Developing Exceptional School
Leaders
July 10-11, 2012
Paul Bambrick-Santoyo
NYS NAEP Scores Are Flat for 10 years:
Goals for Today’s Workshop
• Establish a common language around the keys to
student achievement and teacher development
• Manage and support leaders in developing
teachers effectively and achieving stronger student
achievement results
Norms:
• Start/end on time
• Hand raised
• All technology is on-task (no mid-session breaks)
• Hold each other accountable
• Dive in to make this your own: no acting
• Write down burning questions as we go
The 1st Lever: A Primer on DDI
July 10, 2012
Paul Bambrick-Santoyo
Power of the Question
Analysis of Assessment Items
Common Core Standard:
Use ratio and rate reasoning to solve real-world and
mathematical problems. (6.RP.3)
• Use ratio reasoning to convert measurement units; manipulate and
transform units appropriately when multiplying or dividing quantities
Assessment Items:
1. Joe can mow a lawn in 2 hours. How long will it take him to mow three
lawns?
2. Joe can mow three lawns in 4 hours. How long will it take him to move
six lawns?
3. If it took 7 hours to mow 4 lawns, then at that rate, how many lawns
could be mowed in 35 hours? At what rate were lawns being mowed?
4. If it took 2 hours to mow 3 lawns, how much can be mowed in 20
minutes?
5. Jeremy has two 7-foot-long boards. He needs to cut pieces that are 15
inches long from the boards. What is the greatest number of 15-inch
pieces he can cut from the two boards?
Assessment Big Ideas:
Standards (and objectives) are meaningless until
you define how to assess them.
Because of this, assessments are the starting point
for instruction, not the end.
Power of Analysis & Action
Role Plays of Data Analysis Meetings
Role Play Analysis
• What did you learn about the teachers?
• How was this assessment analysis meeting different from
a post-observation conference?
Impact of Data-Driven Instruction
Student Achievement Results 2003-2012
Comparison of 02-03 to 03-04:
How one teacher improved
5th Grade 2002-2003 -- Percentage at or above national avg
TER R A NOV A
N=43 s tudents
2002
5th
R eadi ng
Grad e Pre- T est
36.6%
34.1%
Language
2003
5th grade
40.5%
40.5%
C HA NGE
+ 3.9
+ 6.3
5th Grade 2003-2004 -- Percentage at or above national avg
TER R A NOV A
N=42 s tudents
2003
5th
Gr ad e Pr e- T est
2004
5th grade
C HA NGE
R eadi ng
31.0%
52.4%
+ 21.4
Language
21.4%
47.6%
+ 26.2
Comparison of 02-03 to 03-04:
How 2nd teacher improved
6th Grade 2002-2003 -- Percentage at or above grade level
TERRANOVA
2002
2003
6th Grade Pre-Test
6th grade
CHANGE
Reading
53.7%
29.3%
- 24.4
Language
51.2%
48.8%
- 2.4
N=43 students
6th Grade 2003-2004 -- Percentage at or above grade level
TERRANOVA
2003
2004
5th grade
6th grade
CHANGE
Reading
40.5%
44.2%
+ 3.7
Language
40.5%
79.1%
+ 38.6
N=42 students
North Star Middle Schools 2003 vs. 2008
K-3 Results: Percentile of All 3 Schools
Median National Percentile Ranking of all grades K-3 across 3 schools
100%
99.0%
99.0%
99.0%
80%
2010 K
Pre-Test
60%
40%
20%
44.0%
24.0%
23.0%
0%
Reading
Language
Math
2011
Kindergar
ten
SAT Best Scores—2005-2012
SAT Best Combined Scores
1150
1120
1100
1073
1050
994
1000
941
950
900
850
956
1003
941
903
2005
2006
2007
2008
National
2009
North Star
2010
2011
2012
AP Exam—History of % of Test Takers
% of Juniors & Seniors Taking AP Exams
80%
65%
60%
49%
43%
38%
40%
20%
17%
19%
2007
2008
0%
2009
2010
2011
2012
AP Results—Six-Year Score Summary
% of Total AP Students with Scores of 3+
81%
80%
73%
60%
62%
75%
74%
73%
72%
75%
60%
61%
60%
60%
60%
60%
2011
2012
47%
40%
30%
33%
20%
11%
0%
2007
2008
NJ Statewide
2009
Global
2010
North Star
Impact of Data-Driven Instruction
Sampling of Nationwide Results
Dodge Academy: Turnaround Through
Transparency
Morell Park Elementary School:
Maryland State Assessment
Percentage of Morell Park Students
At or Above Proficiency
86%
77%
80%
84%
76%
60%
49%
40%
41%
47%
26%
20%
2005-06
2006-07
Reading
2007-08
Math
2008-09
Stevenson High School 1995-2005:
Year
ACT Comp.
1985
21.9
#Students taking % of Students
AP
Passing AP
162
83%
Stevenson High School 1995-2005:
Year
ACT Comp.
#Students taking % of Students
AP
Passing AP
1985
21.9
162
83%
1990
23.3
495
84%
Stevenson High School 1995-2005:
Year
ACT Comp.
#Students taking % of Students
AP
Passing AP
1985
21.9
162
83%
1990
23.3
495
84%
1996
24.2
1,375
88%
The Four Keys:
DATA-DRIVEN INSTRUCTION AT ITS ESSENCE:
ASSESSMENTS
ANALYSIS
ACTION
in a Data-driven CULTURE
A Leader’s Key Action
Leading Effective Analysis Meetings
HS English:
• What role does the leader play with this teacher?
• What preparation has the teacher done for this
meeting?
MS Math:
• How does Jesse lead Paul to a more explicit action
plan? What are the key questions/prompts that he
uses to guide Paul?
DDI Implementation Rubric
NETWORK TEAMS/INDIVIDUALS:
• Score a typical school in your district on the rubric.
• Where are the weakest areas that could be addressed first?
NETWORK TEAMS/PARTNERS:
• Review “What to Do when There’s a 2” in your weakest
areas.
• Identify which actions will be most effective.
• Decide when you will implement these actions.
The 2nd Lever:
Observation & Feedback
The Key Lever for Teacher Development
Confronting the Brutal Facts
Current State of Observation & Feedback
Marzano’s Effective Supervision
• Average number of observations for rookie teacher:
1-2 times per year
• Average number of observations for veteran teacher:
Once every 2-3 years
• Bottom Line:
Teachers aren’t receiving much coaching.
Leaders receive even less.
Call to Action
Launch of Instructional Leadership
Working Group
Project Goals
• Collect the best practices around instructional leadership
from across network of high-achieving schools
• Codify them in a way that could be replicated more
effectively in every school
two
• Do it all in one years ()
Seven Levers of Leadership-Instruction:
Data-Driven Instruction:
• Define the roadmap for rigor and adapt teaching to meet
students’ needs
Observation & Feedback:
• Coach teachers to improve the learning
Planning:
• Prevent problems and guarantee strong lessons
Professional Development:
• Strengthen culture and instruction with hands-on training that
sticks
Seven Levers of Effective Schools-Culture:
Student Culture
• Creating a rigorous, joyful student culture that drives learning
and character development
Staff Culture
• Building a strong, supportive adult culture
Managing and Developing Leadership Teams
• Developing and managed additional instructional leaders who
can lead implementation of the instructional levers
A practical guide…
Preliminary Results
Impact of Instructional Leadership Guide
Preliminary Impact
• Instructional leadership: new leaders met or
outpaced assessment results of their colleagues
• Instructional leadership: non-proficient teachers
met proficiency on teacher evaluation rubric at
twice the rate and speed
• Tripled in size and maintained or improved results
• Data-driven instruction—national impact
Goals for Remainder of Today’s
Workshop
• Establish a common language around observation
& feedback to make it easier to coach leaders
• Understand how to implement all aspects of
effective observation & feedback (and have a crack
at doing so)
• Build schedules and leverage training to coach
leaders in observation & feedback
Seven Levers of Leadership-Instruction:
Data-Driven Instruction:
• Define the roadmap for rigor and adapt teaching to meet
students’ needs
Observation & Feedback:
• Coach teachers to improve the learning
Planning:
• Prevent problems and guarantee strong lessons
Professional Development:
• Strengthen culture and instruction with hands-on training that
sticks
Our Agenda
Keys to Observation & Feedback & How to
Coach for it
Agenda:
Content
Introduction
• The Four Keys to Observation & Feedback
First Two Keys
•Identifying the Right Action Steps
3rd and 4th Key
• Effective Feedback
• Holding Teachers Accountable
Feedback on Feedback
• Building a schedule to coaching leaders
• Setting agendas to monitor leaders’ feedback
Putting it All Together:
• Leaving with an Action Plan
Time to Dive in!
Introductory Video
Teaching Music:
• What does Yo-Yo Ma do to teach his musicians to
play their instruments more effectively?
Big Idea:
What is the key to making observations effective?
Bite-sized feedback that you practice to perfect it.
Obstacles:
Write on a post-it and place on table tent in middle of
table:
• What are the biggest challenges our leaders face in
giving effective feedback and developing teachers?
Why Teacher Development is
So Challenging
A Case Study
Failure Case Study:
• What positive attempts did the principal make to
manage this teacher effectively?
• What went wrong in the principal’s attempts to
manage this teacher?
Four Keys
Making Observation & Feedback Effective
The Four Keys:
• Regular Observation
• The Right Action Steps
• Effective Feedback
• Accountability
The Four Keys:
Regular Observation:
• Lock in frequent and regular observations
Right Action Steps:
• Choose the best action steps for change in each
classroom observation
Effective Feedback:
• Give face-to-face feedback that practices the action step
Accountability:
• Create systems to ensure feedback translates to practice
Regular Observation
Building the Schedule of Instructional Leaders
to Lock in Observations & Feedback
Building Your Principal’s Schedule:
PRE-WORK AT YOUR SEATS—PICK ONE SCHOOL:
• Count the # of instructional leaders in the school
• Figure out the leader-to-core teacher ratio
• Goal is to get to 15 to 1 for weekly observations, or 30 to 1
for bi-weekly observations
• If a large school: determine if principal will solely manage
other instructional leaders or if principal will also manage
some teachers directly
ON YELLOW POST-ITS:
• If ratio is 8:1 or less: write “Teacher 1” through “Teacher 8”
on each yellow post-it—one post-it for each teacher
• If ratio is between 8:1 and 15:1: write two teacher names
on each yellow post-it (“Teacher 1-2”, “Teachers 3-4”, etc.)
• If ratio is more than 15:1: write four teacher names on
each yellow post-it (“Teachers 1-4,” “Teachers 5-8”, etc.)
Building Your Principal’s Schedule:
TASK 1—GREEN:
• Block out all the time where principal will most often be
busy with student/parent/external issues
• when principal must be with students, often have parent
meetings, receive tours, etc.
TASK 2—YELLOW:
• Write on post-its each non-teacher meeting principal will
have in 2011-12 (individual, team, PD)
• Each post-it represents one hour
YELLOW, PART II:
• Post each teacher principal will meet with weekly (you
already made the post-its)
Building Your Principal’s Schedule:
TASK 3—ORANGE/PINK:
• Map out the core times when principal can do observations
• Goal: observation time occurs before principal will meet
with the teacher each week
• Goal: 10-15 min per teacher principal will observe
• Thus, one post-it (1 hr) represents 4 observations
TASK 4—BLUE:
• Identify big picture work time (2-3 hrs):
• Block out 1-2 times in the week where principal can
work uninterrupted
• If during day, principal need to be able to practically
disappear (leave office) and have peers manage
anything other than a crisis
Evaluate Your Principal’s Schedule:
Where might this schedule not work? Is there a
change we could make to mitigate that?
Reflection:
What about this schedule makes regular
observation happen more consistently?
What are the big takeaways for building your
principal’s schedule and his/her leadership team’s
schedules?
Rationale For Locked-in Teacher
Meetings:
• Face-to-face feedback is the most effective way to
generate teacher improvement—emails only work
for teachers who are hungry
• Don’t waste time tracking down teachers to give
feedback—that will translate to not giving the
feedback over time
• Use the meeting to incentivize yourself to get the
observation done
Core Idea:
By receiving weekly observations and feedback,
a teacher gets as much development in one year
as most receive in twenty.
Choosing the Right Action Step
Now that You’ve Observed,
Where Do you Focus?
Core Idea:
Adults can really only improve in 1-2 areas at a time.
The most effective coaches, then, narrow their focus to
the highest leverage action steps—and nothing more.
Criteria for Right Action Steps:
Highest Leverage:
• Will this help the teacher to develop most quickly
and effectively?
Clear and Measurable:
• Can anyone understand the action?
• Can you easily measure if the teacher has made the
change? What evidence will you have of mastery?
Bite-sized:
• If you can’t make the change in a week, the action
step isn’t small enough
Converting Long-Term Goals
to Bite-Sized Action Steps--Management:
PD Goal--Too High to be an Action Step
• Increase on-task behavior during Opening
Procedures
Still Too High
• Improve Strong Voice
Better
• Develop 3-word instructions to use during Opening
Procedures
• Square Up & Stand Still during Opening Procedures
Converting Long-Term Goals
to Bite-Sized Action Steps--Rigor:
PD Goal--Too High to be an Action Step
• Improve your questioning
Still Too High
• Ask higher-order questions
Better
• Script out inference questions on character motive
into the lesson plans
Precise Action Steps
Your Turn
Converting Professional Development Goals
to Bite-Sized Action Steps--Management:
• Too High
o Increase urgency
• Still Too High
o Improve pacing
• Better
o
Criteria for Right Action Steps:
Highest Leverage:
• Will it make the biggest impact the most quickly?
Clear and Measurable:
• Can anyone understand the action? Can you easily
measure if the teacher has made the change?
Bite-sized:
• If you can’t make the change in a week, the action
step isn’t small enough
Feedback on Effective Action Steps:
RECEIVE FEEDBACK (3 min)
• Share the final action steps for each slide
• Give feedback to the objectives based on the key
questions:
o Is it high-leverage: will it make a significant impact?
o Is it clear & observable: does it refer to something a
teacher will be able to do when they walk out of the
meeting? Will you be able to easily evaluate if they
accomplished the lever?
o Is it bite-sized: can a teacher accomplish this in one
week?
Converting Professional Development Goals
to Bite-Sized Action Steps--Rigor
• Too High
o Increase rigor in in-class writing
• Still Too High
o Improve rigor in the Do Now
• Better
o
Criteria for Right Action Steps:
Highest Leverage:
• Will this help the teacher to develop most quickly
and effectively?
Clear and Measurable:
• Can anyone understand the action?
• Can you easily measure if the teacher has made the
change? What evidence will you have of mastery?
Bite-sized:
• If you can’t make the change in a week, the action
step isn’t small enough
Feedback on Effective Action Steps:
RECEIVE FEEDBACK (3 min)
• Share the final action steps for each slide
• Give feedback to the objectives based on the key
questions:
o Is it high-leverage: will it make a significant impact?
o Is it clear & observable: does it refer to something a
teacher will be able to do when they walk out of the
meeting? Will you be able to easily evaluate if they
accomplished the lever?
o Is it bite-sized: can a teacher accomplish this in one
week?
Reflection:
• What are your big takeaways for how to write
quality action steps?
• Why could it be valuable to have principals write
out their action step before going into a feedback
meeting with a teacher?
Core Idea:
Writing down the action step builds the road map
for effective feedback.
When we aren’t clear where we’re headed,
teachers won’t be either.
Choosing the Right Action Steps
Video Case Study #1
Case Study #1—Debrief:
• IDENTIFY ROLES: timer, facilitator, recorder (1 min)
o Recorder: write a T-chart with “management” and
“content/rigor”
• BRAINSTORM: Identify possible action steps (10 min)
o Go in order around the circle: each person has 30 secs
to propose an action step and justify why they think it’s
highest leverage (no one may comment!)
o If you don’t have an idea, say “Pass”
o If you like an idea, when it’s your turn simply say, “I
would like to add to that idea by…”
o Even if 4-5 people pass in a row, keep going for 10 min
o Recorder: Put responses in “management” or “rigor”
Write Final Action Steps (10 min):
• Discuss & choose top 2 actions steps
• Write them as precisely as you can
• Criteria for selection of the 2 action steps:
Highest Leverage:
• Will it make the biggest impact the most quickly?
Clear and Measurable:
• Can you easily measure if the teacher has made the
change?
Bite-sized:
• If you can’t make the change in a week, the action
step isn’t small enough
Reflection:
• What are your big takeaways for how to write
quality action steps?
Core Idea:
The right action step is the first domino.
Once you knock it down correctly, you’ll see the next
domino behind it, and the chain of improvement begins.
Julie’s Top Ten
Top Ten Areas for Action Steps to use with
Teachers
Reflection:
• Which of these areas for action steps would be
most fruitful for me in my work with leaders and
teachers next year?
Giving Feedback Effectively
What NOT to Do
Breaking it Down
Six Steps of Effective Feedback
Coaching Quarterbacks:
• How did Jon Gruden coach Andrew Luck to
improve?
Six Steps to Effective Feedback:
1. PRAISE: narrate the positive with precise praise
2. PROBE: Use targeted open-ended question and
scaffolds to identify the core issue
3. ACTION STEP: state concrete action step
4. PRACTICE: Role play/simulate how to improve current
class
5. PLAN AHEAD: Design/revise upcoming lesson plan to
implement action
6. FOLLOW-UP: Establish timeline when action step will be
completed
Taking a Closer Look
Breaking Down the Components of Effective
Feedback
Precise Praise:
• What makes Serena’s praise effective?
The Six Steps to Effective Feedback:
Precise Praise
• Genuine—heart-felt, authentic
• Precise--targets a specific action the teacher took
• Reinforce Positive Actions, particularly those that
are connected to the teacher’s development goal
Probe, Identify Problem & Action Step:
• How does Julie guide Carly to identify the problem
in her class?
The Six Steps to Effective Feedback:
Probe—State a targeted question about the core
issue
• Data-driven: rooted in the end goal of the lesson
• Data-gathering: figuring out why they took the action
• Precise focus: narrows the talk to one part of the lesson
RIGOR EXAMPLE: “What was the end goal—what should students know and
be able to do at the end of your lesson?”
MANAGEMENT EXAMPLE: “How long do you want your “You Do” to be
during the lesson?”
The Six Steps to Effective Feedback:
CONCRETE ACTION STEP—Get teacher to identify the
problem & how to address it:
• Level 1: teacher comes to issue by self & states clear action
step to address it
• Level 2: leader uses a series of scaffolded questions to lead
teacher to the answer
• Level 3: leader presents data from the observation; then
teacher realizes the issue & states action step
• Level 4: leader states the problem and action step clearly
to the teacher
Probe, Identify Problem & Action Step:
• How does Aja guide Alison to identify her action
step?
The Six Steps to Effective Feedback:
CONCRETE ACTION STEP—Get teacher to identify the
problem & how to address it:
• Level 1: teacher comes to issue by self & states clear action
step to address it
• Level 2: leader uses a series of scaffolded questions to lead
teacher to the answer
• Level 3: leader presents data from the observation; then
teacher realizes the issue & states action step
• Level 4: leader states the problem and action step clearly
to the teacher
Probe, Identify Problem & Action Step:
• How does Aja work with Dibran to build the right,
precise action step?
Probe, Identify Problem & Action Step:
• How does Aja work with Dibran to build the right,
precise action step?
Time to Practice!
Generate Effective Questions to Guide
Feedback
Preparation for Giving Feedback:
• Assume you are about to give feedback to the
opening video that you observed this morning
• Generate:
o
o
o
PRECISE PRAISE (genuine, narrate positive)
PROBE—OPENING QUESTION (targeted, datagathering)
SCAFFOLDED QUESTIONS/DATA TO PRESENT if
teacher struggles to analyze his/her weakness
Feedback Simulation, Round 1:
• IDENTIFY ROLES: Teacher, Principal
• ROLE PLAY GIVING FEEDBACK (4 min):
o Begin from beginning of conversation, cut off after 4 min
o Attempt to follow the three steps:
o Precise Praise,
o Probing opening question
o ID problem and concrete action step
Feedback Simulation, Round 1:
• DEBRIEF THE ROLE PLAY (3 min)
o Teacher responds to how they felt during conversation
about the tone
o Did the leader:
o Praise effectively?
o Use an appropriate targeted opening question?
o Use scaffolded questions or data effectively to get
you to the right action step?
o ID what went well and what to improve
Feedback Simulation, Round 2:
• IDENTIFY ROLES: Teacher, Principal
• ROLE PLAY GIVING FEEDBACK (4 min):
o Begin from beginning of conversation, cut off after 4 min
o Attempt to follow the three steps:
o Precise Praise,
o Probing opening question
o ID problem and concrete action step
Feedback Simulation, Round 2:
• DEBRIEF THE ROLE PLAY (3 min)
o Teacher responds to how they felt during conversation
about the tone
o Did the leader:
o Praise effectively?
o Use an appropriate targeted opening question?
o Use scaffolded questions or data effectively to get
you to the right action step?
o ID what went well and what to improve
Reflection:
• What are your major takeaways for how to give
feedback effectively based on implementing the
first three steps?
Getting to Action
Practice, Plan Ahead, & Follow-up
Plan Ahead:
• What does Serena do to support Eric in planning
his next lesson?
The Six Steps to Effective Feedback:
• PRACTICE---Role play/simulate how teacher could have
improved the current class with this action step;
o Concrete: generate the actual language or actions
teacher could have taken
o Teacher-centered: teacher does the practice (don’t just
talk about it!
o Levels 1: leader takes role of the student or the teacher;
serves as thought partner in the practice
Practice:
• What does Aja do to lead Desiree in practicing her
questioning?
Core Idea:
Actual practice makes perfect;
you can’t just talk about it.
The Six Steps to Effective Feedback:
• PRACTICE---Role play/simulate how teacher could have
improved the current class with this action step;
o Concrete: generate the actual language or actions
teacher could have taken
o Teacher-centered: teacher does the practice (don’t just
talk about it!
o Levels 1: leader takes role of the student or the teacher;
serves as thought partner in the practice
o Levels 2-4: leader plays the student, teacher role plays
his/her actions
Plan Ahead:
• What actions does Juliana take to make her
planning with Sarah effective?
The Six Steps to Effective Feedback:
• PRACTICE---Role play/simulate how teacher could have
improved the current class with this action step;
o Concrete: generate the actual language or actions
teacher could have taken
o Teacher-centered: teacher does the practice (don’t just
talk about it!
o Levels 1-2: principal and teacher brainstorm together,
then teacher does lesson plans
o Levels 3-4: principal models, then teacher follows
Follow-up:
• What are all the things that Julie has in place to
make her follow-up with Rachel effective?
The Six Steps to Effective Feedback:
• FOLLOW-UP--Set time when action should be
accomplished and how teacher will show that it’s
done
o Teacher and leader write down the timeline: “Email it to
me by 5 pm tomorrow.”
o Observe teachers: write when you’ll observe them (e.g.,
Thursday Oral Drill)
o Observe master teacher: write when you’ll observe
master teacher doing the same skill
Developing A Common Language
Summary Guide to Six Steps of Feedback
Reflection:
• What is the value of having a common language
around giving feedback?
Time to Practice, Part 2!
Practice, Plan Ahead & Set Timeline
Preparation for Giving Feedback:
• Prepare For The Role Play
o Plan how you’ll implement the last three steps: practice,
plan ahead, and timeline
o Use the One-Pager “Six Steps of Feedback: use the
prompts that work best
Feedback Simulation, Round 1:
• IDENTIFY ROLES: Teacher, Principal
• ROLE PLAY GIVING FEEDBACK (5 min)
o Begin from the identified action step
o Attempt to follow the three steps: Practice, plan ahead,
state timeline
Feedback Simulation, Round 1:
• DEBRIEF THE ROLE PLAY (3 min)
o Teacher responds to how they felt during conversation
about the tone
o Did the leader:
o Get you to practice effectively?
o Get you to plan ahead effectively?
o Have follow-up actions to hold you accountable?
o Get you to write it down—and wrote it down as a
leader
o ID what went well and what to improve
Feedback Simulation, Round 2:
• IDENTIFY ROLES: Teacher, Principal
• ROLE PLAY GIVING FEEDBACK (5 min)
o Begin from the identified action step
o Attempt to follow the three steps: Practice, plan ahead,
state timeline
Feedback Simulation, Round 2:
• DEBRIEF THE ROLE PLAY (3 min)
o Teacher responds to how they felt during conversation
about the tone
o Did the leader:
o Get you to practice effectively?
o Get you to plan head effectively?
o Have follow-up actions to hold you accountable?
o Get you to write it down—and wrote it down as a
leader
o ID what went well and what to improve
Reflection:
• What are your biggest takeaways for giving
effective feedback?
Accountability
Staying on Top of your Principals
The Four Keys:
Regular Observation:
• Lock in frequent and regular observations
Right Action Steps:
• Choose the best action steps for change in each
classroom observation
Effective Feedback:
• Give face-to-face feedback that practices the action step
Accountability:
• Create systems to ensure feedback translates to practice
System #1—Observation Tracker:
ONE TRACKER FOR ALL TEACHER INTERACTIONS
• Tab for each teacher: date, type of interaction, 1-2 action
steps from each meeting, evidence of accomplishment
• Summary tab with all teachers and most recent actions
PURPOSE
• Make sure all teachers are receiving the right proportion of
teacher observations according to their needs
• Track action steps more systematically to be able to hold
teachers accountable to implementation
• Set specific goal for teacher success & accurately track
progress toward that goal
• See trends in recommendations through the year
Sample Observation Tracker—Individual
Teacher Tab:
Sample Obs. Tracker—Global Summary:
Accountability in Action
Coaching Leaders on Observation & Feedback
The Four Keys:
Regular Observation:
• Lock in frequent and regular observations
Right Action Steps:
• Choose the best action steps for change in each
classroom observation
Effective Feedback:
• Give face-to-face feedback that practices the action step
Accountability:
• Create systems to ensure feedback translates to practice
Coach Continuously
Build Schedule of Principal Managers/Supts to
Develop Principals
Building Schedule of Principal Mgrs:
PRE-WORK:
• Count the # of instructional leaders on your team that
could manage principals
• Figure out the principal manager-to-principal ratio
o Goal: 8 to 1 for weekly check-ins, or 15 to 1 for biweekly check-ins
• Determine: who will you manage? Your deputy? Other ILs?
TASK 1—GREEN POST-ITS:
• Block out these time when you will have non-school based
meetings or external issues
• CELA meetings, other CPS meetings, etc..
Building Your Schedule:
TASK 2—YELLOW:
• Write each principal you will meet with weekly (2 post-its)
• For bi-weekly principals, write the names of two principals
on the post-its
TASK 3—PURPLE POST-ITS:
• Map out the core times when you can do walkthroughs of
the schools
TASK 4—BLUE POST-ITS:
• Identify big picture work time (2-3 hrs):
• Block out 1-2 times in the week where you can work
uninterrupted
Evaluate Your Principal Mgr’s Schedule:
Where might this schedule not work?
What changes could be made (personally or at the
network level) to make this function more
effectively?
Reflection:
How can this schedule make your principal support
more effective?
What are the big takeaways for building your
principal schedule and your leadership team’s
schedules?
Coaching Leaders
Video Case Study
Case Study of Ineffective Feedback:
• Context/Pre-Work:
o Assume you have trained your principals and developed
a common language around six steps of feedback
o Review leader’s observation tracker: what is the
frequency of feedback and quality of action steps?
• Observe Feedback:
o Use the One-Pager “Six Steps of Feedback”
o Where could they most improve their feedback?
Pairs—Plan feedback for principal:
ID Action Steps:
• Virtual: decide what you think the core action step is for the
teacher in question (we haven’t seen video, so make up a
plausible action step based on what you heard!)
• ID core action step for the principal: what do you want
principal to do differently when giving feedback?
Plan Feedback Using Six Steps (use template):
•
•
•
•
Praise
Probe: opening question & scaffolds (questions & data)
Practice & Plan Ahead
Follow-up
Putting it Into Practice
Role Play Coaching Leaders
Feedback Simulation, Round 1:
• FORM PAIRS:
o Work with people with whom you haven’t yet worked
• ROLE PLAY CONVERSATION WITH PRINCIPAL (6
min)
o Follow the Six Steps of Effective Feedback
Feedback Simulation, Round 1:
• DEBRIEF THE ROLE PLAY (3 min)
o Principal responds to how they felt during conversation
about the tone
o Did the principal manager:
o Offer effective praise?
o Get you to the right action step effectively?
o Get you to practice and plan ahead effectively?
o Plan follow-up actions to hold you accountable?
o Get you to write it down—and also wrote it down?
o Had effective follow-up steps?
o ID what went well and what to improve
Feedback Simulation, Round 2:
• FORM PAIRS:
o Work with people with whom you haven’t yet worked
• ROLE PLAY CONVERSATION WITH PRINCIPAL (6
min)
o Follow the Six Steps of Effective Feedback
Feedback Simulation, Round 2:
• DEBRIEF THE ROLE PLAY (3 min)
o Principal responds to how they felt during conversation
about the tone
o Did the principal manager:
o Offer effective praise?
o Get you to the right action step effectively?
o Get you to practice and plan ahead effectively?
o Plan follow-up actions to hold you accountable?
o Get you to write it down—and also wrote it down?
o Had effective follow-up steps?
o ID what went well and what to improve
Reflection:
• What are your major takeaways for how to give
feedback effectively to your principals?
Core Idea:
How to make principals better:
observe them,
give real-time feedback,
and get them to practice.
Effective feedback and practice changes results.
Building the Content
Setting up a Scope & Sequence for
Principal Check-ins
Core Idea:
If you want to assess the quality of a leader,
evaluate them on the seven levers.
Not only will you be able to predict their future success,
you’ll also know what to do to improve that outcome.
.
Principal-Chief Check-ins—
Six-week Cycle:
Week 1:
• Review observation tracker: have they observed enough? Are the
action steps measurable and bite-sized? Are teachers making
progress?
• Observe teachers with the leader: does action step in tracker
match what you observe?
Week 2:
• Review Observation Tracker
• Plan and role play upcoming feedback session for teacher
Week 3:
• Observe live feedback: how well does principal implement six
steps?
• Role Play improving the feedback meeting and plan for next one
Principal-Chief Check-ins—
Six-week Cycle:
Week 4:
• Student Culture Walkthrough: where is the school succeeding and
needs to grow on student culture?
• Observe/review PD: what is quality of school’s PD?
Week 5:
• Spot check—Curriculum and Lesson Plans: what are implications
for improving teacher planning?
Week 6—Interim Assessment Cycle:
• Analyze data from interim assessments
• Plan & role play analysis meetings with teachers
• Debrief core teacher actions based on data
Putting it All Together
Developing Principals for Results
Train Your Principals:
• 24 hours of training materials:
agendas, PPTs, handouts, etc.
• Training Modules:
Obs/Feedback, Planning,
Leading PD, Student Culture,
Finding the Time
• 30 videos of leaders in action
June 2012
Next Steps
Observation & Feedback
Next Steps—Prior to Starting the
School Year:
Set up training of principals around DDI & Obs/Feedback
Set up observation tracker for each principal
Set up principal’s schedules
Plan the Roll Out: How to Share Change in Approach with
Staff
• Set up cycle of agenda items for principal check-ins
•
•
•
•
Applying to Your Own School:
What are the next steps we want to take as a
network or region?
Conclusions
Observation & Feedback