Module 3 Inst Leadership

(1)

(2)

(3)

Instructional Leadership for Learning

o

_{Use of Data}

(4)

Instructional Leadership Rubric

Component

Level I

Level II

Level III

Level IV

Rating/Evidence

Use of Data

Data collection is left to chance by individual actors.

Data are rarely analyzed or leveraged for

improvement efforts.

A process for data collection has been drafted.

Data are occasionally analyzed by individuals and occasionally leveraged for

A systematic process for data collection is in place.

Data are routinely analyzed by groups to inform collective action and leveraged for improvement efforts.

The school utilizes data to routinely inform decisions about

fulfilling the school mission, teaching and learning, and to guide all improvement efforts.

Rubric Level:

Evidence:

Curriculum

The decisions about what to teach are left to chance by

individual actors.

A guaranteed and viable curriculum is not evident.

The school has drafted curriculum documents.

 The school has begun a process to provide a guaranteed and viable curriculum.

The school has a guaranteed and viable curriculum.

The school has

declared the important skills and content necessary for all students.

The school routinely monitors the attainment of the guaranteed and viable curriculum.

The curriculum is closely aligned to the mission of the school.

(5)

Instructional Leadership Rubric

Component

Level I

Level II

Level III

Level IV

Rating/Evidence

Instruction

The decisions about instruction are left to chance by individual actors.

Replication of success is unlikely.

The school has begun a process to identify instructional strategies that will improve student learning. The extent to which the strategies are used will vary.

The school encourages the use of research based instructional strategies. The school has created pockets of success.

Replication of success is dependent upon

showcasing the methods.

The school employs a research based

instructional program. The strategies are utilized by the staff to a large extent.

Replication of success is likely.

Rubric Level:

Evidence:

Assessment

The assessment system and the subsequent data are left to chance by individual actors.

The school has begun the process of

developing an assessment system. Some assessments are aligned to the

curriculum.

The school has an assessment system aligned to the curriculum.

Formative or

summative assessments provide information about student learning.

The school utilizes a comprehensive system that provides timely feedback about teaching and learning.

(6)

Instructional Leadership for Learning

(7)

Data provides the power to…

Make good decisions, work intelligently,

work effectively and efficiently, change

things in better ways, know the impact of

our hard work, help us prepare for the

future, and know how to make our work

benefit all children.

(8)

Quality Information

Defined as the collection, management, and

use of information to enable the school or

district to make informed decisions, take

specific actions, and assess the results of

improvement efforts.

(9)

Quality Information

The analysis of research indicated that

effective schools must:

o

_{Transform data into evidence.}

o

_{Data must be used consistently as the}

basis for decision making.

o

_{Student performance results must also}

provide guidance that informs educators

so as to allow mid-course adjustments.

o

_{Data feedback systems must rely on}

(10)

Schools must collect and analyze data to

understand the…

o

_{Current and future needs of the school}

community.

o

_{Ability of the current processes to meet}

those needs.

o

_{Ways in which the school and community}

are changing.

o

_{Root causes of problems.}

o

_{Types of education programs and expertise}

(11)

Four Essential Questions

from Dufour’s

Learning by Doing

o

_{What do we want our students to learn?}

o

_{How will we know when they have learned it?}

o

_{How will we respond if they have not learned}

it?

o

_{How will we respond if they have already}

(12)

Implications for Leadership

Effective superintendents ensure that each

school regularly examines the extent to which

it is meeting achievement targets. The

attainment of achievement goals is the

primary indicator of success.

(13)

Leadership Team Reflection

o

_{What are our current practices?}

o

_{How do we monitor current practices?}

o

_{What new practices do we need to put in place}

to increase the academic achievement of our

students?

o

_{How will we monitor those practices?}

o

_{What obstacles might impede progress?}

o

_{What support systems will enhance our}

progress?

o

_{What are our next steps?}

(14)

Instructional Leadership Rubric

Component

Level I

Level II

Level III

Level IV

Rating/Evidence

Use of Data

Data collection is left to chance by individual actors.

Data are rarely analyzed or leveraged for

A process for data collection has been drafted.

Data are occasionally analyzed by individuals and occasionally leveraged for

A systematic process for data collection is in place.

Data are routinely analyzed by groups to inform collective action and leveraged for improvement efforts.

The school utilizes data to routinely inform decisions about

fulfilling the school mission, teaching and learning, and to guide all improvement efforts.

Rubric Level:

Evidence:

(15)

(16)

Instructional Leadership for Learning

(17)

Marzano’s “Guaranteed and Viable Curriculum”

o

_{Identify and communicate the content considered}

essential for all students versus that considered

supplemental or necessary only for those seeking

postsecondary education.

o

_{Ensure that the essential content can be addressed}

in the amount of time available for instruction.

o

_{Sequence and organize the essential content in}

such a way that students have ample opportunity to

learn it.

(18)

Leadership Team Reflection

o

_{What are our current practices?}

o

_{How do we monitor current practices?}

o

_{What new practices do we need to put}

in place to increase the academic

achievement of our students?

o

_{How will we monitor those practices?}

o

_{What obstacles might impede progress?}

o

_{What support systems will enhance our}

progress?

(19)

Instructional Leadership Rubric

Component

Level I

Level II

Level III

Level IV

Rating/Evidence

Curriculum

The decisions about what to teach are left to chance by

individual actors.

A guaranteed and viable curriculum is not evident.

The school has drafted curriculum documents.

 The school has begun a process to provide a guaranteed and viable curriculum.

The school has a guaranteed and viable curriculum.

The school has

declared the important skills and content necessary for all students.

The school routinely monitors the attainment of the guaranteed and viable curriculum.

The curriculum is closely aligned to the mission of the school.

Rubric Level:

Evidence:

(20)

Instructional Leadership for Learning

(21)

(22)

Core Tasks to Improve Teaching & Learning include. . .

o

_{Using instructional strategies that provide}

students with focus, feedback, and

sufficient opportunity to master skills.

o

_{Using appropriate strategies to assess the}

performance of students’ academic,

cognitive, and meta-cognitive skills.

o

_{Adapting instruction to meet individual}

needs and engage students.

(23)

The Big Nine

o

_{Meta-analysis combines the results}

from a number of studies to determine

the average effect of a given technique.

o

_{Researchers translate the results of this}

meta-analysis into a unit of

measurement referred to as the

effect

(24)

The Big Nine

o

_{Effect size of .20 is small}

o

_{Effect size of .50 is medium}

(25)

The Big Nine

Instructional Strategy

Ave. ES

%ile

Gain

Identifying similarities & differences

1.61

45 Summarizing & Note Taking

1.00

34 Reinforcing Effort and Providing

Recognition

.80

29 Homework & Practice

.77

28 Nonlinguistic Representation

.75

27 Cooperative Learning

.73

27 Setting Goals & Providing Feedback

.61

23

(26)

Planning for Instruction

o

_{Instructional planning needs to be}

thoughtful and purposeful.

o

_{Instructional planning is more than}

stringing together as many activities as

can be completed in a unit of study.

o

_{The use of instructional strategies is to}

help the learner remember and apply

information and skills, not just do

(27)

Planning for Instruction

Teaching Schema for Mastery Learners

from Improving Student Learning One Teacher at a Time

o

_{Setting Goals}

o

_{Accessing Prior Knowledge}

o

_{New Information}

o

_{Applying declarative & procedural}

knowledge

o

_{Generalize or summarize}

(28)

Leadership Team Reflection

o

_{What are our current practices?}

o

_{How do we monitor current practices?}

o

_{What new practices do we need to put in}

place to increase the academic achievement

of our students?

o

_{How will we monitor those practices?}

o

_{What obstacles might impede progress?}

o

_{What support systems will enhance our}

(29)

Instructional Leadership Rubric

Component

Level I

Level II

Level III

Level IV

Rating/Evidence

Instruction

The decisions about instruction are left to chance by individual actors.

The school has begun a process to identify instructional strategies that will improve student learning. The extent to which the strategies are used will vary.

The school encourages the use of research based instructional strategies. The school has created pockets of success.

Replication of success is dependent upon showcasing the methods.

The school employs a research based

instructional program. The strategies are utilized by the staff to a large extent.

Replication of success is likely.

Rubric Level:

Evidence:

(30)

Instructional Leadership for Learning

(31)

Classroom-based

State

Tests

National

Tests

(32)

Multiple Tools, Different

Purposes

Tools

Purposes

National Tests

National Comparison

Summative Snapshot

New State Tests – NeSA

NeSA-R

NeSA-M

NeSA-S

NeSA-W

State Comparison

State and Federal

Accountability

Summative Snapshot

Classroom-based

Assessment

Instructional

information

(33)

Lezotte’s Frequent Monitoring of

Student Progress

o

_{The First Generation: In the effective school,}

student academic progress is measured

frequently through a variety of assessment

procedures. The results of these assessments

are used to improve individual student

(34)

Lezotte’s Frequent Monitoring of

Student Progress

_o

_{The Second Generation: The use of}

technology will permit teachers to do a

better job of monitoring their students’

progress.

o

_{A shift will occur from standardized}

norm-referenced paper-pencil tests and toward

curricular-based, criterion-referenced

(35)

Assessment Users and Uses

o

_{Classroom Level}

(36)

Classroom Level

Student:

Am I succeeding?

Does my teacher think I’m capable of success?

Teacher:

What does this student need?

Are my students improving?

Parents:

Is my child succeeding?

Is this teacher doing a good job?

(37)

Instructional Support Level

Principal:

Is this teacher producing results in the form of

student learning?

Is instruction in our building producing

results?

Are our students qualifying for college?

Curriculum Director:

Is our program of instruction working?

(38)

Policy-Making Level

Superintendent:

Are our programs of instruction producing results in terms of

student learning?

Which schools deserve or need more or fewer resources?

School Board:

Are our students learning and succeeding and how much is it

costing us?

Department of Education:

Are programs across the state producing results?

Legislature:

(39)

Leadership Team Reflection

o

_{What are our current practices?}

o

_{How do we monitor current practices?}

o

_{What new practices do we need to put in}

place to increase the academic

achievement of our students?

o

_{How will we monitor those practices?}

o

_{What obstacles might impede progress?}

o

_{What support systems will enhance our}

(40)

Instructional Leadership Rubric

Component

Level I

Level II

Level III

Level IV

Rating/Evidence

Assessment

The assessment system and the subsequent data are left to chance by individual actors.

The school has begun the process of

developing an assessment system. Some assessments are aligned to the

curriculum.

Formative or

summative assessments provide information about student learning.

The school utilizes a comprehensive system that provides timely feedback about teaching and learning.