The Core of Educational Leadership

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The Core of Educational Leadership
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Accomplished educators are always asking How
can we get better?
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Four Historical Approaches to Improving Student
Achievement
1. 1980s Curriculum Packages and Programs
2. 90s Change Structures and Schedules
3. 90s 2000s Standards and Accountability
4. 2000s Use Data
5. Focus on High-Expertise Teaching
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What is the most significant variable in
increasing student achievement?
Increased Student Achievement
What Teachers Know, Believe Can Do
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M.E.T. (Gates Project) 2012 Research
The variation in teaching effectiveness between
classrooms within a school is greater than the
variation in effectiveness between schools.
Thus student learning hinges on the expertise
of the teacher in front of them now!
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Outcomes of Day

• 1. Dive into the nature of teaching
  expertise.Goal common images, common language
  and concept system for talking about teaching
  togther
• 2. Insights into how leaders at both building and
  central levels can most influence classroom
  teaching expertise.

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7 Propositions about Teaching

• Proposition 1
• Teachers are preeminently important.

• Proposition 2
• There is a real knowledge base about teaching
  that is practical, accessible, huge, complex,
  and validatedand its different.

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Definition Teaching skill is
anything a person does that influences the
probability of intended learning. Anything!
Personal relationshipsTeamwork
skillsData analysis skillsError analysis
skillsFamily inclusion skills
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• Proposition 3
• We need a common language and
• concept system for holding this
• knowledge and talking about it
• together.

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• Proposition 4
• The nature of professional knowledge
• in any field is
• --Tasks to be accomplished
• --Repertoire of ways to accomplish
• them
• --Skill at matching the response or
• strategy one picks from ones
• repertoire to match the content, the
• people, or the situation

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• Proposition 5
• For all our studentswe want more good teaching
  in more classrooms for more children more of the
  time
• not a blame statement.

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• Proposition 6
• The school-as-workplace is the prime site for
  teacher learning.

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• Proposition 7
• Leaders make the difference on whether the school
  becomes a dynamic and powerful site for teacher
  learningfor improving classroom teaching and
  learning.
• Where to Show Up and What to Do

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• So the core of educational leadership is
• mobilizing collective action
• to improve teaching expertise
• in every classroom.

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• KEY CONCEPTS
• Tasks
• Repertoire
• Matching

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Authority



The Attention Continuum






Attraction















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5 Least Done Attn. Moves

• I Message
• Pre-Alert
• Wait-Time
• Props
• Dramatizing

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• KEY CONCEPTS
• Areas of Performance
• Repertoire
• Matching

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3 KEY MESSAGES

• What were doing is important.
• You can do it.
• I wont give up on you, even if you give up on
  yourself.
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TEACHER CHOICE OF LANGUAGE IN RECURRING SPECIFIC
SITUATIONS

• Patterns of calling on students
• Responses to student answers
• Giving help
• Dealing with errors
• Giving tasks and assignments
• Feedback on individual student performance,
  including authentic praise
• Being tenacious
• Framing re-teaching events

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THE BOTTOM LINE OF EFFORT BASED ABILITY

• Our work as educators, in fact a major part for
  some kids, is
• 1) Convincing them they can grow their
• ability at academics.
• 2) Showing them how.
• 3) Motivating them to want to.

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5 BELIEFS THAT LIBERATE OR LIMIT LEARNING
LIFE LIBERATING BELIEFS
LIFE LIMITING BELIEFS
Mistakes help one learn You are not supposed to
understand everything the first time around.
Care, perseverance, and craftmanship are what
count. Good Students solicit help and lots of
feedback on their work. Consistent effort and
effective strategies are the main determinants of
success Every one is capable of high achievement,
not just the fastest and most confident.
vs. vs. vs. vs. vs.
Mistakes are a sign of weakness Speed is what
counts. Faster is smarter. Good students can do
it by themselves. Inborn intelligence is the
main determinant of success Only the few bright
can achieve at a high level.
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CLARITY
1. Framing the Big Picture

• Objectives
• Itinerary
• Big Idea/Essential Question
• Reason for Activity
• Reason its Worthwhile
• Criteria for Success

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CLARITY

• 2. Getting Ready for Instruction
• Anticipate Confusions
• Pre-assessing
• Activating Students Current Knowledge

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Fruit Bats
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Dividends of Wordsplash

• Student know things to look for
• Calls for predicting
• Summons prior knowledge
• Make connections
• Adjust active reader
• Motivating
• Ownership
• Interactive
• Pressure off safe

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CLARITY
3. Presenting Information..
--Twelve Explanatory Devices 4. Speech 5.
Explicitness 6. Making Cognitive Connections
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Explanatory Devicesespecially powerful are

• Modeling Thinking Aloud
• Visual Imagery
• Models
• Diagrams and visual presentations

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CLARITY
Getting Inside Students Heads 7. Checking for
Understanding 8. Unscrambling Confusions 9.
Creating interactive dialog to Make
Students Thinking Visible
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CLARITY
V. CONSOLIDATING AND ANCHORING THE LEARNING
10. Summarizing Getting students cognitively
active in summarizing
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30 Summarizing Structures

• Write a Rap
• Ticket to Leave
• Carousel Brainstorming
• Graphic Organizers
• Medium-Size Circle
• Draw Picture/Diagram
• Learning Logs
• Thinking Logs
• Think Pair Share
• Biopoems
• Reciprocal Teaching
• Last Word
• Board Games
• The Envelope Please
• Inside-Outside Circle

• 10-2
• Learning Buddies
• 321
• The Important Thing
• Luck of the Draw
• Paired Verbal Fluency
• Summary Sam
• Sorting Cards
• One Word Summary
• Synectics Review
• One Question Quiz
• A B C Summarize
• Cheat Notes
• Best Test
• Relay Summary

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• KEY CONCEPTS
• Areas of Performance
• Repertoire
• Matching

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FEEDBACK

• Academic feedback is more strongly and
  consistently related to achievement than any
  other teaching behavior. This relationship is
  consistent regardless of grade, socioeconomic
  status, race, or school setting (Bellon, Bellon,
  and Blank, 1997, p. 277).

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FEEDBACK

• The most powerful single modification that
  enhances achievement, writes Hattie (in
  Ainsworth and Viegut, 2006, p. 89), is feedback.
  The simplest prescription for improving education
  must be dollops of feedback.
• 040

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What skills show up in this clip?
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• KEY CONCEPTS
• Areas of Performance
• Repertoire
• Matching

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What skills show up in this clip?

• Feedback (E/S)
• Differentiation
• Momentum (quick start with the do-now)
• Pre-assessment
• Planning by Analysis of student work the night
  before (selection of three problems in the
  do-now)
• Framing re-teaching You can do it!

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• If teaching expertise is the most significant
  variable in student achievement.
• Then leadership is the most significant variable
  in accounting for the growth of that teaching
  expertise!

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Re Proposition 7

• Its important for leaders to consider
• where to show up,
• and what to do
• in their daily rounds.
• How should I use my time to best advantage if
  the prime goal is the improvement of teaching and
  learning in the classroom?

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Where to Show Up and What to Do
Building Instructional Leadership Team
High-Functioning Content Teams (PLCs)
Partnership with Instructional Coach
Student Accountability Talks
Faculty Meetings
Planning Building PD
Influencing Teaching and Learning
Frequent short (15 min.) visits
with Conversations CEIQ
Peer Observation
Planning Conferences
Supporting Study Groups
Formal Observation Write-ups
Walkthroughs and Learning Walks
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Mathematics, Grade 4
Use the diagram below to answer question 19.
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How long is the truck? A. 5 inches 27 B. 2
inches 39 C. 5 inches 27 D. 2
inches 6 Reporting Category for Item 19
Measurement (p.230)
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3 4
Mather School student responses to this question.
3 4
?
1 2
1 2
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Questions and Sequence of Steps For Teams Doing
Error Analysis
1. What might the student have been thinking to
make this error? 2. How can we find our which of
these hypotheses is right? 3. What different
teaching strategies could we use to fix or undo
whatever lead to this error- and help the student
solidify his/her skills and concepts?
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Questions and Sequence of Steps For Teams Doing
Error Analysis
4. How are each of us going to plan and manage
tasks and time during the instructional period so
that well get 15 minutes to re-teach skills and
concepts at least 3 times a week for those
students who made errors? 5. How can the team
help?
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High Functioning Teams
Results Orientation
Accountability for Norms
Legitimate Decisions
Open, passionate debate
Trust I can be vulnerable
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• The Five Dysfunctions of a Team, 2002
• Overcoming the Five Dysfunctions of a Team,
  2005
• by Patrick Lencioni

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• --There is a real Knowledge Base about T L
• --It matters preeminently. We need
• -- Shared images of it,
• -- Common language for talking about it,
• -- Constant inquiry into it,
• -- and frequent quality conversations about
  it in relation to student learning.

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So to summarize

• A big idea of this day for me is
• One thing I think Ill try is..
• A question I have is..

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Knowledge Bases for aFully Functioning Teacher
Data Analysis Cultural Proficiency Technology