1. 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

2. 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

3. 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

4. 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?

5. 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

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

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

8. 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

9. 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: multi-classroom-leadership-in-school-turnarounds/

10. 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

11. 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

12. 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.

13. 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

14. 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.

15. 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

16. 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?

17. 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.

18. 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

19. THANK YOU! http://ncsi.wested.org | @TheNCSI