ADMN 6130ADMN 6130

Supervision of Instruction

Supervision of Instruction

Class 2Class 2

If you don’t organize the chaos, the

If you don’t organize the chaos, the

chaos will organize you.

chaos will organize you.

-MD-MD

Obje

ctive

sOb

ject

ives

Apply research-based

Apply research-based strategies in strategies in organizing a

organizing a

school school to meet the

to meet the learning for all mission

learning for all mission

F N

WF

N W

Presentations Groups 1

Presentations Groups 1 and 2.and 2.Read NCSES Standards

(The philosophy, too)

Hous

ekee

ping

Hous

ekee

ping Artifact Preparation an

d SubmissionBlogsBlogsGoogle Hangouts

Google Hangouts

Organizing a School

Organizing a School

Around the Research

Around the Research

A Little Review and Something

A Little Review and Something NewNew

What Works in What Works in Schools

SchoolsRobert MarzanoRobert Marzano

Fact

ors A

ffect

ing

Fact

ors A

ffect

ing

Stud

ent

Stud

ent

Achi

evem

ent

Achi

evem

ent

Guaranteed and viable

Guaranteed and viable curriculumcurriculum Challenging goals and

Challenging goals and effective feedback

effective feedback Parent and community

Parent and community involvement involvement Safe and orderly

Safe and orderly environmentenvironment Collegiality and

Collegiality and professionalismprofessionalism

Viab

le a

nd

Viab

le a

nd

guar

ante

ed

guar

ante

ed

curri

culu

mcu

rricu

lum

ViableViable – what kids need

– what kids needGuaranteed Guaranteed – all kids have access

– all kids have accessAction stepsAction stepsID and communicate essential

ID and communicate essential

content (EC) for all

content (EC) for allEnsure EC can be taught in time

Ensure EC can be taught in time

availableavailable

Sequence and organize EC

Sequence and organize ECEnsure EC is taught

Ensure EC is taughtProtect instructional time

Protect instructional time

Efec

tive

Efec

tive

Feed

back

Feed

back

Action steps for feedback

Action steps for feedback Timely feedback

Timely feedback on specific on specific

knowledge and skills for

knowledge and skills for studentsstudents Establish

Establish challenging challenging

achievement goals

achievement goals for the for the

schoolschool Specific goals for specific

Specific goals for specific studentsstudents

Pare

nt/

Pare

nt/

Com

mun

ity

Com

mun

ity

Invo

lvem

ent

Invo

lvem

ent

AUTHENTICAUTHENTIC Engagement

Engagement Communication

Communication Participation

Participation GovernanceGovernanceAction Steps

Action Steps

Look for new avenues

Look for new avenues

Look for new ways for

Look for new ways for parents to participate in

parents to participate in

day-to-day activities

day-to-day activities

Build in opportunities for

Build in opportunities for

governancegovernance

Legal Legal RequirementsRequirements

SIP (§ 115C‑105.27).

(§ 115C‑105.27).

NCSES (Standard 6: External

(Standard 6: External

Development Leadership)

Development Leadership)

Safe

and

Ord

erly

Safe

and

Ord

erly

Envir

onm

ent

Envir

onm

ent

1.1. Look for behavioral

Look for behavioral problems related to school

problems related to school

routines and layout

routines and layout2.2.Clear school-wide rules and

Clear school-wide rules and

proceduresprocedures3.3. Establish reasonable

Establish reasonable consequences uniformly

consequences uniformly

enforcedenforced4.4. Teach self-discipline and

Teach self-discipline and

provide opportunities

provide opportunities5.5. Prevent rather than explain

Prevent rather than explain

Colle

gial

ity a

nd

Colle

gial

ity a

nd

Prof

essio

nalis

mPr

ofes

siona

lism

CollegialityCollegialitySharing failures and mistakes

Sharing failures and mistakes

Demonstrated respect for

Demonstrated respect for

each othereach otherConstructive analysis and

Constructive analysis and

criticism of practices and

criticism of practices and proceduresproceduresSense of professionalism

Sense of professionalismEfficacy

EfficacyContent knowledge

Content knowledgePedagogical knowledge

Pedagogical knowledge

Status Quo Status Quo MatrixMatrix

1. Guaranteed/viable curriculum

2. Goals and effective feedback

3. Parent /community

4. Safe and orderly environment

5. Professionalism

6 10

Distributive Distributive LeadershipLeadership Richard Elmore

Richard Elmore

Lead

ersh

ipLe

ader

ship

Deromanticized Leadership”

Deromanticized Leadership”Leadership is the guidance and

Leadership is the guidance and

direction of instructional improvement.

direction of instructional improvement. Skills that can be learned, measured,

Skills that can be learned, measured,

& improved in relation to proven results

& improved in relation to proven resultsKey elements of distributed

Key elements of distributed

leadershipleadership

Primary job is to enhance skills and

Primary job is to enhance skills and

knowledge of people in org

knowledge of people in orgCreate a common culture of

Create a common culture of

expectations around those skills

expectations around those skills

Keep various functions of

Keep various functions of

organization working together

organization working together

Hold individuals account-able for

Hold individuals account-able for

contributions to collective result

contributions to collective result

Colla

bora

tion

Colla

bora

tion

Principal-teacher collegiality must be

Principal-teacher collegiality must be

related to tangible and measurable school

related to tangible and measurable school

purposes and those purposes are related to

purposes and those purposes are related to

teacher efficacyteacher efficacyEfficacy: the power or capacity to

Efficacy: the power or capacity to

produce a desired effect; effectiveness.

produce a desired effect; effectiveness.

Effect of principal leadership, PD, and

Effect of principal leadership, PD, and

shared decision-making on teacher efficacy

shared decision-making on teacher efficacy

When they are deliberately

When they are deliberately

connected to tangible and immediate

connected to tangible and immediate

problems of practice.

problems of practice.Collaboration, while increasing

Collaboration, while increasing

commitment and satisfaction, is unlikely to

commitment and satisfaction, is unlikely to

result in changes in teachers’ practice, skill,

result in changes in teachers’ practice, skill,

or knowledge unless …

or knowledge unless …There is a clear organizational focus

There is a clear organizational focus

on those issues.on those issues.Org coherence on basic aims and

Org coherence on basic aims and

values is a precondition for the

values is a precondition for the

exercise of any effective leadership

exercise of any effective leadership

around instructional improvement

around instructional improvement

Five

Prin

ciple

s of

Five

Prin

ciple

s of

Dist

ribut

ed Le

ader

ship

Dist

ribut

ed Le

ader

ship

1.1. Leadership is guidance/direction of

Leadership is guidance/direction of

instructional improvement

instructional improvement2.2. Instructional improvement requires

Instructional improvement requires

continuous learning

continuous learning Teachers can no longer invent

Teachers can no longer invent

their own practice in isolated

their own practice in isolated

classrooms. Privacy of practice

classrooms. Privacy of practice

produces isolation; isolation is the

produces isolation; isolation is the

enemy of improvement

enemy of improvement3.3. Learning requires modeling.

Learning requires modeling.

Principals must become the

Principals must become the

“principal-learner” and have own

“principal-learner” and have own

practice scrutinized

practice scrutinized4.4. Roles and activities of leaders do not flow

Roles and activities of leaders do not flow

from formal authority

from formal authority My authority must be

My authority must be

complemented by some level of

complemented by some level of

skill which combined with yours

skill which combined with yours

makes us both more effective

makes us both more effective

5.5. Exercise of authority requires reciprocity of

Exercise of authority requires reciprocity of

accountability and capacity

accountability and capacity

Larg

e Sc

ale

Larg

e Sc

ale

Impr

ovem

ent

Impr

ovem

ent

Large scale improvement in schools

Large scale improvement in schools

cannot accomplished by hiring the

cannot accomplished by hiring the

best people and allowing them to do

best people and allowing them to do

what they know how to do.

what they know how to do. It produces good practice and

It produces good practice and

performance only from those who

performance only from those who

already are good performers.

already are good performers.

Organizations that improve do so

Organizations that improve do so

because they …because they … Create and nurture agreement on what

Create and nurture agreement on what

is worth achieving

is worth achieving Select, reward, and retain people who

Select, reward, and retain people who

are willing to acquire the learning that

are willing to acquire the learning that

is required to achieve those purposes.

is required to achieve those purposes.

Make improvement occur through

Make improvement occur through

organized social learning not

organized social learning not

idiosyncratic experimentation

idiosyncratic experimentation

Maintain tight instructional focus over

Maintain tight instructional focus over

timetimeRoutinize accountability for practice

Routinize accountability for practice

and performance and talk about it

and performance and talk about it

analytically. analytically. Reduce isolation and open practice to

Reduce isolation and open practice to

observation, analysis, criticism (think

observation, analysis, criticism (think

medical school)medical school)

Typi

cal P

atte

rn O

f

Typi

cal P

atte

rn O

f Lo

w-Ca

pacit

y Lo

w-Ca

pacit

y Sc

hool

sSc

hool

s They tend to try to find the easiest

They tend to try to find the easiest

possible way of solving

possible way of solving

accountability problems with the

accountability problems with the

knowledge they already have.

knowledge they already have.

(Think magic bullet)

(Think magic bullet) They tend to teach to the test

They tend to teach to the test

because they have no better ideas

because they have no better ideas

about how improve practice and

about how improve practice and

contentcontent They tend to focus on students

They tend to focus on students

closest to meeting the standards

closest to meeting the standards

They tend to give vague and

They tend to give vague and

general guidance about instruction

general guidance about instruction

rather than working collectively on

rather than working collectively on

learning new instructional practices

learning new instructional practices

The Effective The Effective

Schools ProcessSchools ProcessLarry Lezotte

Larry Lezotte

Basic

Bel

iefs

Basic

Bel

iefs

Children learn at different rates and in different ways

Children learn at different rates and in different ways

All children can learn and come to school motivated

All children can learn and come to school motivated

to do so. to do so. All children can learn the expected curriculum & we

All children can learn the expected curriculum & we

can teach itcan teach it Schools control enough variables to assure that all

Schools control enough variables to assure that all

children do learn, but we must focus on high yield

children do learn, but we must focus on high yield

strategiesstrategies Stakeholders are the most qualified to implement the

Stakeholders are the most qualified to implement the

needed changes.

needed changes. School people are already doing the best they know

School people are already doing the best they know

to do, given the conditions in which they find

to do, given the conditions in which they find

themselves. themselves. School by school change is the best hope for

School by school change is the best hope for

reforming schools

reforming schools There are only two kinds of schools in the United

There are only two kinds of schools in the United

States – improving schools and declining schools

States – improving schools and declining schools

Change is a process, not an event

Change is a process, not an event

““These beliefs must be present to

These beliefs must be present to

prepare the school for change or

prepare the school for change or

to create a culture that is

to create a culture that is

receptive to change.”

receptive to change.”

Corre

late

s of

Corre

late

s of

Effec

tive

Scho

ols

Effec

tive

Scho

ols

Safe and Orderly Environment

Safe and Orderly Environment

Climate of High Expectations

Climate of High Expectations

for Successfor Success Strong Instructional

Strong Instructional LeadershipLeadership Clear and Focused Mission

Clear and Focused Mission Opportunity to Learn and

Opportunity to Learn and Student Time on Task

Student Time on Task Frequent Monitoring of

Frequent Monitoring of Student ProgressStudent Progress Positive Home –School

Positive Home –School RelationsRelations

Safe

and

Ord

erly

Safe

and

Ord

erly

Envir

onm

ent

Envir

onm

ent

There is an orderly, purposeful,

There is an orderly, purposeful,

businesslike atmosphere free

businesslike atmosphere free

from the threat of physical harm.

from the threat of physical harm. The school climate is not

The school climate is not

oppressive and is conducive to

oppressive and is conducive to

teaching and learning

teaching and learning Not only the absence of

Not only the absence of undesirable behavior but the

undesirable behavior but the

presence of desirable behavior

presence of desirable behavior There is a clear focus on the

There is a clear focus on the

academic dayacademic day

Cultu

re o

f Hig

h Cu

lture

of H

igh

Expe

ctat

ions

for

Expe

ctat

ions

for

Succ

ess

Succ

ess

There is a climate of

There is a climate of expectations in which the

expectations in which the

staff believes and

staff believes and demonstrates that all

demonstrates that all students can attain mastery

students can attain mastery

of the essential school skills

of the essential school skills

and they believe that they

and they believe that they

have the capability to help

have the capability to help

all students attain that

all students attain that masterymastery

in this school if a student

in this school if a student

does not meet curriculum

does not meet curriculum

expectations, there are

expectations, there are responsive organizational

responsive organizational

behaviorsbehaviors

Stro

ng

Stro

ng

Inst

ruct

iona

l In

stru

ctio

nal

Lead

ersh

ipLe

ader

ship

The is a tangible feeling of

The is a tangible feeling of

instructional leadership

instructional leadership which begins with the

which begins with the principal and extends to

principal and extends to

all certified staff members

all certified staff members

who effectively and

who effectively and persistently communicate

persistently communicate

the learning mission to

the learning mission to staff, parents, and

staff, parents, and students. students. The principal understands

The principal understands

and applies the and applies the characteristics of

characteristics of instructional effectiveness

instructional effectiveness

in the supervision of the

in the supervision of the

instructional program

instructional program

Clea

r and

Cl

ear a

nd

Focu

sed

Miss

ion

Focu

sed

Miss

ion

The vision is simple,

The vision is simple, powerful, memorable

powerful, memorable and monitored.and monitored.

The staff accepts and

The staff accepts and affirms the mission

affirms the mission and responsibility for

and responsibility for students’ learning of

students’ learning of the school’s essential

the school’s essential curricular goals.curricular goals.

Oppo

rtuni

ty to

Op

portu

nity

to

Lear

n an

d Tim

e on

Lear

n an

d Tim

e on

Ta

skTa

sk

Teachers allocate a significant

Teachers allocate a significant

amount of time to instruction in

amount of time to instruction in

the essential skills. For a high

the essential skills. For a high

percentage of the this time,

percentage of the this time,

students are engaged in whole

students are engaged in whole

class or large group, planned,

class or large group, planned,

teacher-directed learning

teacher-directed learning

activitiesactivities

Focus on authentic teaching and

Focus on authentic teaching and

learninglearning

Practice organized abandonment

Practice organized abandonment Use more flexible time structures

Use more flexible time structures

Freq

uent

Fr

eque

nt

Moni

torin

g of

Mo

nito

ring

of

Stud

ent P

rogr

ess

Stud

ent P

rogr

ess

Student academic progress

Student academic progress

is measured frequently. A

is measured frequently. A

variety of assessment

variety of assessment procedures are used. The

procedures are used. The

results of assessments are

results of assessments are

used to improve individual

used to improve individual

student performance and

student performance and

the instructional program.

the instructional program. How frequently do we want

How frequently do we want

to monitor?to monitor? How frequently do we want

How frequently do we want

to adjust instruction?

to adjust instruction?

Posit

ive H

ome-

Posit

ive H

ome-

Scho

ol R

elat

ions

Scho

ol R

elat

ions

In the effective school

In the effective school parents understand and

parents understand and

support the school’s basic

support the school’s basic

mission and are given the

mission and are given the

opportunity to play an

opportunity to play an important role in helping

important role in helping

the school to achieve this

the school to achieve this

missionmission

Positive home-school

Positive home-school relations result in

relations result in increased communication,

increased communication,

trust, authentic trust, authentic partnerships, and parents

partnerships, and parents

as teachersas teachers

System for System for Accelerating

Accelerating Learning for Low

Learning for Low AchieversAchievers

Fact

ors t

hat

Fact

ors t

hat

Incr

ease

In

crea

se

Achi

evem

ent

Achi

evem

ent

- From

Dou

g Re

eves

7/1

5/04

- Fro

m D

oug

Reev

es 7

/15/

04

TimeTime

Grade level Instruction

Grade level InstructionMultiple opportunities

Multiple opportunitiesNon-fiction writing

Non-fiction writingLimited Curriculum Choices

Limited Curriculum Choices InterventionIntervention

Student Success ProcessStudent Success Process

3. Deliver Instruction (Mini-Lessons)

1. Disaggre-gate Data

5. Analyze Results

6. Provide Enrichment 7. Assess

6. Provide Tutorial 7. Retest (Form B)

2. Create Instructional Calendar

9. Celebrate 8. Analyze Results and Adjust IC as Necessary

STU

DE

NT

SU

CC

ESS

PR

OC

ESS

STU

DE

NT

SUC

CE

SS PRO

CE

SS

Develop a district-wide vertically and horizontally aligned curriculum based on NC Academic Standards

4. Conduct Mini-Assessments

Brazosport Reading ResultsBrazosport Reading Results

50

60

70

80

90

100

1991-92

1992-93

1993-94

1994-95

1995-96

1996-97

1997-98

1998-99

1999-20

2000-01

All Students A. American Hispanic White Eco. Dis.

DRTDRT

Brazosport Math ResultsBrazosport Math Results

50

60

70

80

90

100

1991-92

1992-93

1993-94

1994-95

1995-96

1996-97

1997-98

1998-99

1999-20

2000-01

All Students A. American Hispanic White Eco. Dis.

DRTDRT

Brazosport Writing ResultsBrazosport Writing Results

50

60

70

80

90

100

1991-92

1992-93

1993-94

1994-95

1995-96

1996-97

1997-98

1998-99

1999-20

2000-01

All Students A. American Hispanic White Eco. Dis.

DRTDRT

A Te

stim

onia

lA

Test

imon

ial

Let’s Look at Let’s Look at Those Those

ConnectionsConnections

F N

WF

N W

Presentations Groups 1

Presentations Groups 1 and 2.and 2.Read NCSES Standards

(The philosophy, too)