1. Instructional Leadership: Monitoring Insights, Patterns, & Trends

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

3. 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

4. © AZ Board of Regents, All rights reserved, 2012. Surface prior knowledge effective teachers. Explain the Ladder of Inference as a tool for stimulating conversation. Apply knowledge about at-risk student tendencies. Clarify why it is important to test perceptions by checking for data, evidence, etc. Connect with current practices to gather data. Organize indicators of quality instruction in a framework with monitoring methods. Create a plan of action to take back to your building to monitor for quality instruction. Intended Outcomes

5. © AZ Board of Regents, All rights reserved, 2012. Student Achievement Teacher Quality Instructional Leadership ImplementingMonitoring Supporting CommunicatingAdvocatingPlanning Instructional Leadership Key Processes Applied to Performance Accountability

6. © AZ Board of Regents, All rights reserved, 2012. There are effective instructional practices that maximize student academic and social learning Quality Instruction:

7. © AZ Board of Regents, All rights reserved, 2012. How do instructional leaders observe each teacher’s instructional practices routinely to provide feedback? How do instructional leaders evaluate how instructional time is used? How do instructional leaders use data to monitor the quality of instruction? How do instructional leaders evaluate teachers’ instructional practices? Research-Based Critical Behaviors

8. © AZ Board of Regents, All rights reserved, 2012. By the end of this workshop you will develop an action plan focused on applying the Research- Based Critical Behaviors. 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 Action Plan

9. © AZ Board of Regents, All rights reserved, 2012. What strategies represent effective teaching, and how do instructional leadership collect evidence to monitor their effectiveness. Insights, Patterns, & Trends Segment Guiding Question

10. © AZ Board of Regents, All rights reserved, 2012. How accurately do you collect data? Let’s practice by watching this video Test http://www.youtube.com/watch?v=vJG698U2Mv o&feature=email http://www.youtube.com/watch?v=vJG698U2Mv o&feature=email Video Clip

11. © AZ Board of Regents, All rights reserved, 2012. Working with your shoulder partner Make a list (ONE idea per post-it) –What do you want to see happening in your classrooms? (What is the most significant item you look for as an indicator of quality instruction?) –Is there a gorilla in the classrooms that needs to be addressed? –What methods are used to evaluate teacher effectiveness in your school? Dialogue

12. © AZ Board of Regents, All rights reserved, 2012. Value-Added Methods Classroom Observation Principal Evaluation Analysis of Classroom Artifacts Portfolios Self-Report of Practice Student Evaluation Methods of Evaluating Teacher Effectiveness

13. © AZ Board of Regents, All rights reserved, 2012. The study of teaching is inherently interesting not just because it is so important, but because we must be researchers making hypotheses about what we can change and do in order to get results for children. Consider the Following

14. © AZ Board of Regents, All rights reserved, 2012. One of the most satisfying and productive things we can do for each other is to talk about teaching together. Research for Better Teaching, Inc (2004-2005) Consider the Following

15. © AZ Board of Regents, All rights reserved, 2012. Read: Summary of John Dewey’s Experience & Education Consider: –What is the most significant item in this read? –How do you feel about what the author’s position/statement? Task

16. © AZ Board of Regents, All rights reserved, 2012. Working in table groups Read: “A Practical Guide to Evaluating Teacher Effectiveness” Summarize: the method(s) assigned to your group Analyze using the Graphic Organizer –“Summary of Methods” Task

17. © AZ Board of Regents, All rights reserved, 2012. Description Research Findings Strength of Method Cautions Summary of Method:

18. © AZ Board of Regents, All rights reserved, 2012. Share your ideas with a shoulder partner When you consider the methods necessary to monitor teacher effectiveness, which method aligns best with which domain in Danielson’s Framework of Teaching? Think about the Four Domains: 1.Planning and Preparation 2.The Classroom Environment 3.Instruction 4.Professional Responsibilities Synthesis of Learning

19. © AZ Board of Regents, All rights reserved, 2012. Planning & Preparation Classroom Environment Instruction Professional Responsibilities Value-Added Methods Classroom Observation Principal Evaluation Analysis of Artifacts Portfolios Self-Report of Practice Student Evaluation Application of Learning

20. © AZ Board of Regents, All rights reserved, 2012. Go back and review the lists you made at the beginning of this workshop –See any similarities to the article? Categorize the techniques according to the methods shared in the research. What insights, patterns or trends surface? Methods for Quality Instruction

21. © AZ Board of Regents, All rights reserved, 2012. Consider the guiding question 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. Closure for this Segment 21

22. © AZ Board of Regents, All rights reserved, 2012. 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? Conclusion and Development of an Action Plan

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

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