Title: Monitoring Insight, Patterns, & Trends
Description: Participants will examine various methodologies to collect and interpret evidence for monitoring teacher performance and lesson effectiveness. They will identify appropriate
methodologies for their school and make a plan monitoring teacher performance and lesson effectiveness. The application focus is that participants will routinely evaluate teachers’ instructional
practices with data.
NOTES:
 PD hrs: If you are interested in facilitating this workshop for “Professional Development Hours” through ASU, please contact us at asupll@asu.edu for details (including an Attendance Roster
Form and a Participant Feedback Form)
 FEEDBACK: We would appreciate feedback regarding the quality of this PD Facilitator Kit and/or suggestions for improvement (including participant feedback and/or recommended changes to
the Facilitator PowerPoint and/or Facilitator Guide). Please email feedback, comments, or suggestions for improvements to asupll@asu.edu (be sure to include the exact name of the workshop).
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TARGETED LEARNING FOR THIS WORKSHOP
Note: It is recommended that the facilitator post the objectives and guiding questions (also applicable VAL-ED Research-Based Critical Behaviors and relevant ISLLC Standards).
Introduction to the Instructional Leadership Model
Targeted Objectives:
 Participants will be introduced to the "Instructional Leadership Model" (a systems thinking approach).
 Participants will pre-assess their application level of the critical behaviors. (Research-Based Critical Behaviors are presented through the introduction of the action plan.)
Research-Based Critical Behaviors (Vanderbilt University research found that the following principal behaviors have a direct & significant influence on teachers’ performance)
 The introduction emphasizes a systems thinking approach regarding key processes & core components. Specific behaviors relevant to this workshop are listed in the action plan.
ISLLC Standard: (based on a ISLLC Standards Rubric derived from the ISLLC Performance Expectations & Elements)
 The introduction is not aligned to specific ISLLC Standards
Key Vocabulary
Core Components, Key Processes, Research-based Critical Behaviors (see action for specific definitions)
Key Words
 VAL-Ed Workshop, ISSLC Workshop, administrator professional development, principal expectations
Main Segment: Monitoring Insights, Patterns, & Trends
Targeted Objectives
 Participants will consider the strategies necessary for effective teaching, how to collect evidence to monitor their effectiveness.
 Participants will connect learning to Research-Based Critical Behaviors and apply learning to developing an action plan to impact teacher performance and student learning.
Research-Based Critical Behaviors:
 Evaluates teachers’ instructional practices
ISLLC Standards:
 ISLLC 2.B Rigorous Curriculum and Instruction
Guiding Questions:
 What strategies represent effective teaching, and how do instructional leaders collect evidence to monitor their effectiveness.
Key Vocabulary
Agenda and Segment Titles
Introduction of the Instructional Leadership Model & Overview
Insights, Patterns and Trends
Conclusion & Development of an Action Plan
TOTAL
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Time in Minutes
20 minutes
50 minutes
20 minutes
90 ( 1.5 hrs)
Notes
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Materials
 Facilitator Guide for Monitoring Insights, Patterns and Trends
 Facilitator Power Point for Monitoring Insights, Patterns and Trends
 Agenda (facilitator makes this on chart paper)
Handouts
 Action Plan
 Summary of Method
 Application of Learning
Readings
 The Great Object of Education (by John Dewey) …see two alternative items
 Methods of Evaluating Teacher Effectiveness
Videos:
 Selective Attention Test http://www.youtube.com/watch?v=vJG698U2Mvo&feature=email
Research Included

Research Review: Methods of Evaluating Teacher Effectiveness Research from A Practical Guide to Evaluating Teacher Effectiveness. National Comprehensive Center for Teacher Quality,
April 2009).
References
Alternative to John Dewey Item (The Object of Education)
Summary of Dewey’s Experience & Education
http://www.wilderdom.com/experiential/SummaryJohnDeweyExperienceEducation.html
The Objective of Education is Learning, Not Teaching
Exerpt form Turing Learning Right Side Up
August 20, 2008 in Knowledge @ Wharton
http://knowledge.wharton.upenn.edu/article.cfm?articleid=2032
Alternative Reading
National Comprehensive Center for Teacher Quality
http://www.wested.org/schoolturnaroundcenter/docs/goe-evaluating-teachers.pdf
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Chabris, Christopher & Simons, Daniel (2010) Selective Attention Test. The Invisible Gorilla website http://www.theinvisiblegorilla.com/
Elliot, Stephen, Goldring, Ellen, Murphy, Joseph, & Porter, Andy (July 2009). Vanderbilt Assessment for Leadership of Education: Handbook Implementation & Interpretation. Nashville,
Tennessee. Discovery Education Assessment
 Senge, Peter, Cambron, Nelda H., Lucas Timothy, Kliener, Art, Dutton, Janis, Smith, Bryan ( 2000). Schools That Learn: A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who
Cares About Education. New York, Doubleday
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Systems Thinking in Schools: The Fifth Discipline Fieldbook. Waters Foundation
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Danielson, Charlotte (1996) Enhancing Professional Practice: A Framework for Teaching ASCD
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Introduction to the Evaluation Guide: Recommendations and the Summary of Measures is provided to give the facilitator a snapshot and background.
FACILITATOR RESOURCES
 Instructional Leadership Matrix: Core Components & Key Processes
 Instructional Leadership Model (for poster)
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Norms Development Framework
Five Reasons (graphic organizer)
KBAD (Know and Being Able to Do) for each Core Components
ISLLC Standards Rubric
Content Experts: Toni Reynolds, Kathy Sheppe, Marsha Speck, & Julius Koenigsknecht
Introduction of the Instructional Leadership Model (and overview)
Management Considerations, Notes, etc (for Introduction of the Instructional Leadership Model)
Management Notes:
 [#] The number of the PowerPoint slide that aligns with that portion of the presentation is listed in bracket (within the structure or left-hand column).
 Each segment begins with a slide entitled “Segment Guiding Questions”
 Check with the superintendent in advance to see if s/he prefers to use established district administrative team norms.
 Ask the superintendent in advance to prepare a welcome and remarks regarding WHY this workshop is important for principals.
Facilitator Formative Assessment Notes:
This information is intended to provide guidance to adjust the pacing or lesson within the workshop. After you have worked through this workshop, you may make modifications and/or additions to
these items to guide other facilitators.
 Observe participants’ engagement in superintendent’s opening remarks
 Listen to shared interests of participants. Do comments align with workshop outcomes?
 Observe participants’ reaction to the proposed norms.
PRESENTATION FOR INTRODUCTION OF THE INSTRUCTIONAL LEADERSHIP MODEL
Introduction / Anticipatory Set for the introduction

[1] This is the title slide
 Start the session with a BRIEF opening remark about the whole workshop.
 [2] Introduce superintendent to welcome participants and discuss WHY this workshop is important
o Reinforce superintendent’s opening by sharing several reasons WHY this topic is important
o Your reasons should align with the concepts of change leadership & creating demand for new initiatives (as modeled on the right).
o Give participants an opportunity to share interests they have for developing their skills for in this area/topic
 IF appropriate/necessary, facilitate introductions of all persons in the room (use a strategies that requires each person to “uncover” something about him/her self that others may not know
…favorite music, most unique trip, favorite movie from 80’s/college, unique story, etc)
Provide an overview of today by discussing today’s agenda (create & post simple agenda on chart paper)
[3] Describe the “Intended Outcomes” for today
[4] Introduce today’s proposed norms.
Ask group to raise their hands to indicate that they are willing to accept the proposed norms for today.
Emphasize “Share ONE point” …this norms allows everyone to have opportunities to add to the dialogue
Presentation / Engagement Set for the introduction
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[5] Introduce the Instructional Leadership Model
o In the big picture, or from a systems thinking perspective, the Instructional Leadership Model represents the focus on student achievement, teacher quality, and administrator excellence.
o Core components are characteristics of schools that support teacher performance and student learning.
o Key processes refer to how principals manage those core components.
o Each core component is managed through the six key processes.
o If necessary, explain which key processes will be addressed in the workshop.
 [6] Provide a working definition for core component focus of this workshop (one of the five core component of Instructional Leadership)
 [7] Provide an overview of the Research-Based Critical Behaviors (listed on slide and listed on action plan)
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o Explain that these are based on Vanderbilt University researchers who found that these principal behaviors have a direct and significant impact on teachers’ performance and student
learning. These particular behaviors will guide our training.
 [8] Introduce the Action Plan (ask all participants to take out the form)
o Explain that by the end of this workshop each participant will develop an action plan
o As anticipatory set for that planning, ask participants to carefully read the definition of the core component and make notes about their interpretation of its meaning (1 minute)
o Then ask them to carefully read the definition of the key process (or key processes) and make notes (1 minute)
o Next ask them to carefully read the definition of the Research-Based Critical Behaviors and rate their current application of those behaviors. Explain that if they participated in the VAL-ED
this should look very familiar. Participants should use the rating scale of 1-5 (5 = highly effective, 3 = satisfactorily effective, 1 = ineffective). Emphasize to participants that the point of
this activity is to identify EVIDENCE, so they must describe the evidence that supports their rating (4 minutes).
o
Closure for the introduction
 None
Follow-up Strategies for the introduction (Coaching Bundle)
 Coaches may use the Instructional Leadership Model to emphasize or explain a “systems thinking” approach.
 Coaches are expected to use the reflection and/or discussion questions to clarify learning and/or reinforce strategies and successful implementation of workshop concepts.
 The items presented in this introduction target change leadership strategies; facilitators may provide additional questions.
Reflection Questions for Coaching
 How is this topic compatible with district, school, and/or personal beliefs?
 What new learning will be implementing as a result of this workshop?
 How will you manage the implementation so that you avoid it being perceived as too complex?
Group Discussion Questions for Online Forum
 What are the relative advantages of this topic? Why are these concepts better than past practice?
 How will you change your behavior, in observable & measurable ways, as a result of this topic?
 How will you engage staff in this topic to ensure this becomes a part of the school culture?
Main Segment: Monitoring Insights, Patterns, & Trends
PRESENTATION FOR THIS SEGMENT (segment is less than one hour chunk of learning; one big idea or one theme)
Introduction / Anticipatory Set for this segment
 [9] This slide indicates the beginning of this segment and may be used to present the focus of this segment.
o The guiding question is intended to communicate the focus of this segment to participants.
o Note that the guiding question is used again at the end of this segment.
 [10] Video: Selective Attention Test
 Before showing the video EMPHASIZE that participants will be directed to count how many times the players wearing white pass the
basketball. Let them know you expect them to keep track of the pass by the team in the white. Don’t get distracted by the other team, who is
also passing a different ball around at the same time.
 And then show the video clip.
 OPTIONAL: After the video, ask how many times did the team in white pass the ball. Make a big deal about how got the right answer. Then
ask how many of your saw the gorilla. Count the number of hands, again make a big deal about seeing the gorilla.
 Reinforce the good news & bad news ... sometimes when we get so focused on the small details we lose track of the big picture …but also if
we focus on the most important thing way may not be distracted by the others. Our perceptions, assumptions, and beliefs influence what we
see, because we filter our focus. It is important not to let our perceptions, assumptions, and beliefs skew our observation.
o Do you really see the picture of what is happening in your classrooms? Or do you have blinders on to the gorilla in the classroom?
o Are you really focused on the most significant quality instruction items that impact student achievement? Or are you distracted by the
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Management Considerations, Notes, Etc
Video Clip: (Note: Participants are typically so
engrossed in counting that they do not notice the
gorilla in the video.)
Note: The article includes:
 Value-Added Methods
 Classroom Observation
 Principal Evaluation
 Analysis of Classroom Artifacts
 Portfolios
 Self-Report of Practice
 Student Evaluation
Facilitator Formative Assessment: The
formative assessment items are presented only
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gorilla in the classroom?
[11] Participants will briefly dialogue with a shoulder partner for the following questions. EMPHASIZE ONE idea per post-it notes (The post-it
notes are used at the end of the workshop for participants to categorize ideas in relation to the reading.)
o What do you want to see happening in your classrooms? (What is the most significant item you look for as an indicator of quality
instruction?)
o Is there a gorilla in the classrooms that needs to be addressed?
o What methods are used to evaluate teacher effectiveness in your school?
[12] The slide presents a summary of the research on methods for evaluating teacher effectiveness.
Ask participants if any of these match the items they listed
[13] Ask participants to read and react to the statement on the slide
[14] Ask participants to read and react to the statement on the slide
for general guidance. Use this informal
feedback to adjust pacing or lessons. After you
have worked through this workshop, you may
make modifications and/or additions to these
items to guide other facilitators.
 Observe the conversation and written work
on post-its.
Presentation / Engagement for this segment
 [15] Distribute the reading: The Great Object of Education
 Ask participants to read and make notes. Pose the questions:
o What is the most significant item in this read?
o How do you feel about what the author’s position/statement?
 First provide about 3 minutes for everyone to read and make notes. And then facilitate a pair share or whole group share.
 FACILITATOR: The point of this activity is to prepare participants to discuss the significance of teacher evaluation and methods to
accomplish improving teacher performance.
 [16] Distribute article: Methods of Evaluating Teacher Effectiveness
 Distribute handout: Summary of Method
 Ask the participants to work in groups of 3-7 persons to jigsaw the article. Each individual is assigned one or two methods and completes the
handout (summary of their assigned method). And then they should each present their summary to the rest of the group.
 [17] presents a sample of the handout
 [18] Pose the question: when you consider the methods necessary to monitor teacher effectiveness, which method aligns best with which
domain in Danielson’s Framework of Teaching? Think about the Four Domains:
1. Planning and Preparation
2. The Classroom Environment
3. Instruction
4. Professional Responsibilities
 Share ideas with a shoulder partner
 [19] Distribute handout: Application of Learning
 Working in the SAME groups … complete the matrix to alignment between the article and Danielson’s work
Closure for this segment
 [20] Facilitator asks participants to go back and review the post-its with methods to evaluate teacher effectiveness in their school
 Have participants categorize the methods according to the methods shared in the research article.
 [21] Ask participants to consider the objective(s).
o Facilitator: either move back to the “Segment # Objective” slide or list the objective(s) on chart paper for participants.
 Guide participants to their Action Plan. Ask participants to THINK & make notes in the column labeled “Strategies/Ideas” regarding
connection between our discussions today and the “Research-Based Critical Behaviors.” Instruct participants to list at least THREE things
they are already doing, have learned today, or may apply from other sources. NOTE: Inform participants that they will engage in this activity
at the end each segment throughout the training.
Follow-up Strategies for this Segment (Coaching Bundle)
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 Use the Research-Based Critical Behavior listed in the Action Plan to engage the principal about his/her implementation of those behaviors.
You might you pose the following questions to help ensure the principal has a clear picture of the desired end result.
o What is meant by xxx?
o What would it look like when that is implemented effectively in your school?
o What would it sound like, in terms of teacher talk?
o What is your vision? What impact can these behaviors have on school culture?
 Use the article/reading to engage the principal in deeper learning or clarifications. Discuss how to apply the concepts in his/her school, and/or
how the ideas inform the action plan.
 Based on the principal’s level of expertise, choose one of the books used as a resource for the workshop and recommend that specific book
as a book study. You may want to select one or two chapters and/or specific pieces of texts for follow-up dialogue with the principal.
 Use the reflection and discussion questions with participants to reinforce the application and successful implementation of concepts.
The items presented here provide a start; facilitators and coaches are encouraged to provide additional and/or modified questions.
Individual Reflection Questions for Coaching
 What system(s) do you have in place for monitoring teacher effectiveness?
 How do you track performance over time?
Group Discussion Questions for Online Forum
 What is an example of a system you use for collecting evidence about instructional quality?
 How do you provide feedback to teachers using that evidence?
Conclusion & Development of an Action Plan
Time Allotment: 20 minutes
Material: Action Plan for Monitoring Insights, Patterns and Trends
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FACILITATOR: This module/workshop focuses on one VAL-ED research-based critical behaviors, which is in bold on the action plan (participants are to focus on the one in bold, and may choose to
add information to the others as they see connections). Typically, approximately 4 research-based critical behaviors are included on the action plan. This set of VAL-ED research-based critical
behaviors typically represent one key process managing one core component that is a focus of the workshop. In other words, they represent multiple components of a systems thinking approach to
implementing the core component. Ask participants: Improvement in which one critical behavior may have the most significant impact in your school?”
 [22] Review the Targeted Objectives and Research-Based Critical Behaviors.
o Connect each item to an activity that was designed to develop participants’ understanding and application of that critical behavior, guiding question, and/ or objective.
 Ask participants to REVIEW what they have learned through this workshop (notes in the column labeled Ideas/Strategies).
o Facilitator: Participants were asked to make notes in this column at the closure of each segment. Ask participants to ensure they have recorded 2-4 most significant learnings /
confirmations per critical behavior (row).
o Optional Pair Share: Ask participants to refer back to the column label Current Reality, and describe how their comprehension of the research-based critical behaviors has grown.
 Now ask participants to complete the last two columns of the Action Plan. Explain to participants that they are to describe Next Steps by answering all three questions and then record their
Action Plan by describing who will do what by when. FACILITATOR: Principals who are provided a leadership coach will be engaged in follow-up conversations about the workshop and action.
o Encourage participants to take out their calendars and list deadlines on their calendar.
o Suggest that after completing each column, participants review their Action Plan form horizontally to ensure ideas are connecting.
o ALSO, suggest that they review their action plan to ensure it includes measurable/observable actions.
 [23] In table groups (in a round robin format), ask each participant to share one new learning and describe how they will apply it in their job. Emphasize that each person must have ONE unique
item to share …no repeat ideas.
Follow-up Strategies for this workshop (Coaching Bundle)
 Use the Instructional Leadership Model to engage the principal in a conversation about systems thinking applied to the concepts of this workshop.
 Coaches are expected to ask to see the Action Plan and discuss each section: Research-Based Critical Behaviors, Ideas/Strategies, Next Steps, & Action Plan
 Use reflective questioning to engage the principal in a conversation to clarify learning and application possibilities.
 Use questioning strategies and push principal to provide evidence that the new learning is being applied in the school and confirm implementation of the action plan.
 Engage the principal in reflective dialogue about his/her professional growth resulting from participation in this workshop and/or implementation of the action plan.
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