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Setting Your Course 2016 Continuous Improvement Workshops
Mobile Phones: http://guidebook.com/g/cipworkshops
Laptops: http://guidebook.com/guide/79042
Purpose of the Two Days:
● Increase knowledge of the journey of
continuous improvement.
● Map a continuous improvement course.
Training Objectives:
● Reflect on continuous
improvement journey
● Consider resources, tools, and
support systems to enhance
the journey
Continuous Improvement:
The Journey
The world in which we live
Our narratives
• Our lives are shaped by the narratives we create, the narratives we believe, the narratives we act upon.
• What narratives guide you personally? Professionally?
• What narratives shape our beliefs and actions with respect to education?
Implications for Continuous Improvement
• CIP teams help bring clarity and accuracy to school and district narratives.
• CIP teams provide context to different and often times competing narratives about schools and districts.
• CIP teams shape the story.
An event or journey?
• Education is a collection of moments that serve as light-posts along a never-ending journey.
• Continuous improvement, must also be an ongoing journey guided by community-inspired vision that creates a world of opportunities for every learner.
A Journey
• Transforms everyday life
• Recognizes unique local context
• Leverages resources and expertise
• Is continuous
A Journey of Improvement Raises Questions • Do you need to initiate or continue your school’s
improvement journey? • How are you communicating your commitment to the
journey to your community? • How are you engaging stakeholders to provide
experience and perspective? • In what ways are you analyzing and considering
conditions that impact instruction? • How are you communicating what you learn? • How are you mapping your course? • What action have you taken and what’s your progress? • Are you adjusting and adapting as needed?
A Journey Traverses Different Terrain:
• Teaching and Learning Domain
• High Expectation
• Impact of Instruction
• Efficacy of Engagement
• Leadership Capacity Domain
• Clear Direction
• Resource Utilization Domain
• Resource Management
• Implementation Capacity
We Must be Equipped for a Journey: Tools for Continuous Improvement
• Data to develop profile • CIP Data on DRS • Surveys • Inventories • Diagnostics
• CIP Toolkit
• Standards for Quality Schools
• Alignment of Plans
• ?
Every Journey Starts with a First Step and Setting a Course Which Guides:
• Every leader
• Every teacher
• Every student
Every Journey Is:
• An opportunity • Our responsibility • The reason we are here
Every step along the way matters.
Educator
Effectiveness
Responsibilities
of Your Role
Standards and
Curriculum
Leadership Teaching and Learning
Using Data
Resources and Support
Alignment of
Plans
Positive
Partnerships
Leadership Domain
Educator Effectiveness
The Six Tenets of AQuESTT
Share... What teacher made a difference for you? What made them so effective?
Share... What teacher made a difference for you? What made them so effective?
Was it someone like this?
Dwayne Reed’s Welcome to the 4th Grade
The State Board believes that students should be surrounded by effective educators throughout their learning experiences such that schools and districts develop effective teachers and leaders who establish a culture of success.
Educator Effectiveness
The State Board believes that students should be surrounded by effective educators throughout their learning experiences such that schools and districts develop effective teachers and leaders who establish a culture of success.
Areas of Focus
• Nebraska Teacher & Principal Performance Framework
• Professional Development
• Building Leadership Supports
• Effective Local Policy Makers & Superintendents
Educator Effectiveness
Keeping Improvement in Mind - by Paul Mielke and Tony Frontier
The most effective supervision and evaluation systems empower teachers to accurately assess their own practice and self-diagnose areas for
growth. In such systems, teachers use comprehensive frameworks throughout the school year to collect data related to their
teaching, reflect on their practice, and identify specific instructional strategies they can work
on to improve their repertoire of skills.
The school culture in such systems supports teachers by recognizing the
need for improvement as an asset rather than a liability.
The Focus
This is about improving teaching and learning.
This is NOT about evaluation!
Begin with instruction - evaluation will come later.
The first step is to adopt an instructional model.
What is an instructional model?
An instructional model is a comprehensive framework of effective teaching practices that results in increased student learning. The framework offers educators, administrators, students, and parents a common language of instruction in order to communicate about educational excellence. -- Instruction Bucket
Why do we need a model?
● To communicate effectively about educational excellence
● To evaluate educator and principal effectiveness
● To increase student learning based on researched best
practices
● To give educators a view of current reality based on data
● To create a common language of instruction that: ○ unifies all groups of teachers
○ creates consistency of expectations from one classroom to the next
○ allows educators to speak about and share their craft knowledge
○ encourages districts to practice collective wisdom
Where are you?
4 We rock this thing - the model is tied to everything
we do - including evaluation.
3 We use the model across the school - everybody
understands it.
2 We have one and are starting to use and
understand it.
1 We have one that everyone agreed upon.
0 What’s a model?
The Complexity of Teaching
“After 30 years of doing such work, I have concluded that classroom teaching…is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented...The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster.”
Lee Shulman, The Wisdom of Practice
Maybe it’s kind of like this:
Dad vs Twins
What’s inside the circle or inside the box?
Pockets of greatness
90% of staff 90% of time
Examples
Why?
• There are 307,398 students in Nebraska.
• How many deserve effective instruction every minute of the day?
• There are 22,302 teachers in Nebraska.
• How many should provide effective instruction?
“What Matters Very Much is Which Classroom?”
“If a student is in one of the most
effective classrooms, he/she will learn in 6 months what those in an average classroom will take a year to learn. And if a student is in one of the least effective classrooms in that school, the same amount of learning takes 2 years.”
Deborah Loewenberg Ball, Dean of Education, University of
Michigan
Our Circle
• Why? –Every student deserves effective instruction
• How? –Change professional practice
• What? –Provide professional development based on teacher goal setting and reflective practice.
The Choices
Does this instructional model provide a common language?
Does this instructional model fit in a lot of classrooms (PK-12)?
Does this instructional model involve teachers in goal setting and growth?
Dissemination Guide
Levels of Implementation
Level 1: Adoption of an instructional model The district selects an instructional model supported and understood by the staff. Level 2: Instructional model implemented The instructional model is transparently implemented across the district as a common language. Level 3: Instructional model in place Teacher goal setting, professional development plans, and student learning objectives are based on the model. Level 4: Complete implementation of an evaluation model The instructional model, effective practices, action plans, and professional development are a part of the school culture.
Discussion Questions
Do you have a defined model?
Does everyone know and use it?
Do teachers regularly set goals based on the instructional model?
Is the model used to discuss teaching?
Is the model used to provide feedback?
Where are you?
4 We rock this thing - the model is tied to everything
we do - including evaluation.
3 We use the model across the school - everybody
understands it.
2 We have one and are starting to use and
understand it.
1 We have one that everyone agreed upon.
0 What’s a model?
What are your next steps? Develop a plan to plan.
A Pep Talk for the Heroes
Educator
Effectiveness
Responsibilities
of Your Role
Standards and
Curriculum
Leadership Teaching and Learning
Using Data
Resources and Support
Alignment of
Plans
Positive
Partnerships
Leadership Domain
Responsibilities of Your Role
The Six Tenets of AQuESTT
Education is About Students!
Rule #1 – Keep Kids First
Rule #2 – Keep Kids First
4 Attributes for Success!!!
4 Attributes of Leadership
1.Confidence 2.Passion 3.Love for People 4.Develop Capacity of People
Teaching and Learning
• High Expectation
• Impact of Instruction
• Efficacy of Engagement •Flatten the hierarchy •Worry about the results and not who gets the credit
4 Attributes for Success!!!
4
Successful Leadership Team
Defined as a connected group of
individuals working together, not as separate entities, but in concert as a team with clear purpose and understanding of roles with a common goal of making decisions that are in the best interest of students, staff, and community.
4 Attributes for Success!!!
4
Leadership
“If you want to become a great leader, gain the capacity to connect with your colleagues and customers at a deep level. . . or lower your aim. Susan Scott
4
Successful Principal and Leadership Team The principal and teaching staff are not in competition with each other, but are competing to meet the individual and collective needs of students.
Role of the School Board
The role of the board of education is not to run the schools, but to see that they are well run.
What it Takes to Lead
• Relationships: We are in the people business.
• Instructional Leader (Principals must maintain the focus on learning and student achievement)
• Appraisal
• Data Analysis
• Curriculum Alignment to State Standards
• Assessments (Criterion Referenced and Norm Referenced)
• Courage
4 Marzano: Effective School vs. an
Effective Teacher
4
4 Control Your Emotions!
“He who angers you owns you.”
Doc Rivers
“Anger is one letter short of danger.” Author Unknown
Leadership Capacity
• Clear Direction
• Leaders Serve - Servant Leadership
• Mission and Vision - Know the Difference
Leadership Capacity
• Accountability
• Ranking of Schools
• AQuESTT
• ACT
• Systems Approach (Transparent)to Building Capacity
• Measure what Matters
• Dash-Boards
Leadership Capacity: • The Five Key Responsibilities - The School
Principal as Leader - Guiding Schools to Better Teaching and Learning (Wallace Foundation)
1. Shaping a vision for academic success
2. Climate hospitable to education
3. Cultivating leadership in others
4. Improving instruction
5. Managing people, data, and processes
Leadership Capacity:
It is no longer acceptable to use I think or I believe statements.
We have data to inform our decisions. The question that needs to be asked is: What does our data suggest?
Leadership Capacity:
• Great leaders build ownership over time.
• Create conditions for pride.
• Listening creates ownership.
Leadership Capacity:
• Transparent - “Weigh in” to get “buy in”
• Accountable – to internal and external publics
• To make a difference - ours, flatten the hierarchy.
• You can accomplish way more when you don’t care who gets the credit
Leadership Capacity:
• Leadership is defined when a competing demand is confronted.
• Know the difference between urgent and important.
• Know the difference between leadership and management.
• Prepare and plan for the future.
Leadership Capacity:
• The faster you build trust, the sooner you can move the organization.
• Empathy builds trust.
• If you want people to trust you, help them to be heard.
• Listen to speak 2/3 to 1/3
• You must treat individuals differently to be fair!!!!!!!!
Leadership Capacity:
Percentages of the when people change (Janie Walters):
2% Innovators
18% Early Adopters
60% Middle Adopters
18% Late Adopters
2% Laggards
Resource Management
• Identify all available resources, i.e. Title; Career, Special Ed
• Understand your current programs; investigate • Create systems approach • Validate and appropriate annually
Implementation Capacity
• Plan
• Check Points
• Measure Progress
• Keep Score
• Be Transparent
• Less May Be More!
~Dr. Robert Marzano~
“The single most influential component of an effective
school is the individual teachers within that school.”
~Garrison Keillor~
Nothing you do for children is ever wasted.
The Power of One!
1. C1onfiden11
Pas
1. Confidence
2. Passion
3. Love for People
4. Develop Capacity
1. Confidence
2. Passion
3. Love for People
4. Develop Capacity
1. Confidence
2. Passion
3. Love for People
4. Develop Capacity
1. Confidence
2. Passion
3. Love for People
4. Develop Capacity
1. Confidence
2. Passion
3. Love for People
4. Develop Capacity
1. Confidence
2. Passion
3. Love for People
4. Develop Capacity
1. Confidence
2. Passion
3. Love for People
4. Develop Capacity
TEAM WORK TIME
Educator
Effectiveness
Responsibilities
of Your Role
Standards and
Curriculum
Leadership Teaching and Learning
Using Data
Resources and Support
Alignment of
Plans
Positive
Partnerships
Teaching and Learning Domain
Standards and Curriculum
The Six Tenets of AQuESTT
Objective and Activities Learning Goal (objective):
As a result of what we do today, you will be able to implement some
ideas about curriculum and instruction.
Learning Activities (agenda):
• Standards Revision
• Ideas about curriculum revision and writing
• Ideas about classroom learning objectives
• Ideas about tracking progress
Practical Ideas
What do I do when new standards are
developed?
How do I update my curriculum?
How do I make this real in the classroom?
Standards Curriculum
Curriculum Revision
• Make sure you are still aligned to the standards - go through a process
• Have curriculum maps that are easily updated to the new standards
• Write/Revise the curriculum as the units are taught.
Google Sheets for Maps
Objectives in the Classroom
What’s the difference?
Learning Goal
• A learning goal is a
statement of what
students will know or be
able to do.
Learning Activity
• Activities help students
attain the learning goals.
Separate the learning goal (objective) from the
activities
Learning Goal (objective): Econ
As a result of what we do today, you will be have an understanding of
the concept of consumer demand.
Learning Activities (agenda):
• Define consumer demand
• Discuss the law of demand (P increase QD decrease)
• Graph the demand curve
Tracking Progress
Have kids track their progress - great for an exit
ticket.
4 - I have it better than taught
3- I know it how it was taught
2- Not there yet - a little fuzzy
1- I can’t do it YET
Student Ownership of Learning • While taking a quiz have students label each question on quiz
or test with
–Confident
–Shaky
–Reteach
• When students finish the test they can go back and look at
the problems that were shaky.
Or After the test is taken
• Standards Instructional Tool • Contextualized Strategies to support ELA • Making it Stick Webinars • Math in Nebraska Businesses • Nebraska Educational GIS Initiative • Habitudes for Career Ready Students
Instructional Support
Educator
Effectiveness
Responsibilities
of Your Role
Standards and
Curriculum
Leadership Teaching and Learning
Using Data
Resources and Support
Alignment of
Plans
Positive
Partnerships
Data
Teaching and Learning Domain
The Six Tenets of AQuESTT
What sets you apart?
Jeffers, O. (2012). The Hueys in The new sweater. New York: Philomel Books.
Who are you telling?
Jeffers, O. (2012). The Hueys in The new sweater. New York: Philomel Books.
How are you telling it?
Jeffers, O. (2012). The Hueys in The new sweater. New York: Philomel Books.
http://www.juiceanalytics.com/chart-chooser/
C4L Instruction
Did Not Attend PD
Classroom Management
Formative/Summative Assessment
BlendEd
Differentiated Instruction
NWEA/Map Training
C4L Instruction
Did Not Attend PD
Classroom Management
Formative/Summative Assessment
BlendEd
Differentiated Instruction
NWEA/Map Training
C4L Instruction
Did Not Attend PD
Classroom Management
Formative/Summative Assessment
BlendEd
Differentiated Instruction
NWEA/Map Training
C4L Instruction
Did Not Attend PD
Classroom
Management
Formative/Summative
Assessment
BlendEd
Differentiated Instruction
NWEA/Map Training
C4L Instruction
Did Not Attend PD
Classroom
Management
Formative/Summative
Assessment
BlendEd
Differentiated Instruction
NWEA/Map Training
C4L Instruction
Did Not Attend PD
Classroom
Management
Formative/Summative
Assessment
BlendEd
Differentiated Instruction
NWEA/Map Training
Professional Development 2015-2016:
Assessment Literacy Focused
%
%
%
%
%
%
%
Why?
TEAM WORK TIME
Educator
Effectiveness
Responsibilities
of Your Role
Standards and
Curriculum
Leadership Teaching and Learning
Using Data
Resources and Support
Alignment of
Plans
Positive
Partnerships
Resources and Support Domain
Alignment of Plans
The Six Tenets of AQuESTT
CIP Alignment Worksheet
Educator
Effectiveness
Responsibilities
of Your Role
Standards and
Curriculum
Leadership Teaching and Learning
Using Data
Resources and Support
Alignment of
Plans
Positive
Partnerships
Resources and Support Domain
Positive Partnerships and Relationships
The Six Tenets of AQuESTT
An Affiliate of Learning Forward, our vision:
Excellent teaching and learning every day.
To realize that vision, we pursue our mission to:
• Build Collective Responsibility for Leading and Learning in Nebraska, and
• Cultivate the Capacity of Educators for Leading and Learning in Nebraska
Making Meaning Learning Forward Beliefs Thoughts, Reactions, Questions, Aha’s
1. Professional learning that improves
educator effectiveness is fundamental to
student learning.
2. All educators have an obligation to
improve their practice.
3. More students achieve when educators
assume collective responsibility for student
learning.
4. Successful leaders create and sustain a
culture of learning.
5. Effective school systems commit to
continuous improvement for all adults and
students.
Learning Forward
Standards
Which standards is your CIP team already implementing. . .
even versions of those standards?”
Which beliefs stood out most?
● Professional learning that improves educator
effectiveness is fundamental to student learning.
● All educators have an obligation to improve their
practice.
● More students achieve when educators assume
collective responsibility for student learning.
● Successful leaders create and sustain a culture of
learning.
● Effective school systems commit to continuous
improvement for all adults and students.
Quick Reference Guide
• Read through the Guide
• Which standards are your CIP team already
implementing...even versions of those standards?
• Discuss at your table
Additional Resources
• learningforwardnebraska.org • Resources • Standards for Professional Learning
• Identify one standard to dig into
• What specific tools, strategies, or ideas from
Learning Forward can you take back and use in
your CIP team work?
• Find one person in the room with whom to
share
TEAM WORK TIME
Closure
Charting the Future, Setting Your Course-Day 1 Know-Want-Learn (K-W-L)
What I Already Know - Your Current Reality
What I Want to Know - Charting Your Future
What I have Learned - Setting Your Course
Next Steps
Preparing Your Launch
Charting the Future,
Setting Your Course- Your Day 2 Journey
Morning Sessions: 8:30-11:30 a.m. Six Breakouts Afternoon Sessions: 12:15-3:00 P.M. Five Breakouts
Morning Breakouts
● Data 1: Using data analysis for Continuous
School Improvement
● Frameworks
● AdvancED 2016/2017 External Reviews Only
● Educator Effectiveness-Systems of Evaluation
● Googlio Your External Review
● Technical Assistance
Afternoon Breakouts • Googlio Your External Review (repeat)
● AdvancED Continuous Improvement System
- eProve
● Educator Effectiveness-Shared Instructional
Model
● Data 2: Using Data Analysis Tools Effectively
with CIP
● Technical Assistance
On our Journey we will encounter -
Training Objectives:
● Reflect on continuous
improvement journey
● Consider resources, tools, and
support systems to enhance
the journey
Thank You