Instructional Leadership HigherOrder Thinking

1
Instructional LeadershipHigher-Order Thinking
HOT

• Welcome!
• Please. . .
• Pick up a handout
• Find a comfortable place to learn

2
Instructional LeadershipHigher-Order Thinking

• Objectives
• Leaders will know and be able to. . .
• Identify visible and auditory evidence of higher
  order thinking
• What teachers might do to ensure HOT
• What students might do that demonstrates
  engagement in HOT

3
Instructional LeadershipHigher-Order Thinking
Agenda

• Quiz Time
• T Chart Metacognition
• Jot Thought List/Share
• Looking at the Research
• Next Steps

4
Instructional LeadershipHigher-Order Thinking

• Every day thinking, like ordinary walking, is a
  natural performance we all pick up. But good
  thinking, like running the 100-yard dash, is a
  technical performance. . . Sprinters have to be
  taught how to run the 100-yard dash good
  thinking is the result of good teaching, which
  includes much practice.
• David Perkins,
  Howard University

5
Instructional LeadershipHigher-Order Thinking

• The Griney Grollers Thinking Skills Test
• The griney grollers grangled in the granchy gak.

6
Instructional LeadershipHigher-Order Thinking

• The griney grollers grangled in the granchy gak.

What kind of grollers were they? What did the
grollers do? Where did they do it? In what kind
of gak did they grangle?
7
Instructional LeadershipHigher-Order Thinking

• The griney grollers grangled in the granchy gak.

Think time Explain why the grollers were
grangling in the granchy gak. Be prepared to
justify your answer with facts. If YOU had to
grangle in a granchy gak, what one item would you
choose to have with you and why?
8
Instructional LeadershipHigher-Order Thinking
MORAL OF THE STORY Students can answer
low-level questions without thinking!
9
Instructional LeadershipHigher Order Thinking
Students enter/exit classrooms with no more
understanding of what theyve learned than The
Griney Groller taught you!
10
Instructional LeadershipHigher Order Thinking

• So. . .
• As Instructional Leaders, what might you
  expect to see and hear a teacher doing who is
  engaging all students in higher-order thinking?

Sounds Like
Looks Like
11
Instructional LeadershipHigher-Order Thinking

• So. . .
• As Instructional Leaders, what might you
  expect to see and hear students doing if they are
  engaged in higher-order thinking?

Sounds Like
Looks Like
12
Instructional LeadershipHigher-Order Thinking

• What simple steps might classroom teachers take
  to increase the probability that all students are
  engaged in higher-order thinking?

13
Instructional LeadershipHigher-Order Thinking

• The Research
• Routinely use WAIT TIME
• Ask open-ended questions
• Avoid over use of whole-class questioning
• Use Depth of Knowledge chart to design daily
  objectives and corresponding learning activities

14
Instructional LeadershipHigher-Order Thinking
Next Steps. . .
15
Instructional LeadershipHigher-Order Thinking

• Additional Leadership Development Opportunities!
• 2008-2009 School Year

16
Instructional LeadershipHigher-Order Thinking
Reflections
Thank you! Have a Wonderful School Year!
17
Purpose and Non-Purpose

• General Overview and
• Offerings of our Dept.
• Nitty-Gritty Details

18
What does the STEP UP data tell us?
19
STEP UP Program Retention Attrition Data
2005-2008
20
Evidence of Knowledge
100
100
21
Evidence of Efficacy
96.59
100
22
Evidence of Support
90.91
100
23
Evidence of Coaching Support
97.73
96.97
24
Evidence of Coaching Support
92.05
92.93
25
Evidence of Coaching Support
87.50
95.96
26
Whats the data on Evolving Leaders?
27
Evolving Leaders Induction Program Retention
Attrition Data 2003-2008
N 94
28
Attrition of Early-Career Leaders(Defined as No
Longer Practicing in a Formal Leadership Role)
29
Professional Learning and Professional Work

• Site vs District Days
• Early Release Days
• WFSG column

30
Whole Faculty Study Groups
31
Making Connections

• If implementing WFSG is like a shopping trip to
  the mall, where are you? Explanation?
• Refusing to go to the mall
• Parking lot
• Entering the mall doors
• Looking at the directory/map
• In the store, but still looking for bargains
• At the check-out getting what you came for

32
Collaborative Teams in a PLC

• Meaningful change requires collaborative
  processes that are different from most we have
  attempted in the past.

Murphy
33
(No Transcript)
34
To be successful, teams or groups need

• TIME
• Recommendation A minimum of 1 hour every other
  week
• An EXPLICIT PURPOSE
• SIP objectives and each groups action plan
• An understanding of HOW TO COLLABORATE
• Group norms, guidelines for meeting and use of
  protocols
• To ACCEPT RESPONSIBILITY for working
  collaboratively
• Agreement to begin and develop own action plans

35
System of Support

• Year One 2001-02
• August
• PLC SIP Process Introduced (Sense of urgency)
• Data Analysis Sessions
• WFSG Books provided (one per site)
• September
• Collaborative Teams Sessions (WFSG
  orientation--repeated)
• October
• Carlene Murphy (One-day session)
• October- May
• Coaching as requested assistance with site
  orientations

36
System of Support

• Year Two 2002-03
• Summer 2002
• WFSG Beginners and Shakers Sessions (open to
  teachers and leaders)
• Instructional Specialists sent to WFSG Training
  
• August-September
• PLC and WFSG revisited with leaders as model
  for school improvement
• November
• Data Analysis Sessions repeated for new learners
  and/or review
• WFSG included in brief presentation to Board of
  Education
• On-going
• Training for New Instructional Specialists and
  Principals
• Coaching, Monitoring, Additional Support
  Sessions

37
System of Support

• Year Three 2003-04
• Summer/Fall 2003
• WFSG Beginners and Shakers Sessions (open to
  teachers and leaders)
• August-September
• Refocus on PLC WFSG (Focus on looking at
  student work)
• WFSG books/orientation provided for new leaders
• On-going
• Coaching as requested
• Exploration of Instructional Council
• Monitoring by ISSIs and Superintendents
• Repeat data analysis
• Provide training in protocols looking at
  student work
• Related articles in district newsletter--Focus
  on Learning

38
Strategies to Sustain

• Years Four Seven
• 2004/05 2007/08
• Leadership Support Sessions
• Continue data analysis
• Provide training in LASW protocols
• Train Evolving Leaders
• Align with CQI initiative

39
Where we are now
40
Principal Responsibilities

• Responding to Logs
• Mini- Launch each year
• Balancing Pressure and Support

41
Thoughts . . .

• Change becomes manageable as collaborative teams
  become units of change
• Avoid allowing resisters to stop necessary change
• This process is NOT perfect, but it provides the
  best hope for real results!

42
Plates are Full!
Make WFSG THE Plate!
43
Your option for support

• Three teachers one administrator from a site
• Attend 3 sessions together spaced throughout the
  school year
• September 9 or 12
• November 12 or 14
• April 23 or May 12

44
Where are you where do you want to be this
school year?

• Refusing to go to the mall
• Parking lot
• Entering the mall doors
• Looking at the directory/map
• In the store, but still looking for bargains
• At the check-out getting what you came for