1. Administrators Supporting Teacher Leaders to Increase Student Achievement Steve Barkley October 2014

3. Teaching in a Learning Community Teaching is a Team Sport Teaching is a Public Act

4. School Change Source: Model developed by Stephen Barkley

5. Student Achievement What is your definition of student achievement?

6. 21 st Century Skills Framework Core Subjects -Economics -English -Government -Arts -History -Geography -Reading or Language -Arts -Mathematics -Science -World Languages -Civics 21 st Century Themes - Global Awareness - Financial, Economic, Business & Entrepreneurship Literacy - Civic Literacy - Health Literacy

7. 21 st Century Partnership

8. Learning and Innovation Skills Learning and innovation skills increasingly are being recognized as those that separate students who are prepared for more and more complex life and work environments in the 21 st century, and those who are not. A focus on creativity and critical thinking, communication and collaboration is essential to prepare students for the future.

14. But once the task called for “even rudimentary cognitive skill,” a larger reward “led to poorer performance.”

16. Tough Choices or Tough Times This is a world in which a very high level of preparation in reading, writing, speaking, mathematics, science, literature, history, and the arts will be an indispensable foundation ……. …comfort with ideas and abstractions is the passport to the good life, in which high levels of education – a very different kind of education than most of us have had – are going to be the only security there is.

17. Tough Choices or Tough Times …comfort with ideas and abstractions is the passport to the good life, in which high levels of education – a very different kind of education than most of us have had – are going to be the only security there is.

18. Are we ready for this student?

19. STUDENT ACHIEVEMENT GOALS ACADEMICS - knowledge and skills to be successful in school and life. LIFE SKILLS - aptitude, attitude and skills to lead responsible, fulfilling and respectful lives. RESPONSIBILITY TO THE COMMUNITY - attributes that contribute to an effective and productive community and the common good of all.

20. School Change Source: Model developed by Stephen Barkley

21. Student Behaviors What student behaviors need to be initiated or increased to gain the desired student achievement?

22. Student Behaviors Reading as choice Writing Finding problem to solve Researching Asking questions Following a passion Persevering/Effort Working independently and collaboratively Taking risks in learning Using technology to research and produce Adapting to change

23. Teacher Behaviors What teacher behaviors are most likely to generate these student behaviors?

24. Providing WOW Emotional Engagement

25. Dan Meyer--Perplex Not Bored Don’t know-don’t care. Not Confused Want to know the answer; don't believe they are capable.

26. Dan Meyer Perplexed Don’t’ know the answer. Want to know and believe they are capable of figuring it out.

30. Dan Meyer Perplexed Don’t’ know the answer. Want to know and believe they are capable of figuring it out.

31. Teacher Behaviors Teach the desired student behavior. Model the desired student behavior.

32. Effort x Ability Manageable Task = Success The Formula…

33. Teacher Relationships What changes need to occur in how teachers work with each other to support the needed teacher behaviors?

34. Teacher Relationships Parallel Play Adversarial Relationships Congenial Relationships Collegial Relationships Roland S. Barth Relationships Within the Schoolhouse ASCD 2006

35. My Work My Time Design together Implement individually Shared responsibility for student achievement Helping each other Modify Individual Behavior, Consensus on implementation Individual FranchiseTeam

36. School Change Source: Model developed by Stephen Barkley

37. Leader Behaviors What leadership behaviors are needed to support the desired staff, teacher, parent, and student behaviors?

38. Changes Needed to Improve Student Achievement 5.How do you see your role in the changing behaviors of students, teachers, teacher leaders, and administrator? YOU 4.What are the behaviors/practices of school leadership that are necessary to initiate, motivate, and support these changes? 3.Are there changes that need to occur in the way that staff members work with each other in order for the desired individual staff members changes to occur? 2.What changes must occur in individual staff/teacher practices to generate the changes you seek in students? What changes must occur in parent practices to generate the changes you seek in students? 2.What changes must occur in individual staff/teacher practices to generate the changes you seek in students? What changes must occur in parent practices to generate the changes you seek in students? 1.What are the changes in student behavior, performance, choices, effort, etc., that you believe are precursors to the improvement in student learning that you seek?

39. Trusting the Roles Teacher Coach Administrator

40. Trusting the Roles 1.no communication between coach and admin 2.admin talks to coach... No coach to admin 3.Coach shares good news 4.Full… open sharing Teacher Coach Administrator

41. Professional Learning Communities What roles do teacher leaders play?

42. School Change Source: Model developed by Stephen Barkley

43. Big Idea A Focus on Results Professional Learning Communities judge their effectiveness on a basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher-team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. (DuFour)

44. Looking At Student Work With a colleague or two at your grade level or within your department, …….. flip through the student work, point out what you notice about students overall, in groups, individually. ……..what questions emerge?

45. Looking At Student Work Considering your current assessment of the student work/performance and the importance of the learning standard, what goals would you be setting for groups and individual learners? (Shorter term/longer term)

46. What Assessments Along the Way? OctoberFebruaryApril

47. Looking at Assessments How did the assessment inform your students? How did the assessment inform you? What questions did the assessment raise for you? What are you going to be doing because of the assessment results?

48. Big Idea Ensuring That Students Learn The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift– from a focus on teaching to a focus on learning– has profound implications for schools. (DuFour)

49. Teaching (Can be) Neat Orderly Sequential Managed Documented

50. Learning (Often is) Messy Spontaneous Irregular Non Linear Complex

51. Teaching (Can be) Neat Orderly Sequential Managed Documented Learning (Often is) Messy Spontaneous Irregular Non Linear Complex

52. Teachers Must Study Learning and Student Work Observe ThinkExperiment Create Standards

53. School Change Source: Model developed by Stephen Barkley

54. Planning for Learning From a whole class perspective…… What is important for students to experience or do to gain the desired student outcomes? What teacher actions will instigate, promote, support, etc. those student behaviors and experiences?

55. Planning for Learning What student behaviors and experiences are critical for the more advanced students? For the students whose skill level is less developed? How will we as teachers individually and collaboratively provide for these learning opportunities?

56. Big Idea A Culture of Collaboration Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture. (DuFour)

57. My Work My Time Design together Implement individually Shared responsibility for student achievement Helping each other Modify Individual Behavior, Consensus on implementation IndividualFranchiseTeam Vulnerability Trust Vulnerability ACTION Trust

58. Collaborating Beyond Grade-Level Partner with a teacher who works with students before or after you (up or down a grade-level). Share your thoughts on what you explored today. Seek his/her insights and input.

59. Collaborating Beyond Grade-Level Now partner with someone from outside your grade group or department. Share your thoughts on what you explored today. Seek his/her insights and input.

60. Collective Capacity Fullan (2010) The power of collective capacity is that it enables ordinary people to accomplish extraordinary things— for two reasons: knowledge about effective practice becomes more widely available and accessible on a daily basis working together generates commitment