a student centered culture. These steps may by long term (multiple years).

Professional Learning that Supports Teachers in a Student Centered Learning Environment
What professional learning opportunities do we need in order to create a student centered learning environment?

How does our Professional Learning Focus Shift in a Student Centered Culture?
From… To… External Training Job-embedded Learning Expectation that learning occurs infrequently (on few days devoted to PD) Expectation that learning is ongoing and occurs as part of routine work practice Presentation to entire faculties Team-based action research Learning by listening Learning by doing Learning individually through courses and workshops Learning collectively by working together Assessing impact on the basis of teacher satisfaction Assessing the impact on the basis of evidence of improved student learning Short-term exposure to multiple concepts and practices Sustained commitment to limited focused initiatives

Complete the Progression Rubric under the Curriculum and Instruction Section of your Planning Guide Each team member should individually determine where they believe the school is based on the rubric (Be thinking of evidence or lack of evidence to support your justification). As a team, come to consensus as to where your school is based on the rubric 3 Minutes 5-10 Minutes

Common Terminology: What is a Professional Learning Community?
Activity: As a group, brainstorm the functions of a PLC as it relates to your experience in your school (if you are implementing) or as it relates to your knowledge of a PLC (if you have not yet implemented)

PLCs: Improved Student Achievement
Are… Are Not… Focused on student learning Highly collaborative around student learning Intentional when it comes to unit planning as a group Inquiry-based around best practice strategies to support student learning Focused on results Operational Time to complain students, parents or administration

Successful PLC Structure
Establishing Create a schedule for PLC meetings Create your norms for the meetings Create your structure Operating Focus on student achievement (unit planning, lesson planning, creating common assessments, analyzing student work, brainstorming strategies, etc.) Follow the norms established Stick to your agenda Make it meaningful Supporting Model for emerging PLCs Co-teaching when necessary or allow for the opportunity for co-teaching Planning with teams when implementing/learning new concepts, skills or strategies Observe PLCs and provide feedback Successful PLC Structure

Key Components for Effective PLCs
Focus on Learning Collaborative Culture, including shared beliefs, values, and vision and an atmosphere of trust and respect Collective inquiry into best practices An action orientation A commitment to continuous improvement A results orientation DeFour (2006)

Building on DeFour… Shared and supportive leadership involving administrators and teachers Supportive conditions, including adequate time, suitable spaces and access to needed resources Shared personal practice in which community members give and receive feedback to improve individually and collectively Hord and Sommers (2008)

And finally… Collective responsibility by all staff members for all children, which nudges teachers to truly collaborate, to stay involved and informed about the children with whom they interact, and to stay actively involved in school functions Appreciate diversity Positive role modeling; encouraging administrators and teachers to model learning for students Stoll and Louis (2007)

Stages of Collaboration
Informal Conversations Individual Assistance Group Sharing Joint Work Rigorous mutual examination of teaching and learning. High levels of collaboration towards improving student achievement. Collective sense of responsibility for ALL students. Most basic, takes place in hall, lunchroom, and other informal times. Promotes collegial relationships, but very little to advance the practice of teaching. PLC 1 4 Sharing ideas, lesson plans and ideas with one another. May be good use of time, but without nurturing, teams will stay in this stage. 3 Teachers helping teachers. May advance the practice of teaching, but depends on the advice and follow-up given. 2

Functions of a PLC: Questions to Guide their Work
What do we want each student to learn? [Rubicon Atlas, Unit/Lesson Planning] How am I going to know when each student has learned it? [Designing and Analyzing Common Assessments/Ongoing Formative & Summative Assessments] How will we respond when a student experiences difficulty in learning? [Strategies that work for struggling students-Intervention] How will we address the needs of students who have already mastered the key concept? [Strategies for enrichment]

The State of Our Learning Team Survey
Complete “The State of Our Learning Team Survey” as individual team members. Discuss and chart the following as a team: What are we already doing well across the school? What are we not doing, but are ready for this year? What Professional Development needs do we have based on this data that will help us get to the next level? How do you determine your PLC Professional Learning Needs? (See PD needs assessment in Wiki)

Instructional Coaching Student-Centered Framework

The Important Role of Observations in High Functioning PLCs
Types of Observations Administrative—Typically used to get a pulse on the school and make sure initiatives are being implemented with fidelity Support—Typically used by the Instructional Coach to identify areas of need in order to conduct one on one coaching and/or small and whole group professional development Peer Observations—Typically done to help teachers see new ideas or how strategies discussed in PLC sessions are being implemented (ADD SAMPLE PEER OBSERVATION FORMS)

Successful Observations
Are Specific in both “I likes” and “I wonder” or “think about” Great Job!! I LOVED the way you engaged students in the civil rights activity. The articles were interesting and sometimes controversial I wonder if you could brainstorm multiple levels of questioning in order to reach some of the higher levels of Webb’s DOK? You need to add more rigor to your lesson

Peer Observations Should be structured so they are viewed as a learning opportunity, not “one more thing to do” Should be structured for focus (which may change quarter to quarter) Should be scheduled (Intentional) Should be meaningful Establish the Purpose Gather Buy-In

Creating a Coaching Culture
Does your PLC have the Markers of a Coaching Culture? Open the Markers of a Coaching Culture document under the Establishing a Coaching Culture Section. Individually, assess where your team currently is based on the Coaching Markers As a group, discuss your findings and brainstorm some ways your teams could move towards a more coaching culture What could we start doing to help our teachers become more supportive of coaching?

The Pendulum of PLC Leadership Focus and Engagement
PLCs Doing what is best for adults at the expense of students Doing what is best for students at the expense of adults Doing what is best for the adults and students Pre-PLC Culture A lack of proper focus and engagement on students Post-PLC A lack of proper focus and engagement on adults The Goal A fully engaged focus on adults and students The Five Disciplines of PLC Leaders (2011)

Knowing your PLC! Explore the section of your wiki entitled “Getting to Know your PLC”. Understanding the types of people you work with will help you understand how to interact with those people. The ability to work with all personality types carries over to your students as well.

Strategic Planning 15 Minutes
Use the following data from your activities to complete the Next Steps Section under the Professional Learning Session Consider what steps you want to take to move your school towards a student centered culture. These steps may by long term (multiple years).

Curriculum & Instruction that Supports a Student Centered Learning Environment
What evidence do we have that our instructional practices are appropriate to support ALL students?

What do we want students to know and be able to do?
Four critical questions of the PLC model that drive the conversations of collaborative teams: * What do we want students to learn? * How will we know if they have learned it? * What do we do if they do not learn it? * What do we do if they do learn it? GCS Curriculum Instructional Delivery Model Focus

How does our fundamental purpose shift in a student-centered culture?
From… To… Focus on teaching Focus on learning Emphasis on what was taught Fixation on what students learned Coverage of content Demonstration of proficiency Providing individual teachers with curriculum documents such as state standards and curriculum guides Engaging collaborative teams in building shared knowledge regarding essential curriculum

How does the work of teachers shift in a student-centered culture?
From… To… Isolation Collaboration Each teacher clarifying what students must learn Collaborative teams building shared knowledge and understanding about essential learning Each teacher assigning priority to different learning standards Collaborative teams establishing the priority of respective learning standards Providing individual teachers with curriculum documents such as state standards and curriculum guides Engaging collaborative teams in building shared knowledge regarding essential curriculum Individual teachers attempting to discover ways to improve results Collaborative teams of teachers helping each other to improve Privatization of practice Open sharing of practice Decisions made on the basis of individual preference Decisions made by building shared knowledge of best practice “Collaboration-light” – focused on matters unrelated to student achievement Collaboration explicitly focused on issues and questions that most impact student achievement An assumption that indicates that “these are my kids, those are your kids…” An assumption that indicates that “these are our kids…”

How does our response change when students don’t learn in a student-centered culture?
From… To… Individual teachers determining the appropriate response Systematic response that ensures support for every student Fixed time and support for learning Time and support for learning as variables Remediation Intervention Invitational support outside of the school day Directed (that is, required) support occurring during the school day One opportunity to demonstrate learning Multiple opportunities to demonstrate learning

Complete the Progression Rubric under the Curriculum and Instruction Section of your Planning Guide Each team member should individually determine where they believe the school is based on the rubric (Be thinking of evidence or lack of evidence to support your justification). As a team, come to consensus as to where your school is based on the rubric 3 Minutes 5-10 Minutes

What does the research say about instructional best practices?
Marzano’s Nine Learning Focused: Acquisition Lesson Framework Differentiated Instruction MTSS: Multi-tiered System of Supports

Marzano’s Nine High-Yield Strategies
Category Percentile Gain 1. Identifying similarities and differences 45 2. Summarizing and note-taking 34 3. Reinforcing effort and providing recognition 29 4. Homework and practice 28 5. non-linguistic representations 27 6. Cooperative learning 7. Setting objectives and providing feedback 23 8. Generating and testing hypotheses 9. questions, cues, and advance organizers 22

Differentiated Instruction
Something for all Students Changing the Content… Changing the Process… Changing the Product… Strategies for Diverse-Learners… All students are entitled to quality core instruction (Tier 1) Some Students will need: Corrective Instruction (Tier 1, 2, or 3) Challenge/Enrichment (Tier 1, 2, or 3)

MTSS: Multi-tiered System of Support
Guiding principle: All decisions are student-centered. MTSS Framework Benchmarks Leadership Culture (PLCs) Curriculum Instruction Assessment Data-Driven Decision Making Professional Learning Protocols Problem-solving models Interventions: Academic Behavioral

Ahead of the Curve, p. 92 Annual State Assessments End-of-Course
Summative Assessment (Secondary) District Benchmark Formative or Summative Assessments (Elementary) School-Based Common Formative Post-Assessments Data Teams and Effective Teaching Strategies Conceptual Units of Instruction Classroom Performance Assessment Tasks and Rubrics Data Teams and Effective Teaching Strategies School-Based Common Formative Pre-Assessments “Unwrapping” Standards, Big Ideas, and Essential Questions Power Standards SOURCE: Copyright © 2005, Larry Ainsworth, Center for Performance Assessment State Standards

What evidence do we have that our instructional practices are appropriate to support ALL students?
Annual State Assessments End-of-Course Summative Assessment (Secondary) District Benchmark Formative or Summative Assessments (Elementary) School-Based Common Formative Post-Assessments Data Teams and Effective Teaching Strategies Conceptual Units of Instruction Classroom Performance Assessment Tasks and Rubrics Data Teams and Effective Teaching Strategies Pre-assessments Post-assessments School-Based Common Formative Pre-Assessments Progress Monitoring Corrective instruction Differentiation “Unwrapping” Standards, Big Ideas, and Essential Questions Enrichment Intervention Power Standards Planning SOURCE: Larry Ainsworth, Center for Performance Assessment State Standards

How can we use the PLC framework to support Differentiation?
PLCs and Differentiation Teams functioning well within a PLC focus on what the students need in order to reach their potential. Differentiation serves as the instructional umbrella for the kinds of decisions team members make to tap into the talents and needs of students Differentiation is the overriding concept that dictates attention to what students need to know, and it continues to guide teachers as they consider what to do when the students know and don’t know it. 20 Minutes Concept Development Activity Count off from 1 – 4 Organize by group (1 – 4) Read p (begin with “Differentiation Theory: A Research-based Approach” and end just before “Designing a Classroom Scenario.”) Complete Action Option 1: Four-fold Concept Development (p. 40)

Strategic Planning 15 Minutes
Use the following data from your activities to complete the Next Steps Section under the Curriculum and Instruction Session Consider what steps you want to take to move your school towards a student centered culture. These steps may by long term (multiple years).

Data Driven Decision Making to Support a Student Centered Learning Environment
DeeDee How is data-driven decision making different from data analysis? What tools do we need to make this shift?

How does the Data Driven Decision Making Process Shift in a Student Centered Culture?
From… To… Establishing a clear vision Establishing a clear vision focused on data and results A few individuals are “gatekeepers” of the data A system that views data across all areas and invokes group sharing and ownership Staff members “gloss over” or minimize disappointing results about current instructional practices Acknowledging and addressing negative information as part of a healthy data-driven culture, which leads to team collaboration on strategies that can improve student outcomes One-shot or “drive-by” training sessions or information meetings Professional development, rather than simple training, is an ongoing process that focuses on gathering and increasing knowledge as much as specific skills. Teachers share the available data they have from their students School leaders model the data-driven behaviors and approaches within their schools

Complete the Progression Rubric under the Data Driven Decision Making Section of your Planning Guide Each team member should individually determine where they believe the school is based on the rubric (Be thinking of evidence or lack of evidence to support your justification). As a team, come to consensus as to where your school is based on the rubric 3 Minutes 5-10 Minutes

A Framework for __________________________, a Data-Driven School
* What do we want students to learn? * How will we know if they have learned it? * What do we do if they do not learn it? * What do we do if they do learn it? Jeff 20 Minutes Work with your team to build a conceptual framework for your school’s assessment/data analysis system.

A Framework for Data-Driven Schools 10 Minutes
Student Centered Coaching: A Guide for K-8 Coaches and Principals by Diane Sweeney 10 Minutes Stage 1: Set clear learning targets for students that are based on the standards State 2: Continually assess students (formally and informally) through the daily, weekly and monthly assessments that measure progress towards the learning targets Stage 3: Build in time and systems for teams to analyze data and adapt instruction to address the student’s needs Stage 4: Continually collect data to chart students’ growth and analyze the validity and impact of the instructional practices. * What do we want students to learn? * How will we know if they have learned it? * What do we do if they do not learn it? * What do we do if they do learn it? What should students learn? What knowledge and skills will they be able to demonstrate on the assessments ?’s How can we design assessments to provide data on how the students are progressing toward the learning targets? How will we manage and organize the data ?’s Where do we see evidence of student learning and/or mastery? Where do we see gaps? How will we address the gaps? ?’s Where do we see evidence of student learning and/or mastery? Where do we see gaps? How will we address these gaps? What must we do to ensure that all students reach mastery of standards by the end of the year? ?’s jeff

Alternative Practices
Conversations Centered on Continuous Improvement in a Competent System Transforming Schools: Creating a Culture of Continuous Improvement by Zmuda, Kuklis, Kline Core Beliefs Are there processes and rules in place that do not support the shift in culture? When staff members perceive data to be valid and reliable in collection and analysis, data both confirm what is working well and reveal the gaps between the current reality and the shared vision in a way that inspires collective action. Once staff members commit to the shared vision, they must gain clarity on their responsibility for achieving that vision. Monitoring with Data Shared Vision Monitoring with Data Alternative Practices DeeDee Habitual Practices What are the gaps between what we believe and what we do? How do we close those gaps? Action Plan Transforming Schools: Creating a Culture of Continuous Improvement Zmuda, Kuklis, Kline

Professional Learning Team Data Literacy Survey
20 Minutes Each school team should decide how to complete this exercise (HANDOUT). Whole school? Leadership Team? Faculty Council? Grade Level/Department Teams? Other ideas?

15 Minutes Strategic Planning Use the following data from your activities to complete the Next Steps Section under the Curriculum and Instruction Session Consider what steps you want to take to move your school towards a student centered culture. These steps may be long term (multiple years). End of Day 1…spend some time reflecting on biggest “take-aways” from today!

Building a Framework to Support the Culture Required for Student Centered Learning
Dr. DeeDee Washington, Associate Superintendent for Academics Jeff McCoy, Executive Director of Academic Innovation & Technology Summer Sessions 2015 Day 2 Jeff

8:00-8:30 Introduction 8:30-10:00 Leadership for a Student Centered Culture 10:00-11:00 Next Steps/Finishing up Jeff

Introduction “Take What You Need” Jeff

Leadership for a Student Centered Learning Environment
How do we provide leadership for a student centered learning environment?

How does Leadership Change in a Student Centered Culture?
From… To… Some decisions in the school are shared between core leadership team and teacher leaders Clear and effective structures exist to facilitate shared leadership among all staff members Focus on providing support to teachers in a way that doesn’t challenge or threaten them Focus on using data and student work to analyze student learning Teachers planning in isolation or in limited teams All team members in collaboration to make informed decisions about instruction District curricula or programs are part of the conversation and are shared as possible resources for teachers District curricula or programs are viewed as intentional tools for reaching student learning objectives Congenial relationships are common among teachers, coaches, and administration Trusting, respectful, and collegial relationships are present among all staff

Leadership for Student-Centered Culture

Four “A”s Text Protocol
The group reads the text silently, highlighting it and writing notes in the margin on post-it notes in answer to the following four questions (you can also add your own “A”s. What assumptions does the author of the text hold? What do you agree with in the text? What do you want to argue with in the text What parts of the text do you want to aspire to? In a round, have each person identify one assumption in the text, citing the text (with page numbers, if appropriate) as evidence. Either continue in rounds or facilitate a conversation in which the group talks about the text in light of each remaining “A”s, taking them one at a time—What do people want to argue with, agree with, and aspire to in the text? Try to move seamlessly from one “A” to the next, giving each “A” enough time for full exploration. End the session with an open discussion framed around a question such as: What does this mean for our work with students? Debrief the text experience. Jeff

Reading Resources Administrators: Principal 50, Chapter 5
Coaches: Student Centered Coaching: A Guide for K-8 Coaches and Principals, Chapter 7 Teacher Leaders: “Teaching IS Leading,” Educational Leadership, October, 2013 Jeff

Four “A”s Text Protocol
The group reads the text silently, highlighting it and writing notes in the margin on post-it notes in answer to the following four questions (you can also add your own “A”s. What assumptions does the author of the text hold? What do you agree with in the text? What do you want to argue with in the text What parts of the text do you want to aspire to? In a round, have each person identify one assumption in the text, citing the text (with page numbers, if appropriate) as evidence. Either continue in rounds or facilitate a conversation in which the group talks about the text in light of each remaining “A”s, taking them one at a time—What do people want to argue with, agree with, and aspire to in the text? Try to move seamlessly from one “A” to the next, giving each “A” enough time for full exploration. End the session with an open discussion framed around a question such as: What does this mean for our work with students? Debrief the text experience. Jeff

Block Party: A Pre-Reading Text-Based Activity Adapted by Debbie Bambino from Kylene Beers pre-reading strategy 1. Facilitator writes quotes on index cards prior to session. You may choose one quote per participant, or repeat some quotes. 2. Participants randomly select quote/cards and spend a few minutes reflecting upon their quote’s meaning for them and their work. 3. Participants mingle and share quotes in pairs. Participates are encouraged to share with three other participants in 5 minute segments 4. (Optional) Form triads or quads and share quotes and insights about the text and its implications for our work. (Extension: Speculate on the purpose/origin of the text.) 5. Whole group sharing of ideas and questions raised by the experience. This can be done popcorn style or as a round, but is usually not a conversation 6. Facilitator share the source of the quotes, posting the link, distributing the article, etc. for future work 7. Debrief the process preparation 3 Minutes 15 Minutes Minutes Minutes DeeDee 1 Minute “Fearless Leading” Educational Leadership, October, 2009 5 Minutes

“Fearless Leading” Motivation
“Leaders as Architects:” first pillar of pedagogy of confidence = motivation The “architect” uses materials and conditions at hand to craft a revitalized and highly functioning educational environment. Activity: Give several examples of ways you have been motivated as a teacher leader. As a teacher leader, how do you think you can motivate your team to higher levels of confidence? Motivation

“Fearless Leading” Mediation
Leaders as “ministers:” second pillar of pedagogy of confidence = mediation “Ministers” are mediators who look out for the common good, are devoted to service to the school, and have the moral influence to improve conditions for teaching and learning. Activity: Share a personal example of a “leader as a minister:” someone who provided mediation or improved the conditions in your classroom/school for teaching and learning. Mediation

“Fearless Leading” Leaders as “soul friends:” third pillar of pedagogy of confidence = creating classrooms/school environments that are culturally responsive “Soul friends” help educators to connect students from different backgrounds Activity: Discuss how your school is a culturally responsive school. How can the PLC framework help you to be more culturally responsive? Creating classroom/school environments that are culturally responsible

“Fearless Leading” “Leaders as ‘muses’:” the fourth pillar of pedagogy of confidence = achieving high intellectual performance “Muses” hold high educational expectations for teachers and students Activity: Discuss who the “muses” are of your school. How has this person/these people impacted your team? How would your school react to the loss of this person/these people? Achieving high intellectual responsible performance

Pedagogy of Confidence
Creating classroom/school environments that are culturally responsible Motivation Mediation Achieving high intellectual responsible performance Leaders as “architects” Leaders as “Ministers” Leaders as “Soul Friends” Leaders as “Muses”

The 21 Responsibilities of School Leaders from Marzano’s School Leadership that Works
Personal Reflection: As a school leader, which of these are most important to you? Complete the Venn Diagram, assigning these responsibilities where you think the fit best. Reflect on your role as a school leader, and how a focus on these responsibilities may help you have a greater impact on student outcomes. Affirmation Change Agent Contingent Rewards Communication Culture Discipline Flexibility Focus Ideas/Beliefs Input Intellectual Stimulation Involvement in curriculum, instruction & assessment Knowledge of Curriculum, Instruction and Assessment Monitoring/Evaluating Optimizer Order Outreach Relationship Resources Situational Awareness Visibility

Strategic Planning Using the “next Steps” section from each of the topics we covered the last two days, begin to develop a strategic plan for implementing, improving or sustaining student centered learning.

Dr. DeeDee Washington, Associate Superintendent for Academics

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