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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

Yakima School District Yakima School District Presentation Transcript

  • GETTING RESULTS THROUGH EFFECTIVE INSTRUCTIONAL LEADERSHIP Accountability with Creativity 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
  • Today’s Objective
    • Learn how to align the district system and resources to support excellence in instructional leadership
  • 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?
  • 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%
  • Yakima Demographics
    • Student Enrollment: 14,562
    • 2 Comprehensive High Schools
    • 1 Alternative High School
    • 4 Middle Schools
    • 14 Elementary Schools
  • 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%
  • Earning A Diploma in Washington State Beginning with the End in Mind
    • P-12 System
    • 22 credits to graduate
    • Changes each year….
  •  
  •  
  • BUILD our SCHEMA
  • ? QUESTION ?
    • What is perhaps the most important piece of research we know in education?
    • 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
  •  
  • P-12 Leadership Team YSD District Priorities
    • P-12 Literacy: P-3 Alignment
    • P-12 Mathematics: 6 th -12 th Grade Accelerated Math Plan
    • On-Time Graduation Rate
    • 21st Century Teaching and Learning
    YSD is committed to aligning resources to meet district priorities
  • 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
  • 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
  • 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 s tudents 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 s tudents 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
  • And then ….Provide Support!
    • Align professional development, resources, talent and strategies to support priorities
  • REFLECTION
  • 2001-2002
    • Original YSD Roadmap created
  • 2004-2005
    • District Priority: All students will read on grade level by end of 3 rd grade
  • 2005-2006
    • Effective Instructional Practices training introduced
    • Effective Teams training introduced
    • Principals required in classrooms
  • Principal Support
  • REFLECTION
  • 2006-2007
    • Administrators trained in communication and strategies to address mediocre teaching performance
  • Principal Support
  • 2007-2008
    • P-12 Leadership Team evolves
    • Policy Governance
    • YSD Policy 1000.1.0
    • Assistant Superintendent for Business and Operations assigned to ILT
  • 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
  • Principal Support
  • REFLECTION
  • 2008-2009
    • Leadership Innovations Team collaboration begins with YSD in developing and implementing embedded PD and coaching model
  • Professional Development Processes: Impact and Use Source: Adapted from the research of Joyce & Showers (2002) and Speck & Knipe (2001 ). 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
  • The Process for Holding a Coaching Conversation
  • Principal Support
  • REFLECTION
  • 2009-2010
    • On-site, customized support
    • Data collection at each building
  • Learning Walk Data Collection
  • What? How? Impact?
  • REFLECTION
  • Planning Forward
    • Teacher Principal Evaluation Model
    • Creativity-Autonomy-Accountability
  • Principal Support
  • REFLECTION
  • Feedback
    • Objective met…
    • What worked….
    • What needs fine-tuned…
    • Now I need…
  • More Information?
    • www.powerfulteaching.com
    • To learn more about being coached:
    • [email_address]
    • 360.490.9989
    • To learn more about on-site training for staff:
    • same
  • More Information?
    • www.yakimaschools.org
    • [email_address]
    • [email_address]
    • (509)573-7003
  • Thank You!