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VL Leadership Mindframe Slide Deck
- 1. Developing Teacher and Administrative Leadership through the VL Mind frames Michael McDowell, Ed.D. #vlconf2014
- 2. Theory of action – If all students have clarity regarding outcomes, success criteria, knowledge of current performance, and voice and choice in the learning process, then students will substantially improve in their learning and take greater responsibility over their learning.
- 3. How do we develop and enhance teacher and administrative leadership so that we may actualize a “theory of action” that substantially enhances student learning? #vlconf2014
- 5. Our Story
- 6. Our Story Learning System Infrastructure Daily operation
- 7. OUTCOMES • Model- Understand how the VL mind frames and VL research were utilized as the foundational elements of a system-wide distributed leadership model • Approach- Understand the implementation pathway for the relational and tactical aspects of leadership development. • Lessons Learned- Review implementation milestones and challenges associated with leadership work • Next Steps- Relate current system-wide efforts in embedding the VL Mindframes and VL research with the work of the Tamalpais Union High School District. #vlconf2014
- 8. • Model Understand how the VL mind frames and VL research were utilized as the foundational elements of a system- wide distributed leadership model
- 10. Project Relational • “We are change agents” • Talk more about learning than teaching • Engage in dialogue not monologue • Enjoying the challenge • Positive relationships Tactical • Evaluate the effects of their teaching • Assessment as feedback regarding their impact • Inform all about the language of learning
- 11. #vlconf2014 • “We are change agents” • Talk more about learning than teaching • Engage in dialogue not monologue • Enjoying the challenge • Positive relationships • Hiring Practices • Creating a CIA defined autonomy Infrastructure • Meeting Structure and Function • Codifying Capacity Building • Developing a Distributed Leadership Team
- 16. Know thy Impact Know thy Impact
- 18. Research Guidance Strategy Effect Teachers working together to evaluate their impact and responding to that impact 0.93 Teachers conduct pre-assessments, utilizing data to inform instruction, and providing students with a clear understanding of expectations for meeting learning outcomes (Where are we going?, where are we now?, and what’s next? 0.77 Teachers using practices in the classroom that values errors and trust 0.72 Teachers receive feedback on their impact on student learning 0.72 Teachers are providing an appropriate proportion of surface and deep level knowledge 0.71 Providing students with challenge and practice at the right level 0.60
- 19. Research Guidance Strategy Effect Teachers working together to evaluate their impact and responding to that impact 0.93 Teachers conduct pre-assessments, utilizing data to inform instruction, and providing students with a clear understanding of expectations for meeting learning outcomes (Where are we going?, where are we now?, and what’s next? 0.77 Teachers using practices in the classroom that values errors and trust 0.72 Teachers receive feedback on their impact on student learning 0.72 Teachers are providing an appropriate proportion of surface and deep level knowledge 0.71 Providing students with challenge and practice at the right level 0.60
- 20. What do we want all students to know and be able to do? How do we know when students are learning? What do we do based on such results? How do we work together to review and respond to student learning?
- 21. What do we want all students to know and be able to do? What do we do based on these results? How do we work together to review and respond to student learning? Common Outcomes Common Scales Common Intervention Criteria Common Culture and Work How do we know when students are learning?
- 23. Common Outcomes Common Scales Common Intervention Criteria Common Culture and Work Customized Instruction Customized Assessment Customized Collaborative Structures Customized Intervention
- 26. #vlconf2014 • Evaluate the effects of their teaching • Assessment as feedback regarding their impact • Inform all about the language of learning
- 27. Teaching [and learning] in the dark is a questionable practice” (Taba, 1966)
- 28. #vlconf2014 - Where is the learner now?
- 30. Score Description 4 Extension Applying Understanding 3 Relational Making Meaning 2 Single/Multiple Building Knowledge 1 Direct Support Proficiency Not Yet Proficiency
- 31. Score Description 4 Extension Applying Understanding 3 Relational Making Meaning 2 Single/Multiple Building Knowledge 1 Direct Support DEEP SURFACE
- 33. Connections Limited Growth (0.0- 0.39) Expected Growth (.40 +) Not Yet Proficient (0.0- 2.25) Proficient (2.5-4.0)
- 34. Limited Growth (0.0-0.39) Expected Growth (.40 +) Not Yet Proficient (0.0-2.25) Make A Change! • Review & Make Changes to Instructional Strategies Keep it up! • More Time • Same Instructional Program • Celebrate Success Proficient (2.5-4.0) Cruising • Review & Make Changes to Instructional Strategies Success • Capture Instructional Strategies • Celebrate Success • Continue Practices
- 35. Limited Growth (0.0-0.39) Expected Growth (.40 +) Not Yet Proficient (0.0-2.5) Make A Change! • Review & Make Changes to Instructional Strategies Keep it up! • More Time • Same Instructional Program • Celebrate Success Proficient (2.5-4.0) Cruising • Review & Make Changes to Instructional Strategies Success • Capture Instructional Strategies • Celebrate Success • Continue Practices Capture Success/Replicate Change
- 36. Single/Multiple Ideas- What instructional approaches will support students in understanding foundational knowledge (e.g. facts, vocabulary terms) related to learning outcomes? Relating ideas- What instructional approaches support students in connecting and contrasting ideas? What are generalizations and principles that can be made about these ideas? Extending ideas- What instructional approaches support students in applying the learning outcomes to project expectations? Next Steps
- 37. Aligning “High Probability Strategies” from the Art and Science of Teaching to Progression Levels. Outcome Questions Activities Applying understanding What do I typically do to engage students in cognitively complex tasks involving hypothesis generation and testing? Experimental-inquiry tasks Problem-solving tasks Making meaning What do I typically do to organize students and deepen knowledge? Venn diagrams Comparison matrix Building knowledge What do I typically do to identify critical information? Identifying critical input experiences
- 39. Know thy Impact
- 40. Strategy Effect Teachers working together to evaluate their impact and responding to that impact 0.93 Teachers conduct pre-assessments, utilizing data to inform instruction, and providing students with a clear understanding of expectations for meeting learning outcomes (Where are we going?, where are we now?, and what’s next? 0.77 Teachers using practices in the classroom that values errors and trust 0.72 Teachers receive feedback on their impact on student learning 0.72 Teachers are providing an appropriate proportion of surface and deep level knowledge 0.71 Providing students with challenge and practice at the right level 0.60
- 45. What? So What? Now What? Moving from Data Analysis to Response
- 46. Be honest with where I am at on learning progressions. I definitely am honest with where I am in this class. This way of assessment has completely made me feel alright with being in the pit because I know that I am not stuck there and that I can get myself out of it. I really appreciate all that you have done to make us feel comfortable with progress.
- 47. Be open to struggling…Before this class I was not open to struggling at all, so this took me a while to get used to. Now I know that I can get myself out of the pit, so I feel comfortable being in it! I just wish it was this way in the rest of my classes. ):
- 48. My annotations and thoughts on written pieces were at about a 1 level at the beginning of the semester, but with guidance in class and a lot of practice I have grown to getting a four on the last annotation. Next semester I hope to grow further.
- 54. A story of infusion
- 55. What?
- 56. What?
- 64. Stay small
- 65. Stay focused
- 67. What do you need to know?
- 68. Learn more about Visible Learningplus at www.corwin.com/visiblelearning
Editor's Notes
- The key words are voice, choice, access, clarity, progress and proficiency
- Driving Question of the presentation/workshop
- Golden Circle
- Relate current system-wide efforts in embedding the VL Mindframes and VL research with the work of the Tamalpais Union High School District
- Habits of Practice; Mind frames
- Hiring
- Dialogue: Creating A culture & climate conducive to improving teaching and learning
- Understand how the VL mindframes and VL research were utilized as the foundational elements of a system-wide distributed leadership model
- It turns out its not about who teachers are, its not about what teachers do, its not who the students are, what really matters think about their impact on their students.
- High yield approaches, aligning to LSI features
- Alignment of P.D.
- Boundary Management
- It turns out its not about who teachers are, its not about what teachers do, its not who the students are, what really matters think about their impact on their students.
- Understand the implementation pathway for the relational and tactical aspects of leadership development.
- Boundary management
- Review implementation milestones and challenges associated with leadership work “...pre-assessment is often used only to compare pre and post unit results, thus serving little more than a thief of instructional time and discouraging exercise for students” (Hockett and Doubet, 2013) “The most useful pre-assessments serve as an invitation to the coming learning experience”
- https://www.youtube.com/watch?v=eVtCO84MDj8 Knowledge-base Assumption of knowledge- we already know this…
- Differentiation
- most valuable learning that people experience often happens when they are forced to consider perspectives, information, and realities they would prefer to avoid. Brookfield, Stephen D. (2013-02-19). Powerful Techniques for Teaching Adults (p. 30). Wiley. Kindle Edition. Pre-Assessment
- Two key factors appear to emerge relating to the concept of power (as it relates to teaching and learning). 1. Is the concept of disclosure of intention, 2. Is the concept of direction (students will push on the direction of the class if they find it uncomfortable or different from prior expectations) Brookfield contradictory dynamic: attending assiduously to building trust and being transparent by making full disclosure in advance of one’s agenda (which is something that is supposed to increase learners’ openness to new learning) is often canceled out by the equally justifiable need to conceal significant information about the learning agenda (to avoid learners deciding prematurely to exit the activity).Brookfield, Stephen D. (2013-02-19). Powerful Techniques for Teaching Adults (p. 30). Wiley. Kindle Edition. most valuable learning that people experience often happens when they are forced to consider perspectives, information, and realities they would prefer to avoid. Brookfield, Stephen D. (2013-02-19). Powerful Techniques for Teaching Adults (p. 30). Wiley. Kindle Edition. Two key factors appear to emerge relating to the concept of power (as it relates to teaching and learning). 1. Is the concept of disclosure of intention, 2. Is the concept of direction (students will push on the direction of the class if they find it uncomfortable or different from prior expectations) Brookfield contradictory dynamic: attending assiduously to building trust and being transparent by making full disclosure in advance of one’s agenda (which is something that is supposed to increase learners’ openness to new learning) is often canceled out by the equally justifiable need to conceal significant information about the learning agenda (to avoid learners deciding prematurely to exit the activity).Brookfield, Stephen D. (2013-02-19). Powerful Techniques for Teaching Adults (p. 30). Wiley. Kindle Edition. most valuable learning that people experience often happens when they are forced to consider perspectives, information, and realities they would prefer to avoid. Brookfield, Stephen D. (2013-02-19). Powerful Techniques for Teaching Adults (p. 30). Wiley. Kindle Edition.
- Tools- Limitations of the metaphor Prior Knowledge must be tested, and that’s tough. “Small ball” is great for an individual
- Leader Retention “Hits” – Gladwell people don’t seek out challenges…they are apt to take on and plunge into new tasks because of the erroneously presumed absence of a challenge- because the task looks easier and more manageable than it will turn out to be.” Gladwell goes further to discuss that perhaps ignorance is not an impediment to progress; rather ignorance is a precondition for progress
- BEGIN WITH THE END IN MIND. What are the “enduring” skills and dispositions that you want your students “to develop” before they graduate?
- BEGIN WITH THE END IN MIND. What are the “enduring” skills and dispositions that you want your students “to develop” before they graduate?
- Next Steps Relate current system-wide efforts in embedding the VL Mindframes and VL research with the work of the Tamalpais Union High School District.