1. December 2014 Supporting Principals as Instructional Leaders

2. Our Mission The Center for Educational Leadership (CEL) is a nonprofit service arm of the University of Washington College of Education dedicated to eliminating the achievement gap that continues to divide our nation’s children along the lines of race, class, language and disability. 2

3. Equity Is a Key Principle of Our Work Equal Outcomes Fairness Access and Support Respect for Differences Achievement of Every Student Equity 3

4. Foundational Ideas 1.If students are not learning they are not being afforded powerful learning opportunities. 2.Teaching is a highly complex and sophisticated endeavor. 3.Practice of sophisticated endeavors only improves when it is open for public scrutiny. 4.Improving practice in a culture of public scrutiny requires reciprocal accountability. 5.Reciprocal accountability implies a particular kind of leadership to improve teaching and learning. 6.Leaders cannot lead what they don’t know. 4

5. Getting Alignment Around Instructional Effectiveness DISTRICT LEADERSHIP Helping district leaders to develop policies, practices and structure that support principals and teachers in delivering high-quality instruction. SCHOOL LEADERSHIP Helping district leaders and principals observe, analyze and lead for high-quality instruction. TEACHING EFFECTIVENESS Developing the teaching expertise necessary to ensure that all students learn at high levels. STUDENT LEARNING All students, regardless of race, class, language and disability, achieve at high levels. 5

6. Essential Questions How does a system’s shared and common vision of effective instruction improve student achievement? How do we create a system to lead for instructional improvement? What behaviors and practices will we need to put into place to support the growth of instructional leadership? 6

7. Learning Targets Analyze the impact of an instructional leadership focus. To deepen our understanding of the evidence needed to measure instructional leadership, teaching, and learning. To deepen our understanding of how to use our theory of action to ensure the school system has made it possible for instructional leadership to be the primary job of the principal. 7

8. Outcomes Identify “promising practices” in analyzing the impact of an instructional leadership focus area. Identify existing and needed evidence that measure instructional leadership, teaching practice, and student achievement. Use the collective intelligence, experience and expertise of the network to help each superintendent grapple with identified roadblocks that hinder the principal’s ability to focus on instructional leadership. 8

9. Cycle of Inquiry 9 Phase III: Implement and Support

10. Road Map August/September October DecemberMarch May/June

11. Instructional Leadership Inquiry Cycle

12. Formative Check-In Reflection and evaluation of the area of focus. Review of agreed upon evidence collected by the principal and principal supervisor. Review of student data. Examine feedback and key ideas connected to progress and growth opportunities. Determine next steps. 12

13. 13 Step 1: Analyze student and teacher evidence. Step 2: Analyze principal leadership practice evidence.

14. Evidence Collection Should Respond to the Following Questions: To what extent did student learning improve in the identified area of need? What is the evidence? To what extent did teaching practice improve in the identified teaching problem of practice? What is the evidence? To what extent did the principal practice improve in the identified area of focus? What is the evidence? 14

15. Determine Evidence of Success What is evidence of success and how will the evidence be measured?

16. Sample Guiding Questions What else do I need to see or consider to make a final decision – what is available to me? What is the distribution of evidence over time? Has there been demonstrated and consistent improvement? If there was growth, was the growth sustained? What is the essence of the indicator? The criterion? Go back and find the key words in the framework/rubric. What does the evidence tell you about the evaluatee’s performance and growth with regards to this essential aspect of the indicators / criterion? 16

17. Case Study - Principal Web Phase IV Calibration Creating a protocol for future problems of practice Using your tools System checks and balances 17

18. What Makes Quality Data? What does evidence collection look like? What are the artifacts collected? Anecdotal evidence? What evidence is collected as a system/district for all principals? 18

19. Colleague Sharing 19

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22. Colleague Sharing 22

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24. Colleague Sharing 24

25. Colleague Sharing Participants form small groups to share artifacts/evidence. Each group selects a facilitator and a timekeeper to utilize the protocol for sharing and (clarify and probing) questioning. How are you using this artifact/evidence to measure the impact of an instructional leadership focus area? What criteria/criterion do you measure with this artifact/evidence? What does it tell you about leadership? Teaching practice? Student learning? 25

26. Exit Feedback What worked? What do I need?

27. www.k-12leadership.org/leading-for-effective-teaching 27

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