Developing Strong Instructional Leadership Dr. Richard Jones, Senior Consultant
International Center for Leadership in Education
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Margaret MeadMargaret Mead
" Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.”
"Educational change depends on what
teachers do and think - it's as simple and as
complex as that."Fullan and SteigelbauerFullan and Steigelbauer
4
46
Lessons Learned - Model Lessons Learned - Model SchoolsSchools
✓ Structure vs. InstructionStructure vs. Instruction✓ Conversation about Conversation about
Learning more than Learning more than TeachingTeaching
✓ CollaborationCollaboration✓ Persistent in ImprovementPersistent in Improvement✓ No One Style of LeaderNo One Style of Leader
Margaret MeadMargaret Mead
" Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.”
What is the biggest mistake in leading
instructional improvement?
Margaret MeadMargaret Mead
" Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.”
1. Ignoring the people in the school
2. Unclear why the change in being made
AnswerAnswer
© International Center for Leadership in Education
Quadrant D Leadership
Margaret MeadMargaret Mead
" Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.”
“Real understanding requires and leads to a
shift in one’s mental model.”
Renate Nummela CaineRenate Nummela Caine
9© International Center for Leadership in Education
Evaluation 6
AssimilationC
AdaptationD
Synthesis 5
Analysis 4
Application 3
AcquisitionA
ApplicationB
Comprehension 2
Knowledge 1 Awareness
Rigor
Rigor
1 Knowledge in
one discipline
2Apply
knowledge in one discipline
3Apply
knowledge across
disciplines
4Apply
knowledge to real-world
predictable situations
5Apply
knowledge to real-world
unpredictable situationsRelevanceRelevance
From: the International Center for Leadership in Education
Rigor and Relevance Framework
Quadrant DQuadrant DLeadershipLeadership
11
Margaret MeadMargaret Mead
" Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.”
School leadership is not a position but a disposition for taking action.
Quadrant D Leadership is the collaborative responsibility for taking action to reach the future oriented
goal of the intellectual, emotional and physical needs of each student.
Leadership DefinitionLeadership Definition
12
46
Similarities of Leadership with Teaching Similarities of Leadership with Teaching and Learningand Learning
✓ There are basic levels of There are basic levels of leadership, necessary but not leadership, necessary but not sufficient. sufficient.
✓ R/R Framework shifts thinking to R/R Framework shifts thinking to learning from teaching. We need learning from teaching. We need to shift thinking of leadership to shift thinking of leadership from from individualindividual to to organization.organization.
✓ Using a simple model facilitates Using a simple model facilitates reflective conversations. reflective conversations.
13
© International Center for Leadership in Education
KnowledgeKnowledge
Leadership ModelLeadership Model
13
VisionVision
Reflection
14
© International Center for Leadership in Education
ApplicationApplication
Leadership ModelLeadership Model
13
EmpowermentEmpowerment
Relationships
15
APPLICATIONAPPLICATION
KKNNOOWWLLEEDDGGEE
Quadrant D LeadershipQuadrant D Leadership
CC
AA BBAuthoritativeLeadership
Collaborative Leadership
CreativeLeadership
Adaptive Leadership
DD
16
APPLICATIONAPPLICATION
KKNNOOWWLLEEDDGGEE
Quadrant D LeadershipQuadrant D Leadership
CC
AA BBAuthoritativeLeadership
Collaborative Leadership
CreativeLeadership
Adaptive Leadership
DD
17
APPLICATIONAPPLICATION
KKNNOOWWLLEEDDGGEE
Quadrant D LeadershipQuadrant D Leadership
CC
AA BB
DDStudent Achievement
Level or Declining
Partial Traditional Success
Islands of Innovation
Rapidly Improving
18
© International Center for Leadership in Education
Quadrant A Leadership Quadrant D Leadership
Define learning in terms activities required to teach
Define learning in terms of skills and knowledge as
results
Define learning from specific skills up to total
student
Define learning from “whole” student down to
specific skills
Cover as many topics as possible.
Help students learn priority skills deeply
Break apart curriculum Integrate curriculum
Entire curriculum mandatory
Curriculum includes some student choice
4. Clarify Student Learning Expectations
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© International Center for Leadership in Education
Quadrant A Leadership Quadrant D Leadership
Teach skills in isolation Teach skills in context
Focus is on deficiencies Focus is on proficiencies
Look for evidence of good teaching
Look for evidence of good learning
Standardize procedures Share best practices
Give separate assessments
Give embedded assessments
Isolate instruction from community
Connect instruction to community
5. Adopt Effective Instructional Practices
© International Center for Leadership in Education
Instructional Leadership
Margaret MeadMargaret Mead
" Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.”
“When you shift people's
perceptions, their actions follow."Rayona SharpnackRayona Sharpnack
22
© International Center for Leadership in Education
★Context - An environment where change is possible
★Target - Clear, focused objective
★Practices - Balanced, comprehensive approach
★Context - An environment where change is possible
★Target - Clear, focused objective
★Practices - Balanced, comprehensive approach
Instructional LeadershipInstructional Leadership
22
23
© International Center for Leadership in Education
•Opportunity to Collaborate
Context for Instructional Leadership
33
•Relationship Building
•Sense of Purpose and Urgency
© International Center for Leadership in Education
Relationship Building★Knowing Staff★Behaviors
★Frequency of Contact★“Being There”★Active Listening★Observations★Positive★Personal Touch
★Initiatives
© International Center for Leadership in Education
Opportunities to Collaborate
★Team Responsibilities (e.g., grade level, improvement, data, academy, literacy)
★Structured meeting times★Comfortable and convenient★Established norms ★Accountable★Influence the Conversation
26
© International Center for Leadership in Education
Communication RatiosCommunication RatiosCommunication RatiosCommunication Ratios
Sixty Business Teams, Losada and Heaphy, 2004 26
SuccessLevels
Positive to Negative
Inquiry to Advocacy
Talk about Self vs. Others
High Performing 5.8 to 1 1 to 1 1 to 1
Medium Performing 1.8 to 1 2 to 3 2 to 3
Low Performing 1 to 20 1 to 3 1 to 30
© International Center for Leadership in Education
Sense of Purpose and Urgency
★Future-focused★Changing World - 21st Century Skills★Student-focused★Data Analysis★Coherence - measure what matters★Passionate
© International Center for Leadership in Education
Context for Instructional Leadership Checklist
Kit Excerpt
Poll QuestionPoll Question
ContextContext
30
© International Center for Leadership in Education
Target for Instructional Leadership
Target for Instructional Leadership
•Student Engagement•Student Engagement41
•Rigor/Relevance/Relationships•Rigor/Relevance/Relationships
•“Begin with the end in mind” Planning
•“Begin with the end in mind” Planning
•Priority Standards•Priority Standards
•Personalization•Personalization
•Focus on Literacy•Focus on Literacy
31
© International Center for Leadership in Education
Priority StandardsPriority Standards
© International Center for Leadership in Education
Teachers struggling to teach an overloaded curriculum!
© International Center for Leadership in Education
CM Publications
34
© International Center for Leadership in Education
Rigor/Relevance Rigor/Relevance FrameworkFramework
© International Center for Leadership in Education
Ways to Increase Rigor/RelevanceWays to Increase Rigor/Relevance
★Design Gold Seal Lesson - culminate w/ performance
★Modify existing lesson - • add high RR performance - adapt Gold Seal Lessons
• change strategies
• change assessments
★Interdisciplinary instruction
★Integrate academics in CTE and Arts
★Use “D” Moments
★Design Gold Seal Lesson - culminate w/ performance
★Modify existing lesson - • add high RR performance - adapt Gold Seal Lessons
• change strategies
• change assessments
★Interdisciplinary instruction
★Integrate academics in CTE and Arts
★Use “D” Moments
36
© International Center for Leadership in Education
Focus on Focus on LiteracyLiteracy
37
© International Center for Leadership in Education
““Begin with Begin with the end in the end in
mind” mind” PlanningPlanning
© International Center for Leadership in Education
Student Learning
Student Learning
Rigorous and Relevant Rigorous and Relevant InstructionInstruction
ActualStudent
Performance
Rigor/Relevance
FeedbackReflection
Instruction
Assessment
ExpectedStudent
Performance
Rigor/Relevance
© International Center for Leadership in Education
Instructional Instructional Planning : Rigor Planning : Rigor and Relevance and Relevance
is a is a Forethought Forethought
NOT an NOT an AfterthoughtAfterthought
Instructional Instructional Planning : Rigor Planning : Rigor and Relevance and Relevance
is a is a Forethought Forethought
NOT an NOT an AfterthoughtAfterthought
Personalize Learning
Make each student feel unique.
Connect to the youth culture.
Recognize cultural differences.
Consider the student point of view.
Be aware of different learning styles.
Differentiate instruction.
Attend to students with special needs.
Intervene early.
Engagement-based Learning Engagement-based Learning and Teachingand Teaching
Pre-ConditionsPre-Conditions
• Relationships Relationships
• EnvironmentEnvironment
• Guiding PrinciplesGuiding Principles
• Rewards/Grading Rewards/Grading System System
• Student HabitsStudent Habits
• Foundation SkillsFoundation Skills
PedagogyPedagogy
• Design for RRDesign for RR
• Active Learning Active Learning StrategiesStrategies
• PersonalizedPersonalized
• Literacy-focusLiteracy-focus
Poll QuestionPoll Question
TargetTarget
43
© International Center for Leadership in Education
Practices for Instructional Practices for Instructional LeadershipLeadership
© International Center for Leadership in Education
KNOWLEDGE A B
DC
Quadrant D Leadership
HighLow
Low
High
APPLICATION
Instructional Leadership Practices
Management
Policies and Procedures
VisionInstructional Technology
EmpowermentLeadership Teams
CultureInstructional
Coaching
CC
AA BB
DD
KNOWLEDGE A B
DC
Quadrant D Leadership
HighLow
Low
High
APPLICATION
Instructional Leadership Practices
Management
Staff Reviews and Evaluation
Student Achievement Data
Analysis
Policies and Procedures
Balanced Assessments
Personnel and Budgets
Master Schedule/Teacher
Assignments
Staff Meetings
VisionNeeds Assessment/ Strategic Planning
ProfessionalDevelopment Workshops
Classroom Walkthroughs
R/R Framework
InstructionalTechnologyVision/
Mission/Goals
Empowerment
Mentoring
Leadership Teams
Teacher Incentives and
Rewards
Teacher Observations/Stu
dy Tours
Co-teaching/Team teaching
Individualized Professional
Learning
Professional Learning Community
CulturePeer Review of Student Work
Instructional Coaching
Academic Intervention
Grading
Celebrations
46
© International Center for Leadership in Education
★Management - Align with target(s)★Empowerment - Make sure staff
and students involved, supportive, build trust
★Vision - Ensure everyone hears same message
★Culture - Nurture with challenges opportunity, data and love
★Management - Align with target(s)★Empowerment - Make sure staff
and students involved, supportive, build trust
★Vision - Ensure everyone hears same message
★Culture - Nurture with challenges opportunity, data and love
Instructional Leadership Practices
Instructional Leadership Practices
Poll QuestionPoll Question
AssistanceAssistance
48
© International Center for Leadership in Education
★Context - An environment where change in possible
★Target - Clear, focused objective
★Practices - Balanced, comprehensive approach
★Context - An environment where change in possible
★Target - Clear, focused objective
★Practices - Balanced, comprehensive approach
Instructional LeadershipInstructional Leadership
48
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