1. Name Workshop Facilitator Instructional Leadership: Creating Demand

2. Name of Superintendent –Welcome & Why Important Name of Facilitator –Overview / Agenda –Enduring Understandings –Guiding Questions –Targeted Objectives –Introductions Welcome © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

3. Intended Outcomes Participants will… Increase knowledge of the change process Identify communication strategies that impact personal transitions for a new initiative Connect workshop concepts to research- based critical behaviors for communicating performance accountability Apply knowledge by developing an action plan © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

4. Proposed Norms & Expectations Stay focused and fully engaged –no competing conversations please Participate to grow –share openly and monitor your listening Be a learner –create your own meaning and application Get your needs met –ask questions that benefit the group –personal questions on breaks Housekeeping –silence cell phones –handle business later – share ONE point …then next person

5. Instructional Leadership Student Achievement Teacher Quality Instructional Leadership ImplementingMonitoring Supporting CommunicatingAdvocatingPlanning © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012. Core Component is Managed through Key Processes

6. Performance Accountability: Leader holds self and others responsible for realizing high standards of performance for student academic and social learning. There is individual and collective responsibility among the faculty and students. © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

7. Research-based Critical Behaviors How do instructional leaders communicate with faculty the purpose and nature of its accountability programs? How do instructional leaders communicate to faculty how accountability results will be used for school improvement? How do instructional leaders discuss progress toward meeting school goals with parents.? How do instructional leaders communicate to families the purpose and nature of its accountability programs? © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

8. Action Plan Review & make notes regarding… –Definition of core component (top) –Definition of key process (left-top) –Research-Based Critical Behaviors  Rate self 5 = highly effective 3 = effective 1 = ineffective  List evidence to support rating © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

9. Creating Demand Segment Guiding Questions How do instructional leaders effectively communicate the purpose and nature of the school’s performance accountability system? How does “creating demand” help the principal to hold staff accountable for high levels of performance? © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

10. McREL Research on School Leadership School Leadership That Works –21 School Leadership Responsibilities  Intellectual Stimulation  Change Agent  Ideals/Beliefs –Statistically positive impact How will you engage others and ensure buy-in? Robert Marzano, What Works in Schools, 2003 © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

11. Quick overview: –Create demand  Failure OFTEN results from NOT continuously working on creating demand –Thoroughly plan the implementation –Manage personal transitions –Monitor and evaluate McREL Framework for Change Leadership © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

12. Creating Demand Targeting –Create discontent with the current realty –Identify the issues that prompted NEW What is the data? Why is the current reality unacceptable? –Identify concepts that will connect individuals to a common purpose Find common ground Get each individual to say “yes” © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

13. Creating Demand Framing –Create vision of more attractive reality –Compare vision to the current reality Similarities & Differences? What picture will entice/motivate? Why change? –Discuss the connection between the NEW and values/beliefs of the individuals Find common ground Get each individual to say “yes” © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

14. Creating Demand 85% adopt change for 1 of 5 Reasons: –Relative Advantage –Compatibility –Complexity –Trialability –Observability © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

15. Applying “5 Reasons” Handout … Creating Demand –“Five Reasons” 5 rows & 2 columns –School Leadership Responsibilities –District Leadership Responsibilities (at the bottom, but not topic for today) © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

16. Individually, brainstorm ways to create demand for … a new math program a new accountability system an initiative that your are implementing –Consider… Activities, Trainings, Talks, etc Whole Staff, Learning Team, Individual “Early Adopters” & “Laggards” –Remember, this is brainstorming all ideas are good, just keep adding Applying “5 Reasons” © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

17. Applying “5 Reasons” As a table group, create ONE brainstorm list –Add new items as they come up –Do not evaluate items –Keeping adding all ideas © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

18. As a table group, transfer or link your brainstormed items to the appropriate box in the table –Did you have more ideas addressing one of the Reasons? –Ensure your table group has at least 3 ideas per box. Applying “5 Reasons” © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

19. How will demonstrate the change leadership responsibilities that can positively impact creating demand for your staff? Brainstorm ideas in each category: –Intellectual stimulation –Change Agent –Strong Ideals School Leadership Responsibilities

20. Share Whole group share –Each table group will select ONE of “5 Reasons” not the same as the previous group –Describe one strategy for framing the new performance accountability Pair Share –Each person will select ONE of “5 Reasons” not the same as the previous group –Describe one strategy for framing the new performance accountability –Describe how and when you will implement this in your school © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

21. Closure For This Segment Consider guiding questions Use column labeled “Strategies/Ideas” –Connect today’s discussions with the “Research-Based Critical Behaviors.” –List at least THREE things per box Pair Share ONE strategy you learned today and how you plan to use it at your school. © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

22. Conclusion and Development of an Action Plan Review the following… –Targeted Objectives –Research-Based Critical Behaviors Next Steps –What additional data do you need? –Who will you involve in process? –What resources do you need? Action Plan –Do what? By when? © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

23. Workshop Closure In table groups (in a round robin format) –Share one new learning and describe how you will apply it in your job –NO REPEATS! © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

24. Please complete “Participant Feedback” form –Grant research –Improve future workshops Workshop Closure © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.