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Setting Your Course 2016 Continuous Improvement Workshops

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Purpose of the Two Days:

● Increase knowledge of the journey of

continuous improvement.

● Map a continuous improvement course.

Training Objectives:

● Reflect on continuous

improvement journey

● Consider resources, tools, and

support systems to enhance

the journey

Continuous Improvement:

The Journey

The world in which we live

Our narratives

• Our lives are shaped by the narratives we create, the narratives we believe, the narratives we act upon.

• What narratives guide you personally? Professionally?

• What narratives shape our beliefs and actions with respect to education?

Implications for Continuous Improvement

• CIP teams help bring clarity and accuracy to school and district narratives.

• CIP teams provide context to different and often times competing narratives about schools and districts.

• CIP teams shape the story.

An event or journey?

• Education is a collection of moments that serve as light-posts along a never-ending journey.

• Continuous improvement, must also be an ongoing journey guided by community-inspired vision that creates a world of opportunities for every learner.

A Journey

• Transforms everyday life

• Recognizes unique local context

• Leverages resources and expertise

• Is continuous

A Journey of Improvement Raises Questions • Do you need to initiate or continue your school’s

improvement journey? • How are you communicating your commitment to the

journey to your community? • How are you engaging stakeholders to provide

experience and perspective? • In what ways are you analyzing and considering

conditions that impact instruction? • How are you communicating what you learn? • How are you mapping your course? • What action have you taken and what’s your progress? • Are you adjusting and adapting as needed?

A Journey Traverses Different Terrain:

• Teaching and Learning Domain

• High Expectation

• Impact of Instruction

• Efficacy of Engagement

• Leadership Capacity Domain

• Clear Direction

• Resource Utilization Domain

• Resource Management

• Implementation Capacity

We Must be Equipped for a Journey: Tools for Continuous Improvement

• Data to develop profile • CIP Data on DRS • Surveys • Inventories • Diagnostics

• CIP Toolkit

• Standards for Quality Schools

• Alignment of Plans

• ?

Every Journey Starts with a First Step and Setting a Course Which Guides:

• Every leader

• Every teacher

• Every student

Every Journey Is:

• An opportunity • Our responsibility • The reason we are here

Every step along the way matters.

Educator

Effectiveness

Responsibilities

of Your Role

Standards and

Curriculum

Leadership Teaching and Learning

Using Data

Resources and Support

Alignment of

Plans

Positive

Partnerships

Leadership Domain

Educator Effectiveness

The Six Tenets of AQuESTT

Share... What teacher made a difference for you? What made them so effective?

Share... What teacher made a difference for you? What made them so effective?

Was it someone like this?

Dwayne Reed’s Welcome to the 4th Grade

The State Board believes that students should be surrounded by effective educators throughout their learning experiences such that schools and districts develop effective teachers and leaders who establish a culture of success.

Educator Effectiveness

The State Board believes that students should be surrounded by effective educators throughout their learning experiences such that schools and districts develop effective teachers and leaders who establish a culture of success.

Areas of Focus

• Nebraska Teacher & Principal Performance Framework

• Professional Development

• Building Leadership Supports

• Effective Local Policy Makers & Superintendents

Educator Effectiveness

Keeping Improvement in Mind - by Paul Mielke and Tony Frontier

The most effective supervision and evaluation systems empower teachers to accurately assess their own practice and self-diagnose areas for

growth. In such systems, teachers use comprehensive frameworks throughout the school year to collect data related to their

teaching, reflect on their practice, and identify specific instructional strategies they can work

on to improve their repertoire of skills.

The school culture in such systems supports teachers by recognizing the

need for improvement as an asset rather than a liability.

The Focus

This is about improving teaching and learning.

This is NOT about evaluation!

Begin with instruction - evaluation will come later.

The first step is to adopt an instructional model.

What is an instructional model?

An instructional model is a comprehensive framework of effective teaching practices that results in increased student learning. The framework offers educators, administrators, students, and parents a common language of instruction in order to communicate about educational excellence. -- Instruction Bucket

Why do we need a model?

● To communicate effectively about educational excellence

● To evaluate educator and principal effectiveness

● To increase student learning based on researched best

practices

● To give educators a view of current reality based on data

● To create a common language of instruction that: ○ unifies all groups of teachers

○ creates consistency of expectations from one classroom to the next

○ allows educators to speak about and share their craft knowledge

○ encourages districts to practice collective wisdom

Where are you?

4 We rock this thing - the model is tied to everything

we do - including evaluation.

3 We use the model across the school - everybody

understands it.

2 We have one and are starting to use and

understand it.

1 We have one that everyone agreed upon.

0 What’s a model?

The Complexity of Teaching

“After 30 years of doing such work, I have concluded that classroom teaching…is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented...The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster.”

Lee Shulman, The Wisdom of Practice

Maybe it’s kind of like this:

Dad vs Twins

What’s inside the circle or inside the box?

Pockets of greatness

90% of staff 90% of time

Examples

Why Video

Start with Why - Simon Sinek TED Talk

Why?

• There are 307,398 students in Nebraska.

• How many deserve effective instruction every minute of the day?

• There are 22,302 teachers in Nebraska.

• How many should provide effective instruction?

“What Matters Very Much is Which Classroom?”

“If a student is in one of the most

effective classrooms, he/she will learn in 6 months what those in an average classroom will take a year to learn. And if a student is in one of the least effective classrooms in that school, the same amount of learning takes 2 years.”

Deborah Loewenberg Ball, Dean of Education, University of

Michigan

Our Circle

• Why? –Every student deserves effective instruction

• How? –Change professional practice

• What? –Provide professional development based on teacher goal setting and reflective practice.

The Choices

Does this instructional model provide a common language?

Does this instructional model fit in a lot of classrooms (PK-12)?

Does this instructional model involve teachers in goal setting and growth?

Dissemination Guide

Levels of Implementation

Level 1: Adoption of an instructional model The district selects an instructional model supported and understood by the staff. Level 2: Instructional model implemented The instructional model is transparently implemented across the district as a common language. Level 3: Instructional model in place Teacher goal setting, professional development plans, and student learning objectives are based on the model. Level 4: Complete implementation of an evaluation model The instructional model, effective practices, action plans, and professional development are a part of the school culture.

Discussion Questions

Do you have a defined model?

Does everyone know and use it?

Do teachers regularly set goals based on the instructional model?

Is the model used to discuss teaching?

Is the model used to provide feedback?

Where are you?

4 We rock this thing - the model is tied to everything

we do - including evaluation.

3 We use the model across the school - everybody

understands it.

2 We have one and are starting to use and

understand it.

1 We have one that everyone agreed upon.

0 What’s a model?

What are your next steps? Develop a plan to plan.

A Pep Talk for the Heroes

Educator

Effectiveness

Responsibilities

of Your Role

Standards and

Curriculum

Leadership Teaching and Learning

Using Data

Resources and Support

Alignment of

Plans

Positive

Partnerships

Leadership Domain

Responsibilities of Your Role

The Six Tenets of AQuESTT

Education is About Students!

Rule #1 – Keep Kids First

Rule #2 – Keep Kids First

4 Attributes for Success!!!

4 Attributes of Leadership

1.Confidence 2.Passion 3.Love for People 4.Develop Capacity of People

Teaching and Learning

• High Expectation

• Impact of Instruction

• Efficacy of Engagement •Flatten the hierarchy •Worry about the results and not who gets the credit

4 Attributes for Success!!!

4

Successful Leadership Team

Defined as a connected group of

individuals working together, not as separate entities, but in concert as a team with clear purpose and understanding of roles with a common goal of making decisions that are in the best interest of students, staff, and community.

4 Attributes for Success!!!

4

Leadership

“If you want to become a great leader, gain the capacity to connect with your colleagues and customers at a deep level. . . or lower your aim. Susan Scott

4

Successful Principal and Leadership Team The principal and teaching staff are not in competition with each other, but are competing to meet the individual and collective needs of students.

Role of the School Board

The role of the board of education is not to run the schools, but to see that they are well run.

What it Takes to Lead

• Relationships: We are in the people business.

• Instructional Leader (Principals must maintain the focus on learning and student achievement)

• Appraisal

• Data Analysis

• Curriculum Alignment to State Standards

• Assessments (Criterion Referenced and Norm Referenced)

• Courage

4 Marzano: Effective School vs. an

Effective Teacher

4

4 Control Your Emotions!

“He who angers you owns you.”

Doc Rivers

“Anger is one letter short of danger.” Author Unknown

Leadership Capacity

• Clear Direction

• Leaders Serve - Servant Leadership

• Mission and Vision - Know the Difference

Leadership Capacity

• Accountability

• Ranking of Schools

• AQuESTT

• ACT

• Systems Approach (Transparent)to Building Capacity

• Measure what Matters

• Dash-Boards

Leadership Capacity: • The Five Key Responsibilities - The School

Principal as Leader - Guiding Schools to Better Teaching and Learning (Wallace Foundation)

1. Shaping a vision for academic success

2. Climate hospitable to education

3. Cultivating leadership in others

4. Improving instruction

5. Managing people, data, and processes

Leadership Capacity:

It is no longer acceptable to use I think or I believe statements.

We have data to inform our decisions. The question that needs to be asked is: What does our data suggest?

Leadership Capacity:

• Great leaders build ownership over time.

• Create conditions for pride.

• Listening creates ownership.

Leadership Capacity:

• Transparent - “Weigh in” to get “buy in”

• Accountable – to internal and external publics

• To make a difference - ours, flatten the hierarchy.

• You can accomplish way more when you don’t care who gets the credit

Leadership Capacity:

• Leadership is defined when a competing demand is confronted.

• Know the difference between urgent and important.

• Know the difference between leadership and management.

• Prepare and plan for the future.

Leadership Capacity:

• The faster you build trust, the sooner you can move the organization.

• Empathy builds trust.

• If you want people to trust you, help them to be heard.

• Listen to speak 2/3 to 1/3

• You must treat individuals differently to be fair!!!!!!!!

Leadership Capacity:

Percentages of the when people change (Janie Walters):

2% Innovators

18% Early Adopters

60% Middle Adopters

18% Late Adopters

2% Laggards

Resource Management

• Identify all available resources, i.e. Title; Career, Special Ed

• Understand your current programs; investigate • Create systems approach • Validate and appropriate annually

Implementation Capacity

• Plan

• Check Points

• Measure Progress

• Keep Score

• Be Transparent

• Less May Be More!

~Dr. Robert Marzano~

“The single most influential component of an effective

school is the individual teachers within that school.”

~Garrison Keillor~

Nothing you do for children is ever wasted.

The Power of One!

1. C1onfiden11

Pas

1. Confidence

2. Passion

3. Love for People

4. Develop Capacity

1. Confidence

2. Passion

3. Love for People

4. Develop Capacity

1. Confidence

2. Passion

3. Love for People

4. Develop Capacity

1. Confidence

2. Passion

3. Love for People

4. Develop Capacity

1. Confidence

2. Passion

3. Love for People

4. Develop Capacity

1. Confidence

2. Passion

3. Love for People

4. Develop Capacity

1. Confidence

2. Passion

3. Love for People

4. Develop Capacity

TEAM WORK TIME

Educator

Effectiveness

Responsibilities

of Your Role

Standards and

Curriculum

Leadership Teaching and Learning

Using Data

Resources and Support

Alignment of

Plans

Positive

Partnerships

Teaching and Learning Domain

Standards and Curriculum

The Six Tenets of AQuESTT

Objective and Activities Learning Goal (objective):

As a result of what we do today, you will be able to implement some

ideas about curriculum and instruction.

Learning Activities (agenda):

• Standards Revision

• Ideas about curriculum revision and writing

• Ideas about classroom learning objectives

• Ideas about tracking progress

Practical Ideas

What do I do when new standards are

developed?

How do I update my curriculum?

How do I make this real in the classroom?

Standards Curriculum

Curriculum Revision

• Make sure you are still aligned to the standards - go through a process

• Have curriculum maps that are easily updated to the new standards

• Write/Revise the curriculum as the units are taught.

Google Sheets for Maps

Objectives in the Classroom

What’s the difference?

Learning Goal

• A learning goal is a

statement of what

students will know or be

able to do.

Learning Activity

• Activities help students

attain the learning goals.

Separate the learning goal (objective) from the

activities

Learning Goal (objective): Econ

As a result of what we do today, you will be have an understanding of

the concept of consumer demand.

Learning Activities (agenda):

• Define consumer demand

• Discuss the law of demand (P increase QD decrease)

• Graph the demand curve

Tracking Progress

Have kids track their progress - great for an exit

ticket.

4 - I have it better than taught

3- I know it how it was taught

2- Not there yet - a little fuzzy

1- I can’t do it YET

Student Ownership of Learning • While taking a quiz have students label each question on quiz

or test with

–Confident

–Shaky

–Reteach

• When students finish the test they can go back and look at

the problems that were shaky.

Or After the test is taken

• Standards Instructional Tool • Contextualized Strategies to support ELA • Making it Stick Webinars • Math in Nebraska Businesses • Nebraska Educational GIS Initiative • Habitudes for Career Ready Students

Instructional Support

Educator

Effectiveness

Responsibilities

of Your Role

Standards and

Curriculum

Leadership Teaching and Learning

Using Data

Resources and Support

Alignment of

Plans

Positive

Partnerships

Data

Teaching and Learning Domain

The Six Tenets of AQuESTT

What sets you apart?

Jeffers, O. (2012). The Hueys in The new sweater. New York: Philomel Books.

Who are you telling?

Jeffers, O. (2012). The Hueys in The new sweater. New York: Philomel Books.

How are you telling it?

Jeffers, O. (2012). The Hueys in The new sweater. New York: Philomel Books.

http://www.juiceanalytics.com/chart-chooser/

C4L Instruction

Did Not Attend PD

Classroom Management

Formative/Summative Assessment

BlendEd

Differentiated Instruction

NWEA/Map Training

C4L Instruction

Did Not Attend PD

Classroom Management

Formative/Summative Assessment

BlendEd

Differentiated Instruction

NWEA/Map Training

C4L Instruction

Did Not Attend PD

Classroom Management

Formative/Summative Assessment

BlendEd

Differentiated Instruction

NWEA/Map Training

C4L Instruction

Did Not Attend PD

Classroom

Management

Formative/Summative

Assessment

BlendEd

Differentiated Instruction

NWEA/Map Training

C4L Instruction

Did Not Attend PD

Classroom

Management

Formative/Summative

Assessment

BlendEd

Differentiated Instruction

NWEA/Map Training

C4L Instruction

Did Not Attend PD

Classroom

Management

Formative/Summative

Assessment

BlendEd

Differentiated Instruction

NWEA/Map Training

Professional Development 2015-2016:

Assessment Literacy Focused

%

%

%

%

%

%

%

Why?

TEAM WORK TIME

Educator

Effectiveness

Responsibilities

of Your Role

Standards and

Curriculum

Leadership Teaching and Learning

Using Data

Resources and Support

Alignment of

Plans

Positive

Partnerships

Resources and Support Domain

Alignment of Plans

The Six Tenets of AQuESTT

CIP Alignment Worksheet

Educator

Effectiveness

Responsibilities

of Your Role

Standards and

Curriculum

Leadership Teaching and Learning

Using Data

Resources and Support

Alignment of

Plans

Positive

Partnerships

Resources and Support Domain

Positive Partnerships and Relationships

The Six Tenets of AQuESTT

An Affiliate of Learning Forward, our vision:

Excellent teaching and learning every day.

To realize that vision, we pursue our mission to:

• Build Collective Responsibility for Leading and Learning in Nebraska, and

• Cultivate the Capacity of Educators for Leading and Learning in Nebraska

Making Meaning Learning Forward Beliefs Thoughts, Reactions, Questions, Aha’s

1. Professional learning that improves

educator effectiveness is fundamental to

student learning.

2. All educators have an obligation to

improve their practice.

3. More students achieve when educators

assume collective responsibility for student

learning.

4. Successful leaders create and sustain a

culture of learning.

5. Effective school systems commit to

continuous improvement for all adults and

students.

Learning Forward

Standards

Which standards is your CIP team already implementing. . .

even versions of those standards?”

Which beliefs stood out most?

● Professional learning that improves educator

effectiveness is fundamental to student learning.

● All educators have an obligation to improve their

practice.

● More students achieve when educators assume

collective responsibility for student learning.

● Successful leaders create and sustain a culture of

learning.

● Effective school systems commit to continuous

improvement for all adults and students.

Quick Reference Guide

• Read through the Guide

• Which standards are your CIP team already

implementing...even versions of those standards?

• Discuss at your table

Additional Resources

• learningforwardnebraska.org • Resources • Standards for Professional Learning

• Identify one standard to dig into

• What specific tools, strategies, or ideas from

Learning Forward can you take back and use in

your CIP team work?

• Find one person in the room with whom to

share

TEAM WORK TIME

Closure

Charting the Future, Setting Your Course-Day 1 Know-Want-Learn (K-W-L)

What I Already Know - Your Current Reality

What I Want to Know - Charting Your Future

What I have Learned - Setting Your Course

Next Steps

Preparing Your Launch

Charting the Future,

Setting Your Course- Your Day 2 Journey

Morning Sessions: 8:30-11:30 a.m. Six Breakouts Afternoon Sessions: 12:15-3:00 P.M. Five Breakouts

Morning Breakouts

● Data 1: Using data analysis for Continuous

School Improvement

● Frameworks

● AdvancED 2016/2017 External Reviews Only

● Educator Effectiveness-Systems of Evaluation

● Googlio Your External Review

● Technical Assistance

Afternoon Breakouts • Googlio Your External Review (repeat)

● AdvancED Continuous Improvement System

- eProve

● Educator Effectiveness-Shared Instructional

Model

● Data 2: Using Data Analysis Tools Effectively

with CIP

● Technical Assistance

On our Journey we will encounter -

Training Objectives:

● Reflect on continuous

improvement journey

● Consider resources, tools, and

support systems to enhance

the journey

Thank You