yakima school district

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GETTING RESULTS THROUGH EFFECTIVE GETTING RESULTS THROUGH EFFECTIVE INSTRUCTIONAL INSTRUCTIONAL LEADERSHIP LEADERSHIP Accountability with Creativity Accountability with Creativity Heather Knight Heather Knight , President, Leadership Innovations Team LLC , President, Leadership Innovations Team LLC Cece Mahre Cece Mahre , Associate Superintendent for Teaching and Learning, Yakima , Associate Superintendent for Teaching and Learning, Yakima School District School District Kris Seibel Kris Seibel , Director of Elementary Education, Yakima School District , Director of Elementary Education, Yakima School District

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Effective Instructional Leadership-Eastside Institute

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Page 1: Yakima School District

GETTING RESULTS THROUGH EFFECTIVE GETTING RESULTS THROUGH EFFECTIVE INSTRUCTIONALINSTRUCTIONAL

LEADERSHIPLEADERSHIP

Accountability with CreativityAccountability with Creativity

Heather KnightHeather Knight, President, Leadership Innovations Team LLC, President, Leadership Innovations Team LLC

Cece MahreCece Mahre, Associate Superintendent for Teaching and Learning, Yakima School District, Associate Superintendent for Teaching and Learning, Yakima School District

Kris SeibelKris Seibel, Director of Elementary Education, Yakima School District, Director of Elementary Education, Yakima School District

Page 2: Yakima School District

Today’s Objective

Learn how to align the district system and resources to support excellence in instructional leadership

Page 3: Yakima School District

Introductions

• We are….– Heather Knight, President, Leadership Innovations Team LLC

– Cece Mahre, Associate Superintendent for Teaching and Learning, Yakima School District

– Kris Seibel, Director of Elementary Education, Yakima School District

• Who are you?

• Your hope for today?

Page 4: Yakima School District

Yakima Demographics

“Fruit Bowl of the Nation”: wine grapes, apples, cherries, pears, mint, hops

243 Manufacturing Innovations: bread ties, Controlled Atmosphere

Median Age: 32 yearsWhite: 52%Hispanic/Latino: 40%Other: 7%Income: Less than $10,000-10%

$50,000-24% $100,000 or more-9%

Page 5: Yakima School District

Yakima Demographics

• Student Enrollment: 14,562

• 2 Comprehensive High Schools

• 1 Alternative High School

• 4 Middle Schools

• 14 Elementary Schools

Page 6: Yakima School District

Yakima Demographics

• Migrant– State 1.8% YSD 22.7%

• Transitional Bilingual– State 8.0% -YSD 26.0%

• Free and Reduced– State 40.4% -YSD 77.6%

Page 7: Yakima School District

Earning A Diploma in Washington StateBeginning with the End in Mind

• P-12 System

• 22 credits to graduate

• Changes each year….

Page 8: Yakima School District

March 20, 2008 Based on OSPI: Characteristics of Improved School Districts: Themes from Research

Shannon, G.S. & Bylsma, P. October 2004

Characteristics of Improved School Districts: Categories and Themes

Effective Leadership

Focus on Student Learning

Establishes shared beliefs, values and a clear focus on student learning throughout the district

Sets and maintains a commitment to all students learning to high standards

Sets goals, builds commitment to the goals and removes competing programs and practices

Holds all district staff, programs and operations responsible for student learning

Dynamic/Distributed Leadership

Demonstrates visibility in schools and creates unity of purpose in supporting quality instruction and improving student learning

Expands the concept of leadership to encompass central office, principals, teacher leaders and others

Maintains clear expectations of themselves, each other and all staff in improving student learning over time

Provides moral leadership that moves leaders and those whom they lead from talking to doing to ensure that all students learn and achieve at high levels

Sustained Improvement Efforts

Views educational improvement as long-term commitment and processes

Assists schools in implementing changes created by the improvement process and monitoring for improved student achievement

Stays the course, especially in times of resistance and push back

Helps staff internalize changes so they become part of routine practice

Quality Teaching and Learning

Support for Systemwide Improvement

Clear and Collaborative Relationships

Quality Classroom Instruction

Develops a common vision of what effective instruction look like

Pays close attention to classroom practice; provides guidance and oversight for improving teaching and learning

Guides improvement efforts so that the needs of all students are met

High Expectations and Accountability for Adults

Holds all adults accountable for student learning

Expects excellence, monitors performance, and provides feedback

Focuses on high expectations, effective practice, and student learning as part of personnel decisions and recommendations

Coordinated and Aligned Curriculum and Assessment

Aligns standards, instructional resources, assessments and policies

Centralizes and coordinates instructional approaches and decisions

Uses multiple measures to assess student learning

Coordinated and Embedded Professional Development

Supports professional development of adults based on teaching and learning needs in the schools

Fosters high quality, ongoing, professional learning focused on improving classroom instruction

Incorporates school-based collaboration, coaching and support for instruction and leadership

Effective Use of Data

Provides resources, time and training to support the use data

Uses data to monitor results of student achievement, allocate resources, and as a basis for accountability

Uses evidence to monitor equity, make decisions about curriculum alignment, and target professional development efforts

Strategic Allocation of Resources

Provides, allocates, reallocates, and finds resources – time, personnel, materials, and facilities - for quality instruction so all students achieve high levels of learning

Provides additional resources to support struggling students

Extends to schools flexibility with accountability for the use of resources in meeting the needs of students

Policy and Program Coherence

Develops, interprets, and implements policies in ways that reinforce and support a vision for high standards for all students

Ensures systemic coherence between policies, programs and practices to advance district learning goals

Ensures system-wide district improvement efforts supersede specific programs, departments, building or individual preferences

Professional Culture and Collaborative Relationships

Builds with intention a professional culture of mutual respect, and trust

Develops reciprocal, interdependent relationships between the central office and schools that contribute to continuous district improvement

Develops data-driven collaborative learning communities at the central office and school levels that promote continuous learning for all adults and shared responsibility for student learning

Clear Understanding of School and District Roles and Responsibilities

Balances district authority and school autonomy by setting expectations, and then decentralizing responsibility and support to schools

Establishes the support of teaching and learning as the primary focus of central office staff

Interpreting and Managing the External Environment

Analyzes, interprets, and mediates state and federal policy with district policy and procedures

Buffers schools from internal and external disturbances

Involves families and community members in improving student learning

Mobilizes external stakeholders’ support for reaching the goal of all students learning and achieving at high levels

Page 9: Yakima School District
Page 10: Yakima School District

BUILD our SCHEMA

Page 11: Yakima School District

? QUESTION ?

• What is perhaps the most important piece of research we know in education?

Page 12: Yakima School District

INSTRUCTIONAL CORE

Content Curriculum, content and assessments are aligned to state standards Content being taught has high levels of rigor, is meaningful and has

applicability

Teacher Effective instructional practices have been identified, are implemented

and monitored on a consistent basis Frequent interim, formative and summative assessments are used to

inform instruction and monitor student progress Effective classroom management strategies are implemented

Student Students are highly engaged in the content and learning Students are able to articulate what they are learning, why they are

learning what they are learning, and how what they are learning will be useful

Page 13: Yakima School District
Page 14: Yakima School District

P-12 Leadership Team

YSD District Priorities

1. P-12 Literacy: P-3 Alignment

2. P-12 Mathematics: 6th-12th Grade Accelerated Math Plan

3. On-Time Graduation Rate

4. 21st Century Teaching and Learning

YSD is committed to aligning resources to meet district priorities

Page 15: Yakima School District

Strategies for Supporting the Instructional Core and Achieving District

Goals/Priorities• Increase effective instruction in the classroom

• Increase leaders’ skills and abilities to coach to improve instruction

• Increase leaders’ skills and abilities to model best practices with teams and in staff meetings

• Implement highly effective PLC’s focused on instruction

• Identify, collect and analyze data to inform differentiated instruction, professional development and program modifications

Page 16: Yakima School District

COHERENCE of SYSTEMS

District Goals and Priorities

Roles and ResponsibilitiesSupervision and EvaluationAssessment and MonitoringProfessional Development

Communication and Collaboration

District-School-Instructional Plans

Page 17: Yakima School District

YSD Board Policy 1000.1.0Global Ends Statement The Yakima School District will create hope for the future by preparing all

students to be constructive members of the community, society and the world, and to live productive, satisfying lives. This will be done in a manner which efficiently manages the resources of the district in order to maximize the desired student goals. Academic achievement is the community focus of the Yakima School District.

1. Mastery of the Basics and Beyond1.1 Of primary importance is that all students will demonstrate

academic proficiency, incorporating technology tools necessary for such proficiency. For the purpose of section 1.1, all students means by grade level and building level, and by subgroups (including poverty, race/ethnicity, primary language and gender). Students will:

1.1.1 have fluency with basic skills in reading, writing, math and science;,1.1.2 read and write with comprehension in all content areas;,1.1.3 know, understand and apply science and mathematical concepts;,

and1.1.4 demonstrate critical thinking and problem-solving skills.

2. Civic and Global Participation2.1 All students will be actively engaged in the community and be

prepared to participate in a global society, culturally and socially. Students will:

2.1.1 understand civic rights and responsibilities and participate in the democratic process;,

2.1.2 understand history and appreciate the richness of diverse cultures;,2.1.3 communicate in a second language;, and 2.1.4 understand global, social and economic independence.

3. Innovation and Creative Expression3.1 All students will demonstrate creativity and artistic expression

beginning early in their educational process, resulting in creative problem-solving, critical thinking, and an increased appreciation for the arts.

4. Skills for Successful Living 4.1 Through a collaborative process involving the school,

community, parents and families, all students will demonstrate skills necessary for success in work, school, and life.

4.1.1 Work skills are defined as: 4.1.1.1 Discipline4.1.1.2 Teamwork4.1.1.3 Punctuality4.1.1.4 Positive attitude4.1.1.5 Organization4.1.2 Interpersonal and life skills are defined as: 4.1.2.1 Integrity 4.1.2.2 Conflict resolution4.1.2.3 Communication4.1.2.4 Self-confidence4.1.2.5 Respect 4.1.2.6 Responsibility4.1.2.7 Life-long learning4.1.2.8 Adaptability and flexibility4.1.2.9 Resilience4.1.2.10 Healthy habits

Page 18: Yakima School District

And then….Provide Support!

• Align professional development, resources, talent and strategies to support priorities

Page 19: Yakima School District

REFLECTION

Page 20: Yakima School District

2001-2002

• Original YSD Roadmap created

Page 21: Yakima School District

2004-2005

• District Priority: All students will read on grade level by end of 3rd grade

Page 22: Yakima School District

2005-2006

• Effective Instructional Practices training introduced

• Effective Teams training introduced

• Principals required in classrooms

Page 23: Yakima School District

Principal Support

Page 24: Yakima School District

REFLECTION

Page 25: Yakima School District

2006-2007

• Administrators trained in communication and strategies to address mediocre teaching performance

Page 26: Yakima School District

Principal Support

Page 27: Yakima School District

2007-2008

• P-12 Leadership Team evolves

• Policy Governance

• YSD Policy 1000.1.0

• Assistant Superintendent for Business and Operations assigned to ILT

Page 28: Yakima School District

2007-2008 cont’d

• 4 Characteristics of Improved Districts

• PELP Coherence Framework

• Director of Elementary Education begins supervising and evaluating elementary principals

• Principal portfolios implemented

Page 29: Yakima School District

Principal Support

Page 30: Yakima School District

REFLECTION

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2008-2009

• Leadership Innovations Team collaboration begins with YSD in developing and implementing embedded PD and coaching model

Page 32: Yakima School District

TYPE LENGTH LEVEL OF USE LEVEL OF IMPACTOne-time workshop Episodic Awareness of new idea or

strategyLittle or nonLess than 5%

Series of workshops 2-3 days Awareness, practice Beginning use - less than 5%

Series of workshops 3 months-1 year Awareness, practice, beginning implementation

Implementation, developmental level less than 10-15%

Conferences Periodic Awareness and Sharing Little or none Less than 10%

Summer Institutes Periodic Awareness, development, practice, reflection

Little or none – less than 10%

Practice, feedback, coaching

Ongoing Ongoing coaching Continued use – 85-90% use

Job embedded Daily Research into practice Inquiry into practice 85-90% use

Cycle of Inquiry, Action Research

Ongoing Research into practice Study of issue, understanding

Professional Development Processes: Impact and Use

Source: Adapted from the research of Joyce & Showers (2002) and Speck & Knipe (2001).

Page 33: Yakima School District

The Process for Holding a Coaching Conversation

Page 34: Yakima School District

Principal Support

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REFLECTION

Page 36: Yakima School District

2009-2010

• On-site, customized support

• Data collection at each building

Page 37: Yakima School District

Learning Walk Data Collection

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What? How? Impact?

Page 39: Yakima School District

REFLECTION

Page 40: Yakima School District

Planning Forward

• Teacher Principal Evaluation Model

• Creativity-Autonomy-Accountability

Page 41: Yakima School District

Principal Support

Page 42: Yakima School District

REFLECTION

Page 43: Yakima School District

Feedback

• Objective met…

• What worked….

• What needs fine-tuned…

• Now I need…

Page 44: Yakima School District

More Information?

www.powerfulteaching.com

To learn more about being coached:

[email protected]

360.490.9989

To learn more about on-site training for staff:

same

Page 46: Yakima School District

Thank You!