the!visionary!leader:!aligning!teaching,! learning!and ... · istanbul,!turkey! harvey!b.!alvy!...
TRANSCRIPT
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The!Visionary!Leader:!Aligning!Teaching,!
Learning!and!Professional!Development!for!
Student!and!Teacher!Success
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NESA!Fall!Leadership!Conference!
October!!23F26,!2014!Istanbul,!Turkey!
Harvey!B.!Alvy!
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Key Questions Addressed by The Principal’s Companion:
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What is effective school leadership?
How can I become a more effective leader to impact student learning and teacher growth?
How can I help others become more effective leaders?
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“Instructional leadership is a moral responsibility, where leaders are steadfastly committed to student
success and teacher growth.” !
(The New Principal’s Fieldbook, p.88)
A Calling: Instructional Leadership !
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Synergy!
“The magic came
from interaction.”
(Shenk, “The Power of Two,” The Atlantic, July/August, 2014. p. 80)
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We Remember Our Mentors
Each colleague in this room has achieved a considerable degree of success because of key individuals who have influenced their learning
and leadership journey. Please take a moment to consider an individual who has influenced your road to success. What “gift” did they give you? What qualities did they radiate? How did they influence your learning? Your thinking? Your actions? Your present leadership role? Please jot down a few ideas. Then share your thoughts with table group colleagues.
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Agenda Welcome, Introductions, Opening Activity: “We Remember Our Mentors”
Standards for Professional Learning: Key Takeaways to Take Home
Considering Your International Context: 21st Century Shifts and Promising Practices Impacting Teaching, Learning, Assessment, Supervision and Professional Development
Professional Learning Communities: What Have We Learned?
Differentiated Professional Learning: Personalizing Growth and PLNs
The Change Process and Professional Learning: From Ideas of Substance to Implementation
Essential Curriculum Questions: Implications for International Schools
Reflections and Personal Next Steps
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Principal as Lifelong Learner !
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“There is no setting in which the concept of the lifelong learner is more important than a school.”
(The Principal’s Companion, 2014, p. 3)
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“When principals hire, develop, support, and keep the best
teachers, they look like geniuses.”
(James Stronge, “Principal Evaluation from the Ground Up,”
Educational Leadership, April, 2013, p. 62)
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The 7 Standards for Professional Learning
1. Learning Communities 2. Leadership 3. Resources 4. Data 5. Learning Designs 6. Implementation 7. Outcomes (Learning Forward, Standards for Professional Learning, 2011)
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Standards: Expectations with Clear Purpose
“…ensuring that every educator
engages in effective professional learning every day so every
student achieves.”
(Learning Forward, Standards for Professional Learning, 2011)
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A Subtle But Important Revision
“The decision to call these Standards for Professional Learning rather than Standards for
Professional Development signals the importance of educators taking an active role in
their continuous improvement and places emphasis on the learning….[because] educators’
continuous improvement affects student learning”
(Learning Forward, Standards for Professional Learning, 2011, p. 13)
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How to Use the Standards: Brainstorming Possibilities
• To “stimulate dialogue, discussion and analysis” • Assess and benchmark strengths/weaknesses of present PD • Apply to planning, designing, evaluating of future PD • Use as part of school improvement process • Use the standards to “frame requests” and funding for
professional learning • Apply the standards to work of teacher leaders, coaches, grade
and department work, PLCs, teams, school, central office • “Use the standards for school board or trustee development” • Share with other stakeholders to “foster advocacy” • Use the standards to assess work of external “providers” • What else?
(Learning Forward, Standards for Professional Learning, 2011 adapted from pp. 57-58)
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Reflecting on the Standards for Professional Learning
After reviewing Learning Forward’s Standards for Professional Learning please share ideas on the following questions with table group colleagues: R: What have the Standards Reaffirmed for you related to
professional learning? R: What Resonates as new about these Standards? A: What are your “Ahas,” new insights, or concerns related
to the Standards? P: How can you Practically use the Standards when you
return to your international school? 13!
A!Vision!of!Success:!!Leader!as!Learner!!
The$leader$as$learner—a$habit$of$mind.!!The!leader3as3learner!vision!is!essen9al!to!a!
principal’s!success.!!Thus,!when!principals!ask!ques9ons!and!solicit!ideas,!they!are!not!revealing!
a!weakness!or!ignorance!but!a!strength,!the!desire!to!learn.!
!!(Adapted!from!The$Principal’s$Companion,!Robbins!and!Alvy,!2014)!!
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Exploring!Vision!At!the!heart!of!any!vision!is!a!set!of!core!values!and!beliefs.!These!beliefs!are!usually!reflected!in!the!culture!of!the!organiza9on.!!!
How!would!you!describe!your!personal!vision?!What!are!the!core!values!and!beliefs!upon!which!your!vision!is!founded?!
Reflec9ons!
How!does!your!personal!leadership!vision!fit!with!the!exis9ng!culture!of!the!school?!
Pondering!Vision!
• Will!my!leadership!vision!transcend!9me?!• How!will!the!vision!and!mission!make!the!life!and!future!of!every!child!more!promising?!
• Who!are!significant!players—formal!and!informal!leaders—who!might!leverage!the!impact!of!a!shared!school!vision?!
• What!leadership!quali9es!or!aVributes!do!I!possess!that!will!galvanize!staff!energies!in!working!to!create!a!shared!vision!and!mission!and!bring!it!to!life?!
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(Robbins!&!Alvy,!The$Principal’s$Companion$4th!edi9on,!2014,!p.!112)!
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The Shift: 21st Century Educational Trends
and Promising Practices
Impacting Teaching, Learning, Assessment, Supervision, and
Professional Development!!
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�Rather!than!observing!the!classroom!to!see!how!the!teacher!is!performing,!the!principal!observes!the!classroom!(and!
perhaps!interviews!students!and!reviews!assignments!as!well)!to!determine!the!extent!to!which!students!are!engaged,!persist,!and!experience!a!sense!of!
accomplishment!and!sa9sfac9on!as!a!result!of!what!they!are!asked!to!do.�!
!From, Shaking Up the Schoolhouse (Schlechty, 2001) !
!!!! “The!key!to!learning!is!feedback.!!It!is!nearly!impossible!to!learn!anything!without!it."!!!
!!!(LeviV!&!Dubner,!Think$Like$a$Freak,!2014,!p.!34)!
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How!can!we!refine!our!cra_?!
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“Chris!Tovani!(2012),!mo9vated!by!the!powerful!visible!learning!no9on!expressed!by!Bransford,!Brown!and!Cocking!(2000)!and!Habe!(2009),!reflected,!‘When!students!have!the!chance!to!tell!me!what!they!need,!they!empower!me!to!revise!and!rethink!my!instruc9on.!!Such!two3way!feedback!puts!students—instead!of!just!the!curriculum—in!the!driver’s!seat’!(p.!51).”!
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(The$Principal’s$Companion,!2014,!p.!220)!
We!Are!All!Students:!Feedback!!Empowers!Teacher!Work!
John!Habe�s!�Aha�!Moment!with!Feedback:!
John Hattie has spent hundreds of hours observing teachers and trying to understand the concept of feedback. In Visible Learning (2009) he states: �The mistake I was making was seeing feedback as something teachers provided to students—they typically did not, although they made claims that they did it all the time, and most of the feedback they did provide was social and behavioral. It was only when I discovered that feedback was most powerful when it is from the student to the teacher that I started to understand it better….Feedback to teachers helps make learning visible� (p. 173).
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Video Viewing Task
As you watch the third grade math lesson, consider… • What instructional strategies did this
teacher use to: – Generate and sustain attention? – Engage students? – Promote the use of Higher Order Thinking
Skills? – Assure long term remembering? – Use discourse rather than drill?
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The!Power!of!Feedback:!
A!Third!Grade!Class!in!
AcTon!
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Most!lists!of!21st!century!skills!include!some!or!all!of!the!following:!
• Cri9cal!thinking!• Problem!solving!
• Collabora9on!(in!class,!school,!community,!na9on,!and!globally)!
• WriVen!and!oral!communica9on!
• Crea9vity!• Self!direc9on!• Leadership!• Adaptability!• Responsibility!• Global!awareness!
What!else!(e.g.!economic/financial!and!media!literacy)?!
(Walser,!N.,!Harvard$Educa>onal$Le?er,!p.!2.)!
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�Schools,!the!21st3century!argument!goes,!focus!too!much!on!teaching!content!at!the!expense!of!essen9al!skills!such!as!communica9on!and!collabora9on,!cri9cal!thinking!and!problem!solving,!and!concepts!like!media!literacy!and!global!awareness.�!!
�Unfortunately!some!21st3century!skills!proponents!believe!these!skills!should!replace!the!teaching!of!content.!!They!believe!that!because!so!much!new!knowledge!is!being!created,!students!should!focus!on!how!to!know!instead!of!knowing.!!This!view!threatens!to!reopen!a!debate!in!American!educa9on!that!is!not!new!either:!content!piVed!against!cri9cal!thinking!rather!than!the!two!complemen9ng!each!other.�!
A!Cau9onary!Note:!
(�21st3Century!Skills!Are!Not!a!New!Educa9onal!Trend!but!Could!be!a!Fad,�!by!Andrew!J.!Rotherham,!U.S.$News$and$World$Report!(usnews.com),!posted,!December!15,!2008)!
“Genius!of!the!AND”!
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“Instead!of!being!oppressed!with!the!
‘Tyranny!of!the!OR,’!highly!visible!companies!
liberate!themselves!with!the!‘Genius!of!the!
AND’—the!ability!to!embrace!both!extremes!
of!a!number!of!dimensions!at!the!same!Tme.”!!!!!(Collins!and!Porras,!Built!to!Last,!p.!44)!!!
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Percentile Entering
Percentile Leaving
Average School Average Teacher Highly Ineffective School and Teacher Highly Effective School Ineffective Teacher Highly Ineffective School Highly Effective Teacher Highly Effective School and Teacher Highly Effective School Average Teacher
Source:!!Marzano,!R.,!2003,!What$Works$in$Schools,!ASCD,!Alexandria,!VA,!(800)!93332723.!
Impact!on!Learning!
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50
50
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What!Works!in!Schools!
(Robert$Marzano,$2003,$ASCD)$!
“Factors!AffecTng!Student!Achievement”!
School!
• Guaranteed!and!viable!curriculum!• Challenging!goals!and!effec9ve!feedback!• Parent!and!community!involvement!• Safe!and!orderly!environment!• Collegiality!and!professionalism!
!What!Works!in!Schools!
(Robert$Marzano,$2003,$ASCD)$!
“Factors!AffecTng!Student!Achievement”!
Teacher!
• Instruc9onal!strategies!• Classroom!management!• Classroom!curriculum!design!
!What!Works!in!Schools!
(Robert$Marzano,$2003,$ASCD)$!
“Factors!AffecTng!Student!Achievement”!
Student!
• Home!atmosphere!• Learned!intelligence!and!background!knowledge!
• Mo9va9on!
Reflecting on the �Shifts� and School Context ! 1. On your own, please take a few minutes to examine the ideas from the list of shifts/trends. Which trends resonate with you because they are particularly critical to “your” context, international school, and country? Please jot down a few notes on critical trends and related issues. 2. Discuss with colleagues your ideas related to the shifts/trends that resonate with you. Why does a particular idea capture your interest? How might the shifts/trends relate to your work during the rest of this 2014-2015 school year? 3. Are there additional trends (or initiatives), specifically related to “your” context, international school, and country that you would add to the list? Please note these ideas. 4. What insights, new perspectives, “ahas” and/or concerns emerge for you based on our discussion of the shifts/trends? Please share your big ideas and takeaways with table group colleagues.
5. Based on your understanding of the change process, select 2-3 particular shifts that you think could be implemented smoothly, and 2-3 that you think would be difficult to implement. Please explain your reasoning to a colleague. 31!
“Ultimately there are two kinds of schools: learning-enriched schools and learning-
impoverished schools. I’ve yet to see a school where the learning curves of the youngsters are off the chart upward while the learning curves of
the adults are off the chart downward, or a school where the learning curves of the adults were steep upward and those of the students were not. Teachers and students go hand in hand as learners – or they don’t go at all.”
(Barth, R, 2001, p.23)
Why!PLC’s?!
“Why is leadership crucial? One
explanation is that leaders have the potential to unleash latent capacities in
organizations.” (Louis, et. al., “Investigating the Links in Improved Student Learning,” The Wallace Foundation, 2010, p. 9)
Leadership that Builds Capacity
A!Professional!Learning!Community!is:!
• Made!up!of!members!of!a!school!faculty!who!are!dedicated!to!the!goal!of!helping!every!student!succeed.!They!envision!themselves!as!life!long!learners.!
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• A!group!of!professionals!who!regularly!engage!in!collec9ve!inquiry,!problem!solving!and!reflec9on!about!teaching!and!learning.!
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• Focused!on!studying!data!and!working!together!to!grow!professionally,!build!a!collabora9ve,!student!focused!culture!and!improve!outcomes!for!all!students.!
“Schools with strong professional learning communities were four times more likely to
be improving academically than schools with weaker professional communities.
We can no longer afford to be innocent of the fact that collaboration improves
performance.”
(Ann Lewis in Schmoker, Mike, “Tipping Point: From Reckless Reform to Substantive Instructional Improvement,” Phi Delta Kappan, February 2004)
PLC!Collabora9on!and!Student!Success!
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Collabora9ve!Cultures!and!High!Performing!Schools!
McLaughlin!and!study!co3director!Joan!Talbert!found!that!differences!in!(in!terms!of!achievement,!aVendance,!and!dropout!rates)!were!directly!aVributable!to!the!presence!of!a!context!of!“professional!community”!among!teachers,!McLaughlin!said.!Whether!at!the!department!level,!the!school!level,!or!district!level,!the!most!effec9ve!teachers!had!“hooked!up!with!a!network!of!professionals!who!addressed!problems!and!found!solu9ons!together.”!!
(ASCD!HRDP!NewsleVer,!Fall!1993)!
Judith!Warren!LiVle!cau9ons…!
"If!working!as!a!community!doesn't!carry!value!added!over!what!teachers!are!able!to!accomplish!independently,!then!it!won't!be!worth!the!transac9onal!costs,!the!investment!of!9me,!and!the!compe99on!with!what!teachers!feel!that!they!have!to!do!individually"!(Crow,!2008,!p.!54).!
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The!Different!Faces!of!Percep9on!
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The!Different!Faces!of!Percep9on!
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Reflec9ng!on!Diverse!Percep9ons!and!the!Power!of!Teaming!
What did team members see?
How might diverse team perceptions be an asset?
How might the diverse perceptions of team members lead to conflict?
What are some steps we can take to be sure our team diversity is embraced in a positive way?
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A team is greater than the sum of its individual parts.
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RelaTonal!Trust!and!Teaming!!
When!'rela9onal!trust'!is!high,!schools!are!more!likely!to!make!the!changes!that!will!help!raise!
student!achievement.!!(Bryk!and!Schneider,!March,!2003)!
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Trust!–!A!Key!to!Developing!A!CollaboraTve,!
Learning!Focused!School!
Bryk!and!Schneider!idenTfied!four!“vital!signs”!for!idenTfying!
and!assessing!trust!in!schools:!
• Respect: Do we acknowledge one another’s dignity and ideas? Do we interact in a courteous way?
• Competence: Do we believe in each other’s ability and willingness to fulfill our responsibilities effectively?
• Personal Regard: Do we care about each other both professionally and personally? Are we willing to go beyond our formal roles and responsibilities to go the extra mile?
• Integrity: Can we trust each other to put the interests of students first, especially when tough decisions have to be made? Do we keep our word?
Reflec9ng!on!your!school,!please!iden9fy!how!you!would!rate!each!of!these!“vital!signs”!
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Trust!–!A!Key!to!Developing!A!CollaboraTve,!
Learning!Focused!School!
Respect Competence Personal Regard Integrity
1 2 3 4 5
1 2 3 4 5
1 (low) 2 3 4 5 (high)
1 2 3 4 5
(See!also:!The$New$Principal’s$Fieldbook,!pp.!2003201)!
Differentiated Professional
Learning: Personalizing Growth for Teaching and Learning
(And…Avoiding the Box Canyon!)
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“Even!champions!need!coaches,!and!educators!need!to!con9nually!provide!feedback!to!all![principals!and]!teachers,!including!the!best!ones.!As!Blanchard!and!Johnson!(1983)!stress!in!the!One$Minute$Manager,!‘Feedback!is!the!Breakfast!of!Champions’!(p.!67).”!!
(The$Principal’s$Companion,!2014,!p.!129)!
The!Importance!of!Feedback!and!Coaches!
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• Reflec9ve!Clinical!Supervision!!• Collabora9ve!conversa9ons!
about!student!work!• Digital!video!analysis!• Walk3throughs!&!Instruc9onal!
Rounds!• “Celebra9ng”!student!feedback!• Data!talk!• Problem!solving!sessions!!
• Online!learning,!social!networking,!including!PLNs!
• Individual!professional!growth!plans!
• Reflec9ve!journals!• Porvolios!• Peer!Coaching!• Professional!book!or!video!talks!• Student!Learning!Nexus!Model!!
Differentiated Professional Growth Options (Robbins & Alvy, The Principal’s Companion, 2014, Chapters 9 & 10)
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Healthy Class Environment:
• Establishes a Culture of High Expectations for Each Student • Provides Social Support • Encourages Risk Taking • Protects Physical Safety • Advocates for Social Justice • Celebrates Diversity • Promotes Respectful Management • Fosters Class, School & Parent Relationships • Partnering with the Larger
Community
Successful Student Learning:
• Personalized • Engaging • Meaningful • Regular, Specific Feedback • Standards Based • Caring • Social, Emotional & Academic • Achievement Anchored • Globally Oriented
Assessment: • Multiple Measures • Formative & Authentic • Student Reflections • Common Assessments • Summative • Aligned with Curriculum & Instruction
Instruction:
• Best and Promising Practices • Various Teaching Strategies • Constructivist • Domain Specific • Collaborative • Higher Level Thinking • Differentiated • Data-Driven & Data Informed • Active • Aligned with Curriculum & Assessment
• Curriculum: • Grounded in Appropriate Standards • Locally Contextualized and Inclusive • Integrated • Monitored, Articulated & Guaranteed • Aligned with Instruction & Assessment
The Student Learning Nexus: Balancing Curriculum, Instruction, and Assessment In A Healthy School Culture
© Harvey Alvy & Pam Robbins, 2014
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“Almost!all!of!my!subjects!confirmed!that!when!eureka!moments!occur,!they!tend!to!be!precipitated!by!long!periods!of!prepara9on!and!incuba9on,!and!to!strike!when!the!mind!is!relaxed…”!
(Dr.!Nancy!Andreasen,!“Secrets!of!the!Crea9ve!!Brain,”!The$Atlan>c,!July/August,!2014,!p.74)!!
What!are!the!implica9ons!of!this!powerful!!quote!for!the!work!of!principals,!mentors!and!coaches?!
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CreaTve!Thinking…It!Takes!Time!
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Collaboration to Review Student Work: Watching Success in Action
Successfully!NavigaTng!the!Teacher!
InstrucTonal!(EvaluaTon)!Frameworks!
• Embrace!the!Template!
• Clarity!is!Helpful!• CollaboraTon!and!Process!Build!Trust—and!it!Takes!
Time!
• The!Goal!is!ConTnuous!Growth!• Going!Beyond!the!Frameworks!
• But…STck!to!the!EssenTals!• Mastering!the!Framework!is!Not!the!DesTnaTon!
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Seeing!the!Big!Picture!with!InstrucTonal!
Frameworks!!
Mastering$the$Framework$Is$Not$the$Des>na>on—It$Is$Teacher$and$Student$Success.!!
!We!create!narra9ves.!A!school!principal!concentra9ng!on!understanding!and!applying!an!instruc9onal!framework!can!easily!get!lost!in!details!and!forget!to!look!up!and!see!the!big!picture—embracing!and!celebra9ng!what!teachers!do!to!ensure!student!success….We!should!never!confuse!
a!person’s!worth!with!a!piece!of!paper.!The!much!bigger!prize!is!what!teachers!do!to!ensure!student!success.!!!
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(Adapted!from!The$Principal’s$Companion,$Robbins!&!Alvy,!2014!p.!139)!! 52!
Can an instructional framework “measure” how teachers inspire students to pursue careers as artists, engineers, architects, business entrepreneurs, doctors, teachers,
social workers, and inventors?
Can we “measure” how teachers inspire students to visit museums and art galleries throughout their lives?
Great teachers help their students pursue happiness and
a life of purpose—a life devoted to social justice and improving our communities and the world.
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53!
How!can!we!“measure”!these!aspects!of!a!teacher’s!life?!!!
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!!!!
• Ask!non3judgmental!ques9ons!that!honor!teacher!work!• Build!trust!through!evidence3based!ques9ons!• Avoid!“gotcha”!ques9ons!• Focus!ques9ons!on!the!real!work!of!teachers!and!other!school!leaders!
• Minimize!leading!ques9ons!and!maximize!open3ended!ques9ons!that!generate!valuable!feedback!
• Consider!leadership!theory,!and!sound!research!about!effec9ve!teaching!prac9ces,!curriculum,!learning,!assessment,!and!professional!development!when!formula9ng!ques9ons!
What!are!keys!to!framing!professional!
learning!quesTons!effecTvely?!
55!
Should someone else manage your professional learning?
Professional Learning Networks
56!
Reflecting on Differentiated Professional Growth Options
• Are you satisfied with the differentiated professional
learning opportunities that teachers and administrators have in your present school and setting. Why or why not? Next steps?
• What might be some advantages and disadvantages of
offering differentiated professional growth options? • What professional growth options do you prefer?
What would you add?
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The Change Process and Professional Learning:
From Ideas of Substance to Implementation
58!
School Change: Critical Insights for Successful Implementation
For successful change to occur, leaders must, working with others:
• Support "classic," innovative, coherent, and meaningful ideas of substance
• Understand the importance of building trust and sustaining relationships
• Help to develop individual and group capacity—in a culture that affirms lifetime learning
• Thoroughly understand and navigate the change process
59!
Are We Pursuing Initiatives of Substance?
Be cautious several “Red Flags” may be present:
• The Narrative Trap • • • • • •
If!a!Change!Doesn't!Produce!
Immediate!Results…!
"The!difference!between!success!and!failure!is!o_en!just!a!maVer!of!9me:!staying!with!the!project!long!enough!to!overcome!the!unexpected!developments,!poli9cal!problems,!or!fa9gue!that!can!come!between!a!great!sounding!plan!and!actual!results.!A!basic!truth!of!management—if!not!of!life—is!that!nearly!everything!looks!like!failure!in!the!middle.!At!the!same!9me,!the!next!project!always!looks!more!aVrac9ve!(because!it!is!all!promise,!fresh,!and!untried)."!!
—Kanter!1997,!(p.129)!
What are the implications of this quote for your work in facilitating change?
60!
Technical and Adaptive Challenges
Heifetz and Linsky in Leadership on the Line (2002) describe technical and adaptive challenges:
"Technical challenges" refer to "implementation of change efforts based on problems we have faced before and solutions in which we have the necessary know-how and procedures" (p. 13).
"Adaptive challenges…require experiments, new discoveries and adjustments from numerous places in the organization or community." Thinking in new ways must occur and must include "changing attitudes, values, and behaviors" (p.13).
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If I Only Knew…. Heifetz!and!Linsky!note,!"the!single!most!common!source!of!leadership!failure!we've!been!able!to!iden9fy…is!that!people,!especially!those!in!posi9ons!of!authority,!treat!adap9ve!challenges!like!technical!problems"!(p.!14).!!
Reflecting on technical and adaptive challenges, think of an important change effort with which you have been involved. Was it a technical or adaptive challenge? What do you know now that would have been helpful when you were involved in the change effort? Please explain.
62!
Curriculum and the Future: What Do We Need to Do to Keep Our Eyes on the Prize?
1. Please read page 1 of the handout. 2. Please form trios. Each person in the trio takes
responsibility for three of the nine prominent curriculum factors.
3. After each person has read their three factors, collectively share one key point about each factor with your trio.
4. Finally, trio members discuss which of these factors are: (choose one)
-most critical to your international school and setting -most challenging to your international setting
5. Final reflection: As a result of your discussion what are your insights, new perspectives, or concerns? What is affirmed?
Reflections and Personal Next Steps
Please take a moment to reflect upon our work today. • What new insights do you have? What
ideas were reaffirmed?
• Please write down one idea that you can definitely pursue based on our work today.
Thank you! 64!
“Great schools do not exist apart from
great leaders.”
(Leadership Matters, NAESP & NASSP, p. 1, 2013)
65!