October 8, 2013 Shared & Distributed Leadership CCSSO State Consortium on Educator Effectiveness Monthly Webinar.

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October 8, 2013Shared & Distributed Leadership

CCSSO State Consortium on Educator EffectivenessMonthly WebinarModerator2

Circe StumboPresident, West Wind Education Policy, and Consultant to CCSSOWebinar LogisticsEveryone is mutedUse the chat function to make a comment or ask a questionsend questions to All Participants (NOT All Attendees) or to individual panelists3

If you have problems, send Naz Rajput a message via the chat function or an email at [email protected]

Raising Your Hand

Raising Your HandWhy this topic? (1) GTL Center CCR CoP Problem of PracticePrincipals struggle with workloadWhat *must* *principals* do and what might other district, school, and teacher leaders do? (assistant principals, coaches, etc.)Principals struggle to perform both managerial and instructional leadership roles (and really struggle with leading second order change)6GTL Center CCR CoP Principal Workload Problem of PracticePossible solutions:REL study of the actual workload of principals in the pilot districtsProvide different models for how leadership responsibilities can be shared among different actors within a school (e.g., teacher leaders, assistant principals, coaches, etc.) 7(2) State Initiatives, such as Iowas8

Overview and IntroductionsIrv RichardsonProgram Director, Shared and Effective LeadershipCCSSO, Educator Workforce Initiative9From a distributed perspective, leadership involves mortals as well as heroes. It involves the many and not just the few. It is about leadership practice, not simply roles and positions. And leadership practice is about interactions, not just the actions of heroes.

Spillane 2006Teacher Leader Model StandardsFocus of Educational LeadershipComprehensive Assessment of Leadership for LearningInterest in Sharing Leadership

Why the Interest?Involve more educators in initiatives that improve student learningDevelop the talents and skills of educatorsImplement important initiatives Develop a pipeline for other leadership positionsIncreasing impact on student learningRealization that our current structures may not be sufficient for bringing about types of results we want for students.

Involve more educators in initiatives that improve student learningDevelop the talents and skills of educatorsImplement important initiatives Develop a pipeline for other leadership positionsIncreasing impact on student learning12New Roles Instructional LeadersStudents who need additional assistanceMonitoring students progressCollaboratively addressing problems of practiceCoaching and mentoringStructuring time and instruction differentlyNew Roles + New Structures =New TensionsAuthorityDecision makingDivision and Coordination of tasksCommunicationNew Structures = Better Results?Better resultsFor students?For parents and other community members?For educators?Two examplesMath and Science Learning Academy, Denver, ColoradoHarding High School, St. Paul, Minnesota

PresentersLynne Lopez-Crowley Co-Lead Teacher Math and Science Learning AcademyDenver, CO 1717PresentersDouglas RevsbeckPrincipalHarding High SchoolSt. Paul, MN18

18Webinar ResourcesDougs and Lynnes PowerPoint slides and the pre-readings are in the webinar module on the SCEE site. http://scee.groupsite.com/page/webinars#oct2013web 19Questions and Answers20

20Upcoming SCEE EventsNext SCEE webinarTuesday, November 12, 2:00-3:00 pm EDTFollowed by a live chat, 3:00-3:30 pm EDTDecember SCEE Topical Meeting w/ICCSDecember 3-4Supporting Principal Effectiveness in Leading Teacher Evaluation and Support & Common Core Implementation

212130 Minute Live ChatAudio will be offParticipants ask questions of the presenters in the Chat boxWe will post the chat transcript on the webinars page at the conclusion of this eventhttp://scee.groupsite.com/page/webinars22

Circe2230 Minute Q&A ChatFind the Chat in the bottom right side of your screenTo make the Chat appear larger on your screen, click on the triangle next to the Participants list to minimize itQuestions and comments sent to All Participants are visible to everyone (NOT to All Attendees)To offer an anonymous question or comment privately, click on Circe Stumbo in the list of panelists or email her at [email protected] technical assistance chat with Naz Rajput or email her at [email protected] complete the webinar evaluation.You will receive a link to the form via email shortly after the webinar concludes.

Thank you2424The Mathematics and Science Leadership AcademyTeamsPeer Assisted Review (PAR)Climate and CultureData and CurriculumTechnology

Teams we no longer haveProfessional DevelopmentSchool Leadership TeamThe School Leadership Team is required by our district and by contract. MSLA has used this team to satisfy district and union requirements and has developed it further to enhance and streamline the decision making process. Outcomes:More voiceTime managementPARPAR teamsPre Par ConversationsPeer ObservationsPeer DebriefsModificationsAlignment with district evaluation system (LEAP)Observation focus

yesEvolution of MSLA SystemsMeeting timeLead Teacher dutiesAligned focusOthers

Effect on Academics School Rating

Growth Rating

Challenges

Questions

Harding Senior High School Enrollment37

1,973 Students in Grades 9-12Special Education14%Free/reduced lunch 86%English Learners30%Home Language Other Than English69% (42 different languages) A large, very diverse high school on the East Side of Saint Paul 7 in 10 students come from families who speak a language other than English at home One-third of our students are English learners, and many of those are newcomers with very little or no academic English and some with no formal schooling at all. In Saint Paul Public Schools: 1,573 students came new to our district high schools at the beginning of this year; more than half of those were English learners

We have also been nationally recognized for sustained results in improving academic results and graduation rates for all student groups. Were here to briefly tell our story of our 7-year journey from traditional isolated HS practices toward a school culture built around collaboration with an intense focus on literacyThe ultimate challenge has been working with a school-wide focus around ensuring learning practices vs. traditional teaching practices go slow to go fast develop 21st century skills vs. 20th century content-driven

37Hardings Learning culture Journey Sustainability Stage

Exploration Innovation Stage Stage

Installation Full Implementation Stage Stage

Initial Implementation Stage

05 0607 08 09 10 11 1213 14Hardings Learning Journey38I had to end with the famous learning journey!It is always going to be challenging and hard work - we will always be changing and it will feel like overload. We have the right people here to really impact our students in such a way that they will all be successful!

Keep it aliveMy main point I want to make here is that when I started hear six years ago the most important mindset for me as a new leader was to think of sustainability - we need to make it stick!

07/08 training PLC concepts Academies collaborative interdisciplinary workSchool wide writingBeginning forming PLC teams and addressing standards, power standards, formative assessments & common formative

08/09- job embedded PD for staff required time for PLC standards based learning workVarried training with Learning by doingLaunched Literacy Rich learning environment across content areas

What it means for initial implementation versus full implementation (over 50% teams embracing PLC concepts including regular use of common assessments between grading periodsTeams involved in the innovations stage are thirsty for results, taking risks with action research, and making real time adjustments to support struggling students and inform instruction

Our Learning Journey 07/08 4 Questions (shift in mindset-teaching to learning)

08/09 - 3 Big Rocks (conceptualizing big ideas of PLCs)

09/10 Breakthrough results and focus on LITERACY (the key is literacy embedded in our practice)

10/11 - Believe it - Meeting students where they are (taking literacy deeper with reading strategies)

11/12 Hitting the target: A shared focus on Instructional practice - from what to how (ELL/Literacy/Differentiation/GANAG)

12/13 Knowing our impact Sharpening instructional practices through PLC and inquiry learning

13/14 Sustaining our momentum of shared focus on Harding targets using an Equity Lens 39Pair share some reflections of your personal journey as related to the Harding collective journey

PD

(In building) Staff meetings, Hour by hour on preps, showcases, Holistic school wide writing, monthly Inquiry meetings, plus embedded time PLCs)

(External) DuFour 06-09; Literacy; 10 & 11 ASCD; LLC & Learning forward 2011 to present

HHS MTSS Leadership TeamGoals/Purpose: Serve as Target Design Team with school-wide focus on Equity & instructional targets aligned with SCIPTasks: Design & 0rganize professional learning structures/directionParticipants: LTFs, PD Team Leaders, coaches, consultants & administratorsLeadership Supports: Turnaround Saint Paul consultants, teacher leaders, admin, coachesMeets: 2-3 times per year

Harding Equity TeamGoals/Purpose: Achieve educational equity by developing support for school leadersTasks: Examine school policy, practices, and climate to identify barriers for equity leading to systemic change of achievement Participants: 6 equity leadersLeadership Supports: SPPS alignment,

Administrators PLCGoals/Purpose: Instructional leadership learningTasks: Use Data Team Process to support and monitor the implementation of school-wide instructional targets (walkthroughs)Participants: 6 admin & 1 teacher facilitatorLeadership Supports: Coaches and Equity LeadTasks: Learning work around effective instructionMeets: MonthlyInquiry MTSS (Tier 1) - Goals/Purpose: learning focused instruction practicesTasks: Provide differentiated PD focused on school-wide instructional targets Participants: All staffLeadership Supports: Administrators, literacy coaches, instructional coaches, Inquiry FacilitatorsMeets: MonthlyPLC Teams MTSS (Tier 1)Goals/Purpose: Work collaboratively to increase student learning through instructional strategies and common assessments, Tasks: Address school priorities related to PLCParticipants: Teachers leaders (LTFs)Leadership Supports: 2 adminMeets: Individually and collectively with administration on a Weekly basisMTSS (Tier 2) Goals/Purpose: Implement intense literacy in Tier 2 classes (reading, ELL,, electives, etc)Tasks: Use Data Team Process to guide, support, & monitor literacy strategiesParticipants: Five Teacher Leaders (LTFs)Leadership Supports: TOSAMeets: WeeklyMTSS (Tier 3) GRAD CrisisGoals/Purpose: Monitor at risk studentsTasks: Provide interventions for at risk students (key focus on GRAD and intervention support)Participants: 1 admin, 2 counselors, 2 literacy coaches, data specialist, teacher, parent liaison, testing coordinator, counselorsLeadership Supports: AdminMeets: WeeklyDepartment ChairsGoals/Purpose: Facilitate dept. work that is not related to PLCs and instructionTasks: Manage dept resources and scheduleParticipants: A rep. from each dept.Leadership Supports: AdminMeets: As needed

English (5 PLCs)

Math(4 PLCs)Social Studies(4 PLCs)World Language(1 PLC) Teacher led classroomvisitsFACS(1PLC)

CTE(1PLC)

Art) (1PLCELL(1PLC)

Reading(1PLC)

DifferentiationLiteracyGANAGELL StrategiesScience(4 PLCs)Health(1PLC)

AVID(1PLC)

MTSS Distributive Leadership Model 2013/2014 Harding High School updated 03/07/13

Student Learning

ELLLITERACYDIFFERENTIATIONGANAGINSTRUCTIONAL PRACTICESHARDING HIGH SCHOOL

COMMON PURPOSE& SHARED FOCUS 2013-2014

Four groups and in pairs discuss examples of how these strategies apply in your classroom and the impact on student learning.

ELL Language goals promote focus on verbalizing learning and us of vocabulary

Literacy includes strategies to embed reading writing and speaking into content (organizers, visual imagery, reading strategies like read aloud, annotation, close reading)

GANAG - structuring out lesson with explicit learning intentions and accessing background knowledge. Common practices such as modeling, guiding practice, gradual release, checking for understanding and feedback. Reconnecting with the learning goal

Differentiation Leading a classroom that responds to the needs of all learners. knowing students well and establishing routines for student engagement based on flexible classroom strategies. Content, process, product.

Learner profile, readiness, interests41

Backwards planning beginning with student outcomomesIncreasing precision with teaching practices

Blocks of professional learning.42 PLC team meetings PeriodPLCs 2010-11(# of teachers)1ELL (4)2Social Studies (12) + Sped (3)3Math (19) + Sped (1)Science 9 (3) + Sped (1)4Period 4/5World Language (7)Period 5/6Physics (2)Chemistry (2)567(7) PSD (3)89English (13) + Sped (2)10Biology (5) + Sped (1)Art (4)LTF meetingPLC Schedule 2010-11

Cultural shifts From isolation to collaborationFrom individualized to shared practiceFrom us vs them to a partnership modelFrom checklist to reflective practiceFrom what to howFrom coverage to ensuring learningFrom content to literacy strategiesIndividually structured lesson to commonly designed structured lessons