Iowa Support System for Schools and Districts in Need of Assistance
KASAB (Examples/Possibilities) for Administrators and Teachers
Type of Change
Knowledge
Audience: Administrators
Changes - Impact
Data Examples
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Attitude
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Skill
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Aspiration
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Behavior
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Design Phase: KASAB for Administrators and Teachers
Understanding the magnitude of first and
second order change
Understanding the difference between
instructional leadership compared to
managerial duties
Belief that all students can learn at high
levels
Believe that increasing their skill and
ability in the essential
responsibilities/practices and an
understanding of change leadership will
improve student achievement
Conducting coaching conversations with
teachers
Know how to use data to facilitate change
and make informed decisions
Shares ideals and beliefs about schooling,
teaching and learning with teachers, staff
and parents
All students in the school will achieve at
high levels
To be an instructional leader
Consistent use of the special education
process
Participation in identified professional
development
Consistent use of standardized walk-
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Evidence of attention to the
responsibilities of communication,
culture, input, and order through meeting
notes, agendas, public communications,
action steps, etc.
Time audit – Administrative schedule
Interview data
Participation in learning opportunities for
leadership
Time audit – Administrative schedule
Use of professional resources
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Teacher surveys
Practices Inventory
Meeting notes and other communications
Data summaries and resulting decisions
Individual Professional Development
Plan
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Interview
Reflection log/journal
Time audit – Administrative schedule
Participation in special education
decisions
Sign-in sheets/registration/grade for
participation in professional development
Analysis of walk-through data and
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Iowa Support System for Schools and Districts in Need of Assistance
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Type of Change
Knowledge
throughs
Demonstration of coaching conversations
with teachers
Partnering with
parents/families/community to achieve
student expectations
Articulation of shared vision
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Audience: Teachers
Changes - Impact
Data Examples
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Knowledge of Effective Schools
Knowledge of lesson design
Knowledge of Sp. Ed., ELL, TAG,
referral process and classroom
instructional practices
Knowledge of effective collaboration
practices
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Articles, Book studies, Structured
responses to questions that spur
Intellectual Stimulation
Examples of lesson/unit plans that
include rigor, relevance/AIW, 21st
Century Skills
Application of instructional practice (i.e.
walk-through data)
Video capturing classroom practice,
effective teaming/collaboration
Individual PD Plan, Building PD Plan
Hardcopy of vision
Surveys (Climate and Culture
Practices Inventory (retakes)
Teacher Focus Groups
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Formative assessment data
Pyramid of Interventions
Implementation logs
Hardcopy of Principles and Agreements
Data on how groups operationalize the
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Attitude
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Skills
perception surveys
Documentation of reflective/coaching
conversations
Evaluation of leadership standards
Minutes of community/parent meetings
Customer satisfaction survey
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Design Phase: KASAB for Administrators and Teachers
Collective efficacy and a shared vision
will yield more efficient and effective
productivity in solving building issues
True belief that ALL students can learn at
high levels
Moral responsibility of teachers to ensure
that all students do learn
“Honeability” (attitude of remaining
teachable) is a valued quality
How to identify, analyze data and
correlate to student need
How to write a high quality lesson
How to effectively implement strategies
and monitor their use by students (co-
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Iowa Support System for Schools and Districts in Need of Assistance
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Aspirations
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Behaviors
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teaching, KU strategies, reading, writing,
math, problem-solving strategies, etc.)
How to effectively develop Principles
and Agreements for collaboration
Instruction is highly effective for each
and every child
Every child will learn to his/her
maximum potential
Frequent monitoring of student progress
in order to create effective flexible
instructional groups
Maximum use of instructional time
(including transitions) and professional
development time
Effectively operationalizing the principles
and agreements of collaboration
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Principles and Agreements
Modeling
Effective Teaming
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Survey (Climate and Culture)
Practices Inventory
Walk-through data
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Time Audit – PD and Instructional
Walk-through data
Observation data
Videotape – Reflections of self and group
Data Team meeting artifacts
Remember:
Knowledge is the factual information.
Attitudes are the beliefs we want participants to have.
Skills are the capacities we want participants to acquire.
Aspirations are the desires we want participants to have.
Behaviors are the consistent application of the knowledge and skills that are driven by the attitudes and aspirations.
Design Phase: KASAB for Administrators and Teachers
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