Finding Coherence

Mission, Leadership, & Focus

CAS Summer LeadershipJune 25th 2015

http://digitallearningforallnow.comhttp://www.slideshare.net/jpcostasr

costa@educationconnection.org

Jonathan P. Costa

Imbalance between…

All the things

you have

to do..

…and all the things

you want to do.

Focus Relentlessly on Those Things That Matter Most

Have to…

Want to…

Balance(leverage)

Focus

Measure

Connect

LeadershipFocus

Engagement Ownership

Rigor Alignment

MissionTo prepare

every student for learning,

life, and work in the 21st century.

Coherence Pathways

MissionLeadership

Focus

What?

How Well?How?

Jonathan P. Costa

Goals

MeasuresPractices

Our MissionTo prepare

EVERY student for learning,

life,and work

in the 21st century.

The Pareto

Leverage Principle

Some things

are more importan

t than others.

Coherence Pathways

Easy to understand, hard to do.

G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building

StudentGoals

Student Measures

Instructional Practices

AdultGoals

Adult Measures

Professional Learning Practices

OrganizationalGoals

Organizational

Measures

Organizational Practices

Leadership

Leadership

Leadership

1. Student

2. Professional

3. Systems

LeadershipFocus

Engagement Ownership

Rigor Alignment

MissionTo prepare

every student for learning,

life, and work in the 21st century.

Student ImprovementProfessional Improvement

Leadership

Student Goals

- Common Core/21st

Century Skills & Content

Professional Goals

Evaluation & support goals, SLOs, focus

goals & other

Organizational Goals

Improvement targets related to DPI,

SPI or other goals

Instructional Strategies

CC/21CS goal aligned teaching methods

& strategies

Assessing Learning

SB & other valued summative, formative,

standardized and non-

standardized measures

Professional Growth

Aligned with

high leverage

student goals

and

PL Standards

Professional Measurement

4540

Organizational Plans

District or building

level plans or strategies

aligned with PL Standards

Organizational Measures

DPI

SPI

5

10

Other…

Building/District ImprovementConnect the Levels

Leadership

Leadership

What are your improvement “Leverage Points?”

The What: High Leverage Goals for Student Learning

Critical & Creative Problem Solving

CommonCore

Standards

21st CenturyDigital

Learning

“Making sure the Main Thing remains the Main Thing”

Analyze & Construct

Arguments Based on Evidence

Meaningful & Purposeful

Communication

Digital Literacy

& InformationFluency

Remember, if it says “Goal,” it should be about

what the student is learning….

1. Student Goals(focus on the student)

• Every student will create and present a proficient critical stance argument based on evidence from specific historical events from American History.

2. Adult/Classroom Goals

(focus on the group)

• All of my developing students will proficiently construct and defend grade level historical arguments based on evidence.

3. Building/District Goals

(focus on the whole)

Jonathan P. Costa

Finding Focus – Learning Targets andSuccess Criteria for Four High-Leverage, Higher-Order Thinking

Skills

Jonathan P. Costa

Meaningful and Purposeful Communication and Collaboration Age Appropriate Critical & Creative Problem-Solving

• Learners develop written, oral, graphic and/or electronic media communications that convey information/opinion/ response/reaction for a variety of contexts and audiences.

• Learners choose a communication format, including the application of digital tools to create/support it, that is appropriate, efficient and effective for the purpose and audience.

• Learners clearly and logically communicate content that is well organized so that listeners/readers/viewers can follow line of reasoning.

• Learners clearly and logically communicate content that is well organized so that listeners/readers/viewers can follow line of reasoning.

• Learners respond to audience comments, reactions and suggestions.

• Learners actively engage in communication and there is strong evidence of the effectiveness of the communication in achieving its purpose.

• Learners engage throughout the process, demonstrate respect, interact positively with others, and react appropriately to varying situations.

• Learners use critical, deductive processes to create coherent representations of problems and identify the most important issues that need to be addressed for the problem solving process to be successful.

• Learners formulate and ask questions to clarify information to improve responses and approaches.

• Learners identify creative, potential solutions and then apply criteria or decision making to narrow the choices to viable potential solutions.

• Learners plan and implement their solutions, monitoring and adjusting the process as necessary.

• Learners reflect critically on learning experiences and problem solving processes.

• Learners demonstrate resilience and persevere in the process of solving or attempting to solve difficult problems

Analyzing and Constructing Arguments Based on Evidence Obtaining Digital Literacy & Information Fluency

• Learners distinguish between fact and opinion and identify when the use of each is appropriate.

• Learners identify an argument’s progression and instances where logic is faulty or parts are unconnected.

• Learners listen, view or read arguments and render opinions supported by information, other opinions and/or experiences.

• Learners construct arguments for specific purposes incorporating data, definitions, and established results.

• Learners present and share arguments using appropriate methods for audience and purpose.

• Teacher encourages learners to question each other’s assumptions and premises and to use these interactions to strengthen their own arguments.

• Learners incorporate a variety of resources, including digital resources, to support communication, solve problems, and engage in inquiry as pathways to support the construction of new learning.

• Learners use appropriate search and access strategies are used to acquire information from a variety of sources to provide a foundation for addressing problems using inquiry based strategies.

• Learners evaluate, organize, and synthesize information when constructing responses and can provide a supporting rationale for their actions.

• Teacher encourages the use of digital resources and tools to extend learning beyond the course content and support each student’s personalized learning experiences.

• Learners use digital tools and information resources that demonstrate the appropriate application of the ethical and legal guidelines that define digital citizenship

Let’s Spend a Few Minutes Reflecting on What You Have Learned So Far…

Big Picture – Concepts or themes you are thinking about…. Specific items that were interesting or surprising…

Things that made the most sense and you believe would have the biggest impact on practice in your district or building…

Things that challenged your thinking or that you are still struggling with…

Coherence Pathways

MissionLeadership

Focus

What?

How Well?

How?

Jonathan P. Costa

Goals

MeasuresPractices

Where wouldyou place what you learned todayin thisframework?Red?Green?Purple?Blue?

1. Student Improvement2. Professional Improvement

Student

Goals

Student by student

Professional Goals

Classroom basedstudent growth

Organizational Goals

Building/District basedstudent growth

Instructional Strategies

Assessing Learning

Professional Growth Strategies Professional

Measures

Organizational Strategies

Organizational Measures

3. Building/District ImprovementConnect the Levels

Leadership

What did you learn today and where did it go?

Leadership

Leadership

Applying Lessons Learned From New Work within the Coherence Framework

Goals Measures of Success Practices/Strategies Leadership/Focus

What are the most important high leverage skills we need to

focus on to ensure every student achieves success in life learning

and work beyond school?

How will we measure the growth of student

progress toward mastery of these skills?

What are the most critical teaching behaviors and practices

that we need to ensure are present in every classroom to support the growth of these

skills?

How am I changing conditions as an instructional leader to ensure success, focus and coherence at

this level?

What are the growth targets for my students in these high

leverage skills and what is my professional practice focus

related to high leverage teaching behaviors?

What are the growth target measurements and professional practice target measurements I will use to gauge my success in

reaching my goals?

What professional learning strategies would be most helpful

to build my own capacity to meet my students goals and my professional practice indicators?

How am I changing conditions as an instructional leader to ensure success, focus and coherence at

this level?

As a district, what are we doing to focus the entire learning

community on the importance and neccissity of our most

important community expectations for learning – high

leverage skills?

- What are the critical student success indicators and

indicators and how do we report them at the building

and district level.

How would improving the learning environment and creating opportunities for student centered learning

change your school/district?

How am I changing conditions as a building district leader to ensure success, focus and coherence at this level?

1. Student Level(focus on the student)

2. Professional Level(focus on the adult)

3. Building/District Level

(focus on the whole)

Applying Strategies and Lessons Learned From Thursday Sessions – In a Coherence Framework

Level Goals Measures of Success Practices/Strategies Mission & Leadership

1. Student

Each student will improve their ability to:

- Critical success indicators reported at the student level.

- Instructional strategies - Conditions that provide focus and coherence

2. Professional

As a class/group, we will improve student ability to…

- Critical success indicators reported at the teacher/classroom level.

- Instructional strategy improvement professional learning strategies

- Conditions that provide focus and coherence

3. Building &

District

As a district, we will improve how every student:

- Critical success indicators reported at the building and district level.

- District/building level professional learning strategies

- Conditions that provide focus and coherence