systems leadership planning tool · leadership, teaching and student learning education services...

Focus: Should be based on district vision, goals and data analysis of student performance

Lag Outcomes Lead MetricsTeam Structures for

Collaborative Inquiry

Student Success Indicators Staff Practices School Supports District Structures

What student skills

and behaviors

defines the focus

of our work?

Which school

staff practices will

have the most

impact on desired

student skills and

behaviors?

What principal and

school leadership

team actions will

organize the

supports needed for

school staff to

improve practices

and student skills?

What district structures

and practices will provide

support needed for

school leaders to

improve school supports,

staff practices and

student skills?

Systems Leadership Planning ToolA Guide for Continuous Improvement of Practices

As a team reflect on your progress since the last session on September 21-22. Consider the following:

1. What was the focus for your district/school?

2. What were the key learnings from your efforts?

3. What should be considered as critical next steps?

After having charted and discussed as a team, each person will join two people from other districts/schools to share the above team progress prompts.

Charting District Team Progress

District Leadership

Principal Leadership

Teacher Teams

School Leadership

Team

Student Learning

Vision, Goals and OutcomesLeadership, Teaching & Learning Supports

Student Achievement PrioritiesSupport, Monitoring and Feedback

School Action PlanCollaborative Leadership

Instructional SupportsPersonalized Instruction

Evidence of LearningSkills and Behaviors

©2012-2016 InnovateEd

Creating Coherence to Build Capacity and Sustainability of Improvement Efforts

District Leadership

Creates coherence with a compelling aspiration, a few

goals and common outcomes that guides district-wide systems of support for

leadership, teaching and student learning

Education Services

Closes student equity and achievement gaps by

developing the collective expertise of principals and teacher teams to engage in

collaborative cycles of inquiry that deepen student learning

Principal Leadership

Focuses improvement efforts on student learning priorities by cultivating collaborative cultures, developing school-wide instructional capacity

and monitoring visible evidence of student learning

School Leadership Team

Collaboratively defines the focus of school improvement efforts and monitors progress

to guide the professional learning of teacher teams and continuous improvement of student skills and behaviors

Teacher Teams

Instructional Design

Collaboratively plans student learning progressions with instructional supports that

gradually release students to successfully complete

rigorous and complex tasks

Assessment of Learning

Engages in collaborative inquiry of student learning

through the analysis of student work, participation

in learning rounds and interpretation of student data to focus and target

systems of student support


DISTRICT LEADERSHIP TEAM

Vision, Goals and Outcomes

Teaching & Learning Supports

SCHOOL TEACHER TEAMS

Instructional Supports

Personalized Instruction

PRINCIPAL LEADERSHIP

Student Achievement Priorities

Support, Monitoring & Feedback

SCHOOL LEADERSHIP TEAM

School Action Plan

Collaborative Leadership



STUDENTS

Evidence of Learning

Skills and Behaviors











School Action Plan




District Leadership Principal LeadershipSchool

Leadership TeamsTeacher Teams

Analyze

Set a few goals and outcomes to create a strategic focus for

student learning

Focus school improvement

efforts on student learning priorities

Clarify root causes of student inequity and underperformance

Define gaps in student academic

skills and behaviors

Design

Create systems of support for

leadership, teaching and student learning

Cultivate a collaborative

culture focused on visible evidence of student learning

Define student success indicators and evidence of learning to

guide school-wide instructional supports

Create learning progressions that gradually release

students to complete rigorous and complex tasks

Implement

Develop collective expertise of principals and teachers leaders

through job-embedded professional learning

Provide time, resources and supports to engage teachers in

developing school-wide instructional capacity

Guide professional learning of teacher

teams and continuous improvement of student learning

Engage students in learning cycles with personalized

instruction for mastery of skills and concepts

Refine

Engage school leaders in problems of practice to collectively improve teaching and

learning supports

Review progress of improvement efforts

with teacher leaders to improve school-wide

support systems

Improve capacity of teacher teams to collaboratively plan instruction

using evidence of student learning

Monitor evidence of student learning to

collaboratively improve student tasks and

instructional supports

1. Challenges the status quo

2. Builds trust through clear communication and expectations

3. Creates a commonly owned plan for success

4. Focuses on team over self

5. Has a high sense of urgency for change and sustainable results in improving student achievement

6. Has a commitment to continuous improvement for self and organization

7. Builds external networks and partnerships

—Kirtman & Fullan, 2015

Leadership Competencies for Whole Systems Change

Review as a team the 7 leadership competencies in relation to the following critical questions:

1. Which leadership competencies will move forward cycles of inquiry for improved teaching and learning?

2. Which leadership competencies will enhance leadership capacity to effect improvement in student learning?

3. How do you see these competencies becoming part of everyday practice?

Leadership Competencies Planning Time

Teachers Collaborate to implement the

instructional focus and clarify how to support

student learning

Instructional Design guides gradual release of

rigorous and complex tasks for students

Evidence of Learning via learning rounds and analysis of work/data

targets student support

Teachers Collaborate to assess progress of the instructional focus and

impact on student learning

Principal Leadership focuses on school culture,

support structures and monitoring cycles

Leadership Team guides action planning of learning outcomes, supports and feedback

Leading the Cycle of Inquiry

Visible Evidence of

Student Learning

“defines the focus, actions and outcomes for college

and career readiness”


Higher Order Thinking Skills

Students gradually released to complete DOK 3 & 4 level tasks that require:• use of analysis, evaluation, logic, reasoning, problem solving and justifying• transfer of learning to new contexts via planning and creativity

Close and Analytic Reading

Students read/observe with a clear purpose and prompt that requires:• annotation, source-dependent questions, multiple readings and notetaking• evidence-based conversations and completion of a writing-to-learn task

Communicate using Precise

Academic Language

Students speak and write precisely using academic language that requires:• effective use of content and domain specific vocabulary• productive discourse connected to prompts, starters, frames and scaffolds• conveying understanding, sharing ideas and critiquing the reasoning of others

StructuredCollaborativeConversations

Students effectively work in pairs or groups in a clearly defined task that requires:• accountability for roles, responsibilities and completion of task steps/process• structured academic discourse to critique and justify using evidence

Evidence-based Arguments

Students develop claims, conjectures and hypotheses that require:• analyzing information and applying reasoning to justify with evidence• constructing, applying and justifying mathematical/scientific models

Evidence-based Writing

Students clearly communicate through a range of writing that requires:• short responses and process writing (prewrite, draft, revise, edit and publish)• responding to narrative, informational and argumentative prompts• justifying opinions, reasoning and solutions with evidence

Visible Evidence of Student Learning


“Our Plan for Action”A Guide for Continuous Improvement of Practices

What skills do

we want to

see students

demonstrating?

What

instructional

practices will

best support

development

of students’

skills?

How will staff be

supported as part

of collaboration,

staff meetings,

centralized PD,

and expertise of

teacher leaders?

How will evidence of

learning inform our

progress and improve

our collective actions?

Assessments, student

work and observation

of student learning

What

timelines

should

guide our

collective

work?


Focus: Should be aligned with district vision, goals and data analysis of student performance

Outcomes: Should be a measurable outcome(s) of student performance in the area(s) most critical for success

Success Indicators Staff Practices School Supports Evidence of Learning Timeline











School Action Plan



Developing Collective Expertise to Deepen Learning through Cycles of Inquiry

systems leadership planning tool · leadership, teaching and student learning education services...

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