Good Morning Welcome Back! Create the Learning Space How will we - - PowerPoint PPT Presentation

Good Morning

Welcome Back!

Create the Learning Space

• How will we collaborate and

learn together as a community

• f professionals?

Exit Ticket Take-Aways

Feel

• Excited
• Refocused
• Reflective
• Positive
• Intentional
• Togetherness
• Hopeful

“It was exciting to revisit

• ur SMART goal and

celebrate the success that we’ve had.” Meaningful

• ”Make it Happen”
• Principles of Change
• Facilitator Style
• Communicating the narrative
• Team time
• Sharing with other schools and Celebrations of how far

we’ve come “Applicable and helpful. Thank you!” “Thank you for keeping our conversations focused ono important reflections and moving forward.”

Today’s Session – Ple Please note time time adju justme tment

8:45 – 10:15 Creating a Culture of Feedback – Moves that Impact Instructional Transformation 10:15 – 10:30 Break 10:30 – 11:45 Building Teacher Leadership Capacity for Change 11:45 – 12:00 Break 12:00 – 1:00 Lunch & Conversation with Karen Tao 1:00 – 3:00 Networking Hubs – Application to Practice 3:00 – 3:15 Break 3:15 – 3:45 Plans for Moving Forward: Implementation and Engagement 3:45 – 4:00 Team Share Out of Action Plans Closing and LIFT Up!

Si Six K Keys t to Le

• Leading P

Pos

• sitive Ch

Change

• Show up – if you don’t show up, nothing happens.
• Speak up – use the power of voice.
• Look up – to higher principles, vision, or values.
• Team up – everything goes better with partners.
• Never give up – Kantor’s law is that everything can look like a failure

in the middle.

• Lift others up – share success, credit, recognition.

Source: Rosabeth Moss Kantor. TEDx Beacon Street | 23 JAN 2013. “Six Keys to Leading Positive Change” Full version: https://www.youtube.com/watch?v=owU5aTNPJbs&feature=youtu.be Short version: https://www.youtube.com/watch?v=biBnvbCFmJE

FEEDBACK FOR INSTRUCTIONAL TRANSFORMATION

• TEN MOVES: THREE ACTIONS

THREE ACTIONS TO TAKE MONDAY

• 1 - Model Asking for Feedback
• 2 - Planning Protocol
• 3 - 10 Questions

ACTION 1 - MODEL ASKING FOR FEEDBACK

• DURING THE SESSION:
• 1 - Use the FEEDBACK OBSERVATION TOOL.
• 2 - Look at the INDICATORS
• 3 - Record moves, actions, behaviors evident during the session.
• AFTER THE SESSION:
• FEEDBACK PROTOCOL – after the session

FE FEEDB DBACK CK – WHY, WHAT, HOW

WHY – creates a learning culture. WHAT – information for how things change HOW – 10 Moves and 3 Actions to take Monday

GUIDING QUESTION What kind of feedback contributes to instructional transformation in the classroom?

How can the Leadership Principles guide feedback that contributes to instructional transformation?

• Ask Questions
• Use Evidence
• Accentuate the Positive
• Distance Emotion
• Focus on Outcomes
• Shared Goal
• Plan for Support
• Follow-up Actions

TEN MOVES

• Micro-expressions
• Clear Message

PRECONDITIONS: TRUST, SAFETY, RESPECT

• Is it safe? Can I change?

GIVING AND RECEIVING FEEDBACK

• People hear it 2 ways: judgement or growth
• May or may not result in improved teaching

performance

THREE ACTIONS TO TAKE MONDAY

• 1 - Model Asking for Feedback
• 2 - 10 Questions
• 3 -Planning Protocol

ACTION 2: 10 QUESTIONS

• Take 5 – Read the highlights of the article.
• Pick One – Question that is familiar
• Pick Another One – Question that is

unfamiliar

• Take Action – What would you transfer to

your practice?

• Round Robin – Share and listen

THREE ACTIONS TO TAKE MONDAY

• 1 - Model Asking for Feedback
• 2 - 10 Questions
• 3 -Planning Protocol

ACTION 3: PLANNING PROTOCOL

• 1 - Follow the Planning Protocol – (Venables,

2018)

• 2 - Use the “Roots, Prefixes, and Suffixes” Lesson

– Grade 5

• 3 - Use the Planning Rubric
• 4 - Rate the Dimensions of the Lesson
• 5 - DEBRIEF – How could this protocol support

giving feedback on lesson plans?

• Ask Questions
• Use Evidence
• Accentuate the Positive
• Distance Emotion
• Focus on Outcomes
• Shared Goal
• Plan for Support
• Follow-up Actions

TEN MOVES

• Micro-expressions
• Clear Message

ROLE PLAY: Practice the Feedback Moves

• Form a group of 3
• 1 – You are the principal.
• 2 – You are the teacher.
• 3 – You are the observer.

ROLE PLAY: Directions

• 1 – Read your part.
• 2 – 5 minutes role play
• 3 – Observer - Mark the feedback moves on the

Observation Tool.

• 4 – Debrief – 5 minutes

THREE ACTIONS TO TAKE MONDAY

• 1 - Model Asking for Feedback
• 2 - Planning Protocol
• 3 - 10 Questions

ACTION 1 - MODEL ASKING FOR FEEDBACK

• DURING THE SESSION:
• 1 - Use the FEEDBACK OBSERVATION TOOL.
• 2 - Look at the INDICATORS
• 3 - Record moves, actions, behaviors evident during the session.
• AFTER THE SESSION:
• FEEDBACK PROTOCOL – after the session

FEEDBACK PROTOCOL

• 1 – Individually – record your observations – 1 minute
• 2 – Partner Talk– what did you notice? – 2- minutes
• 3 – Feedback Protocol – share feedback 3- 5 minutes
• 4 – Facilitator shares new insights – 2 minutes

REFLECT – FEEDBACK 3 ACTIONS, 10 MOVES

• What resonated with you?
• What actions will you take?
• How could the actions and tips impact

instructional transformation?

Take a Break!

Ta Talent Development: Bui Buildi ding ng Teac eacher her Leadershi Leadership p Capac Capacity ty for r Change Change

Cori Groth & Mary Peterson January 25, 2019

LE LEARNI NING NG INT NTENT NTIONS NS

• Deepen understanding of Talent Development (Domain 2) by focusing
• n the importance of teacher leadership that influences retention

and student achievement.

• Conduct a self-assessment to identify areas of strength and areas for

strengthening teacher leadership opportunities.

• Engage with other school and LEA teams to share ideas about how to

foster successful teaching and learning conditions.

The materials were modified in whole or in part with permission from the Center on Great Teachers and Leaders. https://www.gtlcenter.org/technical-assistance/professional-learning-modules/understanding-teaching-conditions

Guiding Question How can we improve teacher leadership to

• ptimize teacher and

student success?

CONVER VERSATIO TION FL FLOW

GETTING GROUNDED: Why focus on teacher leadership? EXPLORING POSSIBILITIES: What are the specific goals for teacher leadership? What are the range of teacher leadership roles? NARROWING IN: Where are we now and how can we improve?

Clarity of Focus & Unifying Purpose Inquiry & Reflection Inquiry & Reflection

PART T 1: Why Focus on Teacher Leadership?

30

Teacher Retention Instructional Improvement

Student Achievement

Utah Teacher Turnover Rates for Beginning Teachers, 2008 Cohort

31 of 31

REASONS FOR STAYING Five factors that were very or extremely influential in teachers’ decision to remain teaching. 84% Desire to make a worthwhile difference in the lives of children* 69% Experience working with children/young adults* 67% Desire to contribute to the greater societal good* 70% Sense of purpose 69% Commitment to children/young adults

* Also top reasons for becoming a teacher.

REASONS FOR MOVING OR LEAVING

Movers

• Other reasons (e.g. admin support,

leadership)

• Emotional exhaustion, stress, burnout
• Location of position

Leavers

• Emotional exhaustion, stress, burnout
• Other reasons (e.g. admin support,
• leadership)
• Better opportunities within education
• Family and child care

Source: Utah Education Policy Center, Educator Career and Pathway Survey (ECAPS), retrieved from http://uepc.live/ecaps18

Time Facilities and resources Community support and involvement Managing student conduct

Teacher leadership

School leadership Professional learning Instructional practices and support

Teaching and Learning Conditions

33 Source: New Teacher Center http://teachingconditions.org/constructs

Teacher Leadership

• 1. Extends beyond the classroom
• 2. Supports professional learning in their schools
• 3. Is involved in decision making
• 4. Has a goal of improved student learning
• 5. Focuses on improvement for the whole school

Wenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: a review of the literature. Review of Educational Research, 87(1), 134–171. See also Teacher Leader Model Standards (2011) at http://www.nea.org/assets/docs/TeacherLeaderModelStandards2011.pdf

Teachers’ Roles in School Decision-Making and Student Achievement (Ingersoll et al study)

Instructional Leadership

• 1. Holding teachers to high professional

standards of instruction

• 2. Effective school improvement team
• 3. Shared vision for school

Teacher Leadership

• 1. Establishing student discipline

procedures and policies

• 2. School improvement planning

Greater Student Achievement

Source: Ingersoll, R. M., Sirinides, P., & Dougherty, P. (2017). School Leadership, Teachers’ Roles in School Decisionmaking, and Student Achievement. CPRE Working Papers.

Source: Ingersoll, R. M., Sirinides, P., & Dougherty, P. (2017). School Leadership, Teachers’ Roles in School Decisionmaking, and Student Achievement. CPRE Working Papers.

Source: Ingersoll, R., original analyses of 2011-15 Teaching, Empowering, Leading and Learning (TELL) Survey.

Source: Ingersoll, R. M., Sirinides, P., & Dougherty, P. (2017). School Leadership, Teachers’ Roles in School Decisionmaking, and Student Achievement. CPRE Working Papers.

Source: Ingersoll, R. M., Sirinides, P., & Dougherty, P. (2017). School Leadership, Teachers’ Roles in School Decisionmaking, and Student Achievement. CPRE Working Papers.

Round Robin for 5 minutes:

• 1. How do these national findings about teacher leadership

compare to your experiences in you own school or district?

• 2. What implications do these findings have for intentionally

designing and building strong teacher leadership in your school or district?

• 3. In other words, what is the potential for teacher leadership to

foster change and impact in your turnaround efforts? Share out 1 big idea from your group

Table Discussion

40

PART T 2: What are the goals and role possibilities?

Te Teacher Leader Goals

• What critical challenges are we trying to solve? How are teacher leaders

involved in helping to identify and understand critical challenges and their root causes?

• How (or why) are teacher leaders well positioned to help address identified

challenges?

• How can we help position teacher leaders to better address key teaching

and learning challenges?

• How can teacher leadership address existing priorities and efforts to

improve teacher quality and student learning?

• What are the specific and measurable goals we hope to reach through our

teacher leadership efforts?

Source: TEACHER LEADERSHIP TOOLKIT 2.0: Strategies to Build, Support, and Sustain Teacher Leadership Opportunities. Available at https://gtlcenter.org/sites/default/files/GTL-TeacherLdrshipToolkit-508.pdf.

Teacher Leader Roles

Source: TEACHER LEADERSHIP TOOLKIT 2.0: Strategies to Build, Support, and Sustain Teacher Leadership Opportunities. Available at https://gtlcenter.org/sites/default/files/GTL-TeacherLdrshipToolkit-508.pdf.

Source: TEACHER LEADERSHIP TOOLKIT 2.0: Strategies to Build, Support, and Sustain Teacher Leadership Opportunities. Available at https://gtlcenter.org/sites/default/files/GTL-TeacherLdrshipToolkit-508.pdf.

Round Robin for 10 minutes:

• 1. What are the teacher leadership roles present in your school?

How are these roles contributing to your improvement efforts?

• 2. What are the overall goals for teacher leadership at your

school? To what degree are these goals clearly articulated?

• 3. What state-, district-, and school-level policies affect the

teacher leadership opportunities at your school? Share out 1 big idea from your group

Table Discussion

45

WHERE ARE WE NOW AND HOW CAN WE IMPROVE? SELF ASSESSMENT HANDOUT

• The self-assessment tool is organized into three domains:
• culture and context
• roles and responsibilities
• systems and structures
• Assign a rating for each indicator, based on the following rating scale. For

each indicator there is also a space to write notes about the evidence for the rating and possible next steps.

PART T 3: Self-Assessment

46

Source: GTL Teacher Leadership: District and School Leader Readiness Tool available at https://gtlcenter.org/products-resources/teacher-leadership-self-assessment-and-readiness-tools

How can we use the leadership principles to enhance and improve teacher leadership

• pportunities that result in

improved student achievement? See Note-Taking Handout

REFLECTIONS

• What new ideas have been sparked?
• What are your next steps for improving TEACHER LEADERSHIP in

your school or district? See LIFT Leadership Principles Handout

Take a Break!

Lu Lunch ch a and Con Conversation

• n w

with Dr. Karen en Tao, Depa epartm tmen ent t of Educ ducati tiona nal Psycho hology gy, Un Univ iver ersity ity of Ut Utah ah

Take a Break!

Ne Network rking H Hubs – Ap Application into Practice

• 1. Change Principles/Change Facilitator Styles
• 2. Feedback for instructional transformation
• 3. Building teacher leadership opportunities

Plans for Moving Forward: Implementation & Engagement

Andrea Rorrer January 25, 2019

Implementation and Engagement: Takeaways

Implementation and Engagement: Discussion

Implementation and Engagement

LIFT!