1. Instructional Leadership Ted Zigler & Kristall Day June 20, 2018

2. Targets Discuss four main ideas of instructional leadership
Discuss the importance of using standards in teaching & leading
Identify and discuss various teams and how they can be used
Define EBPs and provide examples
Discuss resources to assist with identifying EBPs

3. Instructional Leadership: What are we really talking about?
I know my subject area…but I don’t know every subject or grade level!? And…
I’m the principal!?

4. We often confuse curriculum and instruction
Good instructional leadership includes four main ideas:
Curriculum- content, which can be different
Instruction- Good teaching practices, which are the same in every classroom

5. Environment - Well-planned classroom and building, conducive to teaching
Teacher development – this includes both development and evaluation (formative and summative)
These are not new things on our plate---these are what we should be doing every day!

6. Still…I don’t know much about some subjects or grade levels
Still…I don’t know much about some subjects or grade levels? Some of these teachers have been here 20+ years!?
You have Standards to guide you in learning what you need, and what your teachers need
Set up teams to lead your instructional leadership in your building

7. Teacher teams to help guide this?
Building Curriculum Team- Help you lead the entire building in a coherent fashion
Teams in Subject Areas and Grade Levels - develop experts in each
Teacher Development Team- This includes developing your teachers as well as evaluation

8. This is not something added to our plate…it is what we do everyday!
Talk about instruction everyday
Be visible
Be in the classrooms
Actively lead your teams
Help develop your teacher leaders and subject area leaders and grade level leaders –teach them to lead
You will learn your curriculum just doing the above!

9. This helps…but give me a head-start…what are some things I should know and can quickly learn about?
Evidence-Based Practices

10. What are Evidence-Based Practices (EBPs)?
Evidence-based practices are those “effective educational strategies supported by evidence and research” (ESEA, 2002)
Not all research and evidence are created equal!

11. How do I know if the Practice/ Strategy/ Curriculum is Evidence-Based?
IRIS Center EBP Module
Identifying and Selecting a Practice or Program
Implementing a Practice or Program with Fidelity
Evaluating Learner Outcomes and Fidelity

12. How do I know if the Practice is Evidence-Based?
What Works Clearinghouse
Institute of Education Science
Reviews existing research
Categories
Evaluates rigor of studies
Summarizes effects

13. How do I know if the Practice is Evidence-Based?
Best Evidence Encyclopedia
Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE)
Reviews existing research
Categories
Evaluates rigor of studies
Summarizes effects

14. Examples of EBPs Slides that follow: Examples of a few EBPs
Resources for EBPs
“Toolkit” handout with EBP resources

15. Explicit Instruction
“Explicit instruction is systematic, direct, engaging, and success oriented—and has been shown to promote achievement for all students.” (Archer & Hughes, 2011)
Gradual release (scaffolding)
Model, lead, test

16. Explicit Instruction Lesson Format
Archer & Hughes, 2010

17. Highlights of Explicit Instruction
Teaching strategies/ rules
“Think alouds”
Range of examples and non-examples
Distributed and cumulative practice
Active student responding
Feedback
Data-based decision-making

18. Resources for Explicit Instruction
16 Elements of Explicit Instruction (Archer & Hughes, 2011)

19. Formative Instructional Practices (FIP)
Core Components of FIP:
Clear learning targets
Collecting and documenting evidence
Feedback
Student involvement

20. Creating Clear Learning Targets
Deconstructing the standards
Nouns and verbs (know and do)
Lower order vs. higher order
Knowledge, reasoning, skill, & process targets

21. Collecting and Documenting Evidence
Starting with the end in mind (backward design)
Formative & summative
Direct observations
Entrance and exit slips (pre/post)
Tests, quizzes, and worksheets
Rubrics
Curriculum-based measures

22. Feedback
Effective feedback can have the biggest impact on student learning (Hattie, 2012)
Focus on success
Immediate
Specific
Actionable
Related to learning targets
Compares to previous performance

23. Student Involvement Often left out! Self-management Self-monitoring
Self-graphing
Recruiting and giving feedback
Collaborative work
Peer tutoring
Self-evaluation
Public posting

24. Resources for FIP FIP Your School Ohio (Battelle for Kids)
Modules for core components and subject-specific
Intervention in School and Clinic, VOL 50, Issue 2, 2014

25. Response to Intervention (RtI) & Multi-tiered Systems of Support (MTSS)

26. RtI Tiers
Kidder, Flook, Parr, & Wood, 2010

27. RtI/ MTSS Resources RtI Action Network http://www.rtinetwork.org/
Center on Response to Intervention

28. Lots of Overlap BUT……
There are some “Big Ideas” across EBPs that are consistent:
Collection of data/ evidence to make decisions
Clearly articulating what students should know and be able to do
Teacher instructions and feedback
Positive approach

29. Toolkit
Hand-out with resources related to EBPs

30. Questions? Ted Zigler – ziglert@ohiodominican.edu
Contact for information:
Ted Zigler –
Kristall Day –