Module Four: Resources for LearningA Collaboration between

NCSA, NDE, and ESUs

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Resources for LearningoAllocation of ResourcesoSupportoProfessional Development

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Component Level I Level II Level III Level IV Rating/Evidence

Resources Rubric

Allocation of Resources

The school allocates resources based on past practice or individualized requests.

The school addresses the need to re-allocate existing resources or engages in systematic planning.

The school effectively allocates resources to meet the goals for achievement and instruction.

The school maximizes student achievement through effective and efficient allocation of resources.

Rubric Level:Evidence:

Support

Support for student learning is left to chance by individual actors. Time and support are constant, learning is variable.

Support for student learning is addressed and plans are initiated to develop an institutional response. Time and support are constant, learning is variable.

Systems for support of student learning, and an institutional response are implemented. Time and support are variable, learning is constant.

Systems of support are routinely used to improve learning for all students. Time and support are variable, learning is constant.

Rubric Level:Evidence:

Professional Development

Professional development is left to chance by individual actors based on personal preference and is rarely job embedded.There is no evidence the new learning will be applied to the classroom. Links to improved student achievement are low.

Professional development is negotiated between teachers and administration and is job embedded in isolated pockets.The new learning could potentially be used in the classroom. Links to improved student achievement are low.

Professional development is aligned to clear learning goals and is purposely job embedded.The new learning is utilized in the classroom by pockets of teachers. Links to improved student achievement are high.

Professional development provides job embedded skills for improvement. The new learning is consistently used by most staff. Links to improved student achievement are high.

Rubric Level:Evidence:

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Administrative Leadership: Allocation and Supporto Traditional Model for Most Schools:

• Time and support have been the constant.• Learning has been the variable.

o New Paradigm:• Learning is the constant.• Time and support are the variables. DuFour, DuFour & Eaker

(2004)

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Administrative Leadership: Allocation and Supporto Superintendents in High Performing Schools

ensure that…• Time, money, personnel and materials are allocated

to accomplish the district’s goals.• Initiatives not aligned to the goals may be dropped.

Waters and Marzano, (2006); NSSE (2007)

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Administrative Leadership: Allocation and Support

Five Organizational Conditions for Improving School Systems

Quality teacherso The recruitment, placement, and professional development

of quality teachers.

Effective Leadershipo The leader’s decisions and practices support the vision of

student learning.

Quality Informationo The collection, management and use of information

enables the school district to make informed decisions, take specific actions and assess the results of improvement efforts related to student learning.

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Administrative Leadership: Allocation and Support

Five Organizational Conditions for Improving School Systems

Policies and Practices that Foster and Sustain Improvemento The district’s development and implementation of policies and practices support

improvement efforts.Resources and Support Systems to Sustain Improvemento The district provides support through resources and assistance. Assistance is vital to

sustaining improvement efforts.o The district must allocate and deploy the necessary human, technical, and material

resources in order to live up to its promises. This may include mentors, tutors and role models.

National Study of School Evaluation (NSSE, 2007)

0

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Administrative Leadership: Allocation and Support

Correlates of Effective Schools: Opportunity to Learn & Time on Task First Generation: Teachers allocate significant

amount of time to instruction on important curriculum.

Second Generation: Problems will arise from the scarcity of time for all of the content.

o Organized abandonment.o Successful schools will declare that some things are

more important than others. Lezotte, L. (1991)

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Perceptions that can cause change to be viewed as:First-order Change

When a change is perceived as:

Second-order ChangeWhen a change is perceived as:

An extension of the past A break from the past

Within existing paradigms Outside of existing paradigms

Consistent with prevailing values and norms

Conflicted with prevailing values and norms

Implemented with existing knowledge & skills

Requiring new knowledge & skills to implement

Lezotte, L. (1991)

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As a District Team, briefly discuss:Think about “allocation and support”. o What strengths does your district

demonstrate related to them? o What challenges exist and how will you

address them?

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Component Level I Level II Level III Level IV Rating/Evidence

Resources Rubric

Allocation of Resources

The school allocates resources based on past practice or individualized requests.

The school addresses the need to re-allocate existing resources or engages in systematic planning.

The school effectively allocates resources to meet the goals for achievement and instruction.

The school maximizes student achievement through effective and efficient allocation of resources.

Rubric Level:Evidence:

Support

Support for student learning is left to chance by individual actors. Time and support are constant, learning is variable.

Support for student learning is addressed and plans are initiated to develop an institutional response. Time and support are constant, learning is variable.

Systems for support of student learning, and an institutional response are implemented. Time and support are variable, learning is constant.

Systems of support are routinely used to improve learning for all students. Time and support are variable, learning is constant.

Rubric Level:Evidence:

Where would you place your school on the Resources for Learning Rubric?

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Administrative Leadership: Professional DevelopmentComponents of effective professional development

o It is based on improving student learning.o It changes teacher practice.o It changes teacher attitudes and beliefs.o It is job embedded.o It provides ongoing long-term support.o The building principal is a key supporter and

actively involved. Guskey, T. R. (2000)

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Administrative Leadership: Professional DevelopmentThe initial training is not as critical, as is support

through the implementation stage. Professional development should be judged by the following:

o Clear focus on learning and learners.o Emphasis on individual and organizational change.o Small changes guided by grand vision.o Ongoing professional development that is

procedurally embedded. Guskey, T. R. (2000)

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Administrative Leadership: Professional Developmento A meaningful commitment of funding must be dedicated

to professional development for teachers and principals.o The professional development must be in line with the

district goals.o The resources must be:

• deployed at the school level.• utilized in a manner that aligns with the district goals.

Waters & Marzano (2006)

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Perceptions that can cause change to be viewed as:

First-order ChangeWhen a change is perceived as:

Second-order ChangeWhen a change is perceived as:

An extension of the past A break from the past

Within existing paradigms Outside of existing paradigms

Consistent with prevailing values and norms

Conflicted with prevailing values and norms

Implemented with existing knowledge & skills

Requiring new knowledge & skills to implement

Lezotte, L. (1991)

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Administrative Leadership: Professional DevelopmentProfessional Learning Community Models

o Learning Teams• Rick Stiggins

o Professional Learning Communities• DuFour, DuFour & Eaker

o Whole Faculty Study Groups• Carlene Murphy

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As a District Team, briefly discuss:Think about “Professional Development”.o What might your district need to do to create

an environment of job-embedded professional development?

o Based on that plan, how will you implement on-going, professional development at the district level?

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Component Level I Level II Level III Level IV Rating/Evidence

Resources Rubric

Professional Development

Professional development is left to chance by individual actors based on personal preference and is rarely job embedded.There is no evidence the new learning will be applied to the classroom. Links to improved student achievement are low.

Professional development is negotiated between teachers and administration and is job embedded in isolated pockets.The new learning could potentially be used in the classroom. Links to improved student achievement are low.

Professional development is aligned to clear learning goals and is purposely job embedded.The new learning is utilized in the classroom by pockets of teachers. Links to improved student achievement are high.

Professional development provides job embedded skills for improvement. The new learning is consistently used by most staff. Links to improved student achievement are high.

Rubric Level:Evidence:

Where would you place your school on the Resources for Learning Rubric?

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Discussion and Wrap-Upo What are the implications for leadership?

o What are the implications for change?

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Thank You!o We hope that this session will be meaningful

for your schools and students.