leading learning overview Who is Lee Rutledge? Kee, Kathryn. RESULTS Coaching: The New Essential for School Leaders. Design of STAAR TEKS Study Updates 14-15 Building Capacity Where do we go and what will we find? http://lead4ward.com/staar4ward password: provided to you by the campus principal Online Videos Scroll Down Scroll Down staar4ward: taking the lead in learning 2014-15 continuing professional education (CPE hours) Name Directions: Campus Record your hours and have your campus principal initial or sign off. Keep this document for your records. Review TEA requirements: http://www.tea.state.tx.us/cpe/ Grade/Course Leading Learning Webinars Focus Content Area Development Professional Development Independent Study Teaching or Presenting CPE's Mentor Educator teacher to teacher Learning Process, Learning Strategies or Content Planning Focus SEs Leadership Team Meetings PLC Meetings Targeted PD Studied the Webinar Recordings and eGuides Focus Standard Study Teaching Strategies around Focus SEs, Intervention, etc. Model Teaching, Date Before School August 2 Septembe r Planning Instruction 3 October Organizing Intervention 4 November Adapting Intervention 5 December / January Analyzing Assessments 6 January/ February Taking Stock 7 March Engaged Review 8 April Encouraging Success 9 May Thinking Ahead Summer School Maximizing Intervention Principal Signature Date Design of STAAR TEKS Study Updates 1 10 Hours Building Capacity Creating Focus Date Hours Date Hours Date Hours Date Hours Explore Examples Building Capacity • Learn – Watch the live webinar as a team – Re-watch the recording and eGuides • Practice – Individually – to teach the team – As a team – give feedback The Learning Pyramid We learn 95% of what we TEACH someone else. We learn 80% of what we experience personally. We learn 70% of what is discussed with others. How do we learn? We learn 50% of what we both see and hear. We learn 30% of what we see. We learn 20% of what we hear. We learn 10% of what we read. Building Capacity • Practice – Individually – to teach the team – As a team – give feedback • Deliver – Teach each other • Reflect Levels of support Job-embedded professional learning • District implementation support – Webinars 1,2,3,5,7 • Campus implementation support – Campus clusters of 2-3 One Story Sanchez Elementary McAllen, Texas • • • • • Basic Facts 25,300 students 33 campuses 3,265 employees 1,634 teachers • • • • • • Demographics 91.9% Hispanic 65.3% At-Risk 67.3% Economically Disadvantaged 27.4% Limited English Proficient *SOURCE: U.S. Department of Labor, 2012 • IB Learners strive to be: Inquirers Knowledgeable Thinkers Communicators Principled Open-Minded Caring Risk-Takers Balanced Reflective Sanchez Elementary STAAR Performance All Students 2012 95% 90% 85% 83% 82% 80% 78% 75% 70% 69% 65% Reading Math Writing 2012 Science Sanchez Elementary STAAR Performance All Students - Level II Phase 1 95% 94% 90% 90% % “Passing” STAAR 2012 to 2013 85% 83% 82% 80% • Above 90% in 2013 in all 4 content areas! 92% 91% 78% 75% 70% 69% 65% Reading Math Writing 2012 2013 Science Sanchez Elementary STAAR Performance Percent Passing 2012 65% 60% 55% 50% 45% 44% 40% 42% 41% 35% 31% 30% Reading Math Writing 2012 Science Sanchez Elementary STAAR Performance 65% 62% 60% 55% % “Passing at Level II Final” STAAR 2012 to 2013 • Increases in all 4 content areas • Approximately 50% increase in Writing in Science! 50% 48% 45% 48% 46% 44% 40% 42% 41% 35% 31% 30% Reading Math 2012 Writing 2013 Science Sanchez Elementary STAAR Performance State Progress in Reading and Math 35% 30% 25% 20% 15% 16% 15% 10% Reading Math State Sanchez Elementary STAAR Performance % Exceeded Progress 2013 35% Student Progress in Reading and Math • % Exceeding Progress • More than double the State performance in Math 34% 30% 25% 20% 15% 16% 15% 16% 10% Reading Math State Sanchez ES Sanchez Elementary STAAR Performance State Level III Performance 2013 25% 20% 15% 17% 15% 10% 5% 4% 0% Reading Math State Writing Sanchez Elementary STAAR Performance % Level III 2013 25% 23% 22% 20% STAAR Level III Performance Compared to State in Reading, Math and Writing • More than triple double the State performance in Writing 15% 17% 15% 14% 10% 5% 4% 0% Reading Math State Sanchez ES Writing In summary… • Year 1 – Sanchez focused on … – Taking stock – Focus on standards: Readiness, Process, Supporting • Year 2 – Used HEAT maps and created instructional action plans – Implemented the use of the lead4ward Field Guides • Year 3 – Organized weekly team meetings – Implemented student journals Principal • Schedule time for leadership team (to watch webinars together) • Monitor/manage the process • Set expectations • Encourage and celebrate wins • Delegate and support teacher leaders • Be present and visible (walk the talk) Principal • Provide time in the schedule for PLCs • Ensure access to necessary resources (data, tools, etc.) • Provide time for targeted and differentiated PD • Allocate/coordinate resources for professional learning • Identify a data manager Teacher Leader • • • • • • Review recorded webinar prior to PLC Attend meetings Practice staar4ward processes Lead PLCs Lead implementation of staar4ward processes Build capacity in others to lead processes Teacher Leader • Maintain focus on the importance of Tier 1 instruction • Know the strengths and weaknesses of the PLC • Collaborate with teachers to collect resources and identify successful instructional strategies TEACHER LEADER Key words ALWAYS PRESENT SOMETIMES PRESENT EXAMPLES definition NEVER PRESENT NONEXAMPLES In your own words… Leadership Team • Watch webinars together • Debrief webinars and practice processes • Teach each other the staar4ward processes (practice, practice, practice) • Create and monitor the leadership lesson plan • Determine professional learning focus areas (common or team) Leadership Team • • • • • • Schedule professional learning Organize and lead school-wide learning activities Coach each other and PLC Monitor, review, analyze, adjust Maintain focus and direction for the work Communicate consistently among all stakeholders PLC • Implement the staar4ward processes in a timely manner • Become content experts • Ensure all members of the team know their students • Ensure that all members of the team know their standards • Visit classrooms where success is occurring • Learn together (focus standards, focus learning) PLC • • • • • Strategically plan for instruction and intervention Share innovations Ask for help from campus leaders Document meetings and work of the team Determine formative strategies for monitoring student performance Central Office/ESC • Set the vision • Participate in/watch all webinars • Integrate monitoring and support into regular principal meetings • Schedule central /ESC meetings • Schedule campus meetings • Practice processes • Clearly define expectations for campus leaders/teams Central Office/ESC • Allocate the necessary resources to ensure staar4ward implementation (time, money, individualized support) • Serve as a coach to campus leaders and leadership teams • Encourage and celebrate wins • Ensure access to data high sense of competence low sense of competence high sense of confidence low sense of confidence 1 high sense of competence low sense of competence high sense of confidence low sense of confidence 1 CARELESS -stop too early -make low level mistakes RANDOM -don’t know how to start -guess, pick something PROGRESS -know what they know -have multiple strategies FROZEN -overthink actions -may not follow through low sense of confidence high sense of competence low sense of competence high sense of confidence 1 Keep Going Reinforce Strategies What should I do first? Cheerlead! low sense of confidence high sense of competence low sense of competence high sense of confidence Model of Teacher Change 1 2 3 4 Which comes first: Student learning outcomes Teachers’ classroom practices Professional Development Teachers beliefs and attitudes Model of Teacher Change Change in PROFESSIONAL DEVELOPMENT TEACHERS’ CLASSROOM PRACTICES Change in Change in STUDENT LEARNING OUTCOMES TEACHERS’ BELIEFS & ATTUTUDES Guskey, 2002 ACTION PLAN! deliver plan learn how what why Next steps • • • • • • • Complete CARE action plan Gather resources Review webinar recording Practice processes as a leadership team Reflect, refine, adapt processes Organize professional learning for August Send examples of how your team adapted the work or questions to lee@lead4ward.com • Register for the next LIVE webinar – see schedule lead learning change the world Any questions, concerns or support needed: Lee Rutledge lee@lead4ward.com