Effective Instructional Leadership-Eastside Institute

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

10. BUILD our SCHEMA

11. ? QUESTION ?
• What is perhaps the most important piece of
research we know in education?

12. 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

14. 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

15. 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

16. 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

17. 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

18. And then….Provide Support!
• Align professional development, resources,
talent and strategies to support priorities

19. REFLECTION

20. 2001-2002
• Original YSD Roadmap created

21. 2004-2005
• District Priority: All students will read on
grade level by end of 3rd
grade

22. 2005-2006
• Effective Instructional Practices training
introduced
• Effective Teams training introduced
• Principals required in classrooms

23. Principal Support

24. REFLECTION

25. 2006-2007
• Administrators trained in communication
and strategies to address mediocre teaching
performance

26. Principal Support

27. 2007-2008
• P-12 Leadership Team evolves
• Policy Governance
• YSD Policy 1000.1.0
• Assistant Superintendent for Business and
Operations assigned to ILT

28. 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

29. Principal Support

30. REFLECTION

31. 2008-2009
• Leadership Innovations Team collaboration
begins with YSD in developing and
implementing embedded PD and coaching
model

32. 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).

33. The Process for Holding a Coaching
Conversation

34. Principal Support

35. REFLECTION

36. 2009-2010
• On-site, customized support
• Data collection at each building

37. Learning Walk Data Collection

38. What? How? Impact?

39. REFLECTION

40. Planning Forward
• Teacher Principal Evaluation Model
• Creativity-Autonomy-Accountability

41. Principal Support

42. REFLECTION

43. Feedback
• Objective met…
• What worked….
• What needs fine-tuned…
• Now I need…

44. 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

45. More Information?
www.yakimaschools.org
mahre.cece@yakimaschools.org
seibel.kris@yakimaschools.org
(509)573-7003

46. Thank You!