Leadership Through An Instructional Lens

Dr. Krista D. Parent

Oregon Leadership Network Institute

April 22, 2009

“There must be no ambiguity or hedging regarding this commitment to learning, and schools (and school districts) must align all practices, procedures, and policies in light of that fundamental purpose.”

(Revisiting Professional Learning Communities at Work, 2008)

5 Critical Factors for Leading Learning

1. Development of a district-wide culture with an intense focus on learning

2. District-wide focus on student achievement and the quality of instruction

3. Investment in instructional leadership development at the school and district levels

4. A focus on district-wide, job-embedded professional development and support for administrators and teachers

5. New approaches to board-district relations and the focus of local school boards

The board, all district administrators and teacher leaders read The Six Secrets of Change over the summer

All administrators and teacher leaders read Schools That Change this fall

Administrators, the Board, and teacher leaders read The Global Achievement Gap this winter

1. A District-wide Culture with an Intense Focus on Learning

Administrators and teacher leaders are reading Revisiting Professional Learning Communities at Work this spring

2. District-wide Focus on Student Achievement and the Quality of Instruction

Studio Classrooms

Logical next step in professional development pursuits

Intense

Focus is on student discourse

At least five cycles per year

Includes: Studio Teacher Resident Teachers Coach Consultant

Professional Development that Improves Instructional Capacity

1. Ongoing

2. Embedded within context-specific needs of a particular setting

3. Aligned with reform initiatives

4. Grounded in a collaborative, inquiry-based approach to learning

(Annenberg Institute for School Reform, 2004)

3. Investment in Instructional Leadership Development at the School and District Levels

Communities of Practice

1. Enhancing Teaching & Learning: One Staff Member at a TimeExamines all aspects of the differentiated supervision and evaluation process. The group observes one another in various phases of this process and explores other models. This group identifies effective strategies for working with expert teachers versus rookie teachers and teachers struggling to meet minimal instructional standards. The needs for support staff will also be a key topic of study.

Communities of Practice, continued . . .

2. Improving Schools From Within

Supports and challenges building leaders as they focus on innovations and improvements for their schools. Each participant identifies a particular curriculum innovation they are working on in their building and the group studies, coaches and support the innovation. Issues related to year long planning, communication, creating a sense of urgency, implementation dips, monitoring progress, celebrating the successes, and adjusting along the way are topics of discussion.

Communities of Practice, continued . . .

3. Leadership Studio

The Leadership Studio mirrors the Lesson Study Model we use with writing and mathematics for our Studio Classrooms except the setting isn’t in the classroom.

The purpose of the Leadership Studio is to deconstruct the work of “Leadership” into smaller practices, go deep into those practices, and put it all back together for improved practice.

The process includes:1. Advance Preparation: Making Connections to Best Practices2. Experiencing the Content Together3. Overview of the Lesson Summary4. Getting Real: The Observation Phase5. Reflections and Learning: Lesson Debrief6. Putting it to Work: Transferring Learning to Practice

Activity #1

Self-Reflection/Journaling

1. Where is your district at in terms of establishing a district-wide culture with an intense focus on learning? What could you do to push this agenda?

2. What have you done in your school/district to continuously improve the quality of instruction for all students?

3. Identify two practices or innovations in your district that demonstrate an investment in instructional leadership.

4. A Focus on District-wide, Job-Embedded Professional Development and Support for Administrators and Teachers

Classroom Learning Walks

Developed from the work of a Coaching Commitment Team

Various versions have developed

District and School-wide focus for Learning Walks

Power is in the discussions post-learning walk

Best Practices

Research has shown the following to be indicators of

good instruction and learning.

Teaching to “big ideas” or “power standards”.

Outstanding student work displayed in the classroom.

Routines and procedures established … students “just seem to know what to do”.

Students can explain what they are doing and how it connects

to a “bigger picture”.

Strategies to promote engagement by all students; equity and participation by all students.

The use of before, during and after reading strategies to

promote student understanding.

Higher level thinking skills by students and higher order questioning by staff.

Student conversations are connected to the lesson or work

being done.

Closure occurs at the end of the lesson to reinforce the day’s learning.

Students are quickly and effectively engaged in the day’s

lesson.

Connections are made between key concepts and real world problems or examples.

Transitions within the lesson are smooth and effective.

Classroom Learning Walk Tool

Teacher: ___________________________ Date: ____________ Time: _____________ Observer: ____________________________________________ Activity/Lesson Observed: Focus of Observation: Evidence that supports the focus: I wonder: Other comments:

Activity # 2

1. Watch 5 minute video clip

2. Identify as many best practices as identified on the learning walk tool and jot notes about your observations

3. Share with a table mate your observations of the lesson

“Learning is always an on-the-job phenomenon. Learning always occurs in a context where you are taking action. So we need to find ways to get teachers and administrators really working together; we need to create an environment where they can continually reflect on what they are doing ...”

(Senge & Koffman, 1995, p. 20)

5. New Approaches to Board-District Relations and the Focus of Local School Boards

The Killer “B’s” v. Crucial “C’s”

Move superintendents and school boards from “the killer B’s” – buildings, buses, books, budgets and bonds

To “the crucial C’s” – connection, communication, collaboration, community building, child advocacy, and curricular choices

(Paul Houston, Former AASA Executive Director)

Specific Actions I Took

I became the “learning leader” and pushed/motivated my leadership team to do the same

I got in and got my hands dirty, attending professional development sessions regularly and often times led them

I stimulated forward thinking and innovation and gave permission to challenge the status quo

We got focused on the right stuff and spent our time accordingly

We spent time as a leadership team to develop our guiding principles and I helped lead that discussion

I set an expectation level for principals that is high (but I think they feel supported)

We developed clear expectations for what we wanted our students to look like

I spent more time at the high school and met more regularly with the high school principal

Although we are just beginning to see success in this area, I’ve really been working with my board to get focused on teaching and learning and less focused on the typical stuff

Activity # 3

3 Specific Actions I Plan to Take When I Return to My School/District are . . .

1. *

2. *

3. *