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WELCOME to January 2015 ISLN! Building capacity for instructional leadership in the KVEC region

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Norms Start and end on time Cell phones on vibrate Rule of two feet ContributeYOU are ISLN. Others?

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ICEBREAKER What is currently the best thing going on in your district? Find 3 people not in your district and tell them about it?

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ISLN Facilitation Team Stacy Noah, Effectiveness Coach Jennifer Carroll, PGES Strategy Lead Carole Mullins, ELA Instructional Specialist Chris Bentley, Science Consultant Katrina Slone, STEM Vacant, Social Studies Abbie Combs, ARI Educator Effectiveness

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What did you take back and use? November Evaluation New methods to promote capacity for peer observers Discussion on building capacity-strategies discussed All of the information provided today Peer Observation Professional learning vs PD Info and thoughts on making PLCs more effective Conferencing Last word What have you done since last meeting? Add that to this months evaluation.

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January 2015 Learning Targets Know the intent of the network design regarding an effective District Leadership Team (involving teacher leaders meaningfully and consistently) Analyze/reflect on own DLT and determine actions/planning to strengthen DLT role to scale highly effective teaching and learning district wide Know a specific questioning protocol that teachers in district have been trained on and identify strategies to build capacity Review and provide feedback on special education crosswalk to KyFfT

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Four Pillars of ISLN and TLN Meetings Kentuckys Core Academic Standards Characteristics of Highly Effective Teaching and Learning/KY Framework for Teaching Assessment Literacy Leadership What is the role of the DLT in building capacity?

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Vision and Mission of KDE Networks VISION: Each school and district in KY has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators, teachers and staff so that every student experiences highly effective teaching, learning, and assessment practices based on rigorous, college and career ready standards in every classroom, every day. MISSION: Build the capacity of each district leadership team (teacher, school, and district leaders that participate in the Leadership Networks) to effectively implement new standards within the context of highly effective teaching, learning (learning for adults AND students), and assessment practices.

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Review

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Characteristics of the Right Network Participant How do you ensure network participants demonstrate these characteristics? How do you help teacher leaders build these skills and characteristics?

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Leveraging Teacher Leadership to Achieve SHARED Leadership

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Why? Strong school performance depends on shared leadership

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The Geese Model

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Fact 1: As each goose flaps its wings, it creates an uplift for the birds that follow. By flying in V formation, the whole flock adds 71% greater flying range than if each bird flew alone. Lesson: People who share a common direction and sense of community can get where they are going quicker and easier, because they are traveling on the thrust of one another.

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Fact 2: When a goose falls out of formation, it suddenly feels the drag and resistance of flying alone. It quickly moves back into formation to take advantage of the lifting power of the bird immediately in front of it. Lesson: If we have as much sense as a goose, we stay in formation with those headed where we want to go. We are willing to accept their help, and we give our help to others

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Fact 3: When the lead goose tires, it rotates back into the formation and another goose flies to the point position. Lesson: It pays to take turns doing the hard tasks and sharing leadership. As with geese, people are interdependent on each others skills, capabilities, and unique arrangement of gifts, talents, or resources.

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Fact 4: The geese flying in formation honk to encourage those in front to keep up their speed. Lesson: We need to make sure our honking is encouraging. In groups where there is encouragement, the production is greater. The power of encouragement (to stand by ones heart or core values and encourage the heart and core of others) is the quality of honking we seek.

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Fact 5: When a goose gets sick, wounded, or shot down, two geese drop out of formation and follow it down to help or protect it. They stay with it until it dies or is able to fly again. Then they launch out with another formation or catch up with the flock. Lesson: If we have as much sense as geese, we will stand by each other in difficult times as well as when we are strong

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Why shared leadership? New responsibilities for administrators Attract quality new teachers Keep quality teachers in the profession Collaborate between teacher and leaders to shift school culture Identify and advance pressing priorities school- wide Advance teacher and student achievement

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A Framework for Shared Leadership What are some specific examples of shared leadership in your district? What improvements would you like to see around shared leadership in your district? How can you achieve these improvements?

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How do you use teachers as leaders in your school/district? Why is that important? Share out

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POSSIBLE teacher leadership roles - Observing peers Providing instructional coaching Modeling instruction Leading PLCs Planning meeting agendas Participating in hiring new teachers in their content areas

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Reflect on the Shifts to Effective Teacher Leadership What must happen to move to the New Teacher Leadership Model?

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Teacher leadership Pathways

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To ensure effective teacher leadership: Clearly define the roles Carefully select Teacher Leader who can fulfill those roles Provide sufficient time for them to fulfill expectations Provide adequate training and support Identify and provide appropriate resources Provide release time and/or compensation

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Resources CTPS Tool for School and District Capacity to Support Teacher Leadership, 2010. Lambert Linda. A Framework for Shared Leadership. Harrison, C., Killion, Joellen. Ten Roles for Teacher Leaders Leading from the Front of the Classroom. The Aspen Institute publication

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Learning Target #2 Analyze/reflect on own DLT and determine actions/planning to strengthen their role to scale highly effective teaching and learning district wide

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Finish the self-evaluation tool to reflect individually on how you are building school and district support for teacher leadership and involving teacher leaders on your District Leadership Team - DLT. Remember to complete from the appropriate context you represent (school or district). Reflect on assigned indicator Be prepared to share: -summary of indicator -evidence that would support the rating -what actions a district or school could take to improve rating

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Revisit: Innovation Configuration Maps How is/could your district using/use the Innovation Configuration Maps? Common Core IC Map Teacher Leader IC Map Learning Communities Leadership Resources Data Learning Designs Implementation Outcomes

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10 roles for teacher leaders... Read this short article Reflect: Who are the teacher leaders who could take on these roles in your district? Reflect back on your Concept Mastery Routine

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Roles and Responsibilities of Our DLT Teacher LeadersPrincipal LeadersCentral Office Administrators What are the roles and responsibilities of the people in these role groups to achieve an effective, functioning DLT?

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How will you use what we have discussed today to strengthen DLT/ shared leadership in your district? Add that to your evaluation.

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Learning Target #3 Know a specific questioning protocol that teachers in district have been trained on and identify strategies to build capacity

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What is ? Digital Learning Resource Library Icurio delivers a dynamic collection of over 330,000 vetted, contextualized, standards-aligned digital learning resources from a broad range of content providers Includes a guaranteed that each resource in the Library has cleared a 127-point certification process and is expertly tagged according to: resource type, language, authority and subject depth, alignment to relevant standards, grade level, readability score and up to 57 defining characteristics.

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INTRODUCING THE QUESTION FORMULATION TECHNIQUE (QFT) www.rightquestion.org

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WHAT IS THE QUESTION FORMULATION TECHNIQUE? www.rightquestion.org The Question Formulation Technique (QFT) is a simple, but rigorous, step-by-step process designed to help students produce, improve and strategize on how to use their questions. The QFT allows students to practice three thinking abilities in one process: divergent, convergent and metacognitive thinking.

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WHY USE THE QUESTION FORMULATION TECHNIQUE? www.rightquestion.org Self-Questioning: A Metacognitive Strategy Engaging in pre-lesson self-questioning improved students rate of learning by nearly 50% Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement by John Hattie (p.193). 1 st Edition, December 26, 2008.

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Relevance to New Demands Inquiry and Rigor Kentucky Framework for Teaching Kentucky Core Academic Standards for: English/Language Arts Mathematics Science Social Studies

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The Right Question Institute www.rightquestion.org

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Components of the Question Formulation Technique TM Use A Question Focus (Q-Focus) Produce Your Questions o Follow 4 Essential Rules for Producing Questions Improve Your Questions o Categorize Questions-Open/Closed Prioritize Your Questions o 3 Most Important Questions (Why?) Next Steps Reflection

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Question Focus (Q-Focus) A Question Focus IS a simple statement, a visual or aural aid to help students generate questions Created from curriculum content Brief Stimulates a new line of thinking A Q-Focus is NOT A question

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Rules for Producing Questions Ask as many questions as you can. Do not stop to answer, judge, or discuss. Write down every question exactly as it was stated. Change any statements into questions.

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The Question Focus (QFocus) Building capacity in a district leadership team that includes teacher leaders improves student success. PRODUCE YOUR QUESTIONS For 2 minutes produce as many questions as you can around this Qfocus.

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IMPROVE YOUR QUESTIONS Categorize the Questions: Closed/Open-Ended Definitions: Closed-ended questions can be answered with a yes or no or with a one-word answer. Open-ended questions require more explanation. Directions: Identify your questions as closed- ended or open-ended by marking them with a C or an O.

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Change Closed to Open-Ended Questions Directions: Take one closed-ended question and change it into an open-ended question CLOSED- ENDED OPEN- ENDED

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Change Open-Ended to Closed - Questions Directions: Take one open-ended question and change it into an closed- ended question OPEN- ENDED CLOSED- ENDED

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Prioritizing Questions Choose three questions that most interest you. you consider to be the most important. will best help you solve a problem. you want/need to answer first. While prioritizing, think about your Q-Focus: Building capacity in a district leadership team that includes teacher leaders improves student success.

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METACOGNITIVE THINKING: Why did you pick those as your priority questions? Thinking about Thinking

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DISCUSS NEXT STEPS Students can use their questions for: Writing AssignmentsResearch Independent ProjectsGroup Projects Socratic SeminarsExperiments DebatesPresentations/Interviews You could also ask students to decide how they will use their questions.

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REFLECTION Ask students to think about the work they have done. Use questions such as: Why did you choose those three questions as the most important? Where are your priority questions in the sequence of your entire list of questions? Which questions at your table are the most likely candidates for compelling questions? Supporting questions?

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RIGOR THE DISCOVERY OF RIGOR Divergent Convergent Metacognitive Three Thinking Abilities in One Process:

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EXPERIENCE A SOCIAL STUDIES LESSON USING THE QUESTION FORMULATION TECHNIQUE TM (QFT) Grades K-4: Report to Breakout Session Room

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K-4: Accountable Talk

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Defining Defensible Evidence: Mastery of Questioning Defensible Evidence: examples from instructional practice that can be defended as mastery of a skill. Using todays learning and resources, brainstorm what is proficient level of questioning? Can you affirm or revise the criteria from the FfT? What evidence can you provide from your classroom that students are mastering the art of questioning?

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Maximize Your Professional Learning: October Homework Assignment Make Just One Change: Read Chapter 9: A Memo to My Fellow Teachers Implement the QFT Process with your students (suggest to do this 2 times) Bring DEFENSIBLE EVIDENCE of EFFECTIVE STUDENT QUESTIONING to the DECEMBER 2 ND meeting. DEFENSIBLE EVIDENCE of QUESTIONING MASTERY (narratives, pictures, video, student work, etc.) Reflect upon your QFT experience by making notes in your journal about the lesson and students responses. December 2 nd TLN Meeting: Grade Level Group Share-A- Thon

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Grades K-5 Room 1 Grades 6-8 Room 2 Grades 9-12 Main Room December 2, 2015 QFT Share-A-Thon 60

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Why is QFT an effective instructional strategy for Social Studies? MAKE THE CONNECTIONS

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IMPORTANT REMINDERS: Social Studies Network Meeting Dates: February 24, 2015 March 31, 2015 June 16, 17, 18, 2015 Focus: Curriculum Alignment for new Social Studies Standards 2015-2016 School Year: Still on Track for Implementation of new Social Studies Standards

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District Discussion How can your DLT build capacity within the district to learn/implement a strategy such as QFT or a resource such as iCurio? What are the roles of each person on the DLT to build capacity with QFT and iCurio?

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Learning Target #4 Review and provide feedback on special education crosswalk to KyFfT

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Updates Science PGES -CEPs -EDS Updates -Site Visits -Upload artifacts -Peer Observations -Data Requests

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Please Complete the Evaluation Form