1. ISLLC Standard #2 Supporting Teacher Learning Name Workshop Facilitator

2. Welcome  Name of Superintendent  Welcome  Why Important © AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

3. Overview & Introductions  Name of Facilitator  Introductions  Overview / Agenda  Guiding Questions  Targeted Objectives  ISLLC Standards © 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. Leadership Model A Systems Thinking Approach: ISLLC Standards and improvement strategies are managed through Key Processes

6. ISLLC Standards  A principal may choose to implement specific strategies to meet the ISLLC Standards and/or improve his/her performance relevant to the ISLLC Standards. The standards are: 1.Facilitating the development, articulation, implementation, and stewardship of a vision of learning 2.Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth 3.Ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment 4.Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources 5.Acting with integrity, fairness, and in an ethical manner 6.Understanding, responding to, and influencing the political, social, economic, legal, and cultural context

7. Sample Application Focus

8. Application Focus In the column labeled “Current Reality” –Rate yourself on a scale of 1-5  5 = Highly effective  3 = Satisfactorily Effective  1 = Ineffective –Describe the evidence that supports your application of this concept  At the conclusion of this module you will identify key concepts and plan your application focus

9. Guiding Questions 1.What leadership actions will support teacher growth that leads to individual student progress? 2.What leadership actions will support the development or refinement of a system that strategically supports the professional growth and performance of teachers, administrators, professional learning teams and all stakeholders within the school?

10. Agree or Disagree?  As you watch this video of an extremely successful businessman, consider the following questions:  How did Steve Jobs support his teams?  Are there ideas that you feel are and/or could be used at your school. What and why?  Are there ideas with which you totally disagree? What and why?  http://www.youtube.com/watch?v=f60dheI4ARg&feature=player_ detailpage http://www.youtube.com/watch?v=f60dheI4ARg&feature=player_ detailpage

11. Self-Reflection  How are you currently providing feedback and support relevant to … 1.Student Learning 2.Quality of Instruction 3.Rigor of Curriculum 4.Teacher Learning  List CURRENT PRACTICES in the left-hand column of the organizer

12. Consistent Support “Teams that receive consistent support and feedback from their principal or other administrator are far more likely to remain focused and productive which in turn improves the quality of teaching and learning in the classroom.” Ermeling, B. A. (2012)

13. Support as a Leadership Responsibility  “ the most powerful single modification that enhances achievement is feedback”  However feedback does not occur automatically. It is a function of design. Creating a system that provides feedback is at the core of this leadership responsibility. Hattie, J. A. (1992) Measuring the effects of schooling, Australian Journal of Education, 36(1), 5-13

14. Support “Sustaining teacher collaboration beyond an inspirational summer workshop requires dedicated effort...”

15. A Researcher’s look at Support:  Read the introduction to the article  With your shoulder partner, discuss the three approaches identified in the article and if/when you have used any of them.

16. A Researcher’s look at Support: Read the rest of the article …  Note strategies/ideas for supporting teachers and professional learning teams in the right-hand column of the organizer  Share these strategies whole group and add them to the chart started earlier.

17. As a team...  Identify and reach consensus on strategies that might effectively be used to distribute support to teams and/or individuals within your school

18. Develop a Plan  Choose one strategies that you want to implement or one that you currently use that you want to refine  Develop an assistance matrix – Use the example in the article as a model

19. Application Focus  Consider the guiding question, and think about connections between the ISLLC Standard and workshop’s key concepts  Use column labeled “Strategies/Ideas”  List at least THREE ideas or strategies that apply 19

20. Workshop Closure  Review the following…  Targeted Objectives: –Explore concepts, strategies, and tools to use in supporting teacher learning teams in their school communities. –Draft a plan for supporting a school culture that is conducive to teacher learning and professional growth.  ISLLC Standard: –Teaching and Learning: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

21.  Next Steps  What additional data do you need?  Who will you involve in process?  What resources do you need?  Application Focus  Do what?  By when?

22. Workshop Closure  Pair-Share ONE strategy you learned today and how you plan to use it at your school.  Please complete “Participant Feedback” form  Grant research  Improve future workshops