CIV 1Lincoln County Administrators

Total Instructional Alignment

Instructional Leadership

Definition: In the effective school, the principal acts as an instructional leader and effectively and persistently communicates that mission to the staff, parents, students and community. The principal understands and applies the characteristics of instructional effectiveness in the management of the instructional program.

First Generation Research: Principal as Instructional Leader

Second Generation Research: Principal as Leader of Leaders

Leadership Density

In schools where student achievement is consistently

higher than would be predicted, the responsibility for instructional leadership is shared by many. Today’s effective instructional leader recognizes the multiplying effect of developing many leaders in the school –of become leader of leaders.

Supervision in Transition 1992 ASCD Yearbook

Thomas Sergiovani, Contributing Editor

Instructional Leadership

Improving Instruction –Two Paradigms

Placing the Mark

Evaluation

Moving the Mark

Coaching

Covey’s Quadrant II Leadership

Urgent Not Urgent

NotImportant

Important

1 2

3 4

The Leadership Factor

• 5 Big Leadership Ideas

Depth of knowledge

Clear and consistent communication

Facilitating change

Monitoring progress

Recognizing and celebrating success

The Leadership Factor

• 5 Big Leadership Characteristics– Leaders focus on their own behavior– Leaders inspire through vision and create

pathways of success– Leaders demand accountability at all levels– Leaders develop teamwork through

collaboration– Leaders support the growth and development

of others

1. Maintain focus on TIA. TIA must be consistently and persistently communicated at every possible opportunity to ensure equity and quality in learning opportunities for all students.

2. Establish accountability systems for the implementation of TIA.

3. Encourage and support distributed leadership.

4. What gets measured and monitored

gets done – the rest is viewed as optional. Develop effective systems of measurement for TIA in your district.

5. Ask the important questions.

– How are you implementing TIA in your classroom?

– How is the TIA document reflected in lesson planning, instruction and assessment?

– What are you doing to ensure both horizontal and vertical alignment of curriculum and instruction?

– How are you using formative assessment data to adjust instruction for individual student learning needs?

– How can I help you?

6. Take advantage of professional

development opportunities that support the TIA process.

7. Provide professional development

opportunities that support the TIA process.

.

8. Allocate the necessary time, materials and resources for TIA.

9. Recognize accomplishments and

share successes.

10. Celebrate the small wins along the way.

Change Process Tools

Where we started.Where we’re going..

When NOT to get discouraged.Valley of Promising Practice

• Three Key Questions

1. What does TIA look like when it is in use?

2. What would we see in classrooms where it is used well?

3. What will teachers and students be doing when TIA is in use?

A Conceptual Model for TIA Instructional Design

Quality instruction and learning experiences

Preparing for quality instruction

Great expectations for student achievement

TIA Instructional

Design

Assessment, feedback and adjustment

TIA and 3 Stages of UBD

Stage 1 – Desired ResultsZ-Chart

Stage 2 – Assessment Evidence Higher Order Questioning

Stage 3 – The Learning Plan Congruency in Learning Experiences

Essential Questionsfor Classroom Observations

• What is the goal of the lesson? Is it specific, measurable and standards-based?

• Are the activities, information and questions congruent to the goal?

• What is the level of instruction?

• Are all students actively engaged in the learning process?

• How is the teacher monitoring and adjusting instruction based on feedback from the learners?

Delivering Quality Instruction

Three Expectationsfor Total Instructional Alignment

Theory – Widely accepted beliefs based on research.

Expectation – A non-negotiable practice.

Method – How the standard is achieved.

Theory

Expectation

Method

Expectation 1 Establish a goal for the lesson and

congruency in instruction

Theory - Time affects learning.

Expectation – Establish and teach to a measurable learning objective.

Method - Cooperative Learning, demonstration, direct instruction,lecture, audio-visual presentation, learning centers, etc.

Belief - All children can learn given time.

Theory

Expectation

Method

Expectation 1 – Established and teach to a measurable learning objective

Establish and teach to a measurableEstablish and teach to a measurablelearning objectivelearning objective

1. A measurable objective - Z Chart 1. A measurable objective - Z Chart

2. Alignment of the learning experience – information 2. Alignment of the learning experience – information and activitiesand activities

Chance encounterChance encounter

PerfectionPerfection

RealityReality

Shotgun approachShotgun approach

Egg on the wallEgg on the wall approachapproach

Alignment of Instruction

Expectation 2

Establish the correct level of difficultyfor the instruction

Theory - Learning is an incremental process.

Expectation – Determine the appropriate level of instruction

Method - Cooperative Learning, demonstration, direct instruction, lecture, audio-visual presentation, learning centers, etc.

Belief - One success builds another success.

Theory

Expectation

Method

Expectation 2 - Determine the appropriate level of instruction

Determine the appropriate level of instructionDetermine the appropriate level of instruction

1. Unpack the learning expectation through the process of task analysis1. Unpack the learning expectation through the process of task analysis

2. Determine the appropriate level of instruction by assessing2. Determine the appropriate level of instruction by assessing prior knowledgeprior knowledge

Expectation 3 Check for understanding and adjust

instruction appropriately

Instructional monitoring strategies

1. Signaling Responses

2. Chalkboards

3. Flashcards, Every Pupil Response Cards

4. Manipulatives

5.

6.

7.

8.

Theory - There is a cause and effect relationship between teaching and learning.

Expectation – Check for understanding and adjust instruction

Method - Cooperative Learning, demonstration, direct instruction,lecture, audio-visual presentation, learning centers, etc.

Belief - Teachers control conditions for learning in the classroom.

Theory

Expectation

Method

Expectation 3 – Check for understanding and adjust instruction appropriately

Expectation 3 – Check for understanding during Expectation 3 – Check for understanding during instruction and make appropriate adjustmentsinstruction and make appropriate adjustments

1.1. Monitor learning progress by eliciting measurable Monitor learning progress by eliciting measurable responses during instructionresponses during instruction

2. Adjust instruction appropriately2. Adjust instruction appropriately