School Leadership Teams for Continuous Improvement
Day 2
Gallery Walk
• Which schools have similar goals?
•
Which schools have similar barriers?
•
Who might you work with?
Next Steps
• Option 1: Independent Team Time to finish Step 3
•
Option 2: Independent Team Time to explore your barrier with the 5 Whys Root Cause Analysis Tool
•
Option 3: Collaboration Time with another team
Professional Learning Cycle
Describe the learning cycle in your own words.
Professional Learning Types
•
Brainstorm at least 5 forms that “professional learning” might take?
•
What is your personal favorite as a participant?
•
What is your personal favorite as a facilitator?
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School Leadership Teams for Continuous Improvement
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Write down your team’s definition for professional learning:
•
Since you first considered this question, do you have any further thinking about how professional learning relates to school improvement?
Designing a Walkthrough Tool with Success Criteria
Jot down your thoughts.
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School Leadership Teams for Continuous Improvement
Professional Learning Activity Planning Guide:
Professional Learning Activity Title:
Professional Learning Activity Planning Reminders

SIP Goal:

Learning Intention(s):


Success Criteria:
Inputs: What data was used to select the learning outcome(s)?
How do you know there is a need for this learning activity?
Learning Intention(s): What is the purpose of this learning
opportunity? What new professional knowledge and skills do you
expect participants to master and/or apply?
Implementation: What are your expectations for implementation?
How will you support and sustain behavior change? How will you
monitor?
Evaluation: How will you know participants have acquired the
knowledge, behavior, or skill? What indicators will demonstrate the
objective was achieved?
Blending Initiatives: Which initiatives below are relevant to your professional learning activity, and how will they be integrated?
Florida State Standards
High Effect Strategy in
Framework for Teaching
(9 Power Components)
Integration of Other Content Area(s)
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Integration of Technology
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School Leadership Teams for Continuous Improvement
Sample Structure of Professional Learning Activity
Content Chunks and Activities
How will you structure the learning opportunities to engage adult learners? Below is an example of a typical 2-hour session.
Opening/Hook:
Segment 1:
Activities:
Check for understanding
Segment 2:
Activities:
Check for understanding
Segment 3:
Activities:
Closing: Check for understanding of success criteria. What is everyone doing next?
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Professional Learning Strategy Options: What strategies will you incorporate into this plan?
___
___
___
___
A/B Pyramid
Huddle UP!
Music/Rhyme/Rap
Technology
___
___
___
___
Brainstorming/Discussion
Humor/Celebration
Project/Problem-based Instr.
Three Musketeers
___
___
___
___
Debrief/Process Time
Manipulatives
Cooperative Learning
Visualization
___
___
___
___
Drawing/Artwork
Metaphors/Analogies/Similes
Role-play/Drama
Visuals
___ Games
___ Mnemonic Devices
___ Storytelling
___Writing/Reflection
What Happens After the Professional Learning Activity?
Implementation
What are your expectations for implementation? What will the success criteria look like – sound like in the classroom?
How will you support and sustain behavior change? Who? When?
How will you monitor? Who? When? What is your process for data collection and public sharing?
Evaluation
How will you know participants (teachers) have acquired the knowledge, behavior, or skill? What is the success criteria look like – sound
like in the classroom?
What indicators will demonstrate the objective was achieved? What is the success criteria in student performance terms?
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School Leadership Teams for Continuous Improvement
Key Strategies for the Five Essentials
Circle a few that immediately stand out to you.
Key Strategies for the Five Essentials
Effective Leadership
Supportive Environment
Ambitious Instruction
Collaborative Teachers
 Data Analysis &
Response
 Effective Use of Coaches
 Effective Use of Teacher
Leaders
 Learning Walks
 PD on PD for School
Leaders
 Role of Admin in PLCs
 School Leadership
Teams follow-up
 Classroom Management
 Data Analysis &
Response
 Differentiated
Instruction
 Early Warning System
 Engaging Students in
Learning/ Engagement
Strategies
 Formative Assessment
Strategies
 Gradual Release
 Learning Walks
 Lesson Planning &
Pacing
 Master Schedule
 Positive Behavior
Support
 Student Collaboration
Strategies
 Data Analysis &
Response
 Differentiated
Instruction
 Engaging Students in
Learning/Engagement
Strategies
 Formative Assessment
Strategies
 Gradual Release
 Learning Walks
 Lesson Planning and
Pacing
 Lesson Study
 Literacy in Content
Areas (Reading/Writing
 Best Practices Sharing
 Common Assessments
 Data Analysis &
Response
 Lesson Study
 PLCs
Involved Families





Competitions
Data Chats with Parents
Early Warning System
Parent Opportunities
School Advisory Council
Connections)
 Questioning and
Discussion
Techniques/Text
Dependent Questions
 Student Collaboration
Strategies
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School Leadership Teams for Continuous Improvement
Monitoring Implementation Fidelity
 Learning Walks
 Plan or Product shared via Office
365, VCS Teacher Collaboration
Site, MyPGS for DPP
 Surveys of Teachers
 Walkthrough Tools aligned to
SIP/PD
Monitoring Effectiveness



PLC teams Data Analysis
Quarterly Data Analysis
School Leadership Teams Data Analysis
Tools Within Strategies
Blended Learning, Digital Tools, Edmodo, eduphoria, Office365, vPortal, etc.
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School Leadership Teams for Continuous Improvement
8-Step Planning & Problem Solving (Steps 4-8)
This worksheet has been designed to help guide your school through the 8-step planning and problem-solving process with one of your
strategic goals. The information here aligns with the fields that are included in the SIP template in the Continuous Improvement Management
System (CIMS).
Step 4: Brainstorm and prioritize strategies that could be used to eliminate or reduce the selected barrier bucket; include the
rationale for each strategy. Select a strategy to develop an action plan for implementation.
Strategies to Reduce or Eliminate Barrier Bucket 1
Rationale
1.
2.
3.
4.
5.
Prioritized Strategies for Barrier Bucket 1
1.
2.
3.
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School Leadership Teams for Continuous Improvement
In Steps 5-8, details must include a description of the activity, the person(s) responsible for completing the activity, the start and end dates
and frequency, and the evidence the person responsible will use to demonstrate completion of the activity.
Step 5: Develop an action plan by identifying all steps that need to be taken to implement the strategy selected in Step 4.


Indicate whether the step is a professional development opportunity (PD) or technical assistance (TA). These items will require
additional details, such as the facilitator or developer and the intended audience.
Indicate whether the step is a budget item. Budget items will require additional details, such as a description, the funding
source and the amount needed.
Action Step 1 for Strategy 1
What
Who
When
Start Date:
End Date:
Frequency:
Evidence
PD Item
Yes
No
Facilitator:
Participants:
TA Item
Yes
No
Developer:
Audience:
Budget Item
Yes
No
Funding Source:
Amount Needed: $
Action Step 2 for Strategy 1
What
Who
When
Start Date:
End Date:
Frequency:
Evidence
PD Item
Yes
No
Facilitator:
Participants:
TA Item
Yes
No
Developer:
Audience:
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Budget Item
Yes
No
Funding Source:
Amount Needed: $
Action Step 3 for Strategy 1
What
Who
When
Start Date:
End Date:
Frequency:
Evidence
PD Item
Yes
No
Facilitator:
Participants:
TA Item
Yes
No
Developer:
Audience:
Budget Item
Yes
No
Funding Source:
Amount Needed: $
Action Step 4 for Strategy 1
What
Who
When
Start Date:
End Date:
Frequency:
Evidence
PD Item
Yes
No
Facilitator:
Participants:
TA Item
Yes
No
Developer:
Audience:
Budget Item
Yes
No
Funding Source:
Amount Needed: $
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School Leadership Teams for Continuous Improvement
Step 6: Determine how the action plan (Step 5) for the selected strategy will be monitored for fidelity of implementation; add
distinct monitoring activities as needed.
What
Who
When
Evidence of Completion
Monitoring Activity 1 for Strategy 1
Start Date:
End Date:
Frequency:
Monitoring Activity 2 for Strategy 1
Start Date:
End Date:
Frequency:
Monitoring Activity 3 for Strategy 1
Start Date:
End Date:
Frequency:
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School Leadership Teams for Continuous Improvement
Step 7: Determine how the strategy (Step 4) will be monitored for effectiveness at reducing or eliminating the barrier bucket
selected in Step 3; add distinct monitoring activities as needed.
After completion of Step 7, cycle back to Step 4 to select the next strategy, or to Step 3 to select the next barrier bucket, and
continue through the steps. Repeat as needed.
What
Who
When
Evidence of Completion
Monitoring Activity 1 for Strategy 1
Start Date:
End Date:
Frequency:
Monitoring Activity 2 for Strategy 1
Start Date:
End Date:
Frequency:
Monitoring Activity 3 for Strategy 1
Start Date:
End Date:
Frequency:
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School Leadership Teams for Continuous Improvement
Step 8: Determine how progress towards the goal and annual targets established in Step 1 will be monitored (what data will be
collected and reviewed throughout the year); add distinct monitoring activities as needed.
After completion of Step 8, cycle back to Step 1 to start on the next goal.
What
Who
When
Evidence of Completion
Monitoring Activity 1 for Goal 1
Start Date:
End Date:
Frequency:
Monitoring Activity 2 for Goal 1
Start Date:
End Date:
Frequency:
Monitoring Activity 3 for Goal 1
Start Date:
End Date:
Frequency:
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