SCHOOL LEADERSHIP
TEAM CONFERENCE
February 24, 2014
Stonewall Jackson Resort
Roanoke, West Virginia
"LEADERSHIP IS A RELATIONSHIP BETWEEN THOSE WHO ASPIRE TO
LEAD AND THOSE WHO CHOOSE TO FOLLOW. LOYALTY CANNOT
BE DEMANDED OR COMMANDED. IT IS SOMETHING THE PEOPLE THE CONSTITUENCY - CHOOSE TO GRANT A LEADER WHO HAS
EARNED IT. IN THE END, LEADERS DON'T DECIDE WHO LEADS . . .
FOLLOWERS DO."
From "Credibility", James Kouzes & Barry Posner (2011)
PURPOSE AND FOCUS
 Big Picture View of Curriculum and Instruction
 How to build capacity to ensure student success

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



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Policy provisions to empower local control of the learning process
Guidance to inform program development
Student-centric decision making
Developmentally effective practices
Standards-based and student-focused instruction
Increased focus on designing learning not delivering instruction
Resource development and deployment to empower teachers, students, and
administrators in all schools
 What is driving the work of Teaching and Learning in WV at the
moment?
WHAT IS THE CONTEXT OF OUR WORK?
State Board Goal
The West Virginia Board of Education will
provide a statewide system of education that
ensures all students graduate from high
school prepared for success in high-quality
postsecondary opportunities in college
and/or careers.
Rationale
 The future quality of life for the citizens of West Virginia is directly
linked to the performance of our students. Today's students are
tomorrow's wage earners and tax payers. Low student achievement
levels, decreasing graduation rates and ranking among the nation's
lowest levels of post-secondary transition are all bleak predictors of
West Virginia's future. We must strive to prepare our graduates to
meet the requirements of high quality jobs needed within West
Virginia and nationally. In addition to career preparedness, many
systemic public issues like obesity, drug dependence, teen pregnancy,
and crime are statistically linked to the overall level of education.
Thus, unless our education system improves and our young people
are prepared to be productive and responsible members of our
society, the state will have decreasing resources to support the infrastructure and services essential to attracting economic growth and
elevating the overall quality of life of its citizens.
Legislative Priorities
 Governor’s Letter to the State Board – January 2013
1. Teacher certification for elementary teachers
 Reading on grade level by the end of third grade
 Certification of teacher education programs
 Certification of teachers exiting those programs
 Direction of professional education to achieve reading on grade
level by third grade
2. Study of district governance structure
3. Effectiveness of Regional Education Service Agencies
4. Cross-counseling for career options
5. SREB Preparation for Tomorrow
6. Project 24 – technology planning
Legislative Priorities
 Legislative Action - 2013
1. College and Career Readiness
 Uniform standards for CCR with HEPC, CCTCE
 Use grade 11 statewide assessment to determine CCR
 May develop EOCs if deemed appropriate
 Gradually bring diploma in line with the CCR standards
 Transition courses for seniors in ELA and math
 Use of COMPASS results for placement into remedial education
 Transitioning to SBAC for placement into remedial education
2. Study on effectiveness of instructional planning
3. Study on alternate certification models
4. Restructuring of school calendar
5. Restructuring of hiring practices
Legislative Priorities
 Governor’s Commission on the Middle Grades
 Governor’s Commission on Early Childhood Education
 Board of Education Work Committees




High Quality Educator Committee
Reimagining Time Committee
Technology Committee
College and Career Readiness Committee
Legislative Priorities
 Governor’s Directive to the State Board – 2014
1. Accountability and Accreditation Revision
2. STEM Initiative
3. Middle Level Education Review

Legislative Action– 2014
Policy 2510 - Assuring the Quality of Education: Regulations
for Educational Programs
 Major repeal and replace version
 Focus on more developmentally effective practice
 Increasing standards for programming while reducing regulatory mandates
 Very important opportunity for districts to establish high expectations from the local level
based upon the needs of your students
 Public comment extended due to changes based on previous comments
 Sections 5 and 13 only
 Deadline March 17th with action April 9th with an effective date of July 1st
 Many provisions removed from policy and place in guidance documents
 Released as DRAFT within two weeks
 Official release following April 9th adoption by the WVBE
 Major details in breakout sessions later
Four Guiding Questions
 Who are the students we serve?
 For what are we preparing them?
 How well are we doing?
 What should we do differently?
WHAT IS THIS THING
WE CALL COLLEGEAND-CAREER
READINESS?
Ready
for What?
College and Career Readiness
College and Career Readiness means that students exit high school prepared for success in a wide range of high-quality post-secondary
opportunities. Specifically, college and career readiness refers to the knowledge, skills, and dispositions needed to be successful in
postsecondary education and/or training that lead to gainful employment. Today’s workplace requires that all workers be lifelong learners
in order to advance in their careers. Therefore, it is necessary that there be a common set of knowledge and skills that all individuals
acquire to successfully transition into postsecondary education or the workplace. As individuals select specific career paths, they will then
have to focus on the amount and type of additional knowledge and skills they should acquire to be successful in their chosen field. A
student’s goals, desires, and interests influence the precise knowledge and skill profile necessary to be ready for success in their chosen
postsecondary endeavors and the level of postsecondary education needed to accomplish a student’s individual career aspirations. All
students should exit high school with a full understanding of the career opportunities available to them, the education necessary to be
successful in their chosen pathway, and a plan to attain their goals.
AGREED-UPON
DEFINITION
College Readiness
Career Readiness
College readiness involves being prepared to enroll in and
successfully complete entry-level, credit-bearing, academic
collegiate programs at two- and four-year postsecondary schools
without remedial work or assistance, as well as being equipped with
the knowledge, skills, and dispositions to make that transition
successfully. This entails having mastered rigorous content
knowledge, demonstrated ability to apply knowledge through
higher-order skills and the ability to navigate the pathways and
systems that will gain access to positive postsecondary
opportunities.
Career readiness involves three major areas: core academic skills
and the ability to apply those skills in concrete situations in order to
function in the workplace and in routine daily activities;
employability skills (such as critical thinking and responsibility) that
are essential in any career area; and technical, job-specific skills
related to a specific career pathway. These skills allow students to
enter true career pathways that offer gainful employment and
opportunities for advancement.
Knowledge and Skills
Knowledge and Skills
A college-ready person is proficient in the core academic subjects,
as well as in specialized topics in their selected areas of interests.
This foundational knowledge base includes competence in a broad
range of academic subjects grounded in rigorous internationally
benchmarked standards. Prerequisite skills and capabilities include,
but are not limited to, proficiency in reading a range and type of
material, with an emphasis on informational texts; fluent writing in
several modes, most notably expository, descriptive and
argumentative; quantitative literacy through algebra and including
geometry, combined with the ability to understand and interpret
data; a understanding of the scientific method and some insight into
the organization of knowledge in the sciences; an awareness of how
social systems operate and how they are studied; basic proficiency
in a second language and awareness that languages reflect cultures;
and experiences in and appreciation of creative and expressive arts.
While not every person needs exactly the same proficiency in each
of these areas, as student’s interests influence the precise
knowledge and skill profile necessary for postsecondary studies.
A career-ready person is proficient in the core academic subjects, as
well as in technical topics. This foundational knowledge base
includes competence in a broad range of rigorous internationally
benchmarked standards. It also includes a level of technical-skill
proficiency aligned to a chosen career field and pathway, and the
ability to apply both academic and technical learning in the context
of a career.
The essential knowledge and skills for initial career readiness are
defined in the following categories: Academic foundations
(minimally, the state’s graduation requirements), technical skills,
communications, problem solving and critical thinking, information
technology applications, systems, safety, health and environmental,
leadership and teamwork, ethics and legal responsibilities, and
employability and career development While not every person
needs exactly the same proficiency in each of these areas, as
student’s interests influence the precise knowledge and skill profile
necessary for postsecondary studies.
Dispositions
While there may be specific dispositions necessary for individual careers, the basic dispositions for postsecondary success are essentially
the same for both college and career readiness. Supported by research as strongly predictive of academic and lifelong success, these
dispositions can be defined broadly as:

Self-efficacy

Collaboration

Initiative

Working in Teams and Independently

Integrity

Clear and Effective Communication

Intellectual Curiosity

Problem Solving

Adaptability

Critical Thinking

Time and Goal Management

Self-Awareness

Leadership

Self-Control

Ethical Decision Making and Social Responsibility

Applied Knowledge

Resilience

Social and Personal Responsibility
Ready for
Whatever!
Middle
School
A
High
School
Elementary
School
Personalized Learning
B
Personalization toward what?
Know
Behave
Accomplish
PK-2
Aspirational
Programmatic
Definition
Know
Behave
Accomplish
3-5
Aspirational
Programmatic
Definition
Know
Behave
Accomplish
6-8
Aspirational
Programmatic
Definition
Know
Behave
Accomplish
9-10
Aspirational
Programmatic
Definition
Define the appropriate Goals, Expectations, Practices, and Measures of Success for each
programmatic milestone.
Appropriately and intentionally personalize the learning in the context of these milestones.
20
Know
Behave
Accomplish
9-10
Aspirational
Programmatic
Definition
11-13
Personalization based upon unique goals and
aspirations of individual students (personal milestones)
Personal Milestones defined in
terms of College, Career and
Citizenship Success.
11-13
Students must exit
prepared for the post secondary
learning
(marketable skills for the job market
and/or skills for success in post secondary
education)
Ready
for What?
Ready for
Whatever!
EDUCATION, WORKFORCE &
ECONOMIC DEVELOPMENT
I CHOOSE “C”
http://www.youtube.com/watch?v=dY2mRM4i6tY
26
HOW ARE WE DOING?
2013 NAEP Grade 4 Reading
Overall Performance
All Students
222
220
220
219
221
220
221
220
218
216
214
220
217
220
219
216
217
215
215
215
215
215
214
212
210
West Virginia
South
National Public
2003
219
215
216
2005
215
217
217
2007
215
219
220
2009
215
220
220
2011
214
220
220
2013
215
221
221
33
NAEP 2013 Reading Grade 4
Gaining Literary Experience
All Students
224
222
222
222
220
221
222
223
220
218
220
216
217
214
216
216
212
210
West Virginia
National Public
2003
222
220
2005
217
220
2007
216
222
2009
216
221
215
2011
215
222
216
2013
216
223
34
NAEP 2013 Reading Grade 4
Gaining Information
All Students
220
218
217
216
216
215
213
210
208
West Virginia
National Public
218
214
214
212
218
219
2003
216
213
213
212
2005
212
214
2007
215
217
2009
213
218
213
2011
213
218
213
2013
213
219
35
WESTEST 2 Mathematics
Percent Proficient
Grade
2009
2010
2011
2012
2013
3
38%
44%
41%
49%
42%
4
42%
42%
46%
47%
48%
5
42%
45%
45%
50%
46%
6
39%
43%
45%
48%
48%
7
39%
47%
44%
51%
47%
8
35%
37%
40%
42%
43%
9
33%
36%
39%
41%
43%
10
37%
39%
42%
43%
42%
11
37%
41%
44%
48%
44%
WESTEST 2 RLA
Percent Proficient
Grade
2009
2010
2011
2012
2013
3
40%
44%
46%
49%
44%
4
39%
40%
48%
44%
47%
5
40%
43%
46%
51%
42%
6
40%
43%
50%
51%
53%
7
40%
43%
51%
49%
50%
8
40%
42%
49%
47%
50%
9
40%
40%
47%
48%
52%
10
40%
43%
47%
48%
51%
11
35%
35%
44%
45%
47%
WESTEST 2 SCIENCE
Percent Proficient
Grade
2009
2010
2011
2012
2013
3
39%
40%
41%
43%
42%
4
37%
35%
38%
35%
40%
5
39%
40%
40%
42%
41%
6
38%
40%
41%
42%
42%
7
38%
43%
42%
45%
43%
8
39%
46%
42%
47%
42%
9
33%
30%
35%
31%
36%
39%
40%
41%
40%
39%
10
11
WESTEST 2 Social Studies
Percent Proficient
Grade
2009
2010
2011
2012
2013
3
36%
36%
36%
37%
38%
4
35%
36%
35%
35%
37%
5
34%
33%
36%
34%
37%
6
34%
34%
35%
34%
37%
7
36%
39%
38%
40%
38%
8
34%
33%
36%
34%
35%
9
36%
36%
38%
37%
39%
10
48%
44%
44%
45%
44%
11
35%
33%
37%
35%
39%
Results: Math
Not Proficient (53%)
Proficient (47%)
27% are Catching Up
64% are Keeping Up
73% are Falling
Behind
36% are Falling
Behind
Results: RLA
Not Proficient (50%)
Proficient (50%)
32% are Catching Up 70% are Keeping Up
68% are Falling
Behind
30% are Falling
Behind
WESTEST2 RLA 2010
WESTEST2 RLA 2011
WESTEST2 RLA 2012
WESTEST2 RLA 2013
WESTEST2 Math 2010
WESTEST2 Math 2011
WESTEST2 Math 2012
WESTEST2 Math 2013
What do we know about children of poverty?
 Family Stress
 Background Knowledge
 Vocabulary
 Familial Supports
SUMMER READING LOSS
Does your instructional support
program match the needs of your
students with the resources you have?
FOCUS ON THE
NEXT GENERATION
CONTENT
STANDARDS
What are Content Standards?
 A description of what students need to know, understand, and be
able to do in each subject by grade level
 Focused on the learning that needs to occur, not the curriculum
or materials to be used – student outcomes
IT’S NOT JUST
ABOUT THE NEXT
GENERATION
STANDARDS
Direct
Instruction
Skills
Strategies
Tools
Assessment
Focus is on the teaching
Grades
Tasks
Summative
Where Learning Lives
Using the Toolkit
Direct
Instruction
Cognitive Struggle
Meaningful Engagement with Content
Manipulation of Information
Authentic Tasks
Uncovering Meaning
Making Connections
Integration of Content
Strategic Practice
Formative Processes
INQUIRY
Assessment
http://www.achievethecore.org/dashboard/300/search/1/1/0/1/2/3/4/5/6/7/8/9/10/11/12
IF YOU ALWAYS DO WHAT YOU’VE
ALWAYS DONE, YOU ALWAYS GET WHAT
YOU’VE ALWAYS GOT.
Advice from an Old Man
 Get off the escalator – someone is not coming to rescue us
 We need to take bold steps and take ownership of the issues
 Leave past practices in the past and focus on new solutions
 Use all your resources, including personnel, in a strategic and
intentional manner
 Invest in those things we know will make a difference for students of
poverty
 Take advantage of all the flexibility you have to give every student
access to the core and prepare them to be college-and-career ready
SCHOOL LEADERSHIP
TEAM CONFERENCE
February 24, 2014
Stonewall Jackson Resort
Roanoke, West Virginia
"Leadership is a relationship
between those who aspire to lead
and those who choose to follow.
Loyalty cannot be demanded or
commanded. It is something the
people - the constituency - choose
to grant a leader who has earned it.
In the end, leaders don't decide
who leads ... Followers do."
SCHOOL
FOLLOWERSHIP
TEAM CONFERENCE
How’s the following going?
Springboard Questions
 As the instructional leader of your school, what do you want from
your staff?
 What type of leader motivates you to become a follower?
 What behaviors/practices are you employing that would motivate
others to follow you?
 If you could use only one word to describe what you believe is the
primary trait that fosters followership for instructional leaders, what
would it be?
"Leadership is a relationship
between those who aspire to lead
and those who choose to follow.
Loyalty cannot be demanded or
commanded. It is something the
people - the constituency - choose
to grant a leader who has earned it.
In the end, leaders don't decide
who leads ... Followers do."
HOW CAN WE BUILD
CREDIBILITY WITH THOSE
WE WISH TO HAVE
FOLLOW US?
As the Instructional Leaders . . .
 We must, first and foremost, be a learner ourselves– a true student of how students
learn and how to recognize it when we see it.
 We must know what good teaching and learning looks like, smells like, tastes like,
and feels like.
 We must be able to distinguish between activity and learning.
 We must be able to state claims about student learning and expert teaching and
then be able to recognize the evidence of it when we see it.
 We don’t have to know or understand all the content, but we must become expert
observers of student learning.
 We must have regular and deep conversations about student learning.
 We must bring credibility to our leadership. Credibility engenders followership.
HOW?
WHERE DO I START?
Direct
Instruction
Skills
Strategies
Tools
Assessment
Focus is on the teaching
Grades
Tasks
Summative
Where Learning Lives
Using the Toolkit
Direct
Instruction
Cognitive Struggle
Meaningful Engagement with Content
Manipulation of Information
Authentic Tasks
Uncovering Meaning
Making Connections
Integration of Content
Strategic Practice
Formative Processes
INQUIRY
Assessment
http://www.achievethecore.org/dashboard/300/search/1/1/0/1/2/3/4/5/6/7/8/9/10/11/12