1. Module Four: Resources for Learning A Collaboration between NCSA, NDE, and ESUs

2. 2 Resources for Learning o Allocation of Resources o Support o Professional Development

3. 3 ComponentLevel ILevel IILevel IIILevel IVRating/Evidence Resources Rubric Allocation of Resources  The school allocates resources based on past practice or individualized requests.  The school addresses the need to re-allocate existing resources or engages in systematic planning.  The school effectively allocates resources to meet the goals for achievement and instruction.  The school maximizes student achievement through effective and efficient allocation of resources. Rubric Level: Evidence: Support  Support for student learning is left to chance by individual actors.  Time and support are constant, learning is variable.  Support for student learning is addressed and plans are initiated to develop an institutional response.  Time and support are constant, learning is variable.  Systems for support of student learning, and an institutional response are implemented.  Time and support are variable, learning is constant.  Systems of support are routinely used to improve learning for all students.  Time and support are variable, learning is constant. Rubric Level: Evidence: Professional Development  Professional development is left to chance by individual actors based on personal preference and is rarely job embedded.  There is no evidence the new learning will be applied to the classroom.  Links to improved student achievement are low.  Professional development is negotiated between teachers and administration and is job embedded in isolated pockets.  The new learning could potentially be used in the classroom.  Links to improved student achievement are low.  Professional development is aligned to clear learning goals and is purposely job embedded.  The new learning is utilized in the classroom by pockets of teachers.  Links to improved student achievement are high.  Professional development provides job embedded skills for improvement.  The new learning is consistently used by most staff.  Links to improved student achievement are high. Rubric Level: Evidence:

4. 4 Administrative Leadership: Allocation and Support o Traditional Model for Most Schools: Time and support have been the constant. Learning has been the variable. o New Paradigm: Learning is the constant. Time and support are the variables. DuFour, DuFour & Eaker (2004)

5. 5 Administrative Leadership: Allocation and Support o Superintendents in High Performing Schools ensure that… Time, money, personnel and materials are allocated to accomplish the district’s goals. Initiatives not aligned to the goals may be dropped. Waters and Marzano, (2006); NSSE (2007)

6. 6 Administrative Leadership: Allocation and Support Five Organizational Conditions for Improving School Systems Quality teachers o The recruitment, placement, and professional development of quality teachers. Effective Leadership o The leader’s decisions and practices support the vision of student learning. Quality Information o The collection, management and use of information enables the school district to make informed decisions, take specific actions and assess the results of improvement efforts related to student learning.

7. 7 Administrative Leadership: Allocation and Support Five Organizational Conditions for Improving School Systems Policies and Practices that Foster and Sustain Improvement o The district’s development and implementation of policies and practices support improvement efforts. Resources and Support Systems to Sustain Improvement o The district provides support through resources and assistance. Assistance is vital to sustaining improvement efforts. o The district must allocate and deploy the necessary human, technical, and material resources in order to live up to its promises. This may include mentors, tutors and role models. National Study of School Evaluation (NSSE, 2007) 0

8. 8 Administrative Leadership: Allocation and Support Correlates of Effective Schools: Opportunity to Learn & Time on Task First Generation: Teachers allocate significant amount of time to instruction on important curriculum. Second Generation: Problems will arise from the scarcity of time for all of the content. o Organized abandonment. o Successful schools will declare that some things are more important than others. Lezotte, L. (1991)

9. 9 Perceptions that can cause change to be viewed as: First-order Change When a change is perceived as: Second-order Change When a change is perceived as: An extension of the pastA break from the past Within existing paradigmsOutside of existing paradigms Consistent with prevailing values and norms Conflicted with prevailing values and norms Implemented with existing knowledge & skills Requiring new knowledge & skills to implement Lezotte, L. (1991)

10. 10 As a District Team, briefly discuss: Think about “allocation and support”. o What strengths does your district demonstrate related to them? o What challenges exist and how will you address them?

11. 11 ComponentLevel ILevel IILevel IIILevel IVRating/Evidence Resources Rubric Allocation of Resources  The school allocates resources based on past practice or individualized requests.  The school addresses the need to re-allocate existing resources or engages in systematic planning.  The school effectively allocates resources to meet the goals for achievement and instruction.  The school maximizes student achievement through effective and efficient allocation of resources. Rubric Level: Evidence: Support  Support for student learning is left to chance by individual actors.  Time and support are constant, learning is variable.  Support for student learning is addressed and plans are initiated to develop an institutional response.  Time and support are constant, learning is variable.  Systems for support of student learning, and an institutional response are implemented.  Time and support are variable, learning is constant.  Systems of support are routinely used to improve learning for all students.  Time and support are variable, learning is constant. Rubric Level: Evidence: Where would you place your school on the Resources for Learning Rubric?

12. 12 Administrative Leadership: Professional Development Components of effective professional development o It is based on improving student learning. o It changes teacher practice. o It changes teacher attitudes and beliefs. o It is job embedded. o It provides ongoing long-term support. o The building principal is a key supporter and actively involved. Guskey, T. R. (2000)

13. 13 Administrative Leadership: Professional Development The initial training is not as critical, as is support through the implementation stage. Professional development should be judged by the following: o Clear focus on learning and learners. o Emphasis on individual and organizational change. o Small changes guided by grand vision. o Ongoing professional development that is procedurally embedded. Guskey, T. R. (2000)

14. 14 Administrative Leadership: Professional Development o A meaningful commitment of funding must be dedicated to professional development for teachers and principals. o The professional development must be in line with the district goals. o The resources must be: deployed at the school level. utilized in a manner that aligns with the district goals. Waters & Marzano (2006)

15. 15 Perceptions that can cause change to be viewed as: First-order Change When a change is perceived as: Second-order Change When a change is perceived as: An extension of the pastA break from the past Within existing paradigmsOutside of existing paradigms Consistent with prevailing values and norms Conflicted with prevailing values and norms Implemented with existing knowledge & skills Requiring new knowledge & skills to implement Lezotte, L. (1991)

16. 16 Administrative Leadership: Professional Development Professional Learning Community Models o Learning Teams Rick Stiggins o Professional Learning Communities DuFour, DuFour & Eaker o Whole Faculty Study Groups Carlene Murphy

17. 17 As a District Team, briefly discuss: Think about “Professional Development”. o What might your district need to do to create an environment of job-embedded professional development? o Based on that plan, how will you implement on-going, professional development at the district level?

18. 18 ComponentLevel ILevel IILevel IIILevel IVRating/Evidence Resources Rubric Professional Development  Professional development is left to chance by individual actors based on personal preference and is rarely job embedded.  There is no evidence the new learning will be applied to the classroom.  Links to improved student achievement are low.  Professional development is negotiated between teachers and administration and is job embedded in isolated pockets.  The new learning could potentially be used in the classroom.  Links to improved student achievement are low.  Professional development is aligned to clear learning goals and is purposely job embedded.  The new learning is utilized in the classroom by pockets of teachers.  Links to improved student achievement are high.  Professional development provides job embedded skills for improvement.  The new learning is consistently used by most staff.  Links to improved student achievement are high. Rubric Level: Evidence: Where would you place your school on the Resources for Learning Rubric?

19. 19 Discussion and Wrap-Up o What are the implications for leadership? o What are the implications for change?

20. 20 Thank You! o We hope that this session will be meaningful for your schools and students.