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LeadershipforPowerfulInstruc5on
C E N T E R
E DU CA T I O N A L
L E A D E R S H I P
|
Whatdoleadersneedtoknowtoimprovethe
qualityofteachingprac9ce?
AmericanAssocia9onofSchoolAdministrators
February17,2011
Dr.StephenFink
Execu9veDirectorandAffiliateAssociateProfessor
CenterforEduca9onalLeadership
UniversityofWashington
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LeadershipforPowerfulInstruc5on
TheCenterforEduca9onalLeadership(CEL)is
dedicatedtoelimina9ngtheachievementgapthat
con9nuestodivideourna9onschildrenandyouthalongthelinesofrace,classandlanguage.CEL
believesthenexusforelimina9ngthegapliesinthe
developmentofleadershipcapacityspecifically
nurturingthewilltoactonbehalfofthemostunderservedstudentswhileincreasingleadership
knowledgeandskilltodrama9callyimprovethe
qualityofinstruc9on.
Mission
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LeadershipforPowerfulInstruc5on
CELsTheoryofAc3onThreeFounda3onalIdeas
Ifstudentsarenotlearningtheyarenotbeing
affordedpowerfullearningopportuni9es.
Ifteachersarenotofferingstudentspowerfullearning
opportuni9esthenthisisul9matelyaleadershipissue.
Highqualityteachingisaverysophis9catedendeavor
itisanissueofexper9seforbothteachersand
leaders.
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LeadershipforPowerfulInstruc5on
DevelopingtheLeadershipExper3setoImproveInstruc3on:ATwo-PartEqua3on
1. Developingacommonlanguageandsharedvisionforhighqualityinstruc9onthebe&erwesee,thebe&erweareabletolead.
2. Developinggreaterexper9seinleadingforinstruc9onalimprovementthebe&erwelead,the
be&erweareabletoimproveteachingprac7ceand
thuslearningforallstudents.
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LeadershipforPowerfulInstruc5on
TurnandTalk
GivenCELstheoryofac9on,whatarethepointsof
alignmentand/orincongruencewithyour
organiza9onaltheoryofac9onand/orbeliefs?
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LeadershipforPowerfulInstruc5on
TheDifferencebetweenExpertsandNovices
Expertshaveacquiredextensiveknowledgethataffectswhattheyno9ceandhowtheyorganize,
represent,andinterpretinforma9onintheir
environment.
Deeperlevelofseeingandunderstandingenablesexpertstothinkmoreeffec9velyaboutproblemsof
prac9cewithintheirspecificdiscipline.
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Exper3seAffectsNo3cing
Videolink:
h[p://vimeo.com/14641
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AHouseboatExpert
Videolink:
h[p://vimeo.com/18678
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ExpertReport
Videolink:
h[p://vimeo.com/18688
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SwitchtheTasks
Thisefficiencyiso`endomainspecific
Videolink:h[p://vimeo.com/
14641
Videolink:
h[p://vimeo.com/
18678
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TheDifferencebetween
ExpertandNoviceInstruc3onalLeaders
Noviceinstruc9onalleadersdonotno9ceorthinkaboutkeyelementsofinstruc9onando`enconveyobviousmisconcep9ons.
Expertinstruc9onalleaderscaniden9fyanddiscusskeyelementswithspecificity;elaborateonwhat
theyseewithspecificexamples;expresswonderorques9onsaboutobserva9ons;andofferalterna9ves
orsuggestwaystoimprovethelessonwith
specificity.
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TheDifferencebetweenExpertsandNovices(con9nued)
Novicestendtomakeevalua9vejudgmentsmorequicklybasedonsuperficialunderstanding.
Expertstendtowithholdjudgmentun9ltheycandescribeineviden9arytermswhattheyareno9cing
alongwithimportantques9onstheymayhavethatwillguidefurtherleadershipac9ons.
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Whatdoweknowabouttheinstruc9onal
exper9selevelofschoolanddistrict
leadersacrossthecountry?
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Genesisof5DAssessment:StudyingCELDistrictPartnerships
Qualita9vecasestudyresultsshowsignificantchanges
inleadershipandteacherbehaviorinthefirsttwoyearsofthepartnership.
So,wea[emptedtoquan9fyleaderslearning.
Specificallywewondered:
Areleadersdevelopinggreaterexper5seinobserving
instruc5onandplanningfeedbacktoteachers?
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5DimensionsofTeachingandLearningFrameworkandLessonAnalysisRubricWorldClassResearchfroma
Tier1ResearchIns9tu9on
Groundedinwhatweknowabouthowpeoplelearn.
Groundedinwhatweknowaboutbestteaching
prac9ces.
Corroboratedbyapanelofexpertobserversof
instruc9onthroughamul9-stageprocess.
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CELLessonAnalysisRubric Empiricalandexperien9alresearcheffortledtothedevelopmentofrubricframework.
Rubriccaptures5generaldimensionsand13sub-dimensionsofwhatexpertobserversofteachingand
learningpaya[en9onto.
Rubricdifferen9atesnovicefromexpertprac9cealongeachofthe13dimensions.
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1 = A novice instructional leader:
doesnotno9ceorthinkaboutkeyconceptswhenobservingclassroomprac9ce
conveysobviousmisconcep9onsaboutormisuseskeyconcepts
makesgrossjudgmentswithoutanysuppor9ngevidencewhatsoever
LevelsofExper9se
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2 = An emerging instructional leader:
recountswhattranspiredinthelesson iden9fies,men9ons,ornamessomethingrelatedtokeyconceptswithoutanyelabora9on usesrelevantandappropriateterminologywithoutclear
evidenceofunderstanding
mayaskques9onswithoutelabora9onastowhy(mimickingques9ons,perhaps,memorizedfrompreviousprofessionaldevelopment)
mayofferdirec9vesforimprovementwithoutjus9fica9onorelabora9on
LevelsofExper9se
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3 = A developing instructional leader:
discussesand/orconsiderskeyconceptswithenoughspecificitytodemonstratebasicunderstanding
elaboratesresponseswithspecificexamples/evidencefromtheobservedlesson
expresseswonderorques9onsaboutobserva9ons(e.g.,whatisbehindteachingdecisions)
offersalterna9vestoteachingdecisionsorsuggestswaystoimprovewithsomespecificityand/orelabora9on
demonstratesbasicunderstandingthatteachingdecisionsimpactstudentlearningandhowthisoccurs
LevelsofExper9se
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4 = An expert instructional leader:
Demonstratesallthemarkersofcategory3plus:
iden9fiesandcri9callyanalyzesmorelayersofcomplexityintheobservedlesson
conveysclearideas/visionforpowerfulandequitableteachingandlearning
communicatesandsupportsideaswithricherdetailtoillustrateevidence/examplesfromtheobservedlesson
demonstratespedagogicalcontentknowledgerelevanttothespecificcontentareaoflesson modelsaninquirystance analy9callyunpacksteachingdecisionsandofferspossibletheories linksques9onsandanalysisdirectlytoevidenceofstudentlearning
LevelsofExper9se
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DimensionAverages2,171par3cipants;41schooldistricts
Updated12/31/2010
1.47
2.041.92
1.72 1.70
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
Purpose StudentEngagement CurriculumandPedagogy AssessmentforStudent
Learning
ClassroomEnvironment
andCulture
Novice
Developing
Expert
Emerging
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Sub-DimensionAverages
1-1.5=Novice1.51-2.5=Emerging2.51-.5=Developing.51-4.0=Expert
1.1
1.81
2.11
2.22
1.79
1.94
2.11
1.70
1.92
1.51
1.801.66
1.6
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0
Standards
TeachingPoint
IntellectualWork
EngagementStrategies
Talk(substance)
Content
TeachingApproaches/Strategies
ScaffoldsforLearning
Assessment
Adjustments
PhysicalEnvironmentRou3nesandRituals
CultureandClimate
Updated12/31/2010
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5DAssessmentPrincipalsbyLevelnumberofexams:510
1.82 1.7 1.72 1.79 1.691.89
1.79
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
Elementary
(271)
MiddleSchool
(77)
HighSchool
(88)
K-8
(5)
K-12
()
6-12
(6)
OverallAverage
(510)
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LeadershipforPowerfulInstruc5on
5DAssessmentCentralOffice/Directors/Principalsnumberofexams:716
1.82 1.88 1.8 1.79
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
CentralOffice
Administrators
(166)
Directors
(3)
CentralOffice+
Directors
(205)
Principals
(511)
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LeadershipforPowerfulInstruc5on
5DAssessmentDistricts:Urban/Suburban/Ruralnumberofexams:1,387
1.761.91
1.80 1.78
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
UrbanDistricts
(0)
SuburbanDistricts
(156)
RuralDistricts
(241)
OverallAverage
(1,387)
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LeadershipforPowerfulInstruc5on
5DAssessmentDistrictsbySizeofStudentPopula9onnumberofexams:1,387
1.751.87 1.81 1.78
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
>20,000Students
(00)
5-20,000Students
(27)
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LeadershipforPowerfulInstruc5on
5DAssessmentTeachers/AdministratorsbyYearsofExperiencenumberofexams:1,216
1.85 1.87 1.90 1.86 1.81 1.78 1.8 1.861.80 1.78 1.79 1.80 1.7 1.74 1.79 1.79
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
0-5years
(20Teachers)
(368Admins)
6-10years
(7Teachers)
(402Admins)
11-15years
(51Teachers)
(82Admins)
16-20years
(46Teachers)
(53Admins)
21-25years
(25Teachers)
(27Admins)
26-30years
(18Teachers)
(11Admins)
30+years
(28Teachers)
(6Admins)
OverallAverage
(267Teachers)
(4Admins)
Teachers Administrators
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LeadershipforPowerfulInstruc5on
5DAssessment:Distribu9onofScoresfor
OverallAverageandEachSubdimensionnumberofexams:1,52
0
200
400
600
800
1000
1200
1400
Num
bero
fPeop
leWho
Were
Gra
de
dw
ithEach
Score
(or
Score
Range
for
Overa
llAverage)
1
1.5
2
2.5
3
3.5
4
Score*
*OverallAveragecolumnsrepresent
arangeofscores:1-1.49
1.5-1.99,etc.
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LeadershipforPowerfulInstruc5on
TurnandTalk
1. Dotheseresultssurpriseyouinanyway?2. Whataretheimplica9onsfortheroleofprincipalsandcentralofficeleadersintheireffortstoimprove
thequalityofteachingprac9ce?
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LeadershipforPowerfulInstruc5on
Improvingteachingandleadershipprac3ce
Ittakesexper9setomakeexper9se
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LeadershipforPowerfulInstruc5on
TwoKindsofExper3se Rou5ne:Wellschema9zedandhence,rela9velyrou9ne.Ifweencounteraproblemthatissimilarto
previouslysolvedproblems,wearemuchmore
efficientaboutsolvingit.
Adap5ve:Peoplewhofunc9oninrapidlychangingenvironmentsmustlearntonavigateinsitua9ons
wheretheyareattheedgesoftheirexis9ngknowledge.Theabilitytomonitoronesapproachto
problemsolvingtobemetacogni9veisan
importantaspectoftheexpertscompetence.
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LeadershipforPowerfulInstruc5on
Innova9on
Efficiency
Adaptive
Expert
Routine
Expert
Frustrated
Novice
Novice
Adap3veExper3se&theneedtobalance
innova3on&efficiency(Hatano)Beginwithefficiency-->
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LeadershipforPowerfulInstruc5on
DevelopingtheLeadershipExper3setoImproveInstruc3on:ATwo-PartEqua3on
1.Developingacommonlanguageandsharedvisionforhighqualityinstruc9onbecomingmore
efficient;rou7neexper7se
2. Developinggreaterexper9seinleadingforinstruc9onalimprovementbecomingmore
innova7ve;adap7veexper7se
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LeadershipforPowerfulInstruc5on
DevelopingExper3seAcrosstheSystem
Learning:involvesthedegreetowhichwould-beexpertscon9nuallya[empttorefinetheirskillsand
atudestowardlearningskillsandatudesthatincludeprac9cing,self-monitoring,andfindingways
toavoidplateausandmovetothenextlevel.
Teaching:involvesavarietyofformsincludingbutnotlimitedtocoaching.Simplybeinganexpertin
somethingdoesnotguaranteethatoneisalsogood
atteachingthatexper9setoothers.
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LeadershipforPowerfulInstruc5on
DevelopingExper3se(con9nued)
Theideaoftwointegralkindsofexper9selearner
andteachersignificantlyincreasesthelevelof
complexityforschoolanddistrictleaders,fornotonlydotheyneedtoconsiderhowtonurturethelearners
roleintheacquisi9onofexper9se,theyalsoneedto
findand/ordevelopexpertseitherinternallyor
externallywhocanactuallyteachothers.
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Habits of Thinking for Instructional Leadership