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Professional Learning for School Leaders:
The Principal’s Role in School Transformation
Cynthia Mruczek
Rich Barbacane
April 19, 2011
What is NIUSI-LeadScape?
Support for
Principals
Ongoing professio
nal learning
Technical assistanc
eOngoing coaching
Web-based tools
Our Partners:
OutcomesParticipants will be able to… Explain the importance
of the Systemic Change Framework to principals
Communicate the benefits of partnering with State Associations and other organizations
Understand the value of consistency and alignment of core concepts across systems for sustainability and scaling innovation
The Systemic Change Framework
The Equity Alliance at ASU’s Framework for Approaching and Assessing Systemic Change
The Systemic Change Framework
A. RADAR: This framework is just on the screen.
B. RHETORIC: There has been talk about this framework, but little action.
C. EMERGING: Our organization is aware of this element and has taken some action to implement it.
D. ACCOMPLISHED: This framework is part of our practice.
RADAR
RHETORIC
EMERGING
ACCOMPLISHED
Where is your organization on the radar screen? Mark the radar level on each screen according to the extent to which you believe your organization is accomplishing that element.
Why involve principals?• Important entry point to
school reform• Positions of influence
within the school• Principals need to
understand the Systemic Change Framework (they cannot do it on their own)
The Systemic Change Framework
The Systemic Change Framework
What are some thoughts you have about this framework?
How does it relate to your work?
The Systemic Change Framework
http://www.equityallianceatasu.edu/lc
http://www.niusileadscape.org/lc/
The benefits of partnering with State Associations and other organizations
When thinking about the Systemic Change Framework we just discussed, what are some benefits of partnerships between schools and State Associations or other agencies?
The benefits of partnering with State Associations and other organizations
People: Students, teachers, administrators, families, etc.
Policy: Federal and state mandates, district and school level, classroom policy, etc.
Practice: Pedagogy, discipline, curriculum, etc.
People, Policy, and Practices link the multiple levels of the Systemic Change Framework
The benefits of partnering with State Associations and other organizations
Vision + Skills + Incentives + Resources + Action
Plan = CHANGE ______ + Skills + Incentives + Resources + Action Plan = CONFUSION Vision + ______ + Incentives + Resources + Action Plan = ANXIETY Vision + Skills + _________ + Resources + Action Plan = RESISTANCE Vision + Skills + Incentives + __________ + Action Plan = FRUSTRATION Vision + Skills + Incentives + Resources + ___________ = TREADMILL
Essential Variables for Leading Inclusive Schools
Processes for developing high quality, inclusive practices
• You help develop the internal scripts to interpret, reflect, and continuously improve practice
• You provide or connect staff to resources to build their repertoire of skills (how to)
• The ways you establish for working together
• Your vision for inclusive practices
VisionFramewor
ks for Acting
Mediated Experienc
e
Technical Assistanc
e
The benefits of partnering with State Associations and other organizations
The benefits of partnering with State Associations and other organizations Why partner?
Networking, communication, resources, etc. Avoiding the perspective of “Just one more thing”
to do Working more efficiently
LeadScape and the Learning Carousel Resources available (data maps, professional
learning modules) Other partnerships?
The benefits of partnering with State Associations and other organizations
Developed by Art Costa and Bob Garmston, Cognitive CoachingSM is based on the following four major propositions:• Thought and perception produce all behavior.
• Teaching is constant decision-making.
• To learn something new requires engagement and alteration in thought.
• Humans continue to grow cognitively.
How People Learn
Learning results from how
individuals actively make
meaning, engage, resist, contest, and
build their own mental
schemas about the world
around them and their role in
it Learning occurs when we teach
(tell) people “how to”
Learning scientists concur:Deeper conceptual understanding comes from active participation in one’s own learning
(Sawyer, 2005)
The benefits of partnering with State Associations and other organizations
The benefits of partnering with State Associations and other organizations
Coaching is used in many different ways to support the ongoing learning and improvement of educators
Cognitive coaching focuses on changing patterns of thought in order to open new paths for learning
Our model of coaching builds on what the research says about how people effectively learn
The broad idea behind coaching is to help educators develop new ways of looking at their work so that they can create new ‘scripts’ for addressing challenges of practice
Consistency and alignment of core concepts across systems for sustainability and scaling innovation
How experienced are you with culturally responsive pedagogy?A. I’m very experienced with CRP and have a firm
grasp of itB. I’ve heard of it, but have a small understanding
of itC. I’ve never heard of it
Consistency and alignment of core concepts across systems for sustainability and scaling innovation
Discussion of fidelity 90% implementation by 90% of the individuals
to have sustainable change Discuss notions of fidelity through a culturally
responsive lens
At all tiers, teachers… use culturally responsive teaching implement linguistically appropriate
instruction ensure explicit instruction to acquire
academic language Embed culturally responsive behavior
strategies
24
Consistency and alignment of core concepts across systems for sustainability and scaling innovation
Believe in student ability and desire to learn Hold high expectations for student learning Explicitly teach skills Challenge and support students Respect student language Relate to student social context
25
Culturally responsive teachers
Consistency and alignment of core concepts across systems for sustainability and scaling innovation
Linguistically appropriate instruction Total Physical Response Use of visuals Use of real objects Modeling – reading, writing, conversation Repetitive language Use of gestures
26
Consistency and alignment of core concepts across systems for sustainability and scaling innovation
Effective practices for ELLs Attend to language development Build on background experiences Focus on building understanding Provide multiple opportunities for practice and
application Use repetition and redundant information Assess frequently Reteach as necessary
27
Source: Center for Research on the Educational Achievement and Teaching of English Language
Learners
Culturally responsive approaches for the support and development of personnel
28
Vision for Schools of Tomorrow Shared ownership, accountability, and
leadership
Flexible delivery of support services
All struggling students receive supports
Eligibility considered after intervention and ongoing progress monitoring within MTSS
Consistency and alignment of core concepts across systems for sustainability and scaling innovation
Consistency and alignment of core concepts across systems for sustainability and scaling innovation
Wrapping up the conversation
How do you, as state leaders, help principals change their perspective from “Assessment OF learning” to “Assessment FOR learning?”
29
Wrapping it up…
Participants will be able to… Explain the importance of
the Systemic Change Framework to principals
Communicate the benefits of partnering with State Associations and other organizations
Examine culturally responsive approaches for the support and development of personnel
Comments, Questions, or Concerns
30