Leading learning overview. Who is Lee Rutledge?

leading learning overview

Who is Lee Rutledge?

Kee, Kathryn. RESULTS Coaching: The New Essential for School Leaders.

Design of STAAR

TEKS Study

Updates 14-15

Building Capacity

Where do we go and what will we find?

http://lead4ward.com/staar4wardpassword: provided to you by the

campus principal

Online Videos

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READY!

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Name     Directions: Record your hours and have your campus principal initial or sign off. Keep this document for your records. Review TEA requirements: http://www.tea.state.tx.us/cpe/

Campus    Grade/Course    

Leading LearningWebinars

Focus

Content Area Development

Professional Development

Independent Study Teaching or Presenting CPE's

Mentor Educator teacher to teacher

Learning Process, Learning Strategies or Content Planning Focus SEs

Leadership Team MeetingsPLC MeetingsTargeted PD

Studied the Webinar Recordings and eGuides

Focus Standard Study

Teaching Strategies around Focus SEs, Intervention,

etc.Model Teaching,

Date Hours Date Hours Date Hours Date Hours Date Hours

 Before School

Building Capacity Design of STAAR TEKS Study Updates

1 August Creating Focus           

2September

Planning Instruction           

3 OctoberOrganizing Intervention

4 November Adapting Intervention           

5December/ January

Analyzing Assessments

6January/February

Taking Stock           

7 March Engaged Review           

8 April Encouraging Success           

9 May Thinking Ahead           

10Summer School

Maximizing Intervention

Principal Signature Date

staar4ward: taking the lead in learning 2014-15

continuing professional education (CPE hours)

Explore Examples

Building Capacity

• Learn– Watch the live webinar as a team– Re-watch the recording and eGuides

• Practice– Individually – to teach the team– As a team – give feedback

The Learning Pyramid

We learn 95% of what we TEACH someone else.

We learn 80% of what we experience personally.

We learn 70% of what is discussed with others.

We learn 50% of what we both see and hear.

We learn 30% of what we see.

We learn 20% of what we hear.

We learn 10% of what we read.

How do we learn?

Building Capacity

• Practice– Individually – to teach the team– As a team – give feedback

• Deliver– Teach each other

• Reflect

Levels of support

Job-embedded professional learning• District implementation support

– Webinars 1,2,3,5,7• Campus implementation support

– Campus clusters of 2-3

One StorySanchez Elementary

McAllen, Texas

• Basic Facts• 25,300 students• 33 campuses• 3,265 employees• 1,634 teachers

• Demographics• 91.9% Hispanic• 65.3% At-Risk• 67.3% Economically Disadvantaged• 27.4% Limited English Proficient• *SOURCE: U.S. Department of Labor, 2012

• IB Learners strive to be:InquirersKnowledgeableThinkersCommunicatorsPrincipledOpen-MindedCaringRisk-TakersBalancedReflective

Sanchez Elementary STAAR Performance

Reading Math Writing Science65%

70%

75%

80%

85%

90%

95%

83%

78%

82%

69%

All Students 2012

2012

BEFORE

Sanchez Elementary STAAR Performance

% “Passing” STAAR 2012 to 2013

• Above 90% in 2013 in all 4 content areas!

Reading Math Writing Science65%

70%

75%

80%

85%

90%

95%

83%

78%

82%

69%

90% 91% 92%94%

All Students - Level II Phase 1

2012 2013

AFTER

Sanchez Elementary STAAR Performance

Reading Math Writing Science30%

35%

40%

45%

50%

55%

60%

65%

44%

41%42%

31%

Percent Passing 2012

2012

BEFORE

Sanchez Elementary STAAR Performance

% “Passing at Level II Final” STAAR 2012 to 2013• Increases in all 4

content areas• Approximately 50%

increase in Writing in Science! Reading Math Writing Science

30%

35%

40%

45%

50%

55%

60%

65%

44%

41%42%

31%

48% 48%

62%

46%

2012 2013

AFTER

Sanchez Elementary STAAR Performance

Reading Math10%

15%

20%

25%

30%

35%

15%16%

State Progress in Reading and Math

State

STATE

Sanchez Elementary STAAR Performance

Student Progress in Reading and Math• % Exceeding

Progress• More than double

the State performance in Math

Reading Math10%

15%

20%

25%

30%

35%

15%16%16%

34%

% Exceeded Progress 2013

State Sanchez ES

SANCHEZ

Sanchez Elementary STAAR Performance

Reading Math Writing0%

5%

10%

15%

20%

25%

17%

15%

4%

State Level III Performance 2013

State

STATE

Sanchez Elementary STAAR Performance

STAAR Level III Performance Compared to State in Reading, Math and Writing• More than triple

double the State performance in Writing Reading Math Writing

0%

5%

10%

15%

20%

25%

17%

15%

4%

23%22%

14%

% Level III 2013

State Sanchez ES

SANCHEZ

In summary…

• Year 1 – Sanchez focused on …– Taking stock– Focus on standards: Readiness, Process,

Supporting

• Year 2– Used HEAT maps and created instructional

action plans– Implemented the use of the lead4ward Field

Guides

• Year 3– Organized weekly team meetings– Implemented student journals

Principal

• Schedule time for leadership team (to watch webinars together)

• Monitor/manage the process• Set expectations• Encourage and celebrate wins • Delegate and support teacher leaders• Be present and visible (walk the talk)

Principal

• Provide time in the schedule for PLCs• Ensure access to necessary resources (data, tools,

etc.)• Provide time for targeted and differentiated PD• Allocate/coordinate resources for professional

learning • Identify a data manager

Teacher Leader

• Review recorded webinar prior to PLC• Attend meetings • Practice staar4ward processes• Lead PLCs• Lead implementation of staar4ward processes• Build capacity in others to lead processes

Teacher Leader

• Maintain focus on the importance of Tier 1 instruction

• Know the strengths and weaknesses of the PLC• Collaborate with teachers to collect resources and

identify successful instructional strategies

TEACHER LEADER

definition

ALWAYSPRESENT

SOMETIMES PRESENT

NEVER PRESENT

EXAMPLES

NON-EXAMPL

ES

Key words

In your own words…

Leadership Team

• Watch webinars together• Debrief webinars and practice processes • Teach each other the staar4ward processes (practice,

practice, practice)• Create and monitor the leadership lesson plan• Determine professional learning focus areas

(common or team)

Leadership Team

• Schedule professional learning• Organize and lead school-wide learning activities• Coach each other and PLC• Monitor, review, analyze, adjust• Maintain focus and direction for the work• Communicate consistently among all stakeholders

PLC

• Implement the staar4ward processes in a timely manner

• Become content experts• Ensure all members of the team know their students• Ensure that all members of the team know their

standards• Visit classrooms where success is occurring• Learn together (focus standards, focus learning)

PLC

• Strategically plan for instruction and intervention • Share innovations• Ask for help from campus leaders• Document meetings and work of the team• Determine formative strategies for monitoring

student performance

Central Office/ESC

• Set the vision• Participate in/watch all webinars• Integrate monitoring and support into regular

principal meetings• Schedule central /ESC meetings• Schedule campus meetings• Practice processes • Clearly define expectations for campus

leaders/teams

Central Office/ESC

• Allocate the necessary resources to ensure staar4ward implementation (time, money, individualized support)

• Serve as a coach to campus leaders and leadership teams

• Encourage and celebrate wins• Ensure access to data

high sense of confidence

low sense of confidence

high sense of competencelo

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ense

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high sense of confidence

low sense of confidence

high sense of competencelo

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ense

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1

high sense of confidence

low sense of confidence

high sense of competencelo

w s

ense

of c

ompe

tenc

e

1

PROGRESS-know what they know-have multiple strategies

CARELESS-stop too early-make low level mistakes

FROZEN-overthink actions-may not follow through

RANDOM-don’t know how to start-guess, pick something

high sense of confidence

low sense of confidence

high sense of competencelo

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ense

of c

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1

Reinforce Strategies

Keep Going

Cheerlead!What should I

do first?

4321

Model of Teacher Change

Which comes first:Student learning outcomesTeachers’ classroom practicesProfessional DevelopmentTeachers beliefs and attitudes

Change in TEACHERS’ BELIEFS &

ATTUTUDES

Change in STUDENT LEARNING

OUTCOMES

Change in TEACHERS’

CLASSROOM PRACTICES

PROFESSIONAL DEVELOPMENT

Model of Teacher Change

Guskey, 2002

ACTION PLAN!

why

what

how

learn

plan

deliver

Next steps

• Complete CARE action plan• Gather resources• Review webinar recording• Practice processes as a leadership team• Reflect, refine, adapt processes• Organize professional learning for August• Send examples of how your team adapted the work

or questions to [email protected]• Register for the next LIVE webinar – see schedule

lead learningchange the world

Any questions, concerns or support needed:

Lee [email protected]