Darwin Prater Spiller Executive Director of Instruction and Operations Richardson ISD, Richardson Texas Authors: Sonia Caus Gleason and Nancy Gerzon Foreword by Stephanie Hirsh and Joellen Killion Stults Road Connecting Resources to Foster Meaningful Relationships Domain III Professional Learning for Continuous Improvement Domain II Accessing & Using Research Student Inclusion Influence Domain I Collaborative Culture A Sense of Belonging Valuing Differences Community Working Together Creatively Domain VII Advocating for Student Learning & the Profession Domain IV Improvements in Instruction and Student Learning Domain V Assessment and Data PDAS/Co-Co Domain VI Collaboration with Families & Communities Model Standards Motto: We know them by name; We know them by need; SO, bring it! 1. Focus on Mastery 2. Introducing Content Logically, Clearly, and Concisely 3. Acquiring and Responding to Evidence of Understanding 4. Connecting with Student Interest, Backgrounds, Cultures, and Prior Knowledge 5. Building Student Vocabulary 6. Promoting Successful Practice 7. Making Students Feel Valued and Capable 8. Leading Students to Love Learning S.W.O.T Template Strengths – Factors that are likely to have a positive effect on (or be an enabler to) achieving the school’s objectives. Weaknesses – Factors that are likely to have a negative effect on (or be a barrier to) achieving the school’s objectives. Opportunities – External Factors that are likely to have a positive effect on achieving or exceeding the school’s objectives, or goals not previously considered. Threats – External Factors and conditions that are likely to have a negative effect on achieving the school’s objectives, or making the objective redundant or un-achievable. S.W.O.T Analysis S.W.O.T Analysis______________ Strengths: Opportunity: Weakness: Threats: Root Cause… What is Root Cause? Root Cause is the fundamental breakdown or failure of a process which, when resolved, prevents a recurrence of the problem. Or, in other words… For a particular problem, Root Cause is the factor that, when you fix it, the problem goes away and doesn’t come back. Root Cause Analysis is a systematic approach to get to the true root causes of our process problems. 5 Why’s: Underlying Processes Why? 1 Difficult to teach Why? 2 Difficult to isolate the teaching strategy for each underlying process Why? 3 Limited understanding from a professional development prospective Why? 4 How to incorporate knowledge in plans and delivery? Why? 5 (Root CAUSE) Monitor and Follow-up Math/Science/Technology Magnet Identified Need #5: STAAR Writing data indicate a need to increase average passing performance for all students. Identified Need #13: STAAR Writing data indicate a need to increase achievement at Level II Final Standard for all students. Identified Need #15: STAAR data indicate a need to increase overall Level III student performance for African American, Hispanic and Economically Disadvantaged students. Math/Science/Technology Magnet Expected Change#5: The average passing performance will increase from 81% to 91% on all state Writing assessments. Expected Change #13: The Level II Final standard performance for all students will increase from 61% to 71% on all state Writing assessments. Expected Change #15: Level III Student performance will increase for African American (39%), Hispanic (19%), and Economically Disadvantaged (25%) to 45%. Math/Science/Technology Magnet Calibration Learning Walks Guided Planning: Activity Identify Leadership Behaviors that the leadership team will demonstrate in order to show evidence of the leadership responsibility (Monitor and Evaluate) at the school level. MONITOR AND EVALUATE 1 ______________ ______________ School Level _____________ _____________ _____________ ______________ 15 Guided Planning: Activity Identify Leadership Behaviors that the leadership team will demonstrate in order to show evidence of the leadership responsibility (Monitor and Evaluate) at the school level. MONITOR AND EVALUATE 2 _________________ _ _________________ _ Grade/Department Level ________________ _ ________________ ______________ _______________ 16 Guided Planning: Activity Identify Leadership Behaviors that the leadership team will demonstrate in order to show evidence of the leadership responsibility (Monitor and Evaluate) at the school level. MONITOR AND EVALUATE 3 _________________ ________________ Classroom/Student Level _______________ _______________ _______________ _______________ 17 Monitor and Evaluate Irreplaceable 5 ways to keep Irreplaceable staff members 1. Start the year with great Expectations 2. Recognize excellence publicly and frequently 3. Treat your irreplaceables like they are irreplaceable. 4. Start having “Stay Conversations” by thanksgiving. 5. Hold the line on good teaching. Top teachers who experience multiple high impact retention strategies plan to remain teaching at their schools for nearly twice as long (2 to 6 more Staff Technology Positive Bus schedules Gifted & Ability grouping Induction development Performance Integration Behavior Talented blocks DualLiteracy Immersion reviews Mentoring Support Lyme disease Bilingual StateEdtests Special Differentiated prevention All education instructionSuccess forCoaching District tests Curriculum De-tracking Saxon Math Open Court School mapping IEPs Lunch programsEveryday Math Improvement Value added P.T.A. meetings Growth models RtI Reading First PlansParent Culturally Multicultural Character involvement NCLB responsive Phonics Health education Student education learning AP Afterschool education Whole teaching DDDM Interactive Courageous FTEs Language Morning FormativeData whiteboards conversations PLCs committees ESL Block announcements Phonics assessment scheduling Balanced Walkthroughs Abstinence only Direct TGIF! Halloween FallLiteracy Safe & drug-freePortfolioInstruction Pep assembly Accountability Assessment Festival Party schools Career prep Constructivist Math Multi-age committee Spelling Bee for all New, New Math New Math Teaching College classrooms Recently featured on the front cover of the Texas School Business magazine Darwin Prater Spiller is now known as the “Power Principal.” Darwin was recently named a finalist by the Texas Elementary Principals & Supervisors Association (TEPSA) along with 12 other principals in Texas as the “Best of the Best” of Teas principals. In addition, he serves as a standing committee member with the Marketing and Research Division of TEPSA and National Association of Elementary School Principals (NAESP) among numerous others. As a result of Stults Road Elementary being recently named the 2010 National Title I Distinguished School while he was principal; Darwin has been selected as a Texas state representative for a new statewide parental involvement initiative in conjunction with the Texas Education Agency. Spiller recently authored an article titled “Stults Road Elementary PLC’s Journey: An Overview,” which was posted and published by Solution Tree. His latest acknowledgement is that his school was featured in a book titled: Growing into Equity: Professional Learning and Personalization in High-Achieving Schools. Darwin earned his master’s degree in educational leadership and policy studies from the University of Texas at Arlington and undergrad at Langston University. Currently, Mr. Spiller serves as Executive Director of Elementary Instruction and Operations where he supervises 13 Richardson ISD elementary schools. Darwin.spiller@risd.org