Leadership in Terms of Bloom's Tax

1

Margaret MeadMargaret Mead

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

“The leaders of the past had to know how to tell, the leaders of today need to know how to ask.”

Peter DruckerPeter Drucker

Instructional Leadership

Dr. Richard JonesDr. Richard JonesStudent of LearningStudent of Learning

18th Annual Model Schools ConferenceMonday, June 14 – Thursday, June 17, 2010

Orlandowww.ModelSchoolsConference.com

4

46

AgendaAgenda•Lessons Learned on Lessons Learned on Instructional LeadershipInstructional Leadership

•Review Leadership ModelReview Leadership Model•Changing the Paradigm Changing the Paradigm for Instructional for Instructional LeadershipLeadership

•Case Study AnalysisCase Study Analysis•Data ResourcesData Resources

5

46

Master TeachersMaster Teachers•21st Century Learning21st Century Learning•Rigor/Relevance Rigor/Relevance FrameworkFramework

•Curriculum MatrixCurriculum Matrix•Gold Seal LessonsGold Seal Lessons•AssessmentAssessment•Reading StrategiesReading Strategies•Implementing RRRImplementing RRR

6

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

Quadrant D Leadership

8

Leadership ModelLeadership Model

Describe your mental model of effective

leadership

Quadrant D Quadrant D LeadershipLeadership

A model for effective and A model for effective and sustained school leadership sustained school leadership learned from America’s most learned from America’s most rapidly improving schools.rapidly improving schools.

11

46

Why a Why a LeadershipLeadership Model? Model?• Simplify leadership complexities Simplify leadership complexities • Schools have unique DNA and effective Schools have unique DNA and effective

leaders have subtly different ways of leaders have subtly different ways of operatingoperating

• Most current models imply one best way Most current models imply one best way to be a leaderto be a leader

• Connect principal, teacher and student Connect principal, teacher and student leadershipleadership

• Judge leadership by looking at the Judge leadership by looking at the school not the person school not the person

12



School leadership is not a position but a disposition for taking action. One role of school leaders is to broaden

the acceptance of leadership among many staff who share a common

vision. 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

13

© 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

14

46

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

• There are basic levels of leadership – There are basic levels of leadership – necessary but not sufficient, aspire for higher necessary but not sufficient, aspire for higher levelslevels

• R/R Framework shifts thinking to learning from R/R Framework shifts thinking to learning from teaching. We need to shift thinking of teaching. We need to shift thinking of leadership from individual to organizationleadership from individual to organization

• Using a simple model will facilitate reflective Using a simple model will facilitate reflective conversations about improving leadership just conversations about improving leadership just as R/R Framework helps to reflect on teaching as R/R Framework helps to reflect on teaching and learning. and learning.

15

APPLICATIONAPPLICATION

KKNNOOWWLLEEDDGGEE


DC

A B

16


KKNNOOWWLLEEDDGGEE


DC

A B

Greater Knowledge

FutureNeeds of Students

Higher Expectations

17

46

Increasing from A/B to C/D

• Become more data-driven in decision.Become more data-driven in decision.• Broaden student achievement indicators Broaden student achievement indicators

(Learning Criteria for 21st Century (Learning Criteria for 21st Century Learners).Learners).

• Raise student expectations.Raise student expectations.• Commit to rigor and relevant learning for Commit to rigor and relevant learning for

every student.every student.• Develop curriculum around whole Develop curriculum around whole

student needs.student needs.• Become more future-focused on student Become more future-focused on student

learning needs.learning needs.


18


KKNNOOWWLLEEDDGGEE


DC

A BGreater leadership action through

staff empowerment and collaboration

Greater leadership action through student involvement and

responsibility

19

46

Increasing from A/C to B/D

• Create and empower leadership teams Create and empower leadership teams around groups of students and school around groups of students and school functions.functions.

• Facilitate team building activities.Facilitate team building activities.• Be open to new possibilities.Be open to new possibilities.• Credit others for success.Credit others for success.• Involve and listen to students in Involve and listen to students in

school practices.school practices.• Consistently tap and develop future Consistently tap and develop future

school leaders.school leaders.


22


KKNNOOWWLLEEDDGGEE


C

A BAuthoritativeLeadership

Collaborative Leadership

CreativeLeadership

Adaptive Leadership

D

23


KKNNOOWWLLEEDDGGEE


C

A BAuthoritativeLeadership


CreativeLeadership

Adaptive Leadership

D

24


KKNNOOWWLLEEDDGGEE


C

A B

DPrimary•DirectorSecondary•Producer•Adventurer

Primary•InnovatorSecondary•Facilitator•Adventurer

Primary•MonitorSecondary•Producer•Planner

Primary•MentorSecondary•Facilitator•Planner

Contrasting Roles of Leaders Contrasting Roles of Leaders

25


KKNNOOWWLLEEDDGGEE


C

A B

D•Independent•Turf Protective•Proactive

• Initiative Takers•Open/Sharing•Proactive

•Compliant•Turf Protective•Reactive

•Interdependent•Open/Sharing•Reactive

Characteristics of Staff by Leadership Quadrant

26


KKNNOOWWLLEEDDGGEE


C

A B

DSchool Driving Forces

Rule-driven School

Tradition-drivenSchool

Conflict-drivenSchool

Culture-driven School

27


KKNNOOWWLLEEDDGGEE


C

A B

DStudent Achievement

Level or Declining

Partial Traditional Success

Islands of Innovation

Rapidly Improving

28


KKNNOOWWLLEEDDGGEE


C

A B

DProfessional Learning?

LeaderKnowledgeable

Little New LearningAll Staff Learn

Internal to School

Leader LearnsExternal to School

All Staff LearnExternal to

School

29


KKNNOOWWLLEEDDGGEE


C

A B

DSports Metaphor of Individual Leader

Referee Cheerleader

Player Coach

Three Spheres of Three Spheres of Leadership Capacity BuildingLeadership Capacity Building

Skills andAbilities

MentalModels

Tools and Processes

Quadrant A – Authoritative

•Traditional Leadership•School Manager

•Leaders decide, others act

•Authoritarian

33


Situations Where Situations Where Quadrant AQuadrant A Leadership Is EffectiveLeadership Is Effective

•Student safety and security issues•Compliance with ethical and legal requirements

•Dismissal of staff•Significant student behavior disruptions

•Introduction of new state mandates•School maintenance issues

Quadrant B – Collaborative

•Empowerment - Application of leadership by administration and staff

•The staff works in a highly collaborative setting

•Positive, supportive work environment

35


Situations Where Quadrant BLeadership Is Effective

•Conditions of low morale, such as Conditions of low morale, such as layoffs or fiscal cutslayoffs or fiscal cuts

•Hiring and mentoring new staffHiring and mentoring new staff•Changes in school community such as Changes in school community such as changing demographicschanging demographics

•Introduction of new programs, such as a Introduction of new programs, such as a new reading programsnew reading programs

•Frequent turnover in school leadershipFrequent turnover in school leadership

Quadrant C – Creative

•Reflective and Innovative•Visionary•Anticipation of the Future•Student Needs Drive Action

37


Situations Where Quadrant C Leadership Is Effective

•Gaps in achievement among different groups of students

•Staff clinging to status quo and traditional instruction

•Poor student achievement•Low student expectations

Quadrant D – Adaptive

Adaptive leadershipCreative and CollaborativeReflective and InnovativeStaff and Students are Empowered

to Take a Significant Leadership Role

39


Situations Where Quadrant D Leadership Is Effective

•Need for innovative approach•Moving from good to great school•Sustaining school improvement efforts

•Low student engagement•Shortage of prospective leaders•New school planning

Quadrant D Leaders function in each Quadrant,

continually striving to facilitate school actions and decision consistent

with Quadrant D Leadership

42

KNOWLEDGE


APPLICATION

AA BB

DDCC

AuthoritativeLeadership


CreativeLeadership

Adaptive Leadership

43

Applying Quadrant D Applying Quadrant D LeadershipLeadership

Compare and Contrast Quadrant A and D in one

of the Components of Excellence

44

Components to School ExcellenceComponents to School Excellence

6. Adapt Organizational Structures

7. Monitor Progress/Improve Support Systems

5. Adopt Effective Instructional Practices

8. Refine Process on an Ongoing Basis

1.Embrace Common Vision and Goals for Rigor Relevance/Relationships for ALL Students

2. Inform Decisions through Data Systems

3.Empower Leadership Teams to Take Action and Innovate

4. Clarify Student Learning Expectations

Quadrant AQuadrant A Quadrant DQuadrant D

46

1. Embrace a Common Vision and Goals

Quadrant A Leadership Quadrant D LeadershipSet vision by top

leadershipSet vision with wide

contributions Define vision in few academic measures

Define vision in terms of whole student needs

Place priority on short-term results

Place priority on long-term improvement

Limit goals to best students

Expand goals to all students

See vision as top leaders initiative

Embrace vision universally

Instill fear with goals Inspire passion with goals

47

4. Clarify Student Learning Expectations

Quadrant A Leadership Quadrant D Leadership

Define learning in terms activities required to teach

Define learning in terms of skills and knowledge as

resultsDefine learning from

specific skills up to total student

Define learning from “whole” student down to

specific skillsCover as many topics as

possible.Help students learn priority

skills deeplyBreak apart curriculum Integrate curriculum

Entire curriculum mandatory

Curriculum includes some student choice

48

5. Adopt Effective Instructional Practices

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

49

KNOWLEDGE


APPLICATION

AA BB

DDCC



CreativeLeadership

Adaptive Leadership


★Context★Agenda★Practices


52

Context Context for for

Instructional LeadershipInstructional Leadership

53

Context for Instructional Leadership

•Opportunity to Collaborate

•Relationship Building

•Sense of Purpose and Urgency

54

RelationshipRelationshipBuildingBuilding

54

55

Relationship ModelRelationship Model

55

0. Isolated1. Known2. Receptive3. Reactive4. Proactive5. Sustained6. Mutually Beneficial

56

School Climate and CultureCharacteristics for Engagement

VoiceBelongingChoiceFreedomImaginationSuccess

Human NeedsHuman Needs

57

School Climate and CultureCharacteristics for Engagement

VoiceBelongingChoiceFreedomImaginationSuccess

Human NeedsHuman Needs Schools Need to ProvideSchools Need to Provide

EquityCommunityOpportunityResponsibilityChallengeExpectations

58

OpportunityOpportunity

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

★Structured meeting times★Established norms★Comfortable and convenient★Accountable

Opportunities to Collaborate

60

Communicaton RatiosCommunicaton Ratios

Sixty Business Teams, Losada and Heaphy, 2004

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

61

Sense of Purpose Sense of Purpose and Urgencyand Urgency

★Future-focused★Changing World - 21st

Century Skills★Student-focused★Coherence - measure what

matters★Passionate

Sense of Purpose and Urgency

63

Context for Instructional Context for Instructional Leadership ChecklistLeadership Checklist

ActivityActivity

International Center International Center for Leadership in for Leadership in

EducationEducation

64

Agenda Agenda for for


65

Content for Instructional Leadership

•Student Engagement

•Rigor/Relevance Framework•“Begin with the end in mind” Planning

•Priority Standards

•Personalization

66

Priority StandardsPriority Standards

Teachers struggling to teach an overloaded curriculum!

★Not all standards are created equal

★Focus on priority - Curriculum Matrix NESS Study

Priority Standards

Using the Curriculum Matrix

Determine priority standardsObjective data on community

expectationsReference as to what is testedAgenda for conversations with teachers

70

Rigor/Relevance Rigor/Relevance FrameworkFramework


72

RIRIGGOORR

RELEVANCERELEVANCE

AA BBDDCC

Rigor/Relevance Rigor/Relevance FrameworkFramework

HighHigh

HighHighLowLow

LowLow

Rigor/Relevance Framework

1. Recall Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

1. Knowledge of one discipline2. Application within discipline3. Application across disciplines4. Application to real world

predictable situations5. Application to real world

unpredictable situations

Knowledge Application

LowHigh

7474

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

13

RelevanceRelevance

RigorRigor

RIGOR

RELEVANCE

AA BB

DDCC


RoutineRoutineMemorizationMemorization

Four Quadrants of LearningFour Quadrants of Learning

ComplexComplexAnalyticalAnalytical

ChallengingChallengingReal WorldReal World

PracticalPracticalApplicationApplication

High

HighLow

Low AcquisitionA

ApplicationB

AdaptationD

AssimilationC

RIGOR

RELEVANCE

AA BB

DDCC


TeacherWork

Teacher/Student RolesTeacher/Student Roles

StudentThink

StudentThink & Work

StudentWork

High

HighLow

Low

★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

Ways to Increase Rigor/Relevance

78

““Begin with the end Begin with the end in mind” Planningin mind” Planning

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

RIGOR

RELEVANCE

AA BB

DDCC


ID conflicts and ID conflicts and issues in a issues in a

scene. scene.

Romeo and JulietRomeo and Juliet

Write a letter to Write a letter to Romeo on how to Romeo on how to deal with conflict.deal with conflict.

Design brochure on Design brochure on dealing with family crises.dealing with family crises.

Act out a Act out a scenescene

High

HighLow

Low

82

Student EngagementStudent Engagement

Engagement-based Learning and Teaching

Build RelationshipsAttend to Classroom EnvironmentReflect on Grading and RewardsCommit to Guiding PrinciplesPractice Student HabitsDevelop Foundation Skills

PreconditionPreconditionss

Engagement-based Learning and Teaching

Design for Rigor/RelevancePersonalize LearningUse Active Learning StrategiesHave Literacy Focus

PedagogyPedagogy

86

Personalize Personalize LearningLearning

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.

Daggett Graduate School of EducationCurriculum and Instruction

Program Course Offerings

Required Courses (9 courses, 3 credit hrs each)

• Using Assessment for Instruction• Bodybrain-Compatible Teaching

• The Teacher Leader • Brain Health

• Curriculum & Instruction in K-12 Transformation• Using Data to Inform Instruction

• Contemporary Issues in Education• Personalized Instruction

• Effective Instruction: Theory and Practice

Specialized Courses (3 courses 3 credit hrs each in either) Teaching and Learning or Educational TechnologySchool Literacy Plans Instructional Design for Technology Integrating Academics/CTE Using Information/Communication TechnologyResearch Seminar in Teaching/Learning Research Seminar in Instructional Technology

90

Your Agenda for Your Agenda for Instructional LeadershipInstructional Leadership

ActivityActivity


EducationEducation

91

Developing the Right Developing the Right Regard for State TestingRegard for State Testing

ActivityActivity


EducationEducation

92

Low Expectations - High Low Expectations - High SchoolSchool

ActivityActivity


EducationEducation

93

PracticesPracticesfor for


Activity

How do you influence instruction in your

school?

Activity

Quadrant D LeadershipInstructional Leadership Practices

Management

Staff Reviews and Evaluation

Student Achievement Data

Analysis

Policies and Procedures

Balanced Assessments

Personnel and Budgets

Master Schedule/Teacher

Assignments

Staff Meetings


Management



Analysis





Assignments

Staff Meetings

KNOWLEDGE A B

DC


HighLow

Low

High

APPLICATION

Instructional Leadership Practices

Management



Analysis





Assignments

Staff Meetings


EmpowermentMentoring

Leadership Teams

Teacher Incentives and

Rewards

Teacher Observations/Stu

dy Tours

Co-teaching/Team teaching

Individualized Professional

Learning



Leadership Teams


Rewards


dy Tours



Learning

KNOWLEDGE A B

DC


HighLow

Low

High

APPLICATION



Leadership Teams


Rewards


dy Tours



Learning


Vision Needs Assessment/ Strategic Planning

ProfessionalDevelopment Workshops

Classroom Walkthroughs

R/R Framework

InstructionalFocusVision/

Mission/Goals





R/R Framework


Mission/Goals

KNOWLEDGE A B

DC


HighLow

Low

High

APPLICATION





R/R Framework


Mission/Goals


Professional Learning

Community

CulturePeer Review of Student Work Instructional

Coaching

Academic Intervention

Grading

Celebrations


Professional Learning Community


Coaching


Grading

Celebrations

KNOWLEDGE A B

DC


HighLow

Low

High

APPLICATION




Coaching


Grading

Celebrations

KNOWLEDGE A B

DC


HighLow

Low

High

APPLICATION


Management



Analysis





Assignments

Staff Meetings




R/R Framework


Mission/Goals


Leadership Teams


Rewards


dy Tours



Learning



Coaching


Grading

Celebrations

KNOWLEDGE A B

DC


HighLow

Low

High

APPLICATION




Analysis





Assignments

Staff Meetings

Needs Assessment/ Strategic Planning



R/R Framework


Mission/Goals

Mentoring

Leadership Teams


Rewards


dy Tours



Learning


Peer Review of Student Work Instructional

Coaching


Grading

Celebrations

109



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

of school leaders is to broaden the acceptance of leadership among many

staff who share a common vision. 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.

Definition of Leadership

110

KNOWLEDGE


APPLICATION

AA BB

DDCC



CreativeLeadership

Adaptive Leadership

Data and Tools for Curriculum Planning

Data Driven Insttruction

112

Types of Data

112

• Analyze Driving Forces of Change on Education

• Identify Student Learning Needs• Set Student Learning Goals• Set School Goals• Set Individual Goals• Analyze Patterns in School Practices• Test Hypotheses• Quantify Perceptions of Students, Staff and

Community

Data Strategies

• Learning Criteria for 21st Century Learners

• Lexile Framework for Reading

Data Strategies

• WE Surveys

• Curriculum Matrix• R/R Framework• Efficiency and Effectiveness Framework

Student Learning

Perceptions

School Processes

International Center’s Curriculum Matrix

for Wisconsin

CM Publications