Developing Teacher Leaders through Instructional Leadership Teams Maria Matlack Lumberton School...
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Transcript of Developing Teacher Leaders through Instructional Leadership Teams Maria Matlack Lumberton School...
Developing Teacher Leaders through Instructional Leadership TeamsMaria Matlack
Lumberton School District
What comes to mind when you hear “PLC”??Describe how PLC’s are functioning in your school or district.• What members comprise your PLC’s?• How is the agenda created?• What is the typical work of the PLC?• Does their professional learning impact other
teachers? If so, how?
A Teacher Leadership Team is a PLC
Why are teacher leaders so important?
The gap between the most proficient and least proficient teacher in any school is twice as large as the gap between the teachers in that school and those in other schools.
Professional Capital
Teachers in the same school are not on the same page.
Andy Hargreaves & Michael Fullan
“If we are to truly improve student learning, it is vital that we identify the most important barrier to school improvement. And that barrier is the effect of within-school variability on learning. The variability between schools in most Western countries is far smaller than the variability within schools.”
John Hattie (Visible Learning)
Average variability between schools: 36%Average variance within schools: 64%“There is every reason to assume that by
attending to the problem of variability within a school and increasing the effectiveness of all teachers there will be a marked overall increase in achievement.”
John Hattie: “Too often attempts at collective action lead to forming groups, such as professional learning communities, but the focus of these groups is rarely on sharing evaluative evidence and thinking about what has been effective….Too often, collaboration is about sharing resources, sharing anecdotes and war stories and sharing beliefs about why or why not something might work in ‘my’ context.”
Do you think your PLC’s address this?
“This professional community would enhance equity so that everyone can aim for excellence, make schools inviting places to learn for all and develop the conditions (trust, leadership, passion, and success) for collaboration to maximize the impact on learning.”
“Teaching Like a
Pro”
Individual Team
Whole professio
n
Professional Capital
Human capital
Social capital
Decisional capital
Americas competitors know that the main point is not the effect of an individual teacher…that counts, but rather how you maximize the cumulative effect of many, many teachers over time for each
and every student..”
Do you think your PLC’s build Professional Capital across your school/district?
One more question:
“What messages are you getting about the value of your own professional development
when the only professional learning community time is low-cost meetings to
implement laid-on agendas?” -Hargreaves and Fullan
Increasing student achievement Implementing new curriculum/standards Achieving buy-in Multiplying the results for your efforts Horizontal articulation Vertical articulation Consistency in instruction and teacher
quality across the school/district
What are your goals?
Effectively developing teacher leaders can help you achieve any one or all of these!
K-8 suburban school district Approximately 1300 students Single-attendance schools
K-1 2-3 4-5 6-8
Lumberton Schools: Who we are
Increase student achievement Implement new curriculum/standards Achieve buy-in Multiply the results for your efforts Horizontal articulation Vertical articulation Consistency in instruction and teacher
quality across the district
Our Goals
Literacy Leadership
Team
Math Leadership
Team
Science Leadership
Team
Special Education Leadership
Team
Our Journey
2011 2014 2014-15 2015
Literacy Leadership Team (LLT), 2011New Common Core ELA curriculum
Getting Started
Reading specialist from each school At least one teacher “volunteer” from
each grade
Selecting Members
Unpack the standards Deeply understand the Units of Study
in the new curriculum Recognize the progression from grade
to grade to arrive at the “big picture” Turnkey these understandings to
colleagues at the grade level Achieve consistency across each grade
and appropriate vertical progression
Goals
Monthly half-day release dates Some whole district meetings and some
school or grade level-band meetings
Methods
AgendasDriven mostly by Unit of Study
Driven by membersWorked with a literacy consultant
Driven by membersSome school teams work with TCRWP staff developer
Year 1
Year 2
Year 3
Planned turnkey meetings to help colleagues see the overall intent and goals of each unit, thus strengthening instructional decisions
Studied progression from one grade to the next in an area of skill development
Identified possible anchor and mentor texts Studied and turn-keyed the use of
rubrics/continuum to analyze formative assessments Refined and turn-keyed instructional “best
practices” Engaged in horizontal and vertical inquiry,
reflection and problem solving
Examples
1. LLT collected students’ writing notebooks across the grade levels
2. They examined them, looking for patterns and exceptions
3. They shared their observations with their colleagues
4. The whole school discussed conclusions and steps to increase writing volume.
6th grade received push-back from parents regarding homework.
LLT members brought issue to the group.
They viewed the progression for grades 5-7 and identified some appropriate revisions to the 6th grade approach.
This not only solved the homework issue but also created an opportunity for deep discussion regarding our learning goals and how they could be best achieved.
Are our students writing enough?
How does 6th grade homework fit between 5th and 7th?
For instance…
Our students can’t do this!
Our students CAN do this!Our students ARE DOING this!
September
January
Outcomes
Voices from the Field
How do we know this impacted learning?
Measurable ResultsGrowth 2012-2013 in Students Scoring
Proficient or Advanced Proficient in ELA on NJ ASK
Grade 3 4 5 6 7 8
Total Stud 0.5% 10.2%
4.5% 1.3% 2.5%
General Ed 8.5% 3.5% 5.0% 2.0%
Special Ed. 7.0% 27.6%
15.2%
Afr Amer 18.1%
10.3%
15.6%
3.1%
Econ Dis 8.7% 12.0%
14.7%
6.5% 2.0%
Voices from the field
Click icon to add picture
Our first graders grew so much. As I went through the few papers that I’d saved from the beginning of the
year, I was pulled back to September and the memory of how
these little guys worked so hard just to put down a few words on their papers. And now, they are churning out their own poems, how-to’s, realistic fiction, and adventure books. It’s a good
feeling to know that we “got them started”!
“At first we were skeptical about the ability of first graders to function in
nonfiction book clubs. Then we saw them do it! Students
were sprawled out next to each other on the floor with
multiple nonfiction books open in front of them, moving across
all the texts to compare and contrast.
Informational Writing- Grade 2
“Teachers were very pleasantly
surprised by the quality of these books! We learned
not to underestimate our 2nd grade
writers!”
Even among books on the same topic, every book was as unique as its author. The reader
could see what was important to the book’s
author. Just like published informational
books, each had its own angle.
“I can honestly say that in the beginning of the year, I felt writing progress was very slow. But during the test prep unit, when we were writing a variety of things all of the time, I began to see such marked improvement. Not only in volume but also in willingness to write, a desire to succeed, and desire to apply all they had learned.
This led right into the revision unit, which has been my most favorite unit of the year. The kids have had a blast rereading their earliest entries and published pieces, and I overhear, ‘Oh my gosh. This stinks! I have GOT to revise this!’ They are showing an ability to apply what they have learned.”
GROWTH!
Peer talk - increased in volume and in an ability to sustain meaningful conversations, be it about books or writing.
We have kids who truly enjoy writing and can write with stamina and volume
In the self-contained special education class, the students were excited by mid-year to write. Now every time I mention writing they say, “Yeah, can’t wait to get started!” This thrills me that they see themselves as good writers who enjoy their craft.
› In clubs, students researched topics and presented their information through a selected lens.
Grade 4- Researchers One and All!
“Some people think jellyfish are fish, but they’re
really not…”
“Sharks are not really as
dangerous as you might think.”
I was just doing this read-aloud, and suddenly-
spontaneously- my students began applying everything they learned in reading this year. They connected the
story with other read-alouds that had similar themes;
they compared and contrasted; they….
Grade 5
As writers, our students are better prepared for NJ ASK than they have ever
been before.
Grade 6
This is the best writing I have ever seen in my
seventh grade
students.
I cannot wait to start getting kids who
have had this teaching, as they trickle up to me.
Math Leadership Team (MLT), 2014
The Next Stage
At least one teacher “volunteer” from each grade
No overlap with members of LLT
Selecting Members
Unpack the standards with special attention to the Math Practices
Recognize the progression from grade to grade to arrive at the “big picture”
Turnkey these understandings to colleagues at the grade level
Improve instruction and test scores Identify resources to supplement
Everyday Math K-5 Create common assessments
Goals
Monthly half-day release dates 5 meetings with Math consultant 5 meetings on our own
Some whole district meetings and some school or grade level-band meetings
Methods
Agendas
Driven by members based on feedback from grade level colleagues and their own identified needs
Studied Math Practice standards and presented workshop to colleagues
Unpacked standards with focus on the progression, refining understanding of the expectations at each grade
Facilitated collaborative meetings Created common assessments Explored resources to supplement
Everyday Math
Examples
Outcomes
This is too hard for our
students!
Wow! Look at our students’ growth!Math
SGO’sHighlyEffectiv
e
September
January
May
Adoption of a new math program K-5
An unexpected outcome:
Previewing modules to provide springboard to colleagues
Working with consultant to optimize implementation
Developing new common assessments
Developing rubrics and data collection methods for the standards-based report card
Studying brain-based techniques for improving concept development and retention
Working with consultant to optimize use of program
Developing common assessments
Grades K-5 Grades 6-8
Continuing our Work 2015-2016
Science Leadership Team (SLT), 2014-2015
Moving Forward
At least one teacher “volunteer” from each grade
No overlap with members of LLT or MLT
Selecting Members
Unpack the NGSS standards in preparation for curriculum writing
Turnkey these understandings to colleagues at the grade level to build capacity for curriculum implementation and effective instruction
Goals
Subset of members participated in gap analysis work at Rider University
Other members attended outside workshops offered throughout the year
Debriefed in May
Methods
To Come in 2015-2016• Continuing partnership with Rider University• Subset of members working on model curriculum with
Burlington County Curriculum Consortium• Turnkey training to full staff• Experimenting with NGSS –aligned lessons• Materials Review
Feedback from Leadership Team Members
“Being a member of the Literacy Leadership Team makes me part of a group of professionals who want to learn from each other, improve their teaching and share their expertise with their colleagues. The benefit of being on the team is that I get to dive into the curriculum and pull it apart piece-by-piece. As the committee discusses the teaching points, I am able to clarify my thinking. I think the grade level meetings are beneficial to all because the Literacy Leadership Team members are able to guide the discussion, while our colleagues are able to add their input.”
“You feel as though you are in a position where your colleagues are all depending on you, and you certainly can’t let them down! ‘Team before self’ becomes your motto. You learn to put the work of the team before your individual work, and you question your decisions more than if these decisions only affected you.”
LLT: Karen Gutekunst, Reading Specialist
MLT: Marge Morrone, 5th grade teacher
Feedback from Team Members
Being provided with outside resources Having professional development rolled
into the process Having an opportunity to see the math
consultant demonstrate a Common Core-aligned lesson at various grade levels
Being given large chunks of time through release time
Benefits They Identified
Providing release time shows that you are serious about this.
Make sure you have a group that gels.
When the work is “finished” provide opportunities to reconvene for updates 2-4 times per year.
You can make a difference.
Be open-minded. The subject doesn’t
have to be your strong suit to begin with; you will grow a lot with your team.
For AdministratorsFor Potential Teacher Leaders
Advice They Offered
Increased number of teacher leaders Greater collegiality and collaboration Increased respect among teachers Shared decision-making, causing more teachers to be “on
board” A “continual learning “ mindset among teachers Higher teacher engagement Increased trust between teachers and administration A solid progression of skill/standards instruction from one
grade to the next More consistency across grade levels Professional, collegial relationships across schools and grades Increased student engagement and learning
Overall Outcomes
Implement new curriculum/standards Achieve buy-inMultiply the results for your effortsHorizontal articulationVertical articulationConsistency in instruction across the districtIncreased student achievement
Our Goals
Professional Capital
Human capital
Encourages and increases natural
talents of members
Social capital
Collaboration among team, within grade and across grades
Decisional capital
Members exercise judgment and make
decisions with collective
responsibility and openness to
feedback
Less-able teachers perform as well as average teachers if they have strong social capital in their school.
Carrie Leana (business professor at University of Pittsburgh)
Consider overlapping with curriculum writing team. Make your best effort to NOT have a teacher on
more than one leadership team. If possible, have two representatives per grade. Ask for volunteers but approach those that you
think would be the best choice and encourage them to volunteer. Choose people who are enthusiastic; that matters more
than skill level. Choose people who can be persuasive with colleagues. Consider people who like to lead but may not necessarily be
completely “on board”… yet. Look for combinations of “types” at each grade level.
Recommendations- Creating your team
Front load some PD. Consider what outside resources might
be beneficial. Consultants Professional literature workshops
Recommendations-Offering support
Agree on norms for how meetings will go and the roles of the members.
Be present and supportive but do not direct the meetings.
Release as much responsibility as you can. Who sets the agenda?
I elicited suggestions from team members and then set the agenda.
This task could be delegated to a member. In delicate circumstances, it is sometimes better
to allow someone else to take charge and possibly not even be in attendance. This takes trust!
Recommendations-Facilitating
Be an active listener! Build trust! Make sure the agendas include study of
student performance. Express your gratitude. Use the team as your point people with their
colleagues. They can achieve buy-in more effectively than you can.
If you work at the district level, collaborate with principals in the process.
Teachers sometimes burn out. Allow them to bow out gracefully.
Recommendations-Maximizing the Potential
Strong bonds with a large and growing number of teachers
A team working with me in the trenches- a team with credibility
A general sense among teachers that their voices are heard and that they have the power to impact administrative decisions and drive improvement efforts
Excellent survey results in spite of new challenges teachers face that could easily be blamed on me
Greater success with curriculum implementation than I had reason to expect
Positive energy among faculty
My “Personal” Rewards
Leadership Teams •Developing and multiplying teacher leaders•Teacher ownership of their professional growth
Professional Capital •Collaboration and articulation at every level in every direction•Shared decision-making and collective responsibility
Consistency•Growth for all•Engagement for most•Less variance across grades and improved vertical articulation
Student Achievement •Best Practice instruction delivered with intention •Ideal progression
• What most resonated with you?• What similarities do you see between this
approach and what is being done in your school/district?
• How do you envision using this information back “at home”?
• What questions linger?
Processing Time
Questions?
Comments?
For the Good of the Group
Hargreaves, Andy and Fullan, Michael (2012) Professional Capital: Transforming Teaching in Every School. New York: Columbia Teachers Press
Hattie, John (2015) What Works Best in Education: The Politics of Collaborative Expertise. Pearson
Leana, C.R.(2011, Fall) The Missing Link in School Reform. Stanford Social Innovation Review, p.34
References