Developing Strong Instructional Leadership Dr. Richard Jones, Senior Consultant International Center for Leadership in Education To hear this webinar you

Developing Strong Instructional Leadership Dr. Richard Jones, Senior Consultant

International Center for Leadership in Education

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Margaret MeadMargaret Mead

" Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.”

"Educational change depends on what

teachers do and think - it's as simple and as

complex as that."Fullan and SteigelbauerFullan and Steigelbauer

4

46

Lessons Learned - Model Lessons Learned - Model SchoolsSchools

✓ Structure vs. InstructionStructure vs. Instruction✓ Conversation about Conversation about

Learning more than Learning more than TeachingTeaching

✓ CollaborationCollaboration✓ Persistent in ImprovementPersistent in Improvement✓ No One Style of LeaderNo One Style of Leader



What is the biggest mistake in leading

instructional improvement?



1. Ignoring the people in the school

2. Unclear why the change in being made

AnswerAnswer

© International Center for Leadership in Education

Quadrant D Leadership



“Real understanding requires and leads to a

shift in one’s mental model.”

Renate Nummela CaineRenate Nummela Caine

9© International Center for Leadership in Education

Evaluation 6

AssimilationC

AdaptationD

Synthesis 5

Analysis 4

Application 3

AcquisitionA

ApplicationB

Comprehension 2

Knowledge 1 Awareness

Rigor

Rigor

1 Knowledge in

one discipline

2Apply

knowledge in one discipline

3Apply

knowledge across

disciplines

4Apply

knowledge to real-world

predictable situations

5Apply

knowledge to real-world

unpredictable situationsRelevanceRelevance

From: the International Center for Leadership in Education

Rigor and Relevance Framework

Quadrant DQuadrant DLeadershipLeadership

11



School leadership is not a position but a disposition for taking action.

Quadrant D Leadership is the collaborative responsibility for taking action to reach the future oriented

goal of the intellectual, emotional and physical needs of each student.

Leadership DefinitionLeadership Definition

12

46

Similarities of Leadership with Teaching Similarities of Leadership with Teaching and Learningand Learning

✓ There are basic levels of There are basic levels of leadership, necessary but not leadership, necessary but not sufficient. sufficient.

✓ R/R Framework shifts thinking to R/R Framework shifts thinking to learning from teaching. We need learning from teaching. We need to shift thinking of leadership to shift thinking of leadership from from individualindividual to to organization.organization.

✓ Using a simple model facilitates Using a simple model facilitates reflective conversations. reflective conversations.

13


KnowledgeKnowledge

Leadership ModelLeadership Model

13

VisionVision

Reflection

14


ApplicationApplication

Leadership ModelLeadership Model

13

EmpowermentEmpowerment

Relationships

15

APPLICATIONAPPLICATION

KKNNOOWWLLEEDDGGEE

Quadrant D LeadershipQuadrant D Leadership

CC

AA BBAuthoritativeLeadership

Collaborative Leadership

CreativeLeadership

Adaptive Leadership

DD

16


KKNNOOWWLLEEDDGGEE


CC

AA BBAuthoritativeLeadership

Collaborative Leadership

CreativeLeadership

Adaptive Leadership

DD

17


KKNNOOWWLLEEDDGGEE


CC

AA BB

DDStudent Achievement

Level or Declining

Partial Traditional Success

Islands of Innovation

Rapidly Improving

18


Quadrant A Leadership Quadrant D Leadership

Define learning in terms activities required to teach

Define learning in terms of skills and knowledge as

results

Define learning from specific skills up to total

student

Define learning from “whole” student down to

specific skills

Cover as many topics as possible.

Help students learn priority skills deeply

Break apart curriculum Integrate curriculum

Entire curriculum mandatory

Curriculum includes some student choice

4. Clarify Student Learning Expectations

19


Quadrant A Leadership Quadrant D Leadership

Teach skills in isolation Teach skills in context

Focus is on deficiencies Focus is on proficiencies

Look for evidence of good teaching

Look for evidence of good learning

Standardize procedures Share best practices

Give separate assessments

Give embedded assessments

Isolate instruction from community

Connect instruction to community

5. Adopt Effective Instructional Practices


Instructional Leadership



“When you shift people's

perceptions, their actions follow."Rayona SharpnackRayona Sharpnack

22


★Context - An environment where change is possible

★Target - Clear, focused objective

★Practices - Balanced, comprehensive approach

★Context - An environment where change is possible



Instructional LeadershipInstructional Leadership

22

23


•Opportunity to Collaborate

Context for Instructional Leadership

33

•Relationship Building

•Sense of Purpose and Urgency


Relationship Building★Knowing Staff★Behaviors

★Frequency of Contact★“Being There”★Active Listening★Observations★Positive★Personal Touch

★Initiatives


Opportunities to Collaborate

★Team Responsibilities (e.g., grade level, improvement, data, academy, literacy)

★Structured meeting times★Comfortable and convenient★Established norms ★Accountable★Influence the Conversation

26


Communication RatiosCommunication RatiosCommunication RatiosCommunication Ratios

Sixty Business Teams, Losada and Heaphy, 2004 26

SuccessLevels

Positive to Negative

Inquiry to Advocacy

Talk about Self vs. Others

High Performing 5.8 to 1 1 to 1 1 to 1

Medium Performing 1.8 to 1 2 to 3 2 to 3

Low Performing 1 to 20 1 to 3 1 to 30


Sense of Purpose and Urgency

★Future-focused★Changing World - 21st Century Skills★Student-focused★Data Analysis★Coherence - measure what matters★Passionate


Context for Instructional Leadership Checklist

Kit Excerpt

Poll QuestionPoll Question

ContextContext

30


Target for Instructional Leadership

Target for Instructional Leadership

•Student Engagement•Student Engagement41

•Rigor/Relevance/Relationships•Rigor/Relevance/Relationships

•“Begin with the end in mind” Planning

•“Begin with the end in mind” Planning

•Priority Standards•Priority Standards

•Personalization•Personalization

•Focus on Literacy•Focus on Literacy

31


Priority StandardsPriority Standards


Teachers struggling to teach an overloaded curriculum!


CM Publications

34


Rigor/Relevance Rigor/Relevance FrameworkFramework


Ways to Increase Rigor/RelevanceWays to Increase Rigor/Relevance

★Design Gold Seal Lesson - culminate w/ performance

★Modify existing lesson - • add high RR performance - adapt Gold Seal Lessons

• change strategies

• change assessments

★Interdisciplinary instruction

★Integrate academics in CTE and Arts

★Use “D” Moments

★Design Gold Seal Lesson - culminate w/ performance

★Modify existing lesson - • add high RR performance - adapt Gold Seal Lessons

• change strategies

• change assessments

★Interdisciplinary instruction

★Integrate academics in CTE and Arts

★Use “D” Moments

36


Focus on Focus on LiteracyLiteracy

37


““Begin with Begin with the end in the end in

mind” mind” PlanningPlanning


Student Learning

Student Learning

Rigorous and Relevant Rigorous and Relevant InstructionInstruction

ActualStudent

Performance

Rigor/Relevance

FeedbackReflection

Instruction

Assessment

ExpectedStudent

Performance

Rigor/Relevance


Instructional Instructional Planning : Rigor Planning : Rigor and Relevance and Relevance

is a is a Forethought Forethought

NOT an NOT an AfterthoughtAfterthought

Instructional Instructional Planning : Rigor Planning : Rigor and Relevance and Relevance

is a is a Forethought Forethought

NOT an NOT an AfterthoughtAfterthought

Personalize Learning

Make each student feel unique.

Connect to the youth culture.

Recognize cultural differences.

Consider the student point of view.

Be aware of different learning styles.

Differentiate instruction.

Attend to students with special needs.

Intervene early.

Engagement-based Learning Engagement-based Learning and Teachingand Teaching

Pre-ConditionsPre-Conditions

• Relationships Relationships

• EnvironmentEnvironment

• Guiding PrinciplesGuiding Principles

• Rewards/Grading Rewards/Grading System System

• Student HabitsStudent Habits

• Foundation SkillsFoundation Skills

PedagogyPedagogy

• Design for RRDesign for RR

• Active Learning Active Learning StrategiesStrategies

• PersonalizedPersonalized

• Literacy-focusLiteracy-focus


TargetTarget

43


Practices for Instructional Practices for Instructional LeadershipLeadership


KNOWLEDGE A B

DC


HighLow

Low

High

APPLICATION

Instructional Leadership Practices

Management

Policies and Procedures

VisionInstructional Technology

EmpowermentLeadership Teams

CultureInstructional

Coaching

CC

AA BB

DD

KNOWLEDGE A B

DC


HighLow

Low

High

APPLICATION


Management

Staff Reviews and Evaluation

Student Achievement Data

Analysis

Policies and Procedures

Balanced Assessments

Personnel and Budgets

Master Schedule/Teacher

Assignments

Staff Meetings

VisionNeeds Assessment/ Strategic Planning

ProfessionalDevelopment Workshops

Classroom Walkthroughs

R/R Framework

InstructionalTechnologyVision/

Mission/Goals

Empowerment

Mentoring

Leadership Teams

Teacher Incentives and

Rewards

Teacher Observations/Stu

dy Tours

Co-teaching/Team teaching

Individualized Professional

Learning

Professional Learning Community

CulturePeer Review of Student Work

Instructional Coaching

Academic Intervention

Grading

Celebrations

46


★Management - Align with target(s)★Empowerment - Make sure staff

and students involved, supportive, build trust

★Vision - Ensure everyone hears same message

★Culture - Nurture with challenges opportunity, data and love

★Management - Align with target(s)★Empowerment - Make sure staff

and students involved, supportive, build trust

★Vision - Ensure everyone hears same message

★Culture - Nurture with challenges opportunity, data and love




AssistanceAssistance

48


★Context - An environment where change in possible



★Context - An environment where change in possible



Instructional LeadershipInstructional Leadership

48

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Developing Strong Instructional Leadership Dr. Richard Jones, Senior Consultant International Center for Leadership in Education To hear this webinar you