Novice Principals Academy 2018-2019 2 VISION 2 All students will - - PowerPoint PPT Presentation
1 Novice Principals Academy 2018-2019 2 VISION 2 All students will have the knowledge, skills and confidence necessary to thrive in our city, our nation, our world. MISSION We educate and empower every student, in every community, every
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2018-2019
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We educate and empower every student, in every community, every day, to build a stronger Detroit. All students will have the knowledge, skills and confidence necessary to thrive in our city, our nation, our world.
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expand the practical knowledge of first and second-year principals to increase their instructional leadership capacity and the overall building leadership capacity in the school district.
student achievement on their campuses.
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leadership through an examination of research and best practices.
teacher practices, which will result in an increase in student achievement.
MATH, which are required for a school to effectively implement the Common Core.
instruction on their campuses.
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Activity #1: Individual Reflection Write down your definition of Instructional Leadership
practice?
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According to Leithwood et al. (2004), what conclusions do you have after reviewing this graphic on principal practice quality?
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student achievement on standardized tests and two months of additional learning in one school year under the leadership of a strong instructional leader (Leithwood et al., 2004; Branch, Hanushek & Rivkin, 2013).
turnarounds should include realigning the curriculum to the assessment and focusing on the needs of students through data analysis and team building (Eilens & Camacho, 2007).
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a major influence on improving student achievement (Leithwood et al., 2008; Spillane et al., 2004).
and instructional leadership skills (Hallinger, 2003).
instruction, the same is true of many teachers (Payne, 2008).
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According to Loeb, Beteille & Kalogrides (2010), principals actually spend their time
Most time spent on Least time spent on Disciplining students External relationships Supervising students Coaching teachers Observing classrooms Using data and assessments Internal relationships Professional development for teachers Compliance requirements Professional development for themselves Managing budgets Teaching students
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Activity #2: Turn & Talk
Using the research of Loeb, Beteille & Kalogrides (2010) as a guide, predict how principals in effective schools spend their time. Please list your five predictions in the space provided in your participant packet.
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According to Loeb, Beteille & Kalogrides (2010), effective schools and their principals spend their time in these five areas:
instructional feedback, implementing PD).
teachers).
community; fundraising).
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Activity #3: Turn & Talk
After reviewing the research on Instructional Leadership thus far, please turn and talk with your neighbor and revise your previous definition of Instructional Leadership.
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professional development for teachers using student data (e.g., test scores, teacher surveys, etc.) will allow you to have more engaging professional development meetings (Payzant & Horan, 2007).
be thoughtfully created prior to the start of the school year which will allow for more buy-in from teachers, especially if it deals with instruction. (Payne, 2008).
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According to Hattie & Timperley (2007), feedback is one of the most powerful influences on learning and achievement. Observation and feedback cycles should be continuous where informal and formal observations occur on regular basis.
understandings/performance and desired goals. If multiple people observe teachers, then calibration meetings should occur throughout the school year.
teachers and teachers who are not struggling?
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According to DuFour & Eaker (2005), effective PLCs doing the following:
and knowledge);
will students be assessed); and
those who did not (i.e., interventions, re-teaching, and acceleration).
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Goals: provide specific targets and timelines for results to hold everyone accountable. How will standardized testing data inform goals for teachers?
1. How is the data trending in your school? 2. How is the data trending in each grade level? 3. How is the data trending in ELA and Math? 4. How is data trending in similar schools and districts? 5. How is data trending across the state? 6. What does the research state about your impact on student achievement data? 7. How can your impact on student achievement data influence goals for teachers? 8. How will individual teachers be held accountable for their data? 9. How will every teacher be held accountable for the school’s data?
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student learning.
continuous school improvement.
excellence for management, culture and climate, rigorous content, academic ownership and demonstration of learning.
are aligned to the curriculum and promote high student achievement and sound personal growth.
E F F E C T I V E P R I N C I PA L S
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professional development, and program interventions.
support to accelerate teacher improvement and growth toward the common vision.
whether students are on track, assess the health of school programs, and initiate and manage data-driven change.
E F F E C T I V E P R I N C I PA L S
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Activity #4: Self Reflection
Based upon the district’s vision for effective Instructional Leaders, where would you rate yourself based upon these seven factors? Red = 3 or fewer Yellow = 4 to 6 Green = all seven Please annotate the areas you need to improve upon.
leader?
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instructional quality. Therefore, principals can positively impact student achievement through their actions, practices, and systematic structures around teaching and learning.
instructional management.
data-driven PLCs, data-driven professional development, and routine classroom observations and instructional feedback.
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Mike Schmoker, Focus: Elevating the essentials to radically improve student learning (2011). How do we teach? How do you know if the students understood the lesson?
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Bloom’s Taxonomy: research on the best methods of teaching and learning. 10% of what we read 30% of what you hear 70% of what we say (synthesizing information) 90% of what we do (analyzing and evaluating information) Student should be involved in activities where they are actively engaged in lessons compared to being passively engaged.
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Higher-Order Thinking Skills:
Why are higher-order thinking skills essential if you are to have Quality Instruction in your classrooms?
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and engagement (Coleman et al., 1966).
motivating force of human development and learning (Vygotsky, 1978).
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Mini-Activity #5-A: What does Quality Instruction look like? Please take a moment to review the Vision for Excellent Instruction document.
practice?
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Activity #5-B: What does Quality Instruction look like? Please rate the next two videos using the Vision for Excellent Instruction document.
4th Grade Math 9th Grade ELA
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delivery of content knowledge through high-quality instructional strategies which determine what students know, what they don’t know, and why.
say it that means they don’t know it.
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understand how to effectively deliver content knowledge from the Common Core State Standards.
use and comprehension of both non-fiction and fictional texts.
concepts more deeply for internalization of those concepts, and the application of those concepts to solve a variety of problems.
preparation of students to be college and career ready.
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focusing solely on the skills of reading and writing, the ELA/literacy standards highlight the growing complexity of the texts students must read to be ready for the demands of college, career, and life. The standards call for a staircase of increasing complexity so that all students are ready for the demands of college- and career-level reading no later than the end of high school.
informational: The Common Core emphasizes using evidence from texts to present careful analyses, well-defended claims, and clear information. Rather than asking students questions they can answer solely from their prior knowledge and experience, the standards call for students to answer questions that depend on their having read the texts with care.
information about the world around them if they are to develop the strong general knowledge and vocabulary they need to become successful readers and be prepared for college, career, and life.
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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate an understanding of key details in a text. RL.3.1 Ask and answer questions to demonstrate an understanding of a text, referring explicitly to the text as the basis for the answers. RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences are drawn from the text. RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences are drawn from the text. RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences are drawn from the text.
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TEXT-DEPENDENT QUESTIONS NON-TEXT-DEPENDENT QUESTIONS Ask students to provide evidence from the text and draw inferences based on what the text says explicitly. Draw students back to the text. Have concrete and explicit answers rooted in the text. Encourage students to spend time lingering
Do not move students closer to understanding the text. Rely on personal opinions, background knowledge, and “imaginative speculation”. May require a only cursory look at the text to get the gist of what is meant.
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her…?
two details that best support this conclusion.
with his long stride” (line 3) is primarily meant to convey the idea that…?
best describes the lesson of the passage? Part B Which sentence from the passage best supports your answer in part A?
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than racing to cover many topics in a mile-wide, inch-deep curriculum, the standards ask math teachers to significantly narrow and deepen the way time and energy are spent in the classroom. This means focusing deeply on the major work of each grade.
topics, tricks, or mnemonics; it is a coherent body of knowledge made up of interconnected
Learning is carefully connected across grades so that students can build new understanding onto foundations built in previous years.
harder or introducing topics at earlier grades. To help students meet the standards, educators will need to pursue, with equal intensity, three aspects of rigor in the major work of each grade: conceptual understanding, procedural skills and fluency, and application.
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psychology-degree program at a large university. She asked each of the 75 students, “How many minutes per day do you typically spend reading?” The mean reading time in the sample was 89 minutes, and the margin of error for this estimate was 4.28 minutes. Another research assistant intends to replicate the survey and will attempt to get a smaller margin of error. Which of the following samples will most likely result in a smaller margin of error for the estimated mean time students in the psychology-degree program read per day?
dollars of renting a movie?
299 mg of calcium and one cup of juice contains 261 mg of calcium. Which of the following inequalities represents the possible number of cups of milk m and cups of juice j a 20-year-old could drink in a day to meet or exceed the recommended daily calcium intake from these drinks alone?
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develop deeper meanings within texts.
develop deeper understandings of mathematical concepts in preparation for Algebra 1 in high school.
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practices or structures) that you plan to implement at your school to help you as the instructional leader on your campus?
leadership on the space provided in your participant packet. How did your definition evolve during the course of this session?
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achievement through their systems and structures centered around improving the quality of instruction on their campuses.
content can articulate what they are learning, why they are learning it, and the teacher is the facilitator of knowledge.
educators understand how to effectively deliver content knowledge from the Common Core State Standards.
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November 27 Building Strong Leadership Teams (Part 1) January 29 Building Strong Leadership Teams (Part 2) February 26 Successful Turnaround School Leadership March 26 The Common Core 101: Understanding the Core in ELA and Math April 30 School Improvement Planning May 28 Systems Leadership & Sustaining An Academic Culture