Instructional Leadership… WSU Superintendent Cohort [email_address]
Begin to create your own best system
Learning Targets Know and understand the research behind effective instructional practices Know what these practices look like in application Understand why PLC’s can be effective
Know the practices of the world’s best school systems
Learning Conditions: -Model effective instruction
-If we are all agreeing we are being redundant
We don’t learn best in isolation…
Find a Rock N Roll Partner
In Reflections Journal One of the World’s Best Systems _____________________ School District
So how do students learn best? Instruction that works for all students Project-National Research Council Funded by US Department of Education office of Educational Research and Improvement
Research based messages that are clear and directly relevant to classroom practice
Why is this important?
What should superintendents know about effective instruction?
Research: How People Learn You have 25 minutes. Jigsaw “How People Learn.” Groups of 4 2-page 15-17, starting with Implications 3-page 18- Bringing Order Read to yourself first. You will then teach your section to the group. Underline, etc.
Identify one “golden line”
Looking at the Research How People Learn – Key Findings Students come to the classroom with preconceptions about how the world works. To develop competence in an area of inquiry, students must have opportunities to learn with understanding.
A “metacognitive” approach to instruction can help students learn to take control of their own learning.
Why a focus on instruction? “The top performing school systems recognize that the only way to improve outcomes is to improve instruction”
McKinsey & Company . How the Worlds Top Performing Systems Come Out On Top (2007)
Impact of teachers and schools Scenario Percentile Entering Percentile Leaving Average School / Average Teacher 50 50 Highly Ineffective School / Ineffective Teacher 50 3 Highly Effective School / Ineffective Teacher 50 34 Ineffective School / Highly Effective Teacher 50 63 Highly Effective School / Highly Effective Teacher 50 96 Highly Effective School / Average Teacher 50 78
Factors Affecting Student Achievement Guaranteed & Viable Curriculum Challenging goals and effective feedback Parent & community involvement Safe and orderly environment Collegiality and professionalism Classroom curriculum design Factors-teachers and schools
Marzano “What Works n Schools”
Why Collaborate in PLC’s?
Schools where teachers participate in Professional Learning Communities (PLC’s) are 400% more likely to improve an individual students’ achievement level than schools where teachers operate in isolation.
If instruction is the key, and PLC’s are the structure How do we talk about instruction? An Instructional Protocol Provides a common language and a clear target The first instructional protocol? We use The Student Learning Protocol
“The Essential Practices of High Quality Teaching and Learning” MacGregor
What an instructional framework is NOT… Intended to be used for evaluation It will not be the tool, but how teachers utilize it that will make the difference A program, a new thing to add to already overloaded teachers Teachers already talk about instruction
This tool provides clarity and focus
Two powerful tools for teachers: A structure that allows them to talk to each other and share knowledge Professional Learning Communities, Critical Friends, etc. And a way to talk to each other, an instructional framework or protocol
Provides a common language and clear target
THE GOAL! To provide teachers with tools, support and encouragement
To turn over the ownership of raising student achievement to those who have the greatest impact…teachers.
Using the Student Learning Protocol… Not every practice every day Look for evidence in what students are doing
With partner, look through it and find indicators that are from How People Learn
A tool for use in PLC’s Common language, clear target A Professional Learning Community…what better way to improve practice than with other experts?
Teacher factor…school factor
PLC’s…collaboration? Talking about what? The results suggest that although these types of organizational reforms may succeed in improving the culture within which teachers teach, they alone are unlikely to improve instruction and student learning. The communities that develop are often not communities engaged in instructional improvement (Supovitz, 2002).
It is clearly not enough for teachers just to collaborate; there needs to be a focus on instructional practice and an intentional structure for observation and dialogue
A four year study in a district Developing Communities of Instructional Practice by Jonathan Supovitz
About a fourth of the time Professional Learning Communities made an impact on student achievement.
Together… A structure, a Professional Learning Community A tool that provides a target for instruction
A survey that gives direction to instructional teams
World’s Best Systems
Create a poster that will help your group share the key points with your cohort
Key questions Read them over, by section. Rate your current system, and write the result in the margin
Share results with a partner
Key Findings NSDC Study Sustained and intensive professional development for teachers is related to student achievement gains. US teachers, unlike colleagues around the world, bear much of the cost of their professional development
9 out of 10 teachers professional learning consists of short term conferences or workshops
How will your system become the best? Look over posters, notes.
In reflection journal write what you will do to create a system that is the BEST!