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Yakima School District

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Effective Instructional Leadership-Eastside Institute

Effective Instructional Leadership-Eastside Institute

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  • Even though the types of coaching conversations you may have will vary, we believe that 5 basic elements will exist in each conversation. Lets turn to page 30 for an overview of each of the steps – we’ll go into greater detail as the training progresses. Take a few moments to review each step page 30 – 34 plus the added “leader as coach” page. In a couple of minutes, you’ll have an opportunity to observe a coaching session identify coaching behaviors you see and the steps in the process
  • Transcript

    • 1. GETTING RESULTS THROUGH EFFECTIVEGETTING RESULTS THROUGH EFFECTIVE INSTRUCTIONALINSTRUCTIONAL LEADERSHIPLEADERSHIP Accountability with CreativityAccountability with Creativity Heather KnightHeather Knight , President, Leadership Innovations Team LLC, President, Leadership Innovations Team LLC Cece MahreCece Mahre, Associate Superintendent for Teaching and Learning, Yakima School District, Associate Superintendent for Teaching and Learning, Yakima School District Kris SeibelKris Seibel, Director of Elementary Education, Yakima School District, Director of Elementary Education, Yakima School District
    • 2. Today’s Objective Learn how to align the district system and resources to support excellence in instructional leadership
    • 3. Introductions • We are…. – Heather Knight, President, Leadership Innovations Team LLC – Cece Mahre, Associate Superintendent for Teaching and Learning, Yakima School District – Kris Seibel, Director of Elementary Education, Yakima School District • Who are you? • Your hope for today?
    • 4. Yakima Demographics “Fruit Bowl of the Nation”: wine grapes, apples, cherries, pears, mint, hops 243 Manufacturing Innovations: bread ties, Controlled Atmosphere Median Age: 32 years White: 52% Hispanic/Latino: 40% Other: 7% Income: Less than $10,000-10% $50,000-24% $100,000 or more-9%
    • 5. Yakima Demographics • Student Enrollment: 14,562 • 2 Comprehensive High Schools • 1 Alternative High School • 4 Middle Schools • 14 Elementary Schools
    • 6. Yakima Demographics • Migrant – State 1.8% YSD 22.7% • Transitional Bilingual – State 8.0% -YSD 26.0% • Free and Reduced – State 40.4% -YSD 77.6%
    • 7. Earning A Diploma in Washington State Beginning with the End in Mind • P-12 System • 22 credits to graduate • Changes each year….
    • 8. March 20, 2008 Based on OSPI: Characteristics of Improved School Districts: Themes from Research Shannon, G.S. & Bylsma, P. October 2004 Characteristics of Improved School Districts: Categories and Themes Effective Leadership Focus on Student Learning • Establishes shared beliefs, values and a clear focus on student learning throughout the district • Sets and maintains a commitment to all students learning to high standards • Sets goals, builds commitment to the goals and removes competing programs and practices • Holds all district staff, programs and operations responsible for student learning Dynamic/Distributed Leadership • Demonstrates visibility in schools and creates unity of purpose in supporting quality instruction and improving student learning • Expands the concept of leadership to encompass central office, principals, teacher leaders and others • Maintains clear expectations of themselves, each other and all staff in improving student learning over time • Provides moral leadership that moves leaders and those whom they lead from talking to doing to ensure that all students learn and achieve at high levels Sustained Improvement Efforts • Views educational improvement as long- term commitment and processes • Assists schools in implementing changes created by the improvement process and monitoring for improved student achievement • Stays the course, especially in times of resistance and push back • Helps staff internalize changes so they become part of routine practice Quality Teaching and Learning Support for Systemwide Improvement Clear and Collaborative Relationships Quality Classroom Instruction • Develops a common vision of what effective instruction look like • Pays close attention to classroom practice; provides guidance and oversight for improving teaching and learning • Guides improvement efforts so that the needs of all students are met High Expectations and Accountability for Adults • Holds all adults accountable for student learning • Expects excellence, monitors performance, and provides feedback • Focuses on high expectations, effective practice, and student learning as part of personnel decisions and recommendations Coordinated and Aligned Curriculum and Assessment • Aligns standards, instructional resources, assessments and policies • Centralizes and coordinates instructional approaches and decisions • Uses multiple measures to assess student learning Coordinated and Embedded Professional Development • Supports professional development of adults based on teaching and learning needs in the schools • Fosters high quality, ongoing, professional learning focused on improving classroom instruction • Incorporates school-based collaboration, coaching and support for instruction and leadership Effective Use of Data • Provides resources, time and training to support the use data • Uses data to monitor results of student achievement, allocate resources, and as a basis for accountability • Uses evidence to monitor equity, make decisions about curriculum alignment, and target professional development efforts Strategic Allocation of Resources • Provides, allocates, reallocates, and finds resources – time, personnel, materials, and facilities - for quality instruction so all students achieve high levels of learning • Provides additional resources to support struggling students • Extends to schools flexibility with accountability for the use of resources in meeting the needs of students Policy and Program Coherence • Develops, interprets, and implements policies in ways that reinforce and support a vision for high standards for all students • Ensures systemic coherence between policies, programs and practices to advance district learning goals • Ensures system-wide district improvement efforts supersede specific programs, departments, building or individual preferences Professional Culture and Collaborative Relationships • Builds with intention a professional culture of mutual respect, and trust • Develops reciprocal, interdependent relationships between the central office and schools that contribute to continuous district improvement • Develops data-driven collaborative learning communities at the central office and school levels that promote continuous learning for all adults and shared responsibility for student learning Clear Understanding of School and District Roles and Responsibilities • Balances district authority and school autonomy by setting expectations, and then decentralizing responsibility and support to schools • Establishes the support of teaching and learning as the primary focus of central office staff Interpreting and Managing the External Environment • Analyzes, interprets, and mediates state and federal policy with district policy and procedures • Buffers schools from internal and external disturbances • Involves families and community members in improving student learning • Mobilizes external stakeholders’ support for reaching the goal of all students learning and achieving at high levels
    • 9. BUILD our SCHEMA
    • 10. ? QUESTION ? • What is perhaps the most important piece of research we know in education?
    • 11. INSTRUCTIONAL CORE Content  Curriculum, content and assessments are aligned to state standards  Content being taught has high levels of rigor, is meaningful and has applicability Teacher  Effective instructional practices have been identified, are implemented and monitored on a consistent basis  Frequent interim, formative and summative assessments are used to inform instruction and monitor student progress  Effective classroom management strategies are implemented Student  Students are highly engaged in the content and learning  Students are able to articulate what they are learning, why they are learning what they are learning, and how what they are learning will be useful
    • 12. P-12 Leadership Team YSD District Priorities 1. P-12 Literacy: P-3 Alignment 2. P-12 Mathematics: 6th -12th Grade Accelerated Math Plan 3. On-Time Graduation Rate 4. 21st Century Teaching and Learning YSD is committed to aligning resources to meet district priorities
    • 13. Strategies for Supporting the Instructional Core and Achieving District Goals/Priorities • Increase effective instruction in the classroom • Increase leaders’ skills and abilities to coach to improve instruction • Increase leaders’ skills and abilities to model best practices with teams and in staff meetings • Implement highly effective PLC’s focused on instruction • Identify, collect and analyze data to inform differentiated instruction, professional development and program modifications
    • 14. COHERENCE of SYSTEMS District Goals and Priorities Roles and Responsibilities Supervision and Evaluation Assessment and Monitoring Professional Development Communication and Collaboration District-School-Instructional Plans
    • 15. YSD Board Policy 1000.1.0 Global Ends Statement The Yakima School District will create hope for the future by preparing all students to be constructive members of the community, society and the world, and to live productive, satisfying lives. This will be done in a manner which efficiently manages the resources of the district in order to maximize the desired student goals. Academic achievement is the community focus of the Yakima School District. 1. Mastery of the Basics and Beyond 1.1 Of primary importance is that all students will demonstrate academic proficiency, incorporating technology tools necessary for such proficiency. For the purpose of section 1.1, all students means by grade level and building level, and by subgroups (including poverty, race/ethnicity, primary language and gender). Students will: 1.1.1 have fluency with basic skills in reading, writing, math and science;, 1.1.2 read and write with comprehension in all content areas;, 1.1.3 know, understand and apply science and mathematical concepts;, and 1.1.4 demonstrate critical thinking and problem-solving skills. 2. Civic and Global Participation 2.1 All students will be actively engaged in the community and be prepared to participate in a global society, culturally and socially. Students will: 2.1.1 understand civic rights and responsibilities and participate in the democratic process;, 2.1.2 understand history and appreciate the richness of diverse cultures;, 2.1.3 communicate in a second language;, and 2.1.4 understand global, social and economic independence. 3. Innovation and Creative Expression 3.1 All students will demonstrate creativity and artistic expression beginning early in their educational process, resulting in creative problem-solving, critical thinking, and an increased appreciation for the arts. 4. Skills for Successful Living 4.1 Through a collaborative process involving the school, community, parents and families, all students will demonstrate skills necessary for success in work, school, and life. 4.1.1 Work skills are defined as: 4.1.1.1 Discipline 4.1.1.2 Teamwork 4.1.1.3 Punctuality 4.1.1.4 Positive attitude 4.1.1.5 Organization 4.1.2 Interpersonal and life skills are defined as: 4.1.2.1 Integrity 4.1.2.2 Conflict resolution 4.1.2.3 Communication 4.1.2.4 Self-confidence 4.1.2.5 Respect 4.1.2.6 Responsibility 4.1.2.7 Life-long learning 4.1.2.8 Adaptability and flexibility 4.1.2.9 Resilience 4.1.2.10 Healthy habits
    • 16. And then….Provide Support! • Align professional development, resources, talent and strategies to support priorities
    • 17. REFLECTION
    • 18. 2001-2002 • Original YSD Roadmap created
    • 19. 2004-2005 • District Priority: All students will read on grade level by end of 3rd grade
    • 20. 2005-2006 • Effective Instructional Practices training introduced • Effective Teams training introduced • Principals required in classrooms
    • 21. Principal Support
    • 22. REFLECTION
    • 23. 2006-2007 • Administrators trained in communication and strategies to address mediocre teaching performance
    • 24. Principal Support
    • 25. 2007-2008 • P-12 Leadership Team evolves • Policy Governance • YSD Policy 1000.1.0 • Assistant Superintendent for Business and Operations assigned to ILT
    • 26. 2007-2008 cont’d • 4 Characteristics of Improved Districts • PELP Coherence Framework • Director of Elementary Education begins supervising and evaluating elementary principals • Principal portfolios implemented
    • 27. Principal Support
    • 28. REFLECTION
    • 29. 2008-2009 • Leadership Innovations Team collaboration begins with YSD in developing and implementing embedded PD and coaching model
    • 30. TYPE LENGTH LEVEL OF USE LEVEL OF IMPACT One-time workshop Episodic Awareness of new idea or strategy Little or non Less than 5% Series of workshops 2-3 days Awareness, practice Beginning use - less than 5% Series of workshops 3 months-1 year Awareness, practice, beginning implementation Implementation, developmental level less than 10-15% Conferences Periodic Awareness and Sharing Little or none Less than 10% Summer Institutes Periodic Awareness, development, practice, reflection Little or none – less than 10% Practice, feedback, coaching Ongoing Ongoing coaching Continued use – 85-90% use Job embedded Daily Research into practice Inquiry into practice 85-90% use Cycle of Inquiry, Action Research Ongoing Research into practice Study of issue, understanding Professional Development Processes: Impact and Use Source: Adapted from the research of Joyce & Showers (2002) and Speck & Knipe (2001).
    • 31. The Process for Holding a Coaching Conversation
    • 32. Principal Support
    • 33. REFLECTION
    • 34. 2009-2010 • On-site, customized support • Data collection at each building
    • 35. Learning Walk Data Collection
    • 36. What? How? Impact?
    • 37. REFLECTION
    • 38. Planning Forward • Teacher Principal Evaluation Model • Creativity-Autonomy-Accountability
    • 39. Principal Support
    • 40. REFLECTION
    • 41. Feedback • Objective met… • What worked…. • What needs fine-tuned… • Now I need…
    • 42. More Information? www.powerfulteaching.com To learn more about being coached: heather@powerfulteaching.com 360.490.9989 To learn more about on-site training for staff: same
    • 43. More Information? www.yakimaschools.org mahre.cece@yakimaschools.org seibel.kris@yakimaschools.org (509)573-7003
    • 44. Thank You!

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