Going Deeper
Getting
withResults:
TBTs and the
Impacting
Ohio 5-Step
EachProcess
Student within All Students
Going Deeper with TBTs and
the Ohio 5-Step Process
State Support Team 8
January, 2012
2011-2012 SPDG Professional Development
SUPPORTING TEACHER
BASED TEAM WORK
with a
FRAMEWORK OF
EFFECTIVE
INSTRUCTIONAL
PRACTICES
TRAINING OUTCOMES in
SUPPORT of TBT WORK
Integrate Critical Components of Researchbased Instructional Practices with Current Best
Practices in District/Building
Establish Steps for Implementing, Monitoring
and Supporting Effective District-wide
Instructional Practices
Ensure the Inclusion of Ohio’s Comprehensive
Service Delivery System for ALL Students within
District-wide Instructional Practices
TRAINING AGENDA
• Welcome and Overview
• Ohio’s Direction for Statewide
Effective Instruction
• District-wide Effective Instructional
Practices:
– Connecting Strong Teaching to
Research-based Instructional Practices
–Implementation and Monitoring
–Ensuring the Success of ALL Students
Start Ready, Leave Ready
High Quality Instruction
Focus on
Problem-solving
and Projectbased Learning
Implications for Learning
Fewer standards = more depth for mastery
Classrooms will become more hands-on,
activity based
Skills will be taught along with content
New assessments will better measure student
learning progress aligned to instruction
Teachers can address individual student needs
through data reports
Student Implications
More students will graduate from high school,
college and career ready:
– Fewer students need remediation in
college
– More students are prepared for
meaningful employment or further
training
– All students possess 21st century skills
st
21
Century Model
Instructional Strategies
1.Technologically
Enhanced
2.Inquiry-based
3.Problemsolving
4.Performance
Tasks
14
COMMON LANGUAGE ACTIVITY
• Individually, take one minute to write a
definition of FORMATIVE INSTRUCTION.
• Share your definitions in a triad. Find
common language used in all/most
definitions.
• Whole group: Why is it important to
have a common language/
understanding of this term?
Definition of
Formative Instruction
Formative Instruction is a process,
formal and informal, that teachers
and students use to know where
they are now, where they need to
go, and how to close the learning
gap.
© 2011, Battelle for Kid
Formative Instruction
Involves a Commitment to:
 Providing a clear and understandable vision of the
learning target or intended learning.
 Sharing examples and models of strong and weak
work.
 Providing regular descriptive feedback.
 Teaching students to self-assess and set learning
goals.
 Designing lessons to focus on one aspect of quality at
a time.
 Teaching students focused revision.
 Engaging students in self-reflection.
High Quality Instruction
School and classroom practice
MUST CHANGE
Formative Instruction Modules
and Professional Development
Web-based formative instruction modules
• Foundations of formative instruction
• Content-specific modules
• Module for instructional leaders
• Module for instructional supervisors
Regional Professional Development
• Training and support on modules
• Support to districts
Back to …
OLAC Work Provides
Foundation for OIP
OIP is mechanism for the enactment of the
Ohio Leadership Development Framework
Ohio Improvement Process
Who
Who
is involved?
District/Building Leadership Teams
State Diagnostic Teams (SDTs) work with
selected high support districts
STAGE 1
Identify Critical Needs of
Districts and Schools
State Support Teams (SSTs) work with
districts and schools in need of improvement
is involved?
STAGE2
Develop a
Focused Plan
District/Building Leadership Teams
State Diagnostic Teams
State Support Teams
Educational Service Centers
Educational Service Centers (ESCs) work
with other districts requesting assistance
do these teams work in
do these teams work in
How districts and schools?
How districts and schools?
Teams use data tools to identify critical
needs
Work with leadership to develop research
based strategies and action steps focused
on critical needs identified in stage 1.
Who
is involved?
STAGE 4
Who
STAGE 3
is involved?
District/Building Leadership Teams
State Diagnostic Teams
District/Building Leadership Teams
Regional Service Providers
External Vendors
Higher Education
State Support Teams
Educational Service Centers
Regional Managers
Single Point of Contact
do these teams work in
these teams work in
How do
districts and schools?
How districts and schools?
Reviewdata
Gather evidence of implementation
and impact
Revised November 2008
31
Evaluate the
Improvement Process
Implement and Monitor
the Focused Plan
Provide technical assistance and targeted
professional development
Leverage resources
OLAC Leadership Development Framework
Area 3: Instruction and the Learning Process
3. Monitor the implementation of the school instructional program and
the follow through on the implementation of the data team’s
specific recommendations for instructional strategies.
4. Ensure the delivery of high-quality instruction on a school-wide basis
that is based on research-based practices, engages students,
incorporates culturally responsive practices, and relies on ongoing
assessment and progress monitoring to inform instruction.
5. Require the systemic implementation and ongoing evaluation of
prevention/intervention strategies as part of the building’s
instructional program to ensure all students meet performance
targets.
6. Require the frequent use of collaboratively developed common
formative classroom assessments to gauge student progress …
7. Monitor student achievement, ensuring that each student has access
to high quality instruction and is making progress toward meeting
the district’s CIP
DLT
•Build Capacity to Train TBTs in Ohio 5-Step Process
•Provide TBT Training in Ohio 5-Step Process
•Collect Data on Quality of TBT Implementation
•Set Benchmark Standards
•Use BLT Student Performance and Adult Implementation Data to Provide Guidance and
Support to BLTs
•Determines district wide and/or building-to-building support needed from internal and
external sources
BLT
• Monitor TBT Implementation and instructional practices
• Use the data to make decisions around professional development and other supports
needed by TBTs
•Identify Strengths and Weaknesses of TBT Student Data
•Provide timely flow of BLT Data to DLT Level (as defined by DLT)
•Articulate roles and responsibilities of BLT to building staff
TBT
•Give common assessment to students
•Analyze results
•Use assessment data to group students by needs or deficit skills
•Provide intervention/enrichment- by differentiating instruction
•Re-assess students, evaluate effectiveness of practices
•Summarize student performance and instructional practice data and report to BLT
Step 1
Collect and chart
data
Step 5
Collect, chart and
analyze post data
Step 4
The Ohio
5-Step
Process:
A Cycle of
Inquiry
Implement changes
consistently across all
classrooms
Step 2
Analyze student
work specific to the
data
Step 3
Establish shared
expectations for
implementing specific
effective changes
in the classroom
“ The sole purpose of the
Building Data (Leadership) Team
is to focus on the ongoing
performance of students and
the quality of
instruction.”
- McNulty and Besser (2010)
Are We a Learning Organization?
•
•
•
•
For students
For teachers
For parents/community
For administrators
How does the OIP create a system of learning for
all of these groups? Provide examples of
collaboration among these groups.
TWO WAYS TO LEARN
AS A DISTRICT AND A SCHOOL
1. Consistent Use of Specific
Effective Teaching Practices
2. Continuous Learning about
Effective Practices through
Teacher Based Team Work
McNulty 2011
Teachers change their practices when
they have an opportunity to develop
a collective understanding of high
quality instruction and are provided
ongoing opportunities to collectively
reflect, discuss, deliberately practice,
receive coaching and then adjust
their teaching.
McNulty, 2011
“It takes a
system,
not just a
teacher.”
- William Daggett
Model Schools Conference 2011
It is not merely reflecting about teaching
that impacts student learning,
but collective reflection by teams
of teachers in “light of evidence
about their teaching.”
Educators must ultimately shift the
conversation from “What was taught” or
“How was it taught?” to the questions
of “What was learned?” and
“How can we use evidence of student
learning to strengthen
our professional practice?”
Leaders of Learning, page 170
TBT TALKING POINT ACTIVITY
1.As a table, reflect on this slide. On sticky
notes, develop 5 discussion points TBTs
should be having that indicate a shift in their
thinking from “What was taught?” to “What
was learned?”
2.A reporter from each table will share out 2
TBT discussion points with whole group.
3.Trainers will chart TBT discussion points as
they are shared. Charted notes will be sent
out after training.
Marzano:
The Art and Science of Teaching (2008)
The SCIENCE of teaching
involves generalizations
from the research about
effective teaching.
The ART of teaching involves
adaptations a teacher must
make to accommodate
his/her specific situation and
style.
Video:
Marzano’s Art and
Science of Teaching
• Marzano Video Link
The single most important influence
on student learning is the quality
of teaching,
yet most schools and districts have
not defined what they mean by
“good” or effective” teaching.
Simmons, J. (2006). Breaking through:
Transforming urban schools. Amsterdam,
NY: Teacher College Press.
Michael Fullan observes
that “terms travel
easily…..but the meaning of
the underlying concepts
does not”
DuFour, R. , DuFour, R. , Eaker, R., Many ,T.,
2006. Learning By Doing, A Handbook for
Professional learning Communities at Work .
Bloomington ,IN: Solution Tree
Marzano (2010) recommends
that districts and schools
systematically explore and
develop a model or language
of instruction based on action
research regarding
specific instructional
strategies.
CONSISTENT USE OF SPECIFIC
EFFECTIVE TEACHING
PRACTICES
“The school or the district has
agreed on everyone using specific
effective practices that are learned,
implemented, monitored, and
provide feedback on learning
at all levels.”
- From McNulty and Besser 2011
Framework of
Effective
Instructional
Practices
Importance of
Instructional Framework
 Provides a common language around
instruction
 Allows district to reinforce and
maintain focus on district goals
 Provides a foundation for ongoing
conversation and collaborative inquiry
 Creates coherence around curriculum,
instruction and student outcomes
Olzendam ( 2008 ).
When complete, an Instructional
Framework will help answer the question:
What common agreements around
instruction inform teachers’ daily
instructional practices?
www.e3smallschools.org
Development of
Instructional Framework
Districts have to work together to define
and agree on what
HIGH QUALITY INSTRUCTION
means by doing the following:
1.Reviewing the research on effective
instruction
2. Developing their own list of effective
practices
McNulty, 2011
Digging Deeper into
Instructional Framework
1) Take out HO 7: Practices That Lead to
Achievement: What Are They? by Alison
Olzendam (2008)
2) With an elbow partner, highlight
Instructional Framework components as you
read.
3) Using the highlighted article points, identify
those components found in HO 6: Researchbased Instructional Framework Chart
4) Share whole group
Examples
of Instructional Frameworks
Brian McNulty
TRADITIONAL FRAMEWORK
DAGGETT SYSTEM
FOR EFFECTIVE INSTRUCTION
What Teachers Should Do
What the Entire System Should Do
Teacher Focused
Student Focused
Teachers Deliver Instruction
Teachers Facilitate Learning
Vision Set by Top Leaders
Vision is Built More Inclusively
Define Vision in terms of Academic Define Vision as Strong Academics and
Measure
Personal Skills and the Ability to Apply
Them
Rigid Structures Support Adult
Needs
Flexible Structures Support Student
Needs
Focus on Teaching
Focus on Learning
June 2011. Willard Daggett
RESEARCH-BASED INSTRUCTIONAL
FRAMEWORKS
1) Now go back to the last column of the
HO 6: Research-based Instructional
Framework Chart
2) With your team, begin to identify what
components might be included in your
district instructional framework
3) Share whole group how you will
replicate this process with your DLT
Instructional Framework
Districts have to work together to define
and agree on what
HIGH QUALITY INSTRUCTION
means by doing the following:
1.Reviewing the research on effective
instruction
2. Developing their own list of effective
practices
McNulty, 2011
START WITH YOUR
STRENGTHS…
HONOR WHAT YOU
ALREADY HAVE
District “Springboards”
Can Be Used as Starting Points
Does your district have a research-based
Balanced Literacy Framework that has never
been instituted?
Are you a SIG building or Race to the Top District
that has purchased an instructional program?
Have you incorporated specific instructional
expectations into your evaluation instrument?
Has your district had training in effective
instructional strategies?
Take three minutes to discuss
with your team what “starting
points” you may already have
to use in the development of a
framework of instructional
practices for ALL teachers
in your district.
Develop A List of Effective Practices
1. Identify consistently high performing teachers
2. Pair DLT and BLT members to co-observe 3
identified teachers 2 times each
3. Specifically describe what the teachers are doing
and what the students are doing
4. Make a draft list (individually and collectively) of
high quality instructional practices
5. Organize practices into an instructional framework
(Ex: Use Gagne’s Framework to organize)
6. DLT and BLTs work together to refine and
communicate list
McNulty, 2011
Teachers feed off
of each other’s
energy. “Pingponging” or
effective
transition
between teachers.
Shared
responsibility.
Teachers equally
responsible for all
aspects of
classroom.
BCS Best
Co-Teachers
Differentiated
instruction to
meet the needs of
all students.
Bell to bell
instruction.
Effective use of all
instructional time
due to good
organization and
preparation.
REVIEW of INSTRUCTIONAL
FRAMEWORK PLANNING EXAMPLE
• Take out Handout 11: Georgia
Instructional Framework Planning
packet
• Assign each table member one subject
area to review, making sure all core
subjects are read
• Discuss your findings with your table.
Meeting the Needs of ALL Learners
The basic premise within Universal
Design for Learning is that flexibility
in curriculum must be available to
accommodate the diverse differences
in student learners. Thus, the UDL
framework encompasses three
overarching principles that aim to
minimize barriers and
maximize learning.
VIDEO:
UDL PRINCIPLES AND PRACTICE
from the UDL Center
featuring Dr. David Rose
Universal Design
• The word "universal" does NOT mean
there is a single solution that works for
everyone.
• There is no “one size fits all” -- alternatives
are provided as needed.
• All learners’ needs are considered in
lesson design from the beginning.
• Universal Design casts a broad net around
all learners based on how students learn.
The First Intervention Must Be the Right
Intervention Using Universal Design…
Reducing the need to “go somewhere else
to get their academic needs met”
AGAIN…
START WITH YOUR
STRENGTHS…
HONOR WHAT YOU
ALREADY HAVE
What child in your building/classroom
comes to mind?
FINALLY…
LUNCHTIME!!
FIVE IMPORTANT
CONSIDERATIONS in
DEVELOPING a
DISTRICT-WIDE
INSTRUCTIONAL
FRAMEWORK
CONSIDERATION #1
REMEMBER WHAT YOUR
FOCUS IS…
the WORK of THE TBTs and
HOW IT IMPACTS
INSTRUCTIONAL PRACTICES
Step 1
Collect and chart
data
Step 5
Collect, chart and
analyze post data
Step 4
The Ohio
5-Step
Process:
A Cycle of
Inquiry
Implement changes
consistently across all
classrooms
Step 2
Analyze student
work specific to the
data
Step 3
Establish shared
expectations for
implementing specific
effective changes
in the classroom
CONSIDERATION #2
TIE YOUR EXPECTATIONS
to WHAT’S COMING
DOWN THE PIKE…
st
21
Century
Instructional Strategies
1.Technologically
Enhanced
2.Inquiry-based
3.Problemsolving
4.Performance
Tasks
89
1. TECHNOLOGICALLY ENHANCED
Examples in Writing
• Instructional Technologies
– Use electronic outlining tools and draft
templates that are genre-specific and contain
embedded content prompts & procedure cues.
• Compensatory Technologies
– Voice recognition enables writing for students
who cannot use a mouse or keyboard but have
control of their voice.
• The computer converts the user’s speech to text.
90
2. Essential Features of
Inquiry-Based Learning
• Uses questioning to generate discussion
• Provides a variety of levels and paths of
investigation
• Promotes relevancy and engagement
• Promotes active quest for new information
and ideas
• Insists on scientific evidence to support the
investigation and conclusions
91
3. Essential Features of
Problem Solving
Includes two components:
–A problem that has several correct
paths to reach a solution.
–A process that requires:
• Purposeful inquiry, careful analysis
• Development of one or more lines of
reasoning
• Resolution of relevant issues.
92
Design Features of
Performance Tasks
 Students should be active participants and expected to
demonstrate mastery of those intended outcomes when
responding to all facets of the task.
 Intended outcomes should be clearly identified and should
guide the design of a performance task.
 Students must demonstrate their ability to apply their
knowledge and skills to reality-based situations and
scenarios.
 A clear, logical set of performance-based activities that
students are expected to follow should be evident.
 A clearly presented set of criteria should be available to
help judge the degree of proficiency in a student response.
Four Strategies Table Activity:
Looking for Evidence of 21st Century
Instructional Strategies
 Designate tables evenly as 1, 2, 3, or 4 for each 21st
Century Instructional Strategy
 District/building/table teams count off 1, 2, 3, 4; then
go to an assigned number table
 As a table, brainstorm and chart ideas for your
designated 21st Century Instructional Strategy, using
the following questions:
– What are you seeing in classrooms that would be
evidence of this instructional strategy?
– What can you as a DLT/BLT do to support 21st Century
Instructional Strategies at the TBT level?
CONSIDERATION #3
IT ALL STARTS
with
“CORE”
INSTRUCTION
Always start
with all kids.
FOCUS
ON
THE
CORE
1
5
2
5 Step
TBT
Process
4
3
Factors that Increase
the Power of Core Instruction
 More instructional time
 Smaller instructional groups
 More precisely targeted instruction at the student’s
level
 Clearer and more detailed explanations (more
explicit instruction)
 More systematic instructional sequences
 More extensive opportunities for guided practice
 More opportunities for error correction and
feedback
(Torgesen, 2006)
98
Which Features of Instruction
Promote Optimal Learning?
• Explicit instruction
– provide clear instructions and modeling
– include multiple examples (and non-examples
when appropriate)
• Systematic instruction
– break tasks into sequential, manageable steps
– progress from simple to more complex
concepts and skills
– ensure students have prerequisite knowledge
and skills
99
(Adapted from Texas Center for Reading and Language Arts, 2002; Vaughn Gross
Center for Reading and Language Arts at The University of Texas at Austin, 2005b)
Which Features of Instruction
Promote Optimal Learning? (cont.)
• Ample practice opportunities
– provide multiple opportunities for students to
respond and demonstrate their learning
– provide sufficient guided and independent
practice
• Immediate, specific feedback
– provide positive reinforcement and elaboration
– correct errors and provide clarification to prevent
students from practicing misconceptions
100
(Adapted from Texas Center for Reading and Language Arts, 2002; Vaughn Gross
Center for Reading and Language Arts at The University of Texas at Austin, 2005b)
CONSIDERATION #4
EFFECTS of
DIGITAL AGE
on TODAY’S
LEARNERS
RECOMMENDATIONS for DELIVERING INSTRUCTION
for STUDENTS in the DIGITAL AGE
 Eliminate lengthy lessons-change topics frequently and
make use of all technology.
 Do not present material in only one modality.
 Allow projects to involve creativity of video, electronic tools,
digital media, etc.
 Do not limit projects to one format, as today’s learners are
“content creators.”
 Generation believes in “product” over “process”. Give them
assignment and set them free to complete.
 Generation thrives on feedback and constant positive
reinforcement.
 More concrete examples before abstract thinking can
develop.
 CHOICES, CHOICES, CHOICES!
-Larry Rosen, Ph.D. Rewired ( 2010)
CONSIDERATION #5
PLAN for ALL
from the BEGINNING
“NO child will be left behind, which
means ALL kids will succeed.”
- Stan Heffner, State Superintendent of Instruction,
Ohio Special Education Leadership Conference 2011
Creating a “Culture” of All Students
In the Universal Gap Study (Ohio 2009)
every district successful in raising and
maintaining achievement of Students with
Disabilities reported the importance of
breaking down barriers in an effort to
unify two previously separate
cultures into a single, highimpact education
for all students.
Let’s Start With a Look
at How We Got
to This Point
From work of Elise M. Frattura, Assc. Prof.essor and Assc. Dean for School of
Education, University of Wisconsin – Milwaukee, Department of Exceptional
Education and Educational Administration
Short-Term Fixes
School System
Norm
Student
Receives
Bandage
Short Term
Results
Other
Students Fail:
System
Continues
School System
Continues
Student
Fails
School System
Continues
Norm Remains
Unchanged
Bandages
Continue
ProgramModel
Gifted and
Talented
Programs
Title 1
Programs
Guidance
Programs
General Education
At- Risk
Program for
HS Students
Special
Education
Programs
Alcohol and
Drug
Programs
Limited
English
Speaking
Programs
Continuation of the Program Model
Gifted and
Talented
Programs
Programs for
At-Risk
Middle
School
Students
Programs for
Students
with ADHD
Title 1
Programs
Programs for
Teenage
Parents
Limited
English
Speaking
Programs
Special
Education
Programs
General Education
Programs for
Nonreaders
at the Third
Grade
At- Risk
Program for
HS Students
Programs for
Students
under
Section 504
Guidance
Programs
Early
Childhood
Programs
Alcohol and
Drug
Programs
Programs for
Homeless
Children
Elise Frattura (2011)
“Programs are when we
send kids to the adults.
Services are when the
adults come to the kids. “
On Least Restrictive Environment:
“They don’t have special rooms
for (special ed) kids outside of
school. Why should we put
them in special rooms
inside of school?”
-
Stan Heffner, State Superintendent of Instruction,
Ohio Special Education Leadership Conference 2011
Why it Matters
Ohio’s 15%
SWD student
population =
260,000
students
Students with
Disabilities
Achievement –
not merely
compliance
Are Students with Disabilities
(SWD) Achieving at High Levels?
•Indicator 3: SWD Taking
Statewide Assessments
•Indicator 5: SWD School-age
Educational Environments
Instructional
Settings Have
Changed
IEP teams
continue to
include more
children in
regular
classrooms,
while avoiding
separate
placements.
Changes In Environments
70%
60%
50%
40%
30%
20%
10%
0%
2005 2006 2007 2008 2009 2010 2011
Separate Facility
Regular Classroom 80% or More
Regular Classroom Between 40% and 80%
Regular Classroom Less than 40%
Spending More Time
In a Regular
Classroom
Percent of SWD in Regular Classroom At
Least 80% of School Day
80%
70%
60%
58.47%
58.89%
FY 2010
FY 2011
51.97%
47.36%
50%
Percent
Teachers and staff
have done a good job
helping students
move into the regular
classroom.
The slope of
improvement in
classroom placement,
however, consistently
exceeds the slope of
improvement on
testing proficiency.
40.90%
42.38%
40%
30%
20%
10%
0%
FY 2002
FY 2004
FY 2006
FY 2008
Closing the Gap
Raise
expectations
40+ point
performance
gaps
unacceptable
On IDEA and Winning the Future…
Focus on student outcomes
Think differently
Concentrate on the whole child
Address needs of struggling learners
from birth to age 21
Learn from our history and our
mistakes
From Melody Musgrove, Director of Office of Special Education Programs,
USDOE, 2011 Ohio Special Education Leadership Conference
From Melody Musgrove, Director of Office of Special Education Programs, USDOE,
2011 Ohio Special Education Leadership Conference
“Special Ed was
never designed to
be a place. It was
meant to be
specially designed
instruction.”
“In high achieving, inclusive schools and
districts, leaders believe in their core that
students learn best when they are educated in
heterogeneous educational settings, period.
In addition, leaders must hold a core belief
that increasing academic achievement for
traditionally underserved students, in
inclusive ways, and eliminating discrepancies
in achievement are the fundamental goals
of schooling.”
- Capper, C.A. and Fraturra, E.; 2009)
Walking the Leadership Walk
• Read quote on previous slide and
discuss the following questions with an
elbow partner:
–Do the leaders in your district/building
truly believe this statement?
–How do leaders make this happen in
the district, buildings and classrooms if
they truly believe this?
Specially Designed Instruction Defined:
“Adapting as appropriate to the needs of an
eligible child, the content, methodology or
delivery of instruction to address the unique
needs of the child that result from the child’s
disability and to ensure access of the child to
the general education curriculum so the child
can meet the educational standards that
apply to all children within the jurisdiction of
the school district.”
From Ohio’s
Office for Exceptional Children (OEC)
If what you are doing is the same thing you
are doing with the rest of the class, it is
NOT specially designed instruction.
Specially designed instruction occurs ONLY
when the child is receiving instruction
different from other students.
Questions?
141
GUIDING QUESTIONS FOR PLANNING
What do districts/buildings need to do to help TBTs
improve instruction and student achievement?
a)
b)
c)
d)
e)
Does everyone in the district have a thorough
understanding of instructional expectations?
How will the DLT/BLTs ensure the use of a consistent
instructional vocabulary throughout the building?
Has the DLT developed an HQPD plan for training
everyone in the district in effective instructional
strategies expected of teachers?
Are the monitoring and reporting systems in place to
ensure effective implementation of the selected
instructional framework?
What next steps does the district need to take?
References
Fixsen, D., Naoom, S.F., Blase, D.A., & Friedman, R.M. (2005) Implementation Research: A Synthesis of
the Literature. Commissioned by The Wallace Foundation. Implementation Research: A Synthesis
of the Literature. Louis de la Parte FL: University of South Florida,, The National Implementation
Research Network (FMHI Publication #231).
Knapp, M. S., Copland, M. A., Honig, M. I., Plecki, M. L., Portin, B.S. (2010) Learning-focused Leadership
Support: Meaning and Practice in Urban Systems. Seattle WA: Center for the Study of Teaching and
Policy, University of Washington.
Honig, M.L., Copland, M.A., Rainey, L., Lorton, J.A., & Newton, M. (April, 2010). Central Office
Transformation for District-wide Teaching and Learning Improvement. Commissioned by The
Wallace Foundation. Seattle, WA: Center for the study of Teaching Policy, University of Washington.
McNulty, B. A., Besser, L (2011) Leaders Make It Happen! An Administrator’s Guide to Data Teams.
Englewood, CO: Lead and Learn Press.
Nye, B., Konstantopoulos, A., & Hedges, L.V. (2004). How Large Are Teacher Effects? Educational
Evaluation and Policy Analysis 25 (3), 237-257.
Reeves, Douglas B (2011). Finding your leadership focus: What matters most for student results. New
York: Columbia University Teachers College Press.
Reeves, Douglas B (2010) Sustainable Success in Challenging Schools (webinar). The Leadership and
Learning Center
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