Enhancing Instructional Leadership for Reading First Principals

1
Enhancing Instructional Leadership for Reading
First Principals
Central Regional Reading First Technical
Assistance Center Regional Training-of-Trainers
(TOT) Session May 1314, 2008 ? Phoenix, Arizona
2
Enhancing Instructional Leadership for Reading
First Principals
Curriculum and Instruction
District Support
Using Assessment
Walk-Throughs
Aligning Programs
Supporting the Coach
Leading Change
Professional Development
Reading Culture
3
Purposes of this Training

• Build upon the foundation of Building
  Instructional Leadership in Reading First Schools
• Provide more in-depth information
• Differentiate professional development
• Respond to requests from stakeholders
• Address the critical importance of principal
  leadership

Handouts 1, 2, 3, 4
4
The Importance of School Leadership

• . . . there are virtually no documented
  instances of troubled schools being turned around
  in the absence of intervention by talented
  leaders. While other factors within the school
  also contribute to such turnarounds, leadership
  is the catalyst.

(Leithwood, Louis, Anderson, Wahlstrom, 2004,
p. 17)
5
Promoting and Supporting a Reading Culture
6
Critical Concepts

• Reading culture is one of the most powerful and
  affordable variables that schools can use to
  ensure their students are successful readers
• As the instructional leader, it is the
  principals responsibility to promote and support
  the schools reading culture

Handout 5
(Paine, 2007a)
7

• What does it take to sustain an effective reading
  program? That which is worth sustaining is best
  supported not by a person but by a system and its
  culture. Build and nurture the system and its
  culture.

(Hargreaves and Goodson, 2006)
8
What is Reading Culture?

• How we do things here (with respect to reading)
• Materials we use
• Training and support we provide
• Instruction we plan and deliver
• Assessments we conduct
• Way we use time and other resources
• Leadership we provide for reading
• Our shared mission, vision, beliefs,
  expectations, norms, values and practices around
  reading outcomes

9
Reading Culture
Handout 6
(Paine, 2007a)
10
Approaches to Building a Strong Reading Culture

• Promote an Academic Learning Climate
• Vision, mission, and goals
• Expectations and standards
• Staff and student incentives
• Professional development

• Develop a Supportive Work Environment
• Staff collaboration and cohesion
• Safe and orderly learning environment
• Meaningful student involvement
• Outside resources
• Links between home and school

(Murphy, 2004)
11
Approaches to Developing a Strong Reading Culture

• Promote an Academic Learning Climate
• Vision, mission, and goals
• Expectations and standards
• Staff and student incentives
• Professional development

• Develop a Supportive Work Environment
• Staff collaboration and cohesion
• Safe and orderly learning environment
• Meaningful student involvement
• Outside resources
• Links between home and school

(Murphy, 2004)
12
What is Vision?

• Describes the ideal state a school is striving to
  achieve
• Articulates a realistic, credible and attractive
  future for the school
• Challenges a school community to achieve
  excellence
• Acts as a catalyst for change
• Is shared and owned collectively

13
Process for Developing a Vision

• Build a shared value system
• Build an image of the ideal school
• Write a description of the image
• List the key descriptive words
• Compare key descriptors to value statements
• Write vision statement
• Share beliefs and vision

14
Creating a Mission Statement

• Describes the overall purpose
• Represents a current statement of what the school
  is really trying to do
• Answers the question Why does the school
  exist?
• Addresses what difference the school will make to
  students

15
Developing Shared Goals

• Operationalize the vision
• Focus goals on student outcomes
• Communicate goals effectively
• Monitor progress and make adjustments

16
Make Explicit Connections
VISION
Handout 7
17
Activity

• Step 1 Write the Reading First vision for your
  school
• Step 2 Complete the chart to develop a plan for
  increasing time spent on instructional leadership
  activities
• Discuss your plan with a partner

Handout 8
18
Establish Positive Expectations and Standards
I intend to give this 110, and I ask you all to
do the same. Its too important to give it any
less. Reading First principal

• Set high, measurable expectations for yourself,
  your staff, and your students
• Support and empower staff as they support and
  empower students
• Adopt a no excuses culture in the school

19
Provide Incentives for Staff and Students

• Allow teachers to provide discipline support
• Show personal interest
• Provide public acknowledgement
• Give private praise and encouragement
• Distribute leadership

(Murphy, 2004)
20
Distribute Leadership

• Promote training of trainers
• Cultivate in-house experts
• Support peer coaching
• Delegate

21
Promote Professional Development

• Provide direct, concrete technical assistance and
  material support
• Demonstrate indirect supportencouragementas
  teachers attempt to integrate skills into
  instructional practice

(Murphy, 2004)
22
Activity

• Work individually to brainstorm ways you have
  been successful in promoting an academic learning
  climate (left-hand column only)
• Then, turn to a partner and discuss your list

Handout 9
23
Approaches to Developing a Strong Reading Culture

• Promote an Academic Learning Climate
• Vision, mission, and goals
• Expectations and standards
• Staff and student incentives
• Professional development

• Develop a Supportive Work Environment
• Staff collaboration and cohesion
• Safe and orderly learning environment
• Meaningful student involvement
• Outside resources
• Links between home and school

(Murphy, 2004)
24

• Creating a collaborative culture is the single
  most important factor for successful school
  improvement initiatives and the first order of
  business for those seeking to enhance the
  effectiveness of their schools.

(Eastwood Louis, 1992)
25
Develop Staff Collaboration and Cohesion

• Develop schoolwide goals and objectives
• Establish and use formal mechanisms
• Promote staff stability
• Provide resources

(Murphy, 2004)
26
Develop Staff Collaboration and Cohesion
(continued)

• Provide a supportive work environment for
  cooperative planning
• Give faculty a formal role in communication
• Use a variety of methods of decision making

(Murphy, 2004)
27
Manage Staff Collaboration

• Grade level team and school literacy team
  meetings
• Within grade levels to plan grouping and
  instruction
• Across grade levels
• Articulation of skill expectations
• Coordination of materials and lessons
• Coordination of placement for very high/very low
  students
• Across departmental lines
• Across rolescertified and classified

28
Create a Safe and Orderly Learning Environment

• Safe physical and emotional environment
• Clean and well maintained
• Effective classroom management practices
• Clearly defined school rules

(Murphy, 2004)
29
Provide Opportunities for Meaningful Student
Involvement

• Learn responsibility and practice leadership
  behavior
• Form ties to the school and to appropriate adult
  role models
• Develop skills necessary to participate
  successfully in activities

(Murphy, 2004)
30
Secure Outside Resources in Support of School
Goals

• Community groups
• Parents and parent organizations
• Local businesses
• University partners
• Competitive grants

31
Forge Links Between the Home and the School

• Communicate on a regular basis
• Obtain human resources
• Promote contact between teachers and parents
• Personally interact with parents in community
  groups
• Provide programs for parents
• Develop ways parents can work with their children
  at home on academic skills

(Murphy, 2004)
32
Activity

• Work individually to brainstorm ways you have
  been successful in developing a supportive work
  environment
• Then, turn to a partner and discuss your list

Handout 9
33
In Summary

• Develop a clear vision and set of beliefs about
  where your school is going with Reading First and
  share it with others
• Ensure decisions, daily actions, and resources
  are aligned with the vision
• Create collaborative processes and shared
  responsibility for student success
• Celebrate successes and acknowledge the hard work
  of staff and students

34
Transferring Learning

• Look back at the Levels of Use self-assessment
  you completed at the beginning of this section
• Identify one or more indicators for which you see
  a need for improvement (e.g., which you rated a 1
  or a 2)
• Develop a plan for transferring the knowledge and
  skills learned during this training

Handouts 4, 5
35
Leading Schoolwide Change
36
Critical Concepts

• Principals must recognize the challenges of
  implementing schoolwide change and have
  strategies in place to lead staff successfully
• Hiring and assigning staff based on the schools
  reading needs can support schoolwide change
  efforts

Handout 10
37
What Kinds of Changes Are Involved in Reading
First?

• What and how teachers teach
• What is assessed and who does the testing
• Schedules/use of time in classrooms
• Expectations of K3 students
• How teachers work across general education, Title
  I, special education, etc.
• How teachers make decisions about what goes on in
  their classrooms
• Intensity of instruction

38
Monitoring and Supporting Change

• Understand how people respond to change (e.g.,
  using the Concerns-based Adoption Model)
• Develop a strong leadership team and use the team
  to assist in addressing staff concerns
• Recognize and deal with resistance among staff

39
CBAM
awareness
management
refocusing
Stages of Concern
A model for understanding how people respond to
educational change initiatives
Levels of Use
non-use
routine
renewal
(Hord, Rutherford, Huling-Austin, Hall, 1987)
40
CBAM Stages of Concern Typical
Questions/Comments
How is my use affecting learners? How can I
refine it to have more impact?
I would like to know more about it.
1. informational
4. consequence
Stages of Concern
3. management
5. collaboration
I seem to be spending all my time getting
materials ready.
How can I relate what I am doing to what others
are doing?
Handout 11
(Hord, Rutherford, Huling-Austin, Hall, 1987)
41
Four Features of Strong School Leadership Teams

• A group of like-minded individuals that believe
  they can make a difference
• Purposes and outcomes that matter to all
• Agreed upon processes derived from the purposes
• Development and use of all available assets

(Marzano, Waters, McNulty, 2005)
42
Using the Leadership Team to Facilitate Change

• Culture
• Communicate the vision and beliefs
• Promote a common language
• Clarify roles
• Order
• Ensure staff understand new routines and
  procedures
• Reinforce routines and procedures

(Marzano, Waters, McNulty, 2005)
43
Using the Leadership Team to Facilitate Change
(continued)

• Communication
• Be accessible
• Reinforce the message
• Promote open lines of communication for all
• Staff input

(Marzano, Waters, McNulty, 2005)
Think About It
How is your school doing in the areas of culture,
order, communication, and input?
44
CBAM Levels of UseTypical Behaviors
The user is taking the initiative to learn more.
The user is making changes to increase outcomes.
IVB. refinement
I. orientation
Levels of Use
V. integration
III. mechanical
The user is making deliberate efforts to
coordinate with others.
The user is making changes to better organize use
of the innovation.
Handout 11
(Hord, Rutherford, Huling-Austin, Hall, 1987)
45
Activity

• Think about where one of your teachers is on the
  Levels of Use continuum for a particular skill
• In pairs, discuss how you can move the teacher
  along the continuum (e.g., by using the
  walk-through process)

46
Strategies for Recognizing and Dealing with
Resistance

• Understand resistance is a natural part of the
  change process
• Build a positive school culture
• Listenreally listen
• Provide assertive intervention when needed
  (McEwan, 2005)
• Energize and motivate teachers

Handout 12
47
Energizing and Motivating Resistant Teachers

• Express empathy, but expect change
• Appeal to core values
• Engage shared mission/vision/beliefs
• State expectationsbe specific
• Turn initial resistance to structured
  problem-solving
• Provide training and support as needed
• Provide affirmation/encouragement for progress

48
Activity

• Choose a staff resistance scenario and discuss a
  strategy for addressing it constructively.

49

• If we get the right people on the bus, the right
  people in the right seats, and the wrong people
  off the bus, then well figure out how to take it
  someplace great.

Jim Collins
50
Using Reading-Based Hiring Practices

• Revise job description to reflect a focus on
  reading outcomes
• Reflect reading needs when writing the job
  posting, screening applicants, interviewing
  candidates, and checking references
• Implement performance-based interview activities
  (Reeves, 2007)

Handouts 13, 14
51
New Hire Scenarios

• If ideal candidates do not apply
• Hire for the traits you cannot train (e.g.,
  beliefs)
• Train the traits you were not able to hire for

52
Empowering New Staff for Success and Retention

• Familiarize new staff members with the schools
  reading culture
• Develop a plan to provide training and support
• Focused, on-going training in reading
• Differentiated coaching
• Mentoring
• Provide affirmation and build trust

53
Activity

• How will you address the catch up needs of new
  staff?
• How will you address the mixed results of
  returning staff?

54
Assigning and Transferring Current Staff

• Filling a vacancy with a current staff member
• Determine qualities needed (e.g., knowledge,
  skills, cultural buy-in)
• Identify who on staff or in the district is
  best-suited
• Transferring staff (no vacancy)
• Determine district policies
• Consider a position exchange

55
In Summary

• Principals must work to
• Draw staff into the change process
• Resolve issues of resistance around
  implementation
• Help move staff along the continuum in their
  levels of use of new instructional practices
  and materials
• Hire the right people and assign them to the
  right positions

56
Transferring Learning

• Look back at the Levels of Use self-assessment
  you completed at the beginning of this section
• Identify one or more indicators for which you see
  a need for improvement (e.g., which you rated a 1
  or a 2)
• Develop a plan for transferring the knowledge and
  skills learned during this training

Handouts 4, 10
57
Aligning Programs to Support Reading First
58
Critical Concepts

• Aligned funds help provide a non-categorical
  approach to reading instruction
• Aligning resources promotes seamless services and
  improved achievement for all students

Handout 15
59
Why Align Programs?

• Improve services for all students
• Use a variety of funding sources to support SBRR
  programs
• Promote sustainability of effective practices

Think About It
Are programs aligned in your school or
district? How do programs work together in your
school?
60
Aligning Funding to Support Instruction
Reading First
Title V (innovative programs)
Early Intervening Services (EIS)
District Alignment
Classroom Support
Title III (ELL)
Title I
School Alignment
Title II-A (highly qualified staff)
61
Activity

• Use the matrix to identify which funding sources
  you have access to and how they can be used to
  support Reading First elements/activities
• Highlight federal funds you might use to support
  Reading First activities/elements
• Note available state and local funds on the last
  page of the matrix

Handout 16
62
Instructional Programs Historical Perspective

• The education system has grown through a
  process of disjointed incrementalism

Gifted/ Talented
ELL
Title I
At Risk
Special Education
Migrant
(Tilly, 2005)
63
Aligned Instructional Programs

• With effective alignment of programs and
  services, the system supports scientifically
  based reading instruction for all students

64
Reading First and IDEA

• Reading First
• Stronger accountability for results
• Increased flexibility and local control
• Expanded options for parents
• An emphasis on teaching methods that have been
  proven to work (SBRR)

• IDEA
• Stronger accountability for results
• Increased flexibility
• An emphasis on teaching methods that have been
  proven to work (SBRR)
• Alignment with NCLB

(Source USED)
65
Early Intervening Services (EIS)

• Designated for K12 students who need additional
  support (emphasis on K3)
• Framework for prevention and intervention
• LEAs can use up to 15 of federal entitlement
• Funds can supplement NCLB funds for activities
  and services related to EIS

66
Response to Intervention (RTI)

• Differentiated instruction
• Two or more tiers of increasingly intense,
  scientific, research-based interventions
• Changes in duration, frequency, and time of
  interventions group size and instructor skill
  level

(NRCLD, 2007)
67
Response to Intervention (RTI) (continued)

• Screening and progress monitoring to assess
  entire class progress and individual student
  progress
• Explicit decision rules for assessing learners
  progress
• Fidelity measures to assess consistency of
  instructional methods and curriculum

(NRCLD, 2007)
68
RTI Framework
Tertiary Intervention (5) Specialized
individualized systems for students with
intensive needs
Secondary Intervention (15) Specialized group
systems for students with at-risk performance
Primary Prevention (80) Schoolwide/classroom-wid
e systems for all students, staff, and settings
(OSEP Technical Assistance Center on Positive
Behavioral Interventions Supports, n.d.)
69
Suggestions for Aligning Service Delivery

• Composition of the school reading team
• Scheduling and administration of assessments
• Alignment of professional development

70
Suggestions for Aligning Service Delivery
(continued)

• Coordination of intervention staff and materials
• Development of streamlined processes and
  procedures

71
In Summary

• Alignment provides financial support for seamless
  services to students schoolwide
• An aligned and coordinated reading program helps
  ensure all students receive research-based
  instruction

72
Transferring Learning

• Look back at the Levels of Use self-assessment
  you completed at the beginning of this section
• Identify one or more indicators for which you see
  a need for improvement (e.g., which you rated a 1
  or a 2)
• Develop a plan for transferring the knowledge and
  skills learned during this training

Handouts 4, 15
73
Using Assessment to Drive Decision-Making
74
Critical Concepts

• Effective Reading First principals use data from
  frequent and ongoing assessment to
• Identify the types and levels of support needed
  to increase reading achievement for all students
• Measure and evaluate the progress of students and
  the school as a whole
• Plan differentiated support for teachers and
  classrooms

Handout 17
75
The Principals Role in Data Utilization
76
Characteristics of Data Meetings

• Held on a regular basis (bi-weekly/monthly)
• Principal facilitates discussion of the data
• Data are organized in ways that allow monitoring
  of individual and group progress
• Staff are able to make school-level decisions and
  changes
• Systems are in place to guide the structure of
  the meeting

77
Data Meeting Process
Prioritize and Plan (Problem-Solve)
Assess and Interpret Data
Analyze New Data and Reassess
Implement Plans
Think About It
What barriers do you experience in holding
frequent/regular grade-level team meetings? How
do you overcome them?
78
Data Analysis

• Use multiple sources of data
• Examine the data at multiple levels
• School/grade-level
• Classrooms
• Sub-populations
• Individual students
• Monitor and evaluate adequate progress

79
What is Adequate Progress?

• Reading progress at a sufficient rate to allow a
  student to reach or remain at grade level by the
  end of the year (or for significant deficits, by
  the end of third grade)
• If currently at grade level, to remain at grade
  level
• If considered at some risk (somewhat below
  grade level), to reach grade level
• If considered at high risk (significantly below
  grade level), to reach the next level toward
  grade level status

Handout 18
80
How Can a Principal Use Adequate Progress Data?

• Working with grade-level teams and the leadership
  team to determine which students or groups of
  students need additional support
• Prioritizing support planning for groups of
  students
• Ensuring priority support plans are developed,
  carried out in a timely manner, and monitored for
  effectiveness

81
Data Boards
82
Developing Plans to Support Student Learning

• Define supports for students
• Levels of intervention for struggling learners
• English language learner support
• Extensions for advanced students
• Determine school resources needed
• Personnel
• Time allocation
• Materials
• Location

83
How Can a Principal Use Adequate Progress Data?
(continued)

• Meeting with coach to preview data and review
  support plans currently in place
• Conducting walk-through visits to monitor
  implementation of plans
• Communicating with staff about effectiveness of
  plans
• Determining need for additional professional
  development or other support for
  teachers/classrooms

84
Classroom Support Continuum
Intensive Support
Differentiated Support
Resources
Support for All Teachers/ Classrooms
Time
85
Using Data to Plan Differentiated Support for
Teachers/Classrooms

• Principals can use classroom data to identify the
  needs of individual teachers/classrooms

• Sample criteria
• 85 or more students are above the benchmark
• 7585 students are meeting benchmark goals
• 5075 students are meeting target goals
• 50 or fewer students are meeting target goals

(Jones Burns, 2007)
Handouts 19, 20
86
In Summary

• Principals provide leadership in using assessment
  to drive decision-making, including
• Identifying, planning for, and monitoring the
  needs of individual students and groups of
  students
• Charting progress in the school improvement
  process
• Ensuring teachers/classrooms receive
  differentiated and targeted support

87
Transferring Learning

• Look back at the Levels of Use self-assessment
  you completed at the beginning of this section
• Identify one or more indicators for which you see
  a need for improvement (e.g., which you rated a 1
  or a 2)
• Develop a plan for transferring the knowledge and
  skills learned during this training

Handouts 4, 17
88
Reading Curriculum and Instruction
89
Critical Concepts

• The principal as an instructional leader plays a
  key role in supporting implementation of the
  schools reading curriculum
• Through scheduling and monitoring of instruction,
  the principal ensures effective use of
  instructional time schoolwide

Handout 21
90
Components of K3 Reading Curriculum
Reading Curriculum
Comprehensive learning system plus any
supplemental sequences and/or materials used

• Aligns with state standards
• Outlines essential content for each grade level
• Specifies learning goals

Research-based instructional routines procedures
Reading assessment system
Intervention program/ materials
91
Supporting the Reading Curriculum

• Be knowledgeable of SBRR/SBRI
• Secure resources (e.g., personnel, materials) and
  match them to student learning needs
• Ensure alignment and coordination
• Develop and manage schedules
• Evaluate effectiveness of programs/materials
• Understand the big picture of curriculum and
  instruction in the school

Handout 22
92
Supporting Reading Instruction

• Ensure a coherent schoolwide plan for
  high-quality reading instruction is in place
• Observe classroom reading instruction and provide
  specific feedback to teachers
• Maintain effective communication procedures to
  provide coordination of the reading plan

Think About It
What does high expectations for all learners
mean to you?
93
Supporting Reading Intervention

• Put in place systems for identifying students and
  monitoring effectiveness of interventions
• Oversee selection of programs and materials
• Ensure ample personnel
• Provide training, support, and monitoring to
  ensure fidelity and quality of implementation
• Monitor student progress
• Evaluate effectiveness of interventions

94
Alignment and Coordination

• Ensure comprehensive learning system,
  supplemental materials, and intervention
  materials align
• Same routines and procedures
• Same terminology
• Complementary sequence of instruction
• Promote coordination and communication between
  classroom instruction and intervention

95
Evaluating the Effectiveness of Programs and
Materials

• Examine the data (quantitative and qualitative)
• Ensure materials/programs are reviewed
• Explicit and systematic
• Sufficient materials/content coverage/practice
• Differentiation
• Determine need for enhancement
• Supplemental sequences and/or materials
• Extended time allocations

96
Critical Aspects of Instruction

• Explicit instruction
• Systematic instruction
• Active engagement
• Varied, flexible grouping practices
• Skill development
• Time allocation

Handout 23
97
Grouping for Instruction
Principals should expect to see a variety of
grouping practices during reading instruction

• Whole class
• Partnering
• Centers
• Independent

• Small group (same instructional need, mixed
  instructional need)
• One-one-one

Handout 24
98
Skill Development

• In order to learn a skill, students must practice
  the skill correctly
• There must be sufficient practice to develop
  fluency
• Students must also review the skill enough in
  order to maintain it

Skill Unknown
Maintenance
Fluency
Accuracy
Stages of Skill Development
99
Instructional Intensity

• Intensity of instruction the number of positive
  instructional interactions (Piis) per minute
• Pii Each time a teacher gets a student to
  practice a skill correctly

100
Why is Instructional Intensity Important?
RATE OF LEARNING
2007-2008
Per Year More Skills Learned
101
Elements of Time

• Calendars (PD, assessment, and collaboration
  time)
• School, classroom, and staff schedules
• Instructional time allocations
• Academically engaged time and positive
  instructional interactions
• Transitions
• Reading during other parts of the school day and
  out of school

102
Barriers to Student SuccessRelated to Use of Time

• Instructional time is inadequate for many
  students
• Lack of urgency for maximizing instructional time
• Competing events interfere with instructional
  time
• Teachers do not make efficient use of available
  instructional time

103
Time

• How do you know how much time is needed for
  reading instruction?
• How do you find the extra time needed for reading
  instruction?
• Whole group instruction
• Small group instruction
• Intervention

104
Strategies for Student Success Use of Time

• Continuously communicate the sense of urgency
  around teaching students to read
• Revise schedules to assure sufficient teaching
  time
• Allocate more time for instructional activities
• Provide more time for instruction in basic skills

105
Strategies for Student Success Use of Time
(continued)

• Protect teachers from outside interruptions
• Supervise for adherence to instructional
  schedules
• Provide training and support, and supervision to
  ensure adequate levels of instructional intensity
• Make efficient use of available instructional
  time
• Attend to faculty punctuality and establish/
  enforce procedures to reduce student absences and
  tardiness

106
Effective Scheduling

• An uninterrupted period of time for reading
  instruction (90 minutes or more)
• Specific times when intensive reading
  interventions will be provided
• The most efficient use of support staff to help
  provide intensive interventions
• Common planning time to facilitate grade-level
  meetings

Handout 25
107
Supervision of Instructional Time

• Observe all teachers to ensure a minimum of 90
  minutes of reading instruction
• Monitor to ensure at-risk students receive extra
  instructional time designated for them
• Use a pacing calendar to guide teachers in
  covering essential instructional content within
  an established period of time

Handout 26
108
In Summary

• As an instructional leader, the principal must be
  knowledgeable of the schools curriculum and
  active in supervising its implementation in
  classrooms
• Because time is a critical resource for school
  success, the principal must take the lead in
  organizing, managing, and monitoring the use of
  time schoolwide

109
Transferring Learning

• Look back at the Levels of Use self-assessment
  you completed at the beginning of this section
• Identify one or more indicators for which you see
  a need for improvement (e.g., which you rated a 1
  or a 2)
• Develop a plan for transferring the knowledge and
  skills learned during this training

Handouts 4, 21
110
Building Teacher Capacity through Professional
Development
111
Critical Concepts

• The principal, as the key staff developer, must
  arrange, provide, attend, and follow-up on
  professional development (PD)
• PD is defined in terms of context, process and
  content
• PD is effective when new learning transfers to
  classroom practice, resulting in improved student
  achievement

Handout 27
112
Principal Responsibilities

• Arrange
• Provide

• Attend
• Follow up

Remember Staff development that improves the
learning of all students uses disaggregated
student data to determine adult learning
priorities, monitor progress, and help sustain
continuous improvement. (National Staff
Development Council, 2001, http//www.nsdc.org/sta
ndards/index.cfm)
Handout 28
113
Effective Professional Development Programs

• Use student assessment data and teacher needs to
  inform PD sessions
• Secure high-quality, knowledgeable trainers
• Coordinate grade-level attendance and include
  teachers from special programs
• Address the differing needs and levels of
  expertise of individual teachers
• Address the diversity of classrooms

114
Effective Professional Development Programs
(continued)

• Prepare teachers to use instructional materials
  before school starts
• Offer follow-up or learning communities for
  teacher reflection after the PD
• Ensure the principal and coach monitor
  implementation of new practices
• Provide substantial support to teachers (e.g.,
  coaching, principal feedback)

115
High Quality PD Framework
Context foundational support and culture that
make high quality PD possible
Process systems for planning, implementing, and
refining PD
Content knowledge and skills to be taught
116
Steps in the Process of Transferring Learning to
Practice

• Understanding the theory and rationale
• Observing a model in action
• Practicing the new behavior in a safe context
• Trying out the behavior with peer support in the
  classroom
• Practicing, refining, and developing expertise

(Learning First Alliance, 2000)
117
Determining Content of PD

• What are all students expected to know and be
  able to do?
• What must teachers know and do in order to ensure
  student success?
• Where must staff development focus to meet both
  goals?

(National Staff Development Council, 2001)
118
Timely and Ongoing Follow Up

• Expect action from staff, students, and self
• Evaluate impact
• Has the talk changed?
• Have the behaviors changed?
• Have the results changed?

(Reading Lions Center, 20062007)
Think About It
What might be some evidence of changing talk and
behaviors?
Handout 29
119
Importance of Coaching
(Joyce Showers, 2002)
120
Professional Development Continuum
Intensive Support
Differentiated Professional Development
Resources
Professional Development for All Teachers
Time
121
Differentiating Professional Development by Need

• Consider the following when identifying each
  staff members professional development needs
• Student achievement data by group or class
• Knowledge and practice expertise in
  scientifically based reading instruction (SBRI)
• Expertise in implementation of programs/materials
• Ability to use data to inform instruction
• Ability to differentiate instruction
• Stage of career
• Area of interest or expertise

122
In Summary

• Principal is the key professional developer
• For high quality PD, consider context, process,
  and content
• Integration of new knowledge and skills into
  instructional practices takes time and support

123
Transferring Learning

• Look back at the Levels of Use self-assessment
  you completed at the beginning of this section
• Identify one or more indicators for which you see
  a need for improvement (e.g., which you rated a 1
  or a 2)
• Develop a plan for transferring the knowledge and
  skills learned during this training

Handouts 4, 27
124
Supporting and Collaborating with the Reading
Coach
125

• Successful coaching depends not only on the
  knowledge and skill of individual coaches, but
  also on a number of district- and school-level
  factors . . . the principal plays a key role in
  the program

(Neufeld Roper, 2003, p. 15)
126
Critical Concepts

• The principal is responsible for building the
  capacity of the Reading First coach through
  professional development
• Coaches need ongoing support in their roles as
  instructional leaders
• Collaboration between the principal and coach is
  critical to reaching student achievement goals

Handout 30
127
Building the Capacity of the Coach

• Promote professional development
• Ongoing meetings and professional development
  with other coaches
• Discussion and study with the principal and with
  teachers about curriculum and assessments
• A jointly developed professional development plan

128
Building the Capacity of the Coach (continued)

• Expect competency both in coaching and in content
• All instructional and assessment materials
• Current research supporting reading instruction
  and assessment
• How to work with peers in the coaching process

129
Building the Capacity of the Coach (continued)

• Direct and focus the work of the coach
• Clarify expectations from the beginning
• Prioritize high-impact, direct contact with
  teachers
• Align coaching to school needs

Think About It
What activities take up the coachs time? How can
you ensure teachers and students benefit from
coaching?
Handout 31
130
Building the Capacity of the Coach (continued)

• Support and monitor development and effectiveness
  of coaching
• Establish a communication system
• Hold regularly scheduled meetings
• Review coachs planning and activity
  documentation
• Observe and provide feedback

Handouts 32, 33
131
Supporting the Coach as a Key Instructional Leader

• Define and support the coachs role for all staff
• Practice your own coaching skills as you support
  the coaching role
• Develop your content knowledge
• Be an instructional leader
• Balance your role as coach and evaluator

132
Activity

• How can the coach differentiate supports for
  these teachers?
• What unique needs will need to be addressed?
• What guidance can you provide as you and the
  coach work together to address student
  achievement issues?

Handout 34
133
Collaborating with the Coach

• Communicate the beliefs and vision that drive
  Reading First implementation
• Share ongoing leadership responsibilities for
  Reading First
• Schedule regular meetings with the coach
• Team with the coach on data-based decision-making

134
In Summary

• It is a principals responsibility to
• Assist the coach in developing knowledge and
  skills
• Coach and recognize effective work
• Create a school environment that supports
  coaching and uses it to its full potential
• Share leadership with the coach to reach the
  schools student achievement goals

135
Transferring Learning

• Look back at the Levels of Use self-assessment
  you completed at the beginning of this section
• Identify one or more indicators for which you see
  a need for improvement (e.g., which you rated a 1
  or a 2)
• Develop a plan for transferring the knowledge and
  skills learned during this training

Handouts 4, 30
136
Supervising and Supporting through Walk-Throughs
137

• Instructional leadership is perhaps the single
  most important role for principals to play when
  increased achievement is the goal.

(National Association of Elementary School
Principals, 2001)
138
Critical Concepts

• Instructional leadership is clearly related to
  student achievement
• The walk-through process is one of the most
  visible and potentially powerful elements of
  instructional leadership
• Walk-throughs help build a strong
  teachinglearning culture to support reading
  success

Handout 35
139
Effective Instructional Leaders

• Are actively involved in reading instruction
• Are often visible
• Continuously engage staff in conversation about
  instruction
• Supervise instruction frequently and provide
  feedback

140
Purposes of Walk-Throughs

• Build a strong reading culture
• Improve student achievement
• Strengthen instructional leadership
• Reinforce recent training teachers have had
• Support the coaching process
• Assure that time planned is actually delivered
• Provide teacher support
• Promote principal learning

141
Walkthroughs

• Frequent, brief (5-minute), nonevaluative visits
  to classrooms to observe reading instruction
• Brief, one-on-one dialogue in which the principal
  provides feedback (both positive and
  growth-oriented)

(The Center for Comprehensive School Reform and
Improvement, 2007)
142
Activity

• On the handout, note what you will need to start
  doing and what you may be able to delete,
  delegate, or defer in order to ensure time for
  classroom walk-thoughs

Handout 36
143
Before the Walk-Through

• Cultivate a team culture focused on student
  improvement in reading
• Build a teaching-learning collaboration
• Communicate the norm of continuous learning for
  students and adults
• Focus on the purpose of supporting strong
  instruction for all students
• State purpose and plans for classroom visits

144
Before the Walk-Through (continued)

• Share observation tool(s) you will use
• Share with teachers the processwhat to expect
• Ask what would be most helpful for them as part
  of the classroom visit process
• Defuse anxiety
• Clearly differentiate between evaluation and
  observation

145
Coordinating with the Coach

• Schedule regular weekly meetings with the coach
• Have spontaneous check-ins as needed
• Coordinate observation schedules
• Coordinate observation focus and feedback

146
Framework for Walk-Throughs

• What is the purpose of the lesson?
• Is there rigor in the lesson (i.e., is it at an
  appropriate but challenging level of difficulty)?
• Are the students learning the concepts/skills?
• What evidence is there of student learning?

147
What To Look For

• What are the students doing?
• Correlates of learning and achievement
• What is the teacher doing?
• Indicators of effective teaching

Handout 37
148
Walk-Through Tools

• Essential qualities
• Focus on instruction and learning
• Make data objective, not judgmental
• Formats (paper and pencil vs. electronic)

Think About It
What types of observation tools do you use?
Handouts 38, 39, 40, 41, 42
149
Format for Follow-Up

• One positive comment
• One prompt, question, or suggestion
• One further follow-up component
• Where do we go from here?
• Lets touch base in a day or two.

150
Options for Follow-Up

• Ask questions/reflective probes
• Give feedback
• Positive (for encouragement)
• Developmental (reflection for growth)
• Make suggestions
• Set it up (e.g., training, demonstrations, peer
  observation)
• Follow-up (to provide support ensure it
  happens)
• Share an idea/insight

151
Teacher Resistance to Feedback

• Check your style
• Supportive or evaluative?
• Appeal to core values
• Mission/vision
• Depersonalize the feedback
• Let the data convey the message, then follow-up

152

• The data were clear . . . the higher the level
  of response and follow-up by the supervisor,
  the higher the staff rated their supervisors
  effectiveness.

(Crane, 2002)
153
Increasing Walk-Through Visits

• Block out time each week for walk-throughs and
  follow-up conversations
• Set a weekly goal and give yourself feedback
• Make goal attainment public by posting it in the
  office or staff room
• Set up a reminder system (e.g., secretary,
  students)

154
Self-Monitoring of Walk-Throughs
155
Self-Monitoring of Walk-Throughs (continued)
92
83
75
67
weeks
156
Collaborative Practice

• Arrange to spend an hour during the reading block
  with one or more colleagues
• Select an observation form
• Jot down positive comments and reflective
  questions for the teacher debrief
• Compare notes with your partner
• At the end of the process, take a few minutes to
  debrief with your colleague(s) and then later
  with the teacher

157
Working with Colleagues to Increase Walk-Through
Visits

• Set up a cooperative or competitive game with
  one or more colleagues
• Set a goal with your supervisor and report to
  him/her periodically on progress
• Set up a relationship with a mentor
• Pair up with the coach or a teacher periodically
  to walk through a few classrooms and debrief
  together

158
In Summary

• By increasing their presence in classrooms,
  principals can support teachers in the reflection
  and improvement process
• Walk-throughs can help build a strong culture of
  collaboration within the school to support
  reading success
• To be effective, walk-throughs must be
  empowering, affirming, and growth-producing, not
  evaluative

159
Transferring Learning

• Look back at the Levels of Use self-assessment
  you completed at the beginning of this section
• Identify one or more indicators for which you see
  a need for improvement (e.g., which you rated a 1
  or a 2)
• Develop a plan for transferring the knowledge and
  skills learned during this training

Handouts 4, 35
160
Recruiting District Office Support
161
Critical Concepts

• Research shows that district practices impact
  student achievement by influencing school and
  classroom practices
• Principals can create, recruit, and maintain
  district support to improve the effectiveness of
  their Reading First programs

Handout 43
162
District Impact on Student Achievement
District Practices
School Practices
Classroom Practices
Student Achievement
163
Best Practice Framework

• Recognition, intervention, and adjustment
• Monitoring compilation, analysis, and use of
  data
• Instructional programs, practices, and
  arrangements
• Staff selection, leadership, and capacity
  building
• Student learning expectations and goals

(National Center for Educational Accountability,
n.d.)
164
District Support for Reading First Schools
Handout 44
165
Activity

• Part 1. For each bullet on the handout, indicate
  whether this is an area of control or influence
  for you
• Part 2. Identify priority areas
• Select the top 3 areas of concern for your campus
  over which you have control
• Select the top 3 areas of concern for your campus
  over which you have influence

Handout 45
166
Strategies for Developing District Support

• Share data at every opportunity
• Invite district leaders to the school often
• Suggest new policies that support reading
• Seek time for collaboration
• Encourage alignment of federal programs
• Share research findings

167
Strategies for Developing District Support
(continued)

• Articulate barriers and pose feasible solutions
• Encourage professional development for
  instructional leaders
• Work to advance district reading goals
• Suggest reading-related criteria for hiring staff
• Communicate your schools successes

168
Activity

• List your six priority areas from part 2 of
  handout 45
• Determine a strategy or next steps for recruiting
  district support for each area
• Identify a target date for completion

Handouts 45, 46
169
In Summary

• The district office plays a critical role in
  supporting effective school-based leadership
• Written policies and procedures help ensure
  effective practices
• Principals should work with district staff to
  develop a powerful reading culture
• Principals can create, recruit, and maintain
  district support for Reading First

170
Transferring Learning

• Look back at the Levels of Use self-assessment
  you completed at the beginning of this section
• Identify one or more indicators for which you see
  a need for improvement (e.g., which you rated a 1
  or a 2)
• Develop a plan for transferring the knowledge and
  skills learned during this training

Handouts 4, 43