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The following is a slide deck for a leadership presentation at the Visible Learning Conference July 17th-18th, 2014. Through the presentation participants will: - Understand the system-wide distributed leadership approach to embed the VL mindframes and associated VL research in and across a school system. - Understand the implementation pathway (introduction, initiation, application, and capacity-building) for the relational and tactical aspects of leadership development. - Review implementation milestones and challenges associated with leadership work - Relate current system-wide efforts in embedding the VL Mindframes and VL research with the work of the Tamalpais Union High School District.
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Developing Teacher and Administrative Leadership through
the VL Mind frames
Michael McDowell, Ed.D.
#vlconf2014
Theory of action– If all students have clarity regarding
outcomes, success criteria, knowledge of current performance, and voice and choice in the learning process, then students will substantially improve in their learning and take greater responsibility over their learning.
How do we develop and enhance teacher and administrative leadership so that we may actualize a “theory of action” that substantially enhances student learning?
#vlconf2014
Why?
How?
What?
Our Story
Learning System Infrastructure
Daily operation
OUTCOMES
• Model- Understand how the VL mind frames and VL research were utilized as the foundational elements of a system-wide distributed leadership model
• Approach- Understand the implementation pathway for the relational and tactical aspects of leadership development.
• Lessons Learned- Review implementation milestones and challenges associated with leadership work
• Next Steps- Relate current system-wide efforts in embedding the VL Mindframes and VL research with the work of the Tamalpais Union High School District.
#vlconf2014
• Model Understand how the VL mind frames and VL research were utilized as the foundational elements of a system-wide distributed leadership model
Relational
Tactical
Project
Relational
• “We are change agents”• Talk more about learning
than teaching• Engage in dialogue not
monologue• Enjoying the challenge• Positive relationships
Tactical
• Evaluate the effects of their teaching
• Assessment as feedback regarding their impact
• Inform all about the language of learning
#vlconf2014
• “We are change agents”
• Talk more about learning than teaching
• Engage in dialogue not monologue
• Enjoying the challenge
• Positive relationships
• Hiring Practices• Creating a CIA defined
autonomy Infrastructure• Meeting Structure and
Function• Codifying Capacity
Building• Developing a
Distributed Leadership Team
Model, Model, Model
#vlconf2014
Ideal
Professional culture
Existing
Know thy Impact
Know thy Impact
Progress
Proficiency
Research Guidance
Strategy EffectTeachers working together to evaluate their impact and responding to that impact 0.93
Teachers conduct pre-assessments, utilizing data to inform instruction, and providing students with a clear understanding of expectations for meeting learning outcomes (Where are we
going?, where are we now?, and what’s next?
0.77
Teachers using practices in the classroom that values errors and trust 0.72
Teachers receive feedback on their impact on student learning 0.72
Teachers are providing an appropriate proportion of surface and deep level knowledge 0.71
Providing students with challenge and practice at the right level 0.60
Research Guidance
Strategy EffectTeachers working together to evaluate their impact and responding to that impact 0.93
Teachers conduct pre-assessments, utilizing data to inform instruction, and providing students with a clear understanding of expectations for meeting learning outcomes (Where are we
going?, where are we now?, and what’s next?
0.77
Teachers using practices in the classroom that values errors and trust 0.72
Teachers receive feedback on their impact on student learning 0.72
Teachers are providing an appropriate proportion of surface and deep level knowledge 0.71
Providing students with challenge and practice at the right level 0.60
What do we want all students to know and be able to do?
How do we know when students are learning?
What do we do based on such results?
How do we work together to review and respond to student learning?
What do we want all students to know and be able to do?
What do we do based on these results?
How do we work together to review and respond to student learning?
Common Outcomes
Common Scales
Common Intervention Criteria
Common Culture and Work
How do we know when students are learning?
Common Outcomes
Common Scales
Common Intervention Criteria
Common Culture and Work
Customized Instruction
Customized Assessment
Customized Collaborative Structures
Customized Intervention
#vlconf2014
• Evaluate the effects
of their teaching• Assessment as
feedback regarding their impact
• Inform all about the language of learning
Teaching [and learning] in the dark is a questionable practice” (Taba, 1966)
Score Description
4 ExtensionApplying Understanding
3 RelationalMaking Meaning
2 Single/MultipleBuilding Knowledge
1 Direct Support
Proficiency
Not Yet Proficiency
Score Description
4 ExtensionApplying Understanding
3 RelationalMaking Meaning
2 Single/MultipleBuilding Knowledge
1 Direct Support
DEEP
SURFACE
Connections
Limited Growth (0.0-0.39) Expected Growth (.40 +)
Not Yet Proficient (0.0-2.25)
Proficient (2.5-4.0)
Limited Growth (0.0-0.39) Expected Growth (.40 +)
Not Yet Proficient (0.0-2.25)
Make A Change!
• Review & Make Changes to Instructional Strategies
Keep it up!
• More Time • Same Instructional
Program• Celebrate Success
Proficient (2.5-4.0) Cruising
• Review & Make Changes to Instructional Strategies
Success
• Capture Instructional Strategies
• Celebrate Success• Continue Practices
Limited Growth (0.0-0.39) Expected Growth (.40 +)
Not Yet Proficient (0.0-2.5)
Make A Change!
• Review & Make Changes to Instructional Strategies
Keep it up!
• More Time • Same Instructional
Program• Celebrate Success
Proficient (2.5-4.0) Cruising
• Review & Make Changes to Instructional Strategies
Success
• Capture Instructional Strategies
• Celebrate Success• Continue Practices
Capture Success/Replicate
Change
Single/Multiple Ideas- What instructional approaches will support students in understanding foundational knowledge (e.g. facts, vocabulary terms) related to learning outcomes? Relating ideas- What instructional approaches support students in connecting and contrasting ideas? What are generalizations and principles that can be made about these ideas? Extending ideas- What instructional approaches support students in applying the learning outcomes to project expectations?
Next Steps
Aligning “High Probability Strategies” from the Art and Science of Teaching to Progression Levels.
Outcome Questions Activities
Applying understanding What do I typically do to engage students in cognitively complex tasks involving hypothesis generation and testing?
Experimental-inquiry tasksProblem-solving tasks
Making meaning What do I typically do to organize students and deepen knowledge?
Venn diagramsComparison matrix
Building knowledge What do I typically do to identify critical information?
Identifying critical input experiences
Relational
Tactical
Know thy Impact
Strategy EffectTeachers working together to evaluate their impact and
responding to that impact 0.93Teachers conduct pre-assessments, utilizing data to inform
instruction, and providing students with a clear understanding of expectations for meeting learning outcomes (Where are we
going?, where are we now?, and what’s next?
0.77
Teachers using practices in the classroom that values errors and trust 0.72
Teachers receive feedback on their impact on student learning 0.72
Teachers are providing an appropriate proportion of surface and deep level knowledge 0.71
Providing students with challenge and practice at the right level 0.60
Progress
Proficiency
What? So What? Now What?
Moving from Data Analysis to Response
Be honest with where I am at on learning progressions. I definitely am honest with where I am in this class. This way of assessment has completely made me feel alright with being in the pit because I know that I am not stuck there and that I can get myself out of it. I really appreciate all that you have done to make us feel comfortable with progress.
Be open to struggling…Before this class I was not open to struggling at all, so this took me a while to get used to. Now I know that I can get myself out of the pit, so I feel comfortable being in it! I just wish it was this way in the rest of my classes. ):
My annotations and thoughts on written pieces were at about a 1 level at the beginning of the semester, but with guidance in class and a lot of practice I have grown to getting a four on the last annotation. Next semester I hope to grow further.
#vlconf2014
Approach
Boundary Management
Introduction
Initiation
Application
Capacity Building
Introduction
Initiation
Application
Capacity Building
Introduction
Initiation
Application
Capacity Building
Governance/District Leadership
Distributed Leadership
Site/Department/Classroom
#vlconf2014
Lessons Learned
A story of infusion
What?
What?
What?
Behavioral Change
Customization
Common Features
ProfessionalSupport
Stay small
Stay
focused
#vlconf2014
Next Steps
What do you need to know?
Learn more about Visible Learningplus at www.corwin.com/visiblelearning
