DISTRIBUTING LEADERSHIP The contents of this topic area were - - PowerPoint PPT Presentation

DISTRIBUTING LEADERSHIP

The contents of this topic area were developed under a grant from the US Department of Education, #H323A120009. However, the contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Jennifer Coffey.

META-ANALYSIS

META-ANALYSIS CAN BE THOUGHT OF AS "CONDUCTING RESEARCH ABOUT PREVIOUS RESEARCH." META-ANALYSIS CAN ONLY PROCEED IF WE ARE ABLE TO IDENTIFY A COMMON STATISTICAL MEASURE THAT IS SHARED AMONG STUDIES, CALLED THE EFFECT SIZE, WHICH HAS A STANDARD ERROR SO THAT WE CAN PROCEED WITH COMPUTING A WEIGHTED AVERAGE OF THAT COMMON MEASURE. SUCH WEIGHTING USUALLY TAKES INTO CONSIDERATION THE SAMPLE SIZES OF THE INDIVIDUAL STUDIES, ALTHOUGH IT CAN ALSO INCLUDE OTHER FACTORS, SUCH AS STUDY QUALITY.

WHAT DOES EFFECT SIZE REPRESENT?

EFFICACY

SELF EFFICACY: BANDURA 1977 “THE CONVICTION THAT ONE CAN SUCCESSFULLY EXECUTE THE BEHAVIOR REQUIRED TO PRODUCE OUTCOMES.” TEACHER EFFICACY: BELIEF THAT HE OR SHE CAN PERFORM THE NECESSARY ACTIVITIES TO INFLUENCE STUDENT LEARNING

COLLECTIVE TEACHER EFFICACY

(HATTIE 1.57 EFFECT SIZE)

• COLLECTIVE EFFICACY INFLUENCES:
• TASKS, LEVELS OF EFFORT, PERSISTENCE, SHARED

THOUGHTS, STRESS LEVELS AND ACHIEVEMENT OF GROUPS

• BANDURA 1993 DEMONSTRATED THAT THE EFFECTS OF

PERCEIVED COLLECTIVE EFFICACY ON STUDENT ACHIEVEMENT ARE STRONGER THAN THE LINK BETWEEN SOCIOECONOMIC STATUS AND STUDENT ACHIEVEMENT

COLLECTIVE EFFICACY PAIRED WITH RESPONSE TO INTERVENTION

RESPONSE TO INTERVENTION

• 1.07 EFFECT SIZE
• SCREENING
• PROGRESS MONITORING
• CORE INSTRUCTION
• TIERED INTERVENTION

PRODUCTIVE CONSEQUENCES ASSOCIATED WITH COLLECTIVE TEACHER EFFICACY:

• 1. GREATER EFFORT AND PERSISTENCE
• 2. CONVEYING HIGH EXPECTATIONS
• 3. WILLINGNESS TO TRY NEW APPROACHES
• 4. INCREASED COMMITMENT
• 5. ENHANCED PARENTAL INVOLVEMENT

Productive Consequences Related to RTI: Greater effort and persistence

• New screening measures, explicit instruction,

immediate corrective feedback Conveying High Expectations

• Believe that all students can achieve and scaffolding

for universal access Willingness to try new approaches

• Changing instructional practice when students need

it, current on research based practices Increased Commitment Enhanced Parental Involvement

• Communication, involvement in learning plan

design, involvement with intervention plan

QUICK WRITE AND DISCUSSION

• 1. JOT DOWN SOME POMS THAT ARE IMPORTANT TO YOU RELATED

TO PRODUCTIVE CONSEQUENCES OF COLLECTIVE EFFICACY

• 2. IN TRIADS, DISCUSS A PLACE IN YOUR RTI IMPLEMENTATION WHERE

YOU SEE HIGH DEGREES OF COLLECTIVE EFFICACY AND THE IMPACT THAT YOU NOTICE

• 3. IN TRIADS, DISCUSS A PLACE IN YOUR RTI IMPLEMENTATION WHERE

YOU SEE POTENTIALLY LOW DEGREES OF COLLECTIVE EFFICACY AND THAT IMPACT THAT YOU NOTICE

FOUR SOURCES OF EFFICACY

1. MASTERY EXPERIENCES:

• EXPERIENCE SUCCESS AND ATTRIBUTE THAT SUCCESS TO CAUSES WITHIN

THEIR CONTROL

2. VICARIOUS EXPERIENCES:

• SEE OTHERS FACED WITH SIMILAR OPPORTUNITIES AND CHALLENGES

PERFORMING WELL. NETWORKING, WATCHING VIDEOS, SITE VISITS OR READING ABOUT IT

WHAT DOES IT MEAN IN AN RTI SYSTEM?

1. MASTERY EXPERIENCES:

• EXPERIENCE SUCCESS AND ATTRIBUTE THAT SUCCESS TO CAUSES WITHIN THEIR

CONTROL

UNIVERSAL SCREENING:

• TEACHERS CAN ACCURATELY IDENTIFY STUDENTS WITH POTENTIAL RISK
• TEACHERS CAN ANALYZE DATA QUICKLY TO BE EFFICIENT AND EFFECTIVE WITH

DECISION MAKING

CORE INSTRUCTION: (INSTRUCTION, CURRICULUM, ENVIRONMENT)

• TEACHERS HAVE THE SKILL TO DELIVER INSTRUCTION THAT MEETS THE NEEDS OF

ALL LEARNERS IN CORE INSTRUCTION

• TEACHERS HAVE ACCESS TO MATERIALS UTILIZING RESEARCH BASED PRACTICES

THAT ARE ALIGNED TO STANDARDS

• TEACHERS HAVE THE CLASSROOM MANAGEMENT SKILLS TO MAXIMIZE

LEARNING EXPERIENCE AND LEARNING TIME

VICARIOUS EXPERIENCES

• SEE OTHERS FACED WITH SIMILAR OPPORTUNITIES AND CHALLENGES

PERFORMING WELL. NETWORKING, WATCHING VIDEOS, SITE VISITS OR READING ABOUT IT

• ARTICLES ON RTI NETWORK, CENTER ON RESPONSE TO INTERVENTION
• VIDEOS ON TEACHING CHANNEL
• CROSS DISTRICT GRADE LEVEL TEAM MEETINGS (FOCUSED ON PROBLEM

OF PRACTICE IDENTIFIED)

DISCUSSION

IN TRIADS AT YOUR TABLE, DISCUSS THE FOUR SOURCES OF COLLECTIVE EFFICACY

• DISCUSS A HOW YOU MIGHT SUPPORT THE OPPORTUNITY FOR

TEACHERS TO ATTRIBUTE THEIR SUCCESS WITH STUDENTS TO THEIR WORK IN THE RTI PROCESS

• DISCUSS HOW YOU MIGHT ENHANCE THE OPPORTUNITY FOR

VICARIOUS EXPERIENCES WITHIN YOUR OWN SCHOOLS AND DISTRICTS

FOUR SOURCES OF EFFICACY

3. SOCIAL PERSUASION:

• CREDIBLE, TRUSTWORTHY PERSUADERS TO INNOVATE AND OVERCOME
• CHALLENGES. BEST WHEN SCHOOL MEMBERS PERSUADE OTHERS THAT

THEY CONSTITUTE AN EFFECTIVE TEAM

• 4. AFFECTIVE STATES:
• FEELING OF EXCITEMENT OR ANXIETY ASSOCIATED WITH AN

INDIVIDUAL’S PERCEPTION OF HIS OR HER CAPABILITY OR INCOMPETENCE (LESS RESEARCH HERE)

BREAK

SIX ENABLING CONDITIONS FOR COLLECTIVE TEACHER EFFICACY

• ADVANCED TEACHER INFLUENCE
• TEACHERS ASSUMING LEADERSHIP ROLES, DISTRIBUTED LEADERSHIP

, ADVANCE DECISION MAKING

• GOAL CONSENSUS
• LEADERS CAN HELP BUILD COLLECTIVE EFFICACY BY COMMUNICATING A

STRONG BELIEF IN THE CAPACITY OF STAFF TO IMPROVE QUALITY OF TEACHING AND LEARNING.

• ACKNOWLEDGE JOINT ACCOMPLISHMENTS
• TEACHER’S KNOWLEDGE ABOUT ONE ANOTHER’S WORK
• CO-CONSTRUCT KNOWLEDGE ABOUT EFFECTIVE TEACHING PRACTICES

SIX ENABLING CONDITIONS FOR COLLECTIVE TEACHER EFFICACY (CONT’D)

• COHESIVE STAFF
• THE DEGREE TO WHICH TEACHERS AGREE WITH EACH OTHER ON

FUNDAMENTAL AND ORGANIZATIONAL ISSUES

• HOLD UNIFIED BELIEFS ON GOAL PRIORITIES, URGENT STUDENT LEARNING

NEEDS, PROMISING INSTRUCTIONAL PRACTICES, SOUND ASSESSMENT STRATEGIES, AND EXPECTATIONS ABOUT STUDENT PERFORMANCE

• CHANGE AGENTS BUILD COHESION BY SPEAKING IN TERMS OF THE TEAM AND

ENCOURAGING INDIVIDUAL TEACHERS TO THINK LIKE A TEAM.

• RESPONSIVENESS OF LEADERSHIP
• AWARENESS OF SITUATIONS, DETAILS AND UNDERCURRENTS IN THE SCHOOL,

BARRIERS FOR EFFECTIVE TEAMING, HOW STAFF IS RESPONDING TO CHANGE

• EFFECTIVE SYSTEMS OF INTERVENTION

EFFECTIVE SYSTEMS OF INTERVENTION

• HATTIE’S RESEARCH ON RTI (EFFECT SIZE 1.04)
• TIERED INTERVENTION AN ESSENTIAL COMPONENT OF RTI
• INTERVENTION IS ONE OF THE SIX ENABLING CONDITIONS FOR COLLECTIVE

EFFICACY

• WHEN TEACHERS KNOW THAT THE INTERVENTION SYSTEM IS STRONG, THEY

HAVE A STRONG BELIEF THAT TOGETHER, THEY CAN PROVIDE ALL OF THE SUPPORT STUDENTS NEED.

COLLECTIVE EFFICACY

SELF EFFICACY: BANDURA 1977 “THE CONVICTION THAT ONE CAN SUCCESSFULLY EXECUTE THE BEHAVIOR REQUIRED TO PRODUCE OUTCOMES.” COLLECTIVE EFFICACY: BELIEF THAT AS A TEAM, THEY CAN PERFORM THE NECESSARY ACTIVITIES TO INFLUENCE STUDENT LEARNING

COPING WITH CHANGE

ENDINGS NEUTRAL ZONE BEGINNINGS

ENDINGS…

• EVERY TRANSITION STARTS WITH AN ENDING…
• SENSE OF LOSS, GRIEVING: IDENTITY, CONFIDENCE, COMPETENCE
• LEADERSHIP TIPS:
• EXPECT SIGNS OF GRIEVING
• OFFER A NONJUDGMENTAL ATMOSPHERE
• PROCESS CHANGE IN PAIRS OR TRIADS
• SYNECTICS ACTIVITIES
• PUT SOME TIME INTO THE PRESENTATION EXPLAINING CIRCUMSTANCES THAT LEAD TO THE CHANGE, LESS

ENERGY INTO THE SOLUTIONS

• DON’T TRY TO “SELL” THE SOLUTIONS
• IDENTIFY BEHAVIORS PARTICIPANTS WILL NEED TO ACCOMPLISH THE CHANGE
• BE EXPLICIT ABOUT THE BEHAVIORS: TEACH THEM
• TREAT PARTICIPANTS WITH RESPECT
• USE A PACE AND LEAD CONVERSATION

NEUTRAL ZONE

“NOWHERE BETWEEN TWO SOMEWHERE” (BRIDGES ET AL) LEADERSHIP TIPS

• TAKE CARE OF YOURSELF: PRACTICE WHAT IT IS LIKE TO BE IN THE NEUTRAL

ZONE

• NORMALIZE THE NEUTRAL ZONE
• FORECAST IT’S OCCURRENCE
• SELECT METAPHORS: LIFE CYCLE, SEASONS, RETROFITTING, REDECORATING
• REFER TO NEUTRAL ZONE AS BEST PLACE TO GENERATE NEW IDEAS,

BRAINSTORMING, AND INNOVATING WITH THE NEW CHANGE

• FOSTER A SENSE OF GROUP GOALS WITH THE CHANGE AND

INTERDEPENDENCE TO WORK TOWARDS THOSE GOALS

• FOSTER A SENSE OF SAFETY & CERTAINTY EVEN IN THE MIDST OF THE CHANGE

BEGINNINGS

IN ALL CHANGES, EVERYONE IS URGED TO TREAT THE PAST WITH RESPECT. FRAME WHAT IS PASSING AS USEFUL TO US IN MOVING TOWARDS THE NEW BEGINNING.

• LEADERSHIP TIPS
• ENTRY CONVERSATIONS INFORM YOU ABOUT THE DEGREE OF CHANGE THAT PARTICIPANTS

ARE FACING

• FOCUS PARTICIPANTS ON THE PROCESSES THAT WILL LEAD TO OUTCOMES, NOT THE

OUTCOMES THEMSELVES

• FORESHADOW A BRIEF DECLINE IN EFFECTIVENESS WHEN WORKING WITH THE NEW

STRATEGY

• BE CLEAR WITH PARTICIPANTS ABOUT THE PURPOSE OF THE NEW BEGINNING
• INVITE THEM TO CONSTRUCT IMAGES OF THE NEW DESIRED STATE
• MARATHON EFFECT
• PACE PARTICIPANTS IN THE STAGE THAT HE OR SHE ARE IN AT THE MOMENT
• PACE RUNNERS

CONTENT PROCESS RATIOS & TIMING

CLOSING