The document provides an overview of a presentation on leadership in inclusive schools with a focus on literacy. The learning intentions of the presentation include understanding leadership of literacy learning, assessment for learning practices, implementing class reviews, effective literacy practices, and supporting inclusion. It discusses key topics like the class review process, assessment for learning, effective pedagogical practices, and resources for supporting literacy and inclusion.

1. New Directions: leadership in
inclusive schools (with a focus
on literacy)
Portage Administra/on
June 2, 2017
Faye Brownlie
www.slideshare.net/
fayebrownlie.portage.admin.June2017

2. Learning Intentions
• I have a beDer understanding of the possibili/es
and prac/ces of being a leader of literacy learning
• I have a beDer understanding of the power – and
how to support – assessment for learning
prac/ces
• I have a structure for implemen/ng class reviews
in my school
• I have a beDer understanding of research-based
effec/ve literacy prac/ces
• I have a plan to support inclusion of all students
and collabora/on among staff in my school

3. Read, Write, Lead - Routman
• Something that struck you that is changing
your prac/ce

4. Reading is understanding.
Reading is thinking in the
disciplines.

5. Leadership Roles
-keeping the vision alive
-providing structures and supports to enable
others to provide rich learning environments
-maintaining a strengths-based perspec/ve
-learning together about evidence-based
reading prac/ces
-encouraging collabora/on

6. Structures and Supports
• The vision
• Class reviews
• Collabora/on /me
• A focus on co-teaching
• Walking the talk
-What’s working?
-What do we need to polish?
-Where do your most at promise students spend
most of their /me? On what?
-Do we plan with ALL students in mind?

7. McKinsey Report, 2007
• The top-performing school systems recognize
that the only way to improve outcomes is to
improve instruc/on: learning occurs when
students and teachers interact, and thus to
improve learning implies improving the quality
of that interac/on.

8. How the world’s most improved
school systems keep getting better
–McKinsey, 2010
Three changes collabora/ve prac/ce brought about:
1. Teachers moved from being private emperors to
making their prac/ce public and the en/re teaching
popula/on sharing responsibility for student learning.
2. Focus shiVed from what teachers teach to what
students learn.
3. Systems developed a model of ‘good instruc/on’ and
teachers became custodians of the model. (p. 79-81)

9. Good to Great Systems
• Focus on the professionalism of teachers
• The values and behaviors of the educators
propel the system forward (not centrally
controlled)
• Develop common language about the craV of
teaching
• Teacher and administrator coaches

10. Great to Excellent Systems
• Learning communi/es: peer-led support and
accountability
• Focus on student learning
• Move to school and teacher self-evalua/on, away
from standardized tests
• Open up classroom prac/ce – de-priva/ze
• Ac/on research
• Collabora/ve prac/ce among educators
• Encourage innova/on in teaching

11. A Street Corner Scene

12. • How is this street crossing a metaphor
– for inclusion?
– for a strengths-based approach?

13. Inclusion

14. Inclusion
• Shared goals
• Everyone is included, expects to succeed, and
belongs
• Mul/ple pathways
• Different rates
• Various levels of support

15. • Move from CONFUSION and FEAR to
POSSIBLITIES and POSITIVE EXPECTATIONS.
• Inclusion requires TRUST and
COLLABORATION. You can’t do it alone!

16. • Inclusion is not a special educa/on ini/a/ve,
rather it belongs to general educa/on and is a
reflec/on of the society we want.

18. The Vision
A Remedial Model
(Deficit Model)
‘Fixing’ the student
Outside the classroom/
curriculum
A ShiV from….. to
An Inclusive Model
(Strengths Based)
‘Fixing’ the curriculum
Within the classroom/
curriculum
to

19. Transforma)ons within the
Inclusive Model
Pull-out Support / Physical Inclusion
• s/ll a remedial model – to make kids fit
• In the class, but oVen on a different plan
Inclusion
• Classroom Teacher as central support
• Resource Teacher – working together in a
co-teaching model

20. Goal
to support students in working
effec/vely in the classroom
environment

21. Goal
to work together to beDer meet
the needs of all students

22. Rationale
By sharing our collec/ve
knowledge about our classes of
students and developing a plan of
ac/on based on this, we can
beDer meet the needs of all
students.

23. A Key Belief
Interven/on is focused on classroom support.
Classroom-based interven/on does NOT mean
that all specialists have to be in the classroom
all the /me. Instead, the RESULTS of their
work have to show up in the classroom.

24. “You can see what the
teachers, teams, and
schools value by what
actually goes on in the
classrooms.”
(Brownlie, Fullerton, Schnellert,
2011, p25)
“Pedagogy trumps curriculum.”
(Dylan Wiliam)

25. No plan, No point

26. The Class Review Process

27. Class Review
• Strengths-based approach
• Collabora/ve
• The classroom teacher is the heart of the
process
• Goal: support a community of learners
• Goal: create a plan

28. • Meet as a school-based team, with the
administrator
• Each classroom teacher (CT) joins the team
for 45 minutes to speak of her class
• TOC’s provide coverage for CTs
• Follow the order of strengths, needs, goals,
individuals
• The CT does not do the recording or the
chairing

29. The Class Review
What are the strengths
of the class?
What are your concerns
about the class as a whole?
What are your main goals
for the class this year?
What are the individual
needs in your class?

30. Class Review
Learning in Safe Schools, 2nd ed
(Brownlie & King, 2011)
Teacher:
Class:
Classroom Strengths Classroom Needs
Other
Socio-EmotionalLearningLanguageMedical
Goals Decisions
Individual Concerns
Class Review Recording Form

31. 1. Learning Intentions
“Students can reach any target as long
as it holds s/ll for them.” - S/ggins -
2. Criteria
Work with learners to develop criteria so they know what quality looks
like.
3. Questions
Increase quality ques/ons to
show evidence of learning
Whose ques/ons? Who answers?

32. 4. Descrip)ve Feedback
Timely, relevant, personal, descrip/ve
feedback contributes most
powerfully to student learning!
5. Self & Peer Assessment
Involve learners more in self & peer assessment
6. Ownership
Have students understand their
learning and
Communicate It with others

33. Do your students receive
individual feedback from you in
every class?

34. Effect Size – What makes a difference?
John Hattie in Visible Learning (> .4 effect size)
• Student self-assessment/self-grading
• Response to interven/on
• Teacher credibility
• Providing forma/ve assessments
• Classroom discussion
• Teacher clarity
• Feedback
• Reciprocal teaching
• Teacher-student rela/onships fostered
• Spaced vs. mass prac/ce

35. Effect Size – What makes a difference?
John Hattie in Visible Learning (> .4 effect size)
• Student self-assessment/self-grading
• Response to interven/on
• Teacher credibility
• Providing forma/ve assessments
• Classroom discussion – (ques/oning, ownership)
• Teacher clarity – (learning inten/ons/criteria)
• Feedback
• Reciprocal teaching
• Teacher-student rela/onships fostered
• Spaced vs. mass prac/ce

36. “The most powerful single influence enhancing
achievement is feedback”-Dylan Wiliam
• Quality feedback is needed, not just more feedback
• Students with a Growth Mindset welcome feedback
and are more likely to use it to improve their
performance
• Oral feedback is much more effec/ve than wriDen
• The most powerful feedback is provided from the
student to the teacher

37. The Pedagogy

38. “Students taught by teachers who used
assessment for learning achieved in six or
seven months what would otherwise have
taken a year.”
-Black & Wiliam (1998).
“Feedback [is] in the top ten influences on
achievement. Where is the student going?
How is the student going? Where to next?”
-HaLe (2012).

39. “Every Child, Every Day” – Richard Allington and
Rachael Gabriel
In Educa/onal Leadership, March 2012
6 elements of instruc/on for ALL students!

40. 1. Every child reads something he or she chooses.
2. Every child reads accurately.
3. Every child reads something he or she
understands.
4. Every child writes about something personally
meaningful.
5. Every child talks with peers about reading and
wri/ng.
6. Every child listens to a fluent adult read aloud.

41. Frameworks
It’s All about Thinking (English, Humanities, Social Studies) –
Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton,
Schnellert, 2011

42. Universal Design for Learning
Mul/ple means:
-to tap into background knowledge, to ac/vate
prior knowledge, to increase engagement and
mo/va/on
-to acquire the informa/on and knowledge to
process new ideas and informa/on
-to express what they know.
Rose & Meyer, 2002

43. Backwards Design
• What important ideas and enduring
understandings do you want the students to
know?
• What thinking strategies will students need to
demonstrate these understandings?
McTighe & Wiggins, 2001

44. • Reading Next: A Vision for Action and
Research in Middle and High School
Literacy – Biancarosa & Snow, 2004
• Infrastructural improvements

45. • Extended /me for literacy
• Professional development
• Ongoing forma/ve and summa/ve assessment
of student learning and programs
• Teacher teams
• Leadership
• A comprehensive and coordinated literacy
program

46. 15-3=0
• What are the 3?

47. 47
15-3=0
Without -
• professional development
• ongoing formative assessment of
students and
• ongoing summative assessment of
students and programs
Reading Next - Biancarosa & Snow, 2004

48. Resources
• Assessment & Instruc3on of ESL Learners – Brownlie, Feniak,
& McCarthy, 2004
• Grand Conversa3ons, ThoughAul Responses – a unique
approach to literature circles – Brownlie, 2005
• Student Diversity,3rd ed. – Brownlie, Feniak & Schnellert, 2016
• Reading and Responding, gr. 4,5,&6 – Brownlie & Jeroski,
2006
• It’s All about Thinking – collabora3ng to support all learners
(in English, Social Studies and Humani3es) – Brownlie &
Schnellert, 2009
• It’s All about Thinking – collabora3ng to support all learners
(in Math and Science) - Brownlie, Fullerton & Schnellert, 2011
• Learning in Safe Schools, 2nd ed – Brownlie & King, Oct., 2011