· Web viewGrade Level Band: K-5 6-8 9-12 PD XX Content Area: English/Language Arts (ELA) Foreign Language (FL) General (G) Health/Physical Education (HPE) History/Social Studies (HSS)

Professional Development, Effective LeadershipAn Effective Educational Leader Integrating Idaho Core Standards

What is an Effective Educational Leader?

Unit Developed by Lisa FenterLewiston Independent School District

Lewiston, Idaho

The Core Teacher ProgramA program of the Idaho Coaching Network

Idaho Department of Education

Directions: Please type your name and unit title in the header. Then check each box that applies to your unit. Please note that while some categories were intentionally built into your unit via the online course modules (e.g. UDL and Webb’s DOK), others were not explicitly included and may not apply to your unit.

Universal Design for Learning (UDL)

X Multiple Means of Engagement X Multiple Means of Expression X Multiple Means of Representation

Differentiated Instruction

Remediation ESOL Gifted/TalentedX Acceleration

Webb's Depth of Knowledge - Level 1 (Recall)X Who, What, When, Where, Why

Label ReciteX Define X List X RecognizeX Identify

Match Report

Illustrate Measure Use

Webb's Depth of Knowledge - Level 2 (Skill/Concept)

Categorize Estimate Observe

Classify Graph Organize

Collect and Display Identify Patterns PredictX Compare X Infer X SummarizeX Construct X Interpret

Webb's Depth of Knowledge - Level 3 (Strategic Thinking)

Assess Differentiate HypothesizeX Construct X Draw Conclusions

Investigate

Critique Explain Phenomena in Terms of Concepts Revise

X Develop a Logical ArgumentFormulate Use Concepts to Solve Non-Routine Problems

Webb's Depth of Knowledge - Level 4 (Extended Thinking)

AnalyzeX Create

ProveX Apply Concepts

CritiqueX Synthesize

ConnectX Design

Bloom's Taxonomy

RememberingX Applying X Evaluating

X Understanding X Analyzing X Creating

GroupingX Heterogeneous grouping

Individualized instruction Small group instruction

Homogeneous grouping Large Group instruction Non-graded instructional grouping

Teaching MethodsX Cooperative learning

LectureX Think Pair Share

X Direct InstructionLab Experiential learning

Team teaching Hands-on instruction

Gardner's Multiple IntelligencesX Bodily-Kinesthetic X Linguistic

Naturalist

X InterpersonalLogical-Mathematical Spatial

X IntrapersonalMusical

Idaho Core Teacher Network Unit Plan Template

Unit Title: An Effective Educational Leader Integrating Idaho Core StandardsCreated By: Lisa FenterSubject: Professional Learning Grade: AdultsEstimated Length (days or weeks): Two full days (8 hour days)--1 - 1 ¼ days for reading/discussions, and ¾ - 1 day for assessments

Unit Overview (including context): With the adoption of the Idaho Core Standards, teaching practices must evolve from those used with the old Idaho Standards, in order for students to be successful, 21st century learners, prepared for college or career. It is essential that effective, educational leaders (administrators, principals, potential administrators, and teacher leaders) understand, can articulate, and can demonstrate what this encompasses for students and teachers. This unit is the first in a series of units intended to help educational leaders address the following questions:

● What is an effective educational leader? (Unit 1)Future Units may include:

● What brings about effective change? Why is change difficult? (Unit 2) ● How do you create an effective vision? (Unit 3)● What is effective collaboration, and how do you develop that? (Unit 4)● What is effective professional learning? How do you present professional learning so that it meets the needs of your learners? (Unit 5)

The overarching goal of the the multiple units is to provide educational leaders with the tools, resources, strategies, and ideas for creating a coherent professional learning arc for their buildings or departments.

The first unit will lay a foundation that can be built upon for the additional units, eventually culminating with educational leaders creating professional learning opportunities for their staffs that incorporate the Idaho Core Standards and best practices for professional development.

Unit Rationale (including Key Shift(s)): In order for educational leaders to understand the importance, depth, and natural overlap and integration of the Idaho Core Standards, each unit in the series will intentionally address all four Key Shifts.

● Shift One: Students will build knowledge and academic language through a balance of content rich, complex nonfiction and literary texts.

● Shift Two: Students will participate in Reading/Writing/Speaking that is grounded in evidence from the text, across the curriculum.● Shift Three: Students will use digital resources strategically to conduct research and create and present material in oral and written

form.● Shift Four: Students will collaborate effectively for a variety of purposes while also building independent literacy skills.

A Blendspace has been created for Unit 1, and can be found at: https://www.tes.com/lessons/Mnk0Z96lTxVL7Q/blendspace-what-is-an-effective-educational-leaderWhen utilizing the Blendspace, the learner will not need to click on the below links, as they are built in to the Blendspace presentation.

***There have been some challenges with the Blendspace presentation, depending on operating systems, district filters, and browsers. It is recommended to use Chrome, Firefox or Internet Explorer 9. Internet Explorer 8 unfortunately does not support Blendspace.If you are using Internet Explorer 8, it is recommended to download one of the suggested browsers at:Chrome - http://www.google.com/chromeFirefox - http://www.mozilla.com/firefox

If downloading an updated browser is undesired, please know that all of the pieces included in the Blendspace are available below, in the various sections of the Instructional Sequence. (The Blendspace allows all materials to be in one easy-to-follow location, rather than 30 pages of the Unit Plan.)

Targeted Standards (Module 2):

While the addressed standards’ numbers are found below, the complete standards can be found at the following link. https://docs.google.com/document/d/1uQiI_ev7jLQySPV8Qii2bMp2-G8n-JPW8THIFf7qodI/edit?usp=sharing

The Formal Writing Summative Assessment addresses the following Idaho Core Anchor Standards:

CCSS.ELA-Literacy.CCRA.W.1CCSS.ELA-Literacy.CCRA.W.4CCSS.ELA-Literacy.CCRA.W.8CCSS.ELA-Literacy.CCRA.W.9

Essential Question(s)/Enduring Understandings (Module 4):

● What is an educational leader?

● What is an effective educational leader?

Measurable Outcomes (Modules 5, 6, and 8):Learning Goals (Desired Results): UDL Goal: Administrators/Future educational leaders will learn about and present information about what makes an effective educational leader.

Representation:Learners will have a variety of methods available to gain information--video, transcript of video, professional publications of various text levels and difficulty, book reviews, and blogs.

Action and Expression:Learners will be able to present their learning, while collaborating with others, in a variety of methods--orally, utilizing apps/app smashing, screencasts, social media (Edmodo, Neatchat, Google Doc)

The Multimedia Presentation Summative Assessment addresses the following Idaho Core Anchor Standards:

CCSS.ELA-Literacy.CCRA.SL.2CCSS.ELA-Literacy.CCRA.SL.4CCSS.ELA-Literacy.CCRA.SL.6

The Additional Multimedia Presentation Summative Assessment addresses the following Idaho Core Anchor Standards:

CCSS.ELA-Literacy.CCRA.W.7CCSS.ELA-Literacy.CCRA.W.8CCSS.ELA-Literacy.CCRA.W.9

Prior to summative assessments, the following supportive Idaho Core Anchor Standards are addressed, allowing students multiple opportunities to practice their learning. Thus, the following standards are not explicitly addressed in the summative assessments, but their understanding is essential in the steps prior to the assessments.

CCSS.ELA-Literacy.CCRA.R.4CCSS.ELA-Literacy.CCRA.R.7CCSS.ELA-Literacy.CCRA.R.9CCSS.ELA-Literacy.CCRA.R.10

CCSS.ELA-Literacy.CCRA.L3CCSS.ELA-Literacy.CCRA.L6

Content Standards and Standards for Mathematical Practice are not applicable to this unit, and have not been addressed.

Engagement:For this unit, currently there are 13 pieces of text available. Three will be shared with all, and learners will choose the additional four pieces they wish to utilize, including at least one piece of text they find on their own. For presentation purposes, choice will again be offered, based on the learners’ comfortability with or without technology. Success Criteria (Evidence):Stage 1--Desired Results: Learners will recognize the multiple facets needed to be an effective educational leader recognizing those attributes which are already strengths, as well as those that with further development can become strengths. Learners will recognize that when these attributes are firmly developed and utilized, the leadership they provide, relationships they build, school culture they develop, collaboration teams they establish, and the professional learning they facilitate will all lead to improving student achievement, the underlying, real goal in education. Leaders will value continued learning to help themselves, their teachers, their students and their communities.

Stage 2--Evidence: Learners will be assessed through a series of text-dependent questions, conversations with partners, journal entries, and summative assessments. Learners will need to explain and apply the knowledge they have gained about what an effective educational leader is. They will be able to utilize this learning in situations that have not previously been discussed yet or are relevant to their current positions.

Summative Assessment (Module 6)

SUMMATIVE ASSESSMENT DESCRIPTIONS FOR THE UNITSummative assessment information will be sent out to participants prior to class starting, so everyone knows the expectations of this professional learning. (Traditionally, our professional learning has not asked for this caliber of summative assessment, so in fairness for those who think they are interested in the course, we will make this available up front. This may also deter those looking for an easy credit because certification is due.)

This course was created to provide an authentic learning environment in which educational leaders could further develop their craft and qualities as effective educational leaders. Along with the learning, the summative assessments were also created with authenticity in mind. Each participant is expected to successfully complete the Formal Writing (Task 1) and Multimedia Presentation for Educational Job Fair (Task 2), in order to receive full credit for this course. You will be provided with approximately 6 hours of class time to complete the summative assessments. Task 1--Job Interview Questions (formal writing): As a district, we want to hire the best applicants, and as education and leadership roles evolve, so do the qualities that we value in our administrators, principals and teachers. In order for the Lewiston School District to ensure we are hiring those who meet the qualifications we deem important, we need to ask interview questions that get at the essence of what we value. Therefore, it is important that we are asking all future applicants questions related to effective educational leadership--regardless of whether they are applying to be a teacher, principal or administrator in our district.

For the Job Interview Questions (formal writing) summative assessment, your task is to individually: ● Create and compose at least three questions that will help address whether or not a potential candidate has the understanding and

qualities our district should be looking for in an effective educational leader. ● Answer the questions you have composed in a manner that models solid answers and encompasses the qualities we should be looking

for in a candidate. Ensure you cite a variety of specific textual evidence from the learning and lessons of this unit, in your responses.○ Be sure to address who the interview question would be appropriate to ask (administrator and/or principal and/or teacher).○ Consider the variety of articles you read and the variety of qualities that make an effective educational leader.○ Choose a quality you have recognized that you would like to further develop. Create a question that targets that quality and

respond as though it is now a strength of yours. Hints for organization:

● Your journal should be a good source to refer back to with regard to your strengths and areas for development.● Utilize the annotations you made that “furthered your understanding” or for “vocabulary”.● Refer back to your final definition for effective educational leader.

Task 2--Educational Job Fair (multimedia presentation): Participating in educational job fairs is one way in which our district is able to meet potential candidates. We are interested in candidates who will be effective educational leaders--whether in a classroom, a department, as a leader of a school, or as a district administrator. However, not everyone who may be a potential candidate knows about the amazing and effective educational leaders that already exist in our district. In order for potential candidates to get a better idea as to who we are as a district, and what our culture of learning and leading incorporates, you are going to create a video showcasing yourself as an effective educational leader.

For the Educational Job Fair (multimedia presentation) summative assessment, your task is to work with at least one other person (and groups no more than three people) to:

● Create a multimedia presentation, incorporating audio and video, to be utilized at upcoming job fairs for potential teachers and administrators.

● Each person will present their own piece (approximately 3 minutes per person). ○ Address at least three qualities that make up an effective educational leader.○ Ensure you cite a variety of specific textual evidence from the learning and lessons of this unit.○ If these are qualities that you have identified as strengths of yours, give concrete examples of how you integrate these

understandings and qualities in leading your team/staff. ○ If these are qualities that you have targeted to further develop in yourself, thoroughly explain why incorporating these qualities

will make you (or others) a more effective educational leader. ○ If leadership is a completely new role to you, explain the qualities that you bring into this role, the qualities you will be working

on, and explain how you hope they will further develop your team.

Hints for organization: ● Your journal should be a good source to refer back to with regard to your strengths and areas for development.● The “Notices” in the note catcher for the articles may assist in formulating the qualities you wish you discuss● Utilize the annotations you made that “furthered your understanding” or for “vocabulary”.● Refer back to your final definition for effective educational leader.

Optional Task 3--Effective Educational Leadership Feedback: Feedback is an important part of learning. And, in order to better understand where we are going, it is important to understand where we are currently. If you are in an established leadership role, you may complete the “Feedback for those in an established leadership role”. If you are in a new leadership role, or interested in taking on more of a leadership role, you may complete the “ Feedback for those in a new or potential leadership role”.

● Feedback for those in an established leadership role ○ Create a Likert Scale Google Form that will be given to staff members for completion. (1--Strongly agree, 5--Strongly disagree)

■ Include the qualities you have learned to be an effective educational leader, and ask if staff members agree or disagree that you incorporate those qualities in your leadership.

■ As one of the options, include “Other”, with the caveat that those completing the form must explain why that additional quality is an important quality to have.

■ Prior to sending out the form, answer the survey yourself. ■ Once the data has been returned, compare your beliefs to the perceptions of your staff members. This may be utilized as

a guide for you in moving forward as an effective educational leader. ■ After a year of implementation, resend the form and compare your data from two points in time.

● Feedback for those in a new or potential leadership role ○ Refer to Task 1. This opportunity allows you to gain an understanding of the current culture and priorities of your staff.

■ Your scale may be different because staff may not have knowledge of your leadership style. ● If that is the case, you may wish to include something like “Not enough information about leader at this time”,

for staff to choose. ● Or, perhaps your survey gathers information about the effective leadership qualities that your staff is hoping you

will have in moving forward.

● Rubric or Assessment Guidelines: Rubrics are included for Task #1 and Task #2. https://docs.google.com/document/d/1kZe2Rw9gAhKpqo3TXHlQfnt53BT06xtRDcWmZG1f-_4/edit?usp=sharing

Text Description Recommended Complexity Band Level“The Principal Connection/What is Instructional Leadership” by Thomas H. Hoerr, is an informational article that speaks to the variety of responsibilities that a principal has, with ideas about what it means to be an instructional leader today.

What is your final recommendation based on quantitative, qualitative, and reader-task considerations? Why?

This text could be used as an introductory piece to use with educational leaders (administrators, principals, teachers) and will allow everyone to gain a similar and basic understanding as we move forward. For those who have leadership experience, it may solidify practices, and for those who are brand new or interested in more leadership experience, it may help formulate ideas in moving forward. As a springboard toward more complex texts, this is a good place to start.

Mark all that apply:Grade Level Band: K-5 6-8 9-12 PD XX☐ ☐ ☐

Content Area: English/Language Arts (ELA) Foreign Language (FL) General ☐ ☐(G) Health/Physical Education (HPE) ☐ ☐History/Social Studies (HSS) Humanities (H) Math (M) ☐ ☐ ☐Professional Development (PD) XX Professional/Technical Education (PTE) ☐Science (S) ☐

Quantitative MeasureQuantitative Measure of the Text:

Lexile Measure--1160LMean Sentence Length--16.78Mean Log Word Frequency--3.26Word Count--772

Range: 1080-1305 Associated Grade Band Level:

According to the Lexile information, this piece of reading would fall into the 9th-10th grade band of reading.

Qualitative MeasuresText Structure (story structure or form of piece): Moderately complex. Offers multiple ideas, not necessarily related to one another.Language Clarity and Conventions (including vocabulary load): Moderately complex. The language and sentence structure should be relatively easy for adult learners to follow.Levels of Meaning/Purpose: Moderately complex. Writer suggests what used to be and what is today.Knowledge Demands (life, content, cultural/literary): This may be Moderately to Very, depending on the amount of leadership responsibility that one has already experienced.

Possible Major Instructional Areas of Focus (include 3-4 CCS Standards) for this Text:

CCSS.ELA-Literacy.CCRA.R.1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.The text can be used to help define certain vocabulary words that will be essential for the work at hand--instructional leader, collaboration, and collegial.CCSS.ELA-Literacy.CCRA.R.2Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.The article addresses the fact that the role of the principal (in the traditional sense of the word) has evolved to one of instructional leader, and that while at one point the principal was expected to be almost all-knowing, that is not what an instructional leader needs to be at this time.CCSS.ELA-Literacy.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.By coming up with common understanding, students will be able to pull the information from the text and have conversations around common understanding and definitions.CCSS.ELA-Literacy.CCRA.SL.3Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.This is just one piece that would be used with a variety of others to come to common understanding of the essential questions of the unit.

Below are factors to consider with respect to the reader and task:

We have leaders involved with a wide range of experience. Most may have a general idea of what an instructional leader is, but as an introductory piece, this article will give everyone a common starting place for future learning and discussions.

Potential Challenges this Text Poses:There is not a lot of depth to the article, and I do not want principals to think this is a one and done article to moving forward. It will be essential to have a more complex text in moving forward with the next lesson in the series.

Differentiation/Supports for Students:For those beyond these ideas, I would suggest thinking about how they got to this point to share with the others. For those that are not yet at this point, I would ask where they feel they could start and why.

Other materials/resources (including images and videos): See below, under Instructional Sequence

Vocabulary Instruction (Module 9)Targeted Academic Vocabulary & Unit days that they are taught, revisited, and assessed

● capacity● sustainability● variable● motivate

These words will be taught, discussed, and assessed throughout the unit. They are frequently used vocabulary words that appear in multiple texts and are important for common understanding to build within and throughout the units. Words will be assessed through conversations, journal entries and summative assessments.

Targeted Content Area Vocabulary & Unit days that they are taught, revisited & assessed

● leader● educational/instructional leader● effective educational leader\

These words will be taught, discussed, and assessed throughout the unit. They are frequently used vocabulary words that appear in multiple texts and are important for common understanding to build within and throughout the units. Words will be assessed through conversations, journal entries and summative assessments.

**This note catcher will be utilized to define all of the Tier 2 and Tier 3 vocabulary addressed. It includes space for students to reflect upon two, additional vocabulary words that may not be included above, but are used in multiple articles and are relevant to the learning. https://docs.google.com/document/d/1vmmsLCEEdRoWPtb3oOnKuNc0Nj8qJnzBZ2BEIwPRnlM/edit?usp=sharing (Learners will only need to download and save this once, but it has been included multiple times below as a reminder that it is needed.)

Instructional Sequence

Activity/Strategy: Texts and Resources Instructional Notes (including Sequencing & Scaffolding (Module 8), formative assessments (Module 6), integrated literacy lessons (Module 9), and days that target vocabulary(Module 9))

Pre-Class WorkPrior to the class, students will be sent an email with some brief pre-work to be competed. Students will be asked to complete a Likert Scale to capture pre-workshop understanding/comfort with the vocabulary words addressed during the class. The same survey will be given at the end of the class. The purpose of doing this is to inform students of their understanding

Students are to complete the following vocabulary pre-self-evaluation prior to the start of class. https://docs.google.com/forms/d/1n1gI8AI-hUjSF6XwuS9riSwq-I_KWYfoQsnInjLzguw/viewform?usp=send_form

of their learning process of pre- and post- which emphasizes the value of the intervening reading activities.

In addition, students will be asked to create a folder in Google Drive in which their journal entries will be shared with the instructor. By sharing their journal, the instructor will have ongoing access to formative assessment data of students. The instructor can comment on the journal entries made by students to help further guide them in their learning.

Summative assessment information will be sent out to participants prior to class starting, so everyone knows the expectations of this professional learning. (Traditionally, our professional learning has not asked for this caliber of summative assessment, so in fairness for those who think they are interested in the course, we will make this available up front. This may also deter those looking for an easy credit because certification is due.)

Prior to the start of class, students are to create a folder in Google Drive titled “Effective Educational Leadership”. In the folder, they wil create a document titled “Journal Entries_Last Name”. This journal is to be shared with the instructor ([email protected]), with Can Comment or Can Edit privileges.

Link to the Summative Assessment tasks. https://docs.google.com/document/d/12rrpRriDgYU-NnIBLDSnl7wy0mPcVspmAGGJrPcMyew/edit?usp=sharing Link to the Summative Assessment rubrics.https://docs.google.com/document/d/1kZe2Rw9gAhKpqo3TXHlQfnt53BT06xtRDcWmZG1f-_4/edit?usp=sharing

Day 1, Morning

Activities/Strategies:Leadership is larger than education, and this video is intended to serve as an introduction to the meaning of “good leader”. It is also an introduction to using a note catcher when watching a video, and can be referred to when students Turn and Talk (#2) or answer their Journal Entry #1. If time allows, this video should be

“Why Good Leaders Make You Feel Safe” video regarding leadership (not necessarily principal) by Simon Sinek http://www.ted.com/talks/simon_sinek_why_good_leaders_make_you_feel_safe#t-371588

Formative Assessments:Guiding Questions for Why Good Leaders Make you Feel Safe https://docs.google.com/document/d/1EGKvaAtzMO8kcQgAGrM6avdYvzC6YHdC3hJDcgaOgW8/edit?usp=sharing

1. According to Simek, why does the leader matter?

a. The leaders sets the tone of the organization

2. How does Simek explain what happens when we feel safe in the organization? (Turn and

watched twice--the first time, just watch; the second time, take notes. If time will not allow for 24 minutes, then watching once will suffice, and students can refer back to the transcript (provided below).

Possible answers are provided.

Talk)a. Trust and cooperation

3. What do great leaders want to provide?a. Opportunity, education, discipline when

necessary, build confidence to try/fail and move forward

4. What wonderings do you have after watching this video? (Respond to this on a Padlet Wall. http://padlet.com/efenter1/Simon_Sinek)

Journal Entry #1: Refer to the text to formulate your response to the quote, “Leadership is a choice, not a rank.”

Link to the Vocabulary note catcher (referenced above) https://docs.google.com/document/d/1vmmsLCEEdRoWPtb3oOnKuNc0Nj8qJnzBZ2BEIwPRnlM/edit?usp=sharing

Activities/Strategies:This is an introductory article that should be easily accessible by all. The article is to be read and Guiding Questions are to be answered individually. When completed, pairs will then Turn and Talk (#3). Tables will share answers (#4), and then large share out. This will build the trust and sharing among partners, table and whole group.

Encourage students to add to their answers or include important new information, based on their partner’s/partners’ responses.

This article is not considered all-inclusive, and based on students’ experiences/styles, they may feel that there are qualities

The Principal Connection/ What is Instructional Leadership? by Thomas Hoerr http://www.ascd.org/publications/educational-leadership/dec07/vol65/num04/What-Is-Instructional-Leadership%C2%A2.aspx

(This article could easily be used as an introductory piece, if the Sinek video does not meet the needs of the group.)

Formative Assessments:Guiding Questions for the article https://docs.google.com/document/d/1Q-5L64Fh6M_5Y_6dDHU61JTDdjwM2m1nFKzEk5O9eI4/edit?usp=sharing

1. In what ways does Hoerr suggest that today’s principals act as instructional leaders?

2. Has the role of instructional leader changed since its early definition, as explained by Hoerr?

3. What, if any, of the qualities mentioned by Hoerr do you feel are strengths of yours? Explain. (Turn and Talk)

4. What new ideas would you want to incorporate into your leadership. Why? (Share with your table, and then share out large group.)

5. What qualities do you feel are important but missing

missing from the article.

As table groups, allow for the conversation of what qualities may be important, but missing. On sticky notes (one per quality), write down the missing qualities that people think are important, but missing, and WHY the quality is important. These will be posted on chart paper by each table.

We will come back to this sticky note activity after completing all of the articles. (Throughout the articles, students are to track the components/qualities that are strengths or areas they would like to develop.) Based on what is read and taken away as either strengths or areas of development, we will see how many of the qualities mentioned in this activity are addressed in the later work. This is intended to strengthen the idea of those qualities that make up the effective educational leader. (See activity on Day 2, Morning.)

Give time for the Vocabulary note catcher to be further filled out, based on this article.

from Hoerr's explanation? Why? (Chart these to see if they are addressed in later articles. Post.)

6. Vocabulary to have common understandinga. instructional leaderb. collegialc. collaborative


Activities/Strategies:Cultural Change Principal is not a commonly used term. Prior to reading the Fullan article, and in order to have a common place to work from, ask each table to come up with a definition of Cultural Change Principal, and have them write it on a half page of chart

The Change Leader by Michael Fullan http://www.ascd.org/publications/educational-leadership/may02/vol59/num08/The-Change-Leader.aspx

Formative Assessments:1. Prior to reading the article, what do you think it means

to be a Cultural Change Principal? (Define the phrase as a table and post.)

2. Vocab to define: (note catcher--second read)a. Effective leader

paper. (#1) These will be posted by their table.

This article is intended to be used for a Close Reading activity, and students will be asked to read portions of the article multiple times.

The first read should be done by everyone individually. Instruct students that during the first read, they are to annotate the article with the following:

● !--This furthers my understanding.

● V--This is important vocabulary.● ?--I have questions about this, or

I don’t think I agree with this.

For the second read, direct students to the note catcher. Have partners concentrate on answering only questions #2 and #3 and the vocab on the note catcher. (#2, #3, #4)

For the third read, have the entire group count off by 5s (1--Moral Purpose, 2--Understanding Change, 3--Improving Relationships, 4--Knowledge Creation and Sharing, and 5--Coherence Making). Students reread just their section of the article, and complete the chart included on the note catcher. This allows for a close read of each of the five essential components that Cultural Change Principals need and will allow others reading the same section to discuss and have a solid understanding before sharing with others.

b. Executive leaderc. Cultural Change Principal

i. moral purposeii. understanding change

iii. improving relationshipsiv. knowledge creation and sharingv. coherence making

d. Sustainability3. According to Fullan, why does characterizing the

principal’s central role as an instructional leader not go far enough in what we need the role of the principal to be? (note catcher--second read)

4. Based on the reading, what is the difference between an “effective leader” and an “executive leader”. Why are both important for the principal? Cite specifics from the article. (note catcher--second read)

5. See note catcher for next activity (third read) https://docs.google.com/document/d/1lq47L-Jyx2TJlZZknuSbusLslugPGmZJUyy9E0EiiqE/edit?usp=sharing

a. For the chart: Each component is given to a pair/trio/quad. Each member reads the assigned component text individually, and shares what they have included on their note catcher with other members of the team. They may add ideas that they did not already have.

b. Next, individuals will meet with people who concentrated on the other components to share their learning. New information will be added to the charts based on the shared information. They will gain the understanding from members of the other components’ groups, and fill in their charts.

c. As a large group, we can discuss the Further

Those with the same section will share their takeaways, and add on ideas they did not have.

One person from each numbered group will then become a group of 1-5. In this group, each person will share the information of their section, so all five people can complete the chart. This will allow each person to have a better understanding of the components and their significance.

As a table group, discuss any wonderings from the Fullan article that might still exist. If time permits, you may want to address these large group, have them included in a journal for instructor feedback, or consider bringing them back at the end, with the Hoerr article.

Prior to the next Journal entry, as a final piece, have the table groups return to their initial definition of Cultural Change Principal and redefine the phrase based on their new understanding. Ensure this new definition is included at the bottom of the note catcher for this article.


Wonderings--sharing ideas as answers, or leave them as wondering for now (perhaps on a Parking Lot).

6. How has your understanding of a Cultural Change Principal changed? What do you believe it to now mean?

Journal Entry #2: Of the components discussed in the article, which do you feel are already strengths of yours? Pick one that may not be a strength but you feel you would like to further develop. Why is it important that you develop this component, and what steps do you anticipate needing to take in order for this to become a strength of yours?


Day 1, AfternoonActivities/Strategies:Students are provided with an assortment

Note catcher to be used for each of the additional four articles. https://docs.google.com/document/d/1LOpgGkeE13ZXlGp3I_-aqMSAck9eJt4_2a0RDGnnjRg/edit?

Formative Assessment:

A journal entry is to be completed after reading and annotating each of the four articles. The same question will be asked.

of articles related to effective educational leadership. They are expected to choose three from below and find one additional article related to the topic to read and respond to for the assignment.

Work up to this point has been scaffolded for students, and it is now appropriate to expect them to do the remaining reading and learning independently.

A note catcher, including a guideline for article annotation has been provided. Students are to read and complete the note catcher for each of the chosen articles.

The note catcher is intended as a way for students to keep gathering key ideas from each of the articles, building upon their knowledge of an effective educational leader. They will need to synthesize all of the information for their summative assessments, and by asking the same questions, but of different articles, students should continue to building upon their understanding, while recognizing their strengths and areas of development.

By the end of Day 1, students should complete the reading of the four articles, complete the note catcher for each article, complete journal entries for each article, and complete their vocabulary sheet.

To set up the partners for discussion on Day 2, ask students to complete the Google Form as the last task for Day 1. This will allow the instructor to choose

usp=sharing Journal Entry #3, #4, #5, and #6: Based on the additional texts that you have read and discussed, what additional components have been mentioned that are strengths of yours? What additional areas of growth are you wanting to develop? Why is it important that you develop it, and what steps do you anticipate needing to take in order for this to become a strength?

As a reminder, with each article, the student should complete a note catcher, journal entry and vocabulary.

Note catcher https://docs.google.com/document/d/1LOpgGkeE13ZXlGp3I_-aqMSAck9eJt4_2a0RDGnnjRg/edit?usp=sharing Vocabulary note catcher https://docs.google.com/document/d/1vmmsLCEEdRoWPtb3oOnKuNc0Nj8qJnzBZ2BEIwPRnlM/edit?usp=sharing

By the end of Day 1, students should complete the reading of the four articles, the note catcher for each article, journal entries for each article, and the vocabulary sheet.

Learners will be instructed to complete this Google Form, which will allow the facilitator to partner up the learners. https://docs.google.com/forms/d/1_t_Gu_BirrIg_O0vsPQrknuOPsKHxVNqGo310PvxJb8/viewform?usp=send_form

partners, creating groups which may not naturally occur.

Book Review from Catholic Education on Todd Whitaker’s Book, What Great Principals Do Differently http://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1369&context=ce

Formative Assessment: See note catcherhttps://docs.google.com/document/d/1LOpgGkeE13ZXlGp3I_-aqMSAck9eJt4_2a0RDGnnjRg/edit?usp=sharing

Journal Entry: Based on the additional texts that you have read and discussed, what additional components have been mentioned that are strengths of yours? What additional areas of growth are you wanting to develop? Why is it important that you develop it, and what steps do you anticipate needing to take in order for this to become a strength?


http://blogs.edweek.org/edweek/finding_common_ground/2012/08/what_does_it_mean_to_be_an_educational_leader.html (opinion piece)




http://www.ascd.org/ascd-express/vol5/507-reeves.aspx Three Challenges for Educational Leaders--Assessment Gap, Teaching Gap, Leadership Gap--model what you want to see.




http://www.tonywagner.com/1191 What does it mean to be a change leader in education?




http://www.ascd.org/publications/newsletters/education-update/dec10/vol52/num12/Effective-

Formative Assessment: See note catcherhttps://docs.google.com/document/d/1LOpgGkeE13ZXlGp3I_-

[email protected] A Message from the President / Effective Instructional Leadership: Creating the Right Climate

aqMSAck9eJt4_2a0RDGnnjRg/edit?usp=sharing



http://www.eschoolnews.com/2015/11/09/lead-learner-principal-496/ A newly appointed principal at a project-based school explains the differences between being a principal and a lead learner (embedded video included)

Formative Assessment:See note catcher https://docs.google.com/document/d/1LOpgGkeE13ZXlGp3I_-aqMSAck9eJt4_2a0RDGnnjRg/edit?usp=sharing



Transcript of the Simek video http://www.ted.com/talks/simon_sinek_why_good_leaders_make_you_feel_safe/transcript?language=en


Journal Entry: Based on the additional texts that you have read and discussed, what additional components have been mentioned that are strengths of yours? What additional areas of

growth are you wanting to develop? Why is it important that you develop it, and what steps do you anticipate needing to take in order for this to become a strength?


“Moral Principles of Leadership: Lessons From MISSOU President Tim Wolf” by Jill Berkowicz and Ann Myers--Opinion piece about the moral responsibility of leadership, as a result of Wolf’s resignationhttp://mobile.edweek.org/c.jsp?cid=25920011&item=http%3A%2F%2Fapi.edweek.org%2Fv1%2Fblog%2F151%2F%3Fuuid%3D55461




“Leaders Who Can See and Hear Others” by Jill Berkowicz and Ann Myers--Opinion piece with the central theme around “how” to listen and understanding what you cannot see, but others can http://mobile.edweek.org/c.jsp?cid=25920011&item=http%3A%2F%2Fapi.edweek.org%2Fv1%2Fblog%2F151%2F%3Fuuid%3D55239&utm_source=feedblitz&utm_medium=FeedBlitzRss&utm_campaign=learning360




Optional Text #1--choose a text related to the topic of effective leadership/effective educational leadership




Optional Text #2--choose a text related to the topic of effective leadership/effective educational leadership




Day 2, MorningActivities/Strategies:Learners should have been instructed and completed the Google Form at the completion of Day 1. This will allow the instructor to create pairs in a manner in which like-read-articles are not together.

Upon completion of the articles, students will partner (different partner for each of the articles) to share/discuss their take-aways from two common articles, and one uncommon (the choice) article. How do they relate to what was previously read/defined, or add on to your understanding?

After all of the articles are read and partner discussions occur,

(See above, Day 1, Afternoon for the link)

Students will share and come back to their journal again to answer the same journal entry as before. This will allow additional information to be discussed, contemplated and added, as desired for each individual. The idea is to continue refining each person’s definition of an effective educational leader.

the journal entry will be:

Journal Entry #7 Based on the additional texts that you have read and discussed, what additional components have been mentioned that are strengths of yours? What additional areas of growth are you wanting to develop? Why is this development important, and what steps do you anticipate needing to take in order for this to become a strength?

Activities/Strategies:Bring the group back to the Hoerr activity (stickies that address WHAT additional important qualities and WHY?)

This activity is intended to allow people to confirm what they may have already known to be a quality, based on evidence, or show additional learning. Any qualities that were added Day 1, but not confirmed in the readings, could be discussed at table groups, or large group, depending on the numbers.

The ticks will be good information for the instructor to know what areas the leaders would like to develop. This may provide useful information as to direction for future professional learning.

Come back to the posters completed after the Hoerr article which included additional qualities.

As a table group, discuss what additional qualities/components have you discovered through the readings or discussions with other students? Look at your list, and if it was addressed, cite the text on a sticky, and place it at the bottom of the quality component sticky. Cite the text in which the quality was addressed.

If there are qualities left that are not covered by a citation sticky, have the other groups circle and see if they recognize the quality from a text. They should add the sticky citing the text.

Have each group go and read the stickies of other groups. If individuals see additional areas in which they would like to further develop, they should put a check/tick by the sticky and add it to their journal or note catcher.

Remainder of Day 2Completion of Summative Assessments

Close Reading Activity (Module 7)

When will the close reading activity occur in the unit? This will be the third text included in the lesson.

Text Excerpt--”The Change Leader”, by Michael Fullan.

Cultural Change Principal is not a commonly used term. Prior to reading the Fullan article, and in order to have a common place to work from, ask each table to come up with a definition of Cultural Change Principal, and have them write it on a half page of chart paper. (#1) These will be posted by their table.

This article is intended to be used for a Close Reading activity, and students will be asked to read portions of the article multiple times.

The first read should be done by everyone individually. Instruct students that during the first read, they are to annotate the article with the following:

● !--This furthers my understanding.● V--This is important vocabulary.● ?--I have questions about this, or I don’t think I agree with this.

For the second read, direct students to the note catcher. Have partners concentrate on answering only questions #2 and #3 and the vocab on the note catcher.

For the third read, have everyone count off by 5s (1--Moral Purpose, 2--Understanding Change, 3--Improving Relationships, 4--Knowledge Creation and Sharing, and 5--Coherence Making). Students reread just their section of the article, and complete the chart included on the note catcher. This allows for a close read of each of the five essential components that Cultural Change Principals need.

Those with the same section will share their takeaways, and add on ideas they did not have.

One person from each numbered group will then become a group of 1-5. In this group, each person will share the information of their section, so all five people can complete the chart. This will allow each person to have a better understanding of the components and their significance.

As a table group, discuss any wonderings from the Fullan article that might

Text-Dependent Questions1. Prior to reading the article, what do you think it means to

be a Cultural Change Principal?2. Vocab to define:

a. Effective leaderb. Executive leaderc. Cultural Change Principal

i. moral purposeii. understanding change

iii. improving relationshipsiv. knowledge creation and sharingv. coherence making

d. Sustainability3. According to Fullan, why does characterizing the

principal’s central role as an instructional leader not go far enough in what we need the role of the principal to be?

4. Based on the reading, what is the difference between an “effective leader” and an “executive leader”. Why are both important for the principal? Cite specifics from the article.

5. See Notecatcher for next activity https://docs.google.com/document/d/1lq47L-Jyx2TJlZZknuSbusLslugPGmZJUyy9E0EiiqE/edit?usp=sharing

6. How has your understanding of a Cultural Change Principal changed? What do you believe it to now mean?

7. Journal Entry: Of the components discussed in the article, which do you feel are already strengths of yours? Pick one that may not be a strength but you feel you would like to further develop. Why is it important that you develop this component, and what steps do you anticipate needing to

still exist. If time permits, you may want to address these large group, have them included in a journal for instructor feedback, or consider bringing them back at the end, with the Hoerr article.

Prior to the next Journal entry, as a final piece, have the table groups return to their initial definition of Cultural Change Principal and redefine the phrase based on their new understanding. Ensure this new definition is included at the bottom of the note catcher for this article.


take in order for this to become a strength of yours?

Scaffolds and Extensions (Module 5)UDL Components:

A variety of texts are being offered to learners, from video, transcript of video, to articles of varying difficulty--qualitatively, quantitatively, and for the task.

The texts by Simek, Hoerr and Fullan will have the greatest amount of scaffolding built into the lessons. As we begin the process, the desired result is to build some common understanding. For that article which is most difficult (Fullan), heavy scaffolding will be offered to all, so learners can engage in the text on their own and then have others to further develop their own understanding. Once the three texts are completed, the remainder of texts will be less supported. Learners will

Support for students who are ELL, have disabilities or read well below grade level text band:

These supports were not addressed in this unit due to the audience being targeted. Future users of the unit may need to make adjustments, if audience needs differ.

Extensions for advanced students:

Extensions for advanced students is offered through choice of articles to read. As adult learners, and based on the needs of individuals, students will be encouraged to seek out articles which may address their individual needs, based on the topic at hand.

be asked to choose four additional texts (including one they will be asked to find) to review and capture their thoughts. They will then pair up with another person who has read the same article so they can compare their learning, and add to it, if appropriate.

There is choice being offered in what they read and how they read. While links have been provided to all of the articles, paper copies will be available for those that prefer non-digital reading. This choice addresses both the Representation and Engagement pieces of UDL. For Action and Expression, choice will be offered with regard to journal writing--completed via paper journal, digital journal (written or speech to text), or an app (perhaps Padlet, but that is asking for a lot of trust when we are only on our first unit).

The final assessment will be for students to demonstrate their understanding of an effective educational leader. This can be presented orally, through writing, or digitally. Utilizing the notes they have collected and their journal entries, they will be asked to address the EQ, What makes an effective educational leader?

Other (important elements not captured in this template, explanation, reflection supplementary materials):

Documents

· Web viewGrade Level Band: K-5 6-8 9-12 PD XX Content Area: English/Language Arts (ELA) Foreign Language (FL) General (G) Health/Physical Education (HPE) History/Social Studies (HSS)