Texas Instructional Leadership · To engage in models of effective coaching and feedback that transform teacher practice and enhance student performance. ... Make Feedback More Frequent
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Texas Instructional LeadershipESF Capacity Building Overview
DIVISION OF INSTRUCTIONAL LEADERSHIP, SCHOOL IMPROVEMENT, AND COLLEGE READINESS SUPPORTAUGUST 27TH, 2019
1. Develop campus instructional leaders (principal, assistant principal, teacher leaders) with clear roles and responsibilities
Campus instructional leaders have clear, written, and transparent roles and responsibilities, and core leadership tasks are scheduled on weekly calendars (observations, debriefs, team meetings).
Performance expectations are clear, written, measurable, and match the job responsibilities.
Campus instructional leaders use consistent, written protocols and processes to lead their department, grade-level teams, or other areas of responsibility.
Campus instructional leaders meet on a weekly basis to focus on student progress and formative data.
Principal improves campus leaders through regularly scheduled, job-embedded professional development consistent with best practices for adult learning, deliberate modeling, and observation and feedback cycles.
1. Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations
Stakeholders are engaged in creating and continually refining the campus’ mission, vision, and values.
Campus practices and polices demonstrate high expectations and shared ownership for student success.
Staff members share a common understanding of the mission, vision, and values in practice and can explain how they are present in the daily life of the school.
Regular campus climate surveys assess and measure progress on student and staff experiences.
1. Curriculum and interim assessments aligned to TEKS with a year-long scope and sequence
The scope and sequence, units, and interim assessments are all aligned to priority and supporting standards for all tested subject and grade areas, and grades PK-2nd mathematics and reading.
Interim assessments aligned to state standards and the appropriate level of rigor are administered three to four times per year to determine if students learned what was taught. Time for corrective instruction is built into the scope and sequence.
Curricular resources with key ideas, essential questions, and recommended materials, including content-rich texts, are used across classrooms.
The school provides teachers with time at the beginning and throughout the year to internalize the curriculum and its resources.
Texas Instructional Leadership GoalsDeveloping Principal Managers
Build Content Expertise: establish a deep understanding around how to implement and coach others to proficiency in implementing data meetings and inclusive student culture routines.
Develop Adult Learning Practices: participate in practice-based professional development as a learner in order to reflect and consider application of See it, Name it, and Do it, Do it framework to regional context.
Collaborate to Support Students: become part of a statewide network of education leaders working together to improve academic outcomes for students across Texas.
Plan for Regional Implementation: work with TEA to package trainings and build enabling systems for investing and leading a cohort based professional learning community.
Jigsaw Introduction AllIntroduction – Pages 1-2, Tablemate #1Changing the Game – Pages 3-7, Tablemate #2Why Focus on New Teachers – Pages 8-10, Tablemate #3Myths and What is Better – Pages 11-14, Principles of Tablemate #4Coaching and Phases – Pages 15-18,
◼Why Action Coaching?◼Action Coaching Overview◼Developing a Culture of Action Coaching◼Foundational Resources for Action Coaching◼Deep Dive into Principle #1: Go Granular◼Deep Dive into Principle #2: Plan, Practice, Follow up, Repeat◼Planning for Implementation
◼Why are we teaching what we’re teaching? ▪ Ties to data from assessments, learning standards, and what students most need to
learn▪ Defines exactly should students learn, and subsequently know and be able to do ▪ Teachers’ analysis of the data and the ‘unpacking of the learning standards
◼How will instruction be structured to ensure mastery of the knowledge and skills? ▪ Teach effectively what students most need to learn
◼Which assessments will be used to provide meaningful data? ▪ To analyze what was learned
◼What does the analysis of the assessments indicate about strengths and shortcomings? ▪ To inform instructional decisions
◼Why are we teaching what we’re teaching? ▪ Ties to data from assessments, learning standards, and what students most need to learn▪ Defines exactly should students learn, and subsequently know and be able to do ▪ Teachers’ analysis of the data and the ‘unpacking of the learning standards
◼How will instruction be structured to ensure mastery of the knowledge and skills? ▪ Teach effectively what students most need to learn
◼Which assessments will be used to provide meaningful data? ▪ To analyze what was learned
◼What does the analysis of the assessments indicate about strengths and shortcomings? ▪ To inform instructional decisions
Core Idea #1 – The purpose of instructional leadership is not to evaluate teachers, but to develop them. Core Idea #2 – Focusing on the actionable – the “practice-able” –drives effective coaching. Core Idea #3 – Great instructional leadership isn’t about discovering master teachers ready-formed. It’s about coaching new teachers until the masters emerge.
◼#1 – Go Granular▪ Break the practice down into bite-sized actionable steps that target discrete skills.▪ Identify the foundational skills that the teacher needs to perfect.▪ Provide one or two action steps to practice.▪ (Determine how these will be “understood” or “modeled”…)
ACTION COACHING - HOW
…something they can do tomorrow and master in a week….
◼#2 – Plan, Practice, Follow Up, Repeat▪ Coach the “teacher” through effective practice; plan and practice the discrete skills.▪ Define what the ideal “practice” will look like – what will the “teacher” say and do?▪ Plan the practice by detailing what will happen with the action steps.▪ Practice the action steps.▪ Follow Up and Repeat by observing the implementation and coaching the practice; repeat until successful; add
complexity.
ACTION COACHING - HOW
“You can’t make practice perfect until you define what ‘perfect’ looks like.”