Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo.

Developing Exceptional School Leaders

July 10-11, 2012

Paul Bambrick-Santoyo

NYS NAEP Scores Are Flat for 10 years:

Goals for Today’s Workshop

• Establish a common language around the keys to student achievement and teacher development

• Manage and support leaders in developing teachers effectively and achieving stronger student achievement results

Norms:• Start/end on time

• Hand raised

• All technology is on-task (no mid-session

breaks)

• Hold each other accountable

• Dive in to make this your own: no acting

• Write down burning questions as we go

The 1st Lever: A Primer on DDI

July 10, 2012

Paul Bambrick-Santoyo

Power of the Question

Analysis of Assessment Items

Use ratio and rate reasoning to solve real-world and mathematical problems. (6.RP.3)

• Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities

Common Core Standard:

Assessment Items:

1. Joe can mow a lawn in 2 hours. How long will it take him to mow three lawns?

2. Joe can mow three lawns in 4 hours. How long will it take him to move six lawns?

3. If it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?

4. If it took 2 hours to mow 3 lawns, how much can be mowed in 20 minutes?

5. Jeremy has two 7-foot-long boards. He needs to cut pieces that are 15 inches long from the boards. What is the greatest number of 15-inch pieces he can cut from the two boards?

Standards (and objectives) are meaningless until you define how to

assess them.

Because of this, assessments are the starting point for instruction, not the

end.

Assessment Big Ideas:

Power of Analysis & Action

Role Plays of Data Analysis Meetings

• What did you learn about the teachers?

• How was this assessment analysis meeting different from a post-observation conference?

Role Play Analysis

Impact of Data-Driven Instruction

Student Achievement Results 2003-2012

Comparison of 02-03 to 03-04: How one teacher improved

TERRANOVA 2002 2003

N=43 students 5th Grade Pre-Test 5th grade CHANGE

Reading 36.6% 40.5% + 3.9Language 34.1% 40.5% + 6.3

5th Grade 2002-2003 -- Percentage at or above national avg

TERRANOVA 2003 2004


Reading 31.0% 52.4% + 21.4Language 21.4% 47.6% + 26.2

5th Grade 2003-2004 -- Percentage at or above national avg

6th Grade 2002-2003 -- Percentage at or above grade level TERRANOVA 2002 2003


Reading 53.7% 29.3% - 24.4

Language 51.2% 48.8% - 2.4

6th Grade 2003-2004 -- Percentage at or above grade level TERRANOVA 2003 2004

N=42 students 5th grade 6th grade CHANGE

Reading 40.5% 44.2% + 3.7

Language 40.5% 79.1% + 38.6

Comparison of 02-03 to 03-04: How 2nd teacher improved

North Star Middle Schools 2003 vs. 2008

K-3 Results: Percentile of All 3 Schools

Median National Percentile Ranking of all grades K-3 across 3 schools

SAT Best Scores—2005-2012

% of Juniors & Seniors Taking AP Exams

AP Exam—History of % of Test Takers

AP Results—Six-Year Score Summary

Impact of Data-Driven Instruction

Sampling of Nationwide Results

Dodge Academy: Turnaround Through Transparency

Morell Park Elementary School:

Stevenson High School 1995-2005:

Year ACT Comp. #Students taking AP

% of Students Passing AP

1985 21.9 162 83%




1985 21.9 162 83%

1990 23.3 495 84%




1985 21.9 162 83%

1990 23.3 495 84%

1996 24.2 1,375 88%

DATA-DRIVEN INSTRUCTION AT ITS ESSENCE:

ASSESSMENTS

ANALYSIS

ACTION

in a Data-driven CULTURE

The Four Keys:

A Leader’s Key Action

Leading Effective Analysis Meetings

HS English:

• What role does the leader play with this teacher?

• What preparation has the teacher done for this meeting?

MS Math:

• How does Jesse lead Paul to a more explicit action plan? What are the key questions/prompts that he uses to guide Paul?

NETWORK TEAMS/INDIVIDUALS:

• Score a typical school in your district on the rubric.

• Where are the weakest areas that could be addressed first?

NETWORK TEAMS/PARTNERS:

• Review “What to Do when There’s a 2” in your weakest areas.

• Identify which actions will be most effective.

• Decide when you will implement these actions.

DDI Implementation Rubric

The 2nd Lever:Observation & Feedback

The Key Lever for Teacher Development

Confronting the Brutal Facts

Current State of Observation & Feedback

Marzano’s Effective Supervision• Average number of observations for rookie teacher:

1-2 times per year

• Average number of observations for veteran teacher:

Once every 2-3 years

• Bottom Line:

Teachers aren’t receiving much coaching.

Leaders receive even less.

Call to Action

Launch of Instructional Leadership Working Group

Project Goals

two

Seven Levers of Leadership--Instruction:Data-Driven Instruction:

• Define the roadmap for rigor and adapt teaching to meet students’ needs

Observation & Feedback: • Coach teachers to improve the learning

Planning: • Prevent problems and guarantee strong lessons

Professional Development: • Strengthen culture and instruction with hands-on

training that sticks

Seven Levers of Effective Schools--Culture:Student Culture

• Creating a rigorous, joyful student culture that drives learning and character development

Staff Culture• Building a strong, supportive adult culture

Managing and Developing Leadership Teams• Developing and managed additional instructional

leaders who can lead implementation of the instructional levers

A practical guide…

Preliminary Results

Impact of Instructional Leadership Guide

Preliminary Impact

• Instructional leadership: new leaders met or outpaced assessment results of their colleagues

• Instructional leadership: non-proficient teachers met proficiency on teacher evaluation rubric at twice the rate and speed

• Tripled in size and maintained or improved results

• Data-driven instruction—national impact

Goals for Remainder of Today’s Workshop

• Establish a common language around observation & feedback to make it easier to coach leaders

• Understand how to implement all aspects of effective observation & feedback (and have a crack at doing so)

• Build schedules and leverage training to coach leaders in observation & feedback

Seven Levers of Leadership--Instruction:Data-Driven Instruction:

• Define the roadmap for rigor and adapt teaching to meet students’ needs

Observation & Feedback: • Coach teachers to improve the learning

Planning: • Prevent problems and guarantee strong lessons

Professional Development: • Strengthen culture and instruction with hands-on

training that sticks

Our Agenda

Keys to Observation & Feedback & How to Coach for it

Agenda:Content

Introduction• The Four Keys to Observation & Feedback

First Two Keys•Identifying the Right Action Steps

3rd and 4th Key• Effective Feedback• Holding Teachers Accountable

Feedback on Feedback• Building a schedule to coaching leaders• Setting agendas to monitor leaders’ feedback

Putting it All Together:• Leaving with an Action Plan

Time to Dive in!

Introductory Video

Teaching Music:

• What does Yo-Yo Ma do to teach his musicians to play their instruments more effectively?

What is the key to making observations effective?

Bite-sized feedback that you practice to perfect it.

Big Idea:

Obstacles:

Write on a post-it and place on table tent in middle of table:

•What are the biggest challenges our leaders face in giving effective feedback and developing teachers?

Why Teacher Development is So ChallengingA Case Study

Failure Case Study:

• What positive attempts did the principal make to manage this teacher effectively?

• What went wrong in the principal’s attempts to manage this teacher?

Four Keys

Making Observation & Feedback Effective

The Four Keys:

• Regular Observation

• The Right Action Steps

• Effective Feedback

• Accountability

The Four Keys:Regular Observation:

• Lock in frequent and regular observations

Right Action Steps: • Choose the best action steps for change in each

classroom observation

Effective Feedback: • Give face-to-face feedback that practices the action

step

Accountability: • Create systems to ensure feedback translates to

practice

Regular Observation

Building the Schedule of Instructional Leaders to Lock in Observations & Feedback

Building Your Principal’s Schedule:



Evaluate Your Principal’s Schedule:

Where might this schedule not work? Is there a change we could make to mitigate that?

What about this schedule makes regular observation happen more consistently?

What are the big takeaways for building your principal’s schedule and his/her leadership team’s schedules?

Reflection:

• Face-to-face feedback is the most effective way to generate teacher improvement—emails only work for teachers who are hungry

• Don’t waste time tracking down teachers to give feedback—that will translate to not giving the feedback over time

• Use the meeting to incentivize yourself to get the observation done

Rationale For Locked-in Teacher Meetings:

By receiving weekly observations and feedback,

a teacher gets as much development in one year

as most receive in twenty.

Core Idea:

Choosing the Right Action Step

Now that You’ve Observed, Where Do you Focus?

Adults can really only improve in 1-2 areas at a time.

The most effective coaches, then, narrow their focus to the highest leverage action steps—

and nothing more.

Core Idea:

Criteria for Right Action Steps:Highest Leverage: • Will this help the teacher to develop most

quickly and effectively?

Clear and Measurable: • Can anyone understand the action? • Can you easily measure if the teacher has

made the change? What evidence will you have of mastery?

Bite-sized: • If you can’t make the change in a week,

the action step isn’t small enough

Converting Long-Term Goals to Bite-Sized Action Steps--Management:PD Goal--Too High to be an Action Step• Increase on-task behavior during Opening

Procedures

Still Too High• Improve Strong Voice

Better• Develop 3-word instructions to use during

Opening Procedures• Square Up & Stand Still during Opening

Procedures

Converting Long-Term Goals to Bite-Sized Action Steps--Rigor:

PD Goal--Too High to be an Action Step• Improve your questioning

Still Too High• Ask higher-order questions

Better• Script out inference questions on character

motive into the lesson plans

Precise Action Steps

Your Turn

Converting Professional Development Goals to Bite-Sized Action Steps--Management:• Too High

o Increase urgency

• Still Too Higho Improve pacing

• Bettero

Criteria for Right Action Steps:Highest Leverage: • Will it make the biggest impact the most

quickly?

Clear and Measurable: • Can anyone understand the action? Can you

easily measure if the teacher has made the change?

Bite-sized: • If you can’t make the change in a week, the

action step isn’t small enough

Feedback on Effective Action Steps:RECEIVE FEEDBACK (3 min)•Share the final action steps for each slide•Give feedback to the objectives based on the key questions:

o Is it high-leverage: will it make a significant impact?

o Is it clear & observable: does it refer to something a teacher will be able to do when they walk out of the meeting? Will you be able to easily evaluate if they accomplished the lever?

o Is it bite-sized: can a teacher accomplish this in one week?

Converting Professional Development Goals to Bite-Sized Action Steps--Rigor

• Too Higho Increase rigor in in-class writing

• Still Too Higho Improve rigor in the Do Now

• Bettero

Criteria for Right Action Steps:Highest Leverage: • Will this help the teacher to develop most

quickly and effectively?

Clear and Measurable: • Can anyone understand the action? • Can you easily measure if the teacher has

made the change? What evidence will you have of mastery?

Bite-sized: • If you can’t make the change in a week,

the action step isn’t small enough

Feedback on Effective Action Steps:RECEIVE FEEDBACK (3 min)•Share the final action steps for each slide•Give feedback to the objectives based on the key questions:

o Is it high-leverage: will it make a significant impact?

o Is it clear & observable: does it refer to something a teacher will be able to do when they walk out of the meeting? Will you be able to easily evaluate if they accomplished the lever?

o Is it bite-sized: can a teacher accomplish this in one week?

Reflection:

• What are your big takeaways for how to write quality action steps?

• Why could it be valuable to have principals write out their action step before going into a feedback meeting with a teacher?

Writing down the action step builds the road map

for effective feedback.

When we aren’t clear where we’re headed,teachers won’t be either.

Core Idea:

Choosing the Right Action Steps

Video Case Study #1

Case Study #1—Debrief:• IDENTIFY ROLES: timer, facilitator, recorder (1 min)

o Recorder: write a T-chart with “management” and “content/rigor”

• BRAINSTORM: Identify possible action steps (10 min)o Go in order around the circle: each person has 30

secs to propose an action step and justify why they think it’s highest leverage (no one may comment!)

o If you don’t have an idea, say “Pass” o If you like an idea, when it’s your turn simply say, “I

would like to add to that idea by…”o Even if 4-5 people pass in a row, keep going for 10

mino Recorder: Put responses in “management” or “rigor”

Write Final Action Steps (10 min):• Discuss & choose top 2 actions steps • Write them as precisely as you can• Criteria for selection of the 2 action steps:

Highest Leverage: • Will it make the biggest impact the most

quickly?

Clear and Measurable: • Can you easily measure if the teacher has

made the change?

Bite-sized: • If you can’t make the change in a week, the

action step isn’t small enough

Reflection:

• What are your big takeaways for how to write quality action steps?

The right action step is the first domino.

Once you knock it down correctly, you’ll see the next domino behind it, and the chain of

improvement begins.

Core Idea:

Julie’s Top Ten

Top Ten Areas for Action Steps to use with Teachers

Reflection:

• Which of these areas for action steps would be most fruitful for me in my work with leaders and teachers next year?

Giving Feedback Effectively

What NOT to Do

Breaking it Down

Six Steps of Effective Feedback

Coaching Quarterbacks:

• How did Jon Gruden coach Andrew Luck to improve?

Six Steps to Effective Feedback:1. PRAISE: narrate the positive with precise praise

2. PROBE: Use targeted open-ended question and scaffolds to identify the core issue

3. ACTION STEP: state concrete action step

4. PRACTICE: Role play/simulate how to improve current class

5. PLAN AHEAD: Design/revise upcoming lesson plan to implement action

6. FOLLOW-UP: Establish timeline when action step will be completed

Taking a Closer Look

Breaking Down the Components of Effective Feedback

Precise Praise:

• What makes Serena’s praise effective?

The Six Steps to Effective Feedback:

Precise Praise•Genuine—heart-felt, authentic•Precise--targets a specific action the teacher took•Reinforce Positive Actions, particularly those that are connected to the teacher’s development goal

Probe, Identify Problem & Action Step:

• How does Julie guide Carly to identify the problem in her class?

The Six Steps to Effective Feedback:Probe—State a targeted question about the core issue•Data-driven: rooted in the end goal of the lesson•Data-gathering: figuring out why they took the action•Precise focus: narrows the talk to one part of the lesson

RIGOR EXAMPLE: “What was the end goal—what should students know and be able to do at the end of your lesson?”

MANAGEMENT EXAMPLE: “How long do you want your “You Do” to be during the lesson?”

The Six Steps to Effective Feedback:CONCRETE ACTION STEP—Get teacher to identify the problem & how to address it:•Level 1: teacher comes to issue by self & states clear action step to address it

•Level 2: leader uses a series of scaffolded questions to lead teacher to the answer

•Level 3: leader presents data from the observation; then teacher realizes the issue & states action step

•Level 4: leader states the problem and action step clearly to the teacher


• How does Aja guide Alison to identify her action step?

The Six Steps to Effective Feedback:CONCRETE ACTION STEP—Get teacher to identify the problem & how to address it:•Level 1: teacher comes to issue by self & states clear action step to address it

•Level 2: leader uses a series of scaffolded questions to lead teacher to the answer

•Level 3: leader presents data from the observation; then teacher realizes the issue & states action step

•Level 4: leader states the problem and action step clearly to the teacher


• How does Aja work with Dibran to build the right, precise action step?


• How does Aja work with Dibran to build the right, precise action step?

Time to Practice!

Generate Effective Questions to Guide Feedback

Preparation for Giving Feedback:• Assume you are about to give feedback to

the opening video that you observed this morning

• Generate:o PRECISE PRAISE (genuine, narrate positive)o PROBE—OPENING QUESTION (targeted, data-

gathering)o SCAFFOLDED QUESTIONS/DATA TO PRESENT

if teacher struggles to analyze his/her weakness

Feedback Simulation, Round 1:

• IDENTIFY ROLES: Teacher, Principal

• ROLE PLAY GIVING FEEDBACK (4 min):o Begin from beginning of conversation, cut off

after 4 mino Attempt to follow the three steps:

oPrecise Praise, oProbing opening questiono ID problem and concrete action step


• DEBRIEF THE ROLE PLAY (3 min)o Teacher responds to how they felt during

conversation about the toneo Did the leader:

o Praise effectively?o Use an appropriate targeted opening

question?o Use scaffolded questions or data effectively

to get you to the right action step?o ID what went well and what to improve



• ROLE PLAY GIVING FEEDBACK (4 min):o Begin from beginning of conversation, cut off

after 4 mino Attempt to follow the three steps:

oPrecise Praise, oProbing opening questiono ID problem and concrete action step




o Praise effectively?o Use an appropriate targeted opening

question?o Use scaffolded questions or data effectively

to get you to the right action step?o ID what went well and what to improve

Reflection:

• What are your major takeaways for how to give feedback effectively based on implementing the first three steps?

Getting to Action

Practice, Plan Ahead, & Follow-up

Plan Ahead:

• What does Serena do to support Eric in planning his next lesson?

The Six Steps to Effective Feedback:

• PRACTICE---Role play/simulate how teacher could have improved the current class with this action step;o Concrete: generate the actual language or

actions teacher could have takeno Teacher-centered: teacher does the practice

(don’t just talk about it!o Levels 1: leader takes role of the student or the

teacher; serves as thought partner in the practice

Practice:

• What does Aja do to lead Desiree in practicing her questioning?

Actual practice makes perfect; you can’t just talk about it.

Core Idea:

The Six Steps to Effective Feedback:• PRACTICE---Role play/simulate how teacher could

have improved the current class with this action step;o Concrete: generate the actual language or


(don’t just talk about it!o Levels 1: leader takes role of the student or the

teacher; serves as thought partner in the practice

o Levels 2-4: leader plays the student, teacher role plays his/her actions

Plan Ahead:

• What actions does Juliana take to make her planning with Sarah effective?

The Six Steps to Effective Feedback:• PRACTICE---Role play/simulate how teacher could

have improved the current class with this action step;o Concrete: generate the actual language or


(don’t just talk about it!o Levels 1-2: principal and teacher brainstorm

together, then teacher does lesson planso Levels 3-4: principal models, then teacher

follows

Follow-up:

• What are all the things that Julie has in place to make her follow-up with Rachel effective?

The Six Steps to Effective Feedback:• FOLLOW-UP--Set time when action should

be accomplished and how teacher will show that it’s doneo Teacher and leader write down the timeline:

“Email it to me by 5 pm tomorrow.”o Observe teachers: write when you’ll observe

them (e.g., Thursday Oral Drill)o Observe master teacher: write when you’ll

observe master teacher doing the same skill

Developing A Common Language

Summary Guide to Six Steps of Feedback

Reflection:

• What is the value of having a common language around giving feedback?

Time to Practice, Part 2!

Practice, Plan Ahead & Set Timeline

Preparation for Giving Feedback:• Prepare For The Role Play

o Plan how you’ll implement the last three steps: practice, plan ahead, and timeline

o Use the One-Pager “Six Steps of Feedback: use the prompts that work best



• ROLE PLAY GIVING FEEDBACK (5 min)o Begin from the identified action stepo Attempt to follow the three steps: Practice,

plan ahead, state timeline




o Get you to practice effectively?o Get you to plan ahead effectively?o Have follow-up actions to hold you

accountable?o Get you to write it down—and wrote it down

as a leadero ID what went well and what to improve



• ROLE PLAY GIVING FEEDBACK (5 min)o Begin from the identified action stepo Attempt to follow the three steps: Practice,

plan ahead, state timeline




o Get you to practice effectively?o Get you to plan head effectively?o Have follow-up actions to hold you

accountable?o Get you to write it down—and wrote it down

as a leadero ID what went well and what to improve

Reflection:

• What are your biggest takeaways for giving effective feedback?

Accountability

Staying on Top of your Principals






step


practice

System #1—Observation Tracker:ONE TRACKER FOR ALL TEACHER INTERACTIONS•Tab for each teacher: date, type of interaction, 1-2 action steps from each meeting, evidence of accomplishment•Summary tab with all teachers and most recent actions

PURPOSE

•Make sure all teachers are receiving the right proportion of teacher observations according to their needs•Track action steps more systematically to be able to hold teachers accountable to implementation•Set specific goal for teacher success & accurately track progress toward that goal•See trends in recommendations through the year

Sample Observation Tracker—Individual Teacher Tab:

Sample Obs. Tracker—Global Summary:

Accountability in Action

Coaching Leaders on Observation & Feedback






step


practice

Coach Continuously

Build Schedule of Principal Managers/Supts to Develop Principals

Building Schedule of Principal Mgrs:

Building Your Schedule:

Evaluate Your Principal Mgr’s Schedule:

Where might this schedule not work?

What changes could be made (personally or at the network level) to make this function more effectively?

How can this schedule make your principal support more effective?

What are the big takeaways for building your principal schedule and your leadership team’s schedules?

Reflection:

Coaching Leaders

Video Case Study

Case Study of Ineffective Feedback:• Context/Pre-Work:

o Assume you have trained your principals and developed a common language around six steps of feedback

o Review leader’s observation tracker: what is the frequency of feedback and quality of action steps?

• Observe Feedback:o Use the One-Pager “Six Steps of Feedback”o Where could they most improve their feedback?

Pairs—Plan feedback for principal:ID Action Steps:• Virtual: decide what you think the core action step is

for the teacher in question (we haven’t seen video, so make up a plausible action step based on what you heard!)

• ID core action step for the principal: what do you want principal to do differently when giving feedback?

Plan Feedback Using Six Steps (use template):

• Praise• Probe: opening question & scaffolds (questions &

data)• Practice & Plan Ahead• Follow-up

Putting it Into Practice

Role Play Coaching Leaders


• FORM PAIRS:o Work with people with whom you haven’t yet

worked

• ROLE PLAY CONVERSATION WITH PRINCIPAL (6 min)o Follow the Six Steps of Effective Feedback

Feedback Simulation, Round 1:• DEBRIEF THE ROLE PLAY (3 min)

o Principal responds to how they felt during conversation about the tone

o Did the principal manager:o Offer effective praise?o Get you to the right action step effectively?o Get you to practice and plan ahead effectively?o Plan follow-up actions to hold you accountable?o Get you to write it down—and also wrote it down?o Had effective follow-up steps?

o ID what went well and what to improve


• FORM PAIRS:o Work with people with whom you haven’t yet

worked

• ROLE PLAY CONVERSATION WITH PRINCIPAL (6 min)o Follow the Six Steps of Effective Feedback

Feedback Simulation, Round 2:• DEBRIEF THE ROLE PLAY (3 min)

o Principal responds to how they felt during conversation about the tone

o Did the principal manager:o Offer effective praise?o Get you to the right action step effectively?o Get you to practice and plan ahead effectively?o Plan follow-up actions to hold you accountable?o Get you to write it down—and also wrote it down?o Had effective follow-up steps?

o ID what went well and what to improve

Reflection:

• What are your major takeaways for how to give feedback effectively to your principals?

How to make principals better: observe them,

give real-time feedback, and get them to practice.

Effective feedback and practice changes

results.

Core Idea:

Building the Content

Setting up a Scope & Sequence for Principal Check-ins

If you want to assess the quality of a leader, evaluate them on the seven levers.

Not only will you be able to predict their future

success, you’ll also know what to do to improve that

outcome. .

Core Idea:

Principal-Chief Check-ins—Six-week Cycle:Week 1:

• Review observation tracker: have they observed enough? Are the action steps measurable and bite-sized? Are teachers making progress?

• Observe teachers with the leader: does action step in tracker match what you observe?

Week 2: • Review Observation Tracker• Plan and role play upcoming feedback session for teacher

Week 3: • Observe live feedback: how well does principal

implement six steps?• Role Play improving the feedback meeting and plan for

next one

Principal-Chief Check-ins—Six-week Cycle:Week 4:

• Student Culture Walkthrough: where is the school succeeding and needs to grow on student culture?

• Observe/review PD: what is quality of school’s PD?

Week 5: • Spot check—Curriculum and Lesson Plans: what are

implications for improving teacher planning?

Week 6—Interim Assessment Cycle: • Analyze data from interim assessments• Plan & role play analysis meetings with teachers• Debrief core teacher actions based on data

Putting it All Together

Developing Principals for Results

Train Your Principals:• 24 hours of training

materials: agendas, PPTs, handouts, etc.

• Training Modules: Obs/Feedback, Planning, Leading PD, Student Culture, Finding the Time

• 30 videos of leaders in action

June 2012

Next Steps

Observation & Feedback

Next Steps—Prior to Starting the School Year:• Set up training of principals around DDI &

Obs/Feedback• Set up observation tracker for each principal• Set up principal’s schedules• Plan the Roll Out: How to Share Change in

Approach with Staff• Set up cycle of agenda items for principal check-

ins

Applying to Your Own School:

What are the next steps we want to take as a network or region?

Conclusions

Observation & Feedback

Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo.

Documents

transparency slide

group slide

teacher development

teacher improved slide

role play analysis slide

paul bambricksantoyo

datadriven instruction

assessment analysis