What do leaders need to know to improve the quality of teaching practice?

8/7/2019 What do leaders need to know to improve the quality of teaching practice?

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LeadershipforPowerfulInstruc5on

C E N T E R

E DU CA T I O N A L

L E A D E R S H I P

|

Whatdoleadersneedtoknowtoimprovethe

qualityofteachingprac9ce?

AmericanAssocia9onofSchoolAdministrators

February17,2011

Dr.StephenFink

Execu9veDirectorandAffiliateAssociateProfessor

CenterforEduca9onalLeadership

UniversityofWashington


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TheCenterforEduca9onalLeadership(CEL)is

dedicatedtoelimina9ngtheachievementgapthat

con9nuestodivideourna9onschildrenandyouthalongthelinesofrace,classandlanguage.CEL

believesthenexusforelimina9ngthegapliesinthe

developmentofleadershipcapacityspecifically

nurturingthewilltoactonbehalfofthemostunderservedstudentswhileincreasingleadership

knowledgeandskilltodrama9callyimprovethe

qualityofinstruc9on.

Mission


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CELsTheoryofAc3onThreeFounda3onalIdeas

Ifstudentsarenotlearningtheyarenotbeing

affordedpowerfullearningopportuni9es.

Ifteachersarenotofferingstudentspowerfullearning

opportuni9esthenthisisul9matelyaleadershipissue.

Highqualityteachingisaverysophis9catedendeavor

itisanissueofexper9seforbothteachersand

leaders.


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DevelopingtheLeadershipExper3setoImproveInstruc3on:ATwo-PartEqua3on

1. Developingacommonlanguageandsharedvisionforhighqualityinstruc9onthebe&erwesee,thebe&erweareabletolead.

2. Developinggreaterexper9seinleadingforinstruc9onalimprovementthebe&erwelead,the

be&erweareabletoimproveteachingprac7ceand

thuslearningforallstudents.


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TurnandTalk

GivenCELstheoryofac9on,whatarethepointsof

alignmentand/orincongruencewithyour

organiza9onaltheoryofac9onand/orbeliefs?


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TheDifferencebetweenExpertsandNovices

Expertshaveacquiredextensiveknowledgethataffectswhattheyno9ceandhowtheyorganize,

represent,andinterpretinforma9onintheir

environment.

Deeperlevelofseeingandunderstandingenablesexpertstothinkmoreeffec9velyaboutproblemsof

prac9cewithintheirspecificdiscipline.


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Exper3seAffectsNo3cing

Videolink:

h[p://vimeo.com/14641



AHouseboatExpert

Videolink:




ExpertReport

Videolink:




SwitchtheTasks

Thisefficiencyiso`endomainspecific

Videolink:h[p://vimeo.com/

14641

Videolink:

h[p://vimeo.com/

18678



TheDifferencebetween

ExpertandNoviceInstruc3onalLeaders

Noviceinstruc9onalleadersdonotno9ceorthinkaboutkeyelementsofinstruc9onando`enconveyobviousmisconcep9ons.

Expertinstruc9onalleaderscaniden9fyanddiscusskeyelementswithspecificity;elaborateonwhat

theyseewithspecificexamples;expresswonderorques9onsaboutobserva9ons;andofferalterna9ves

orsuggestwaystoimprovethelessonwith

specificity.



TheDifferencebetweenExpertsandNovices(con9nued)

Novicestendtomakeevalua9vejudgmentsmorequicklybasedonsuperficialunderstanding.

Expertstendtowithholdjudgmentun9ltheycandescribeineviden9arytermswhattheyareno9cing

alongwithimportantques9onstheymayhavethatwillguidefurtherleadershipac9ons.



Whatdoweknowabouttheinstruc9onal

exper9selevelofschoolanddistrict

leadersacrossthecountry?



Genesisof5DAssessment:StudyingCELDistrictPartnerships

Qualita9vecasestudyresultsshowsignificantchanges

inleadershipandteacherbehaviorinthefirsttwoyearsofthepartnership.

So,wea[emptedtoquan9fyleaderslearning.

Specificallywewondered:

Areleadersdevelopinggreaterexper5seinobserving

instruc5onandplanningfeedbacktoteachers?



5DimensionsofTeachingandLearningFrameworkandLessonAnalysisRubricWorldClassResearchfroma

Tier1ResearchIns9tu9on

Groundedinwhatweknowabouthowpeoplelearn.

Groundedinwhatweknowaboutbestteaching

prac9ces.

Corroboratedbyapanelofexpertobserversof

instruc9onthroughamul9-stageprocess.



CELLessonAnalysisRubric Empiricalandexperien9alresearcheffortledtothedevelopmentofrubricframework.

Rubriccaptures5generaldimensionsand13sub-dimensionsofwhatexpertobserversofteachingand

learningpaya[en9onto.

Rubricdifferen9atesnovicefromexpertprac9cealongeachofthe13dimensions.



1 = A novice instructional leader:

doesnotno9ceorthinkaboutkeyconceptswhenobservingclassroomprac9ce

conveysobviousmisconcep9onsaboutormisuseskeyconcepts

makesgrossjudgmentswithoutanysuppor9ngevidencewhatsoever

LevelsofExper9se



2 = An emerging instructional leader:

recountswhattranspiredinthelesson iden9fies,men9ons,ornamessomethingrelatedtokeyconceptswithoutanyelabora9on usesrelevantandappropriateterminologywithoutclear

evidenceofunderstanding

mayaskques9onswithoutelabora9onastowhy(mimickingques9ons,perhaps,memorizedfrompreviousprofessionaldevelopment)

mayofferdirec9vesforimprovementwithoutjus9fica9onorelabora9on

LevelsofExper9se



3 = A developing instructional leader:

discussesand/orconsiderskeyconceptswithenoughspecificitytodemonstratebasicunderstanding

elaboratesresponseswithspecificexamples/evidencefromtheobservedlesson

expresseswonderorques9onsaboutobserva9ons(e.g.,whatisbehindteachingdecisions)

offersalterna9vestoteachingdecisionsorsuggestswaystoimprovewithsomespecificityand/orelabora9on

demonstratesbasicunderstandingthatteachingdecisionsimpactstudentlearningandhowthisoccurs

LevelsofExper9se



4 = An expert instructional leader:

Demonstratesallthemarkersofcategory3plus:

iden9fiesandcri9callyanalyzesmorelayersofcomplexityintheobservedlesson

conveysclearideas/visionforpowerfulandequitableteachingandlearning

communicatesandsupportsideaswithricherdetailtoillustrateevidence/examplesfromtheobservedlesson

demonstratespedagogicalcontentknowledgerelevanttothespecificcontentareaoflesson modelsaninquirystance analy9callyunpacksteachingdecisionsandofferspossibletheories linksques9onsandanalysisdirectlytoevidenceofstudentlearning

LevelsofExper9se



DimensionAverages2,171par3cipants;41schooldistricts

Updated12/31/2010

1.47

2.041.92

1.72 1.70

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

Purpose StudentEngagement CurriculumandPedagogy AssessmentforStudent

Learning

ClassroomEnvironment

andCulture

Novice

Developing

Expert

Emerging



Sub-DimensionAverages

1-1.5=Novice1.51-2.5=Emerging2.51-.5=Developing.51-4.0=Expert

1.1

1.81

2.11

2.22

1.79

1.94

2.11

1.70

1.92

1.51

1.801.66

1.6

0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0

Standards

TeachingPoint

IntellectualWork

EngagementStrategies

Talk(substance)

Content

TeachingApproaches/Strategies

ScaffoldsforLearning

Assessment

Adjustments

PhysicalEnvironmentRou3nesandRituals

CultureandClimate

Updated12/31/2010



5DAssessmentPrincipalsbyLevelnumberofexams:510

1.82 1.7 1.72 1.79 1.691.89

1.79

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

Elementary

(271)

MiddleSchool

(77)

HighSchool

(88)

K-8

(5)

K-12

()

6-12

(6)

OverallAverage

(510)


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5DAssessmentCentralOffice/Directors/Principalsnumberofexams:716

1.82 1.88 1.8 1.79

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

CentralOffice

Administrators

(166)

Directors

(3)

CentralOffice+

Directors

(205)

Principals

(511)


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5DAssessmentDistricts:Urban/Suburban/Ruralnumberofexams:1,387

1.761.91

1.80 1.78

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

UrbanDistricts

(0)

SuburbanDistricts

(156)

RuralDistricts

(241)

OverallAverage

(1,387)


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5DAssessmentDistrictsbySizeofStudentPopula9onnumberofexams:1,387

1.751.87 1.81 1.78

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

>20,000Students

(00)

5-20,000Students

(27)


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5DAssessmentTeachers/AdministratorsbyYearsofExperiencenumberofexams:1,216

1.85 1.87 1.90 1.86 1.81 1.78 1.8 1.861.80 1.78 1.79 1.80 1.7 1.74 1.79 1.79

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

0-5years

(20Teachers)

(368Admins)

6-10years

(7Teachers)

(402Admins)

11-15years

(51Teachers)

(82Admins)

16-20years

(46Teachers)

(53Admins)

21-25years

(25Teachers)

(27Admins)

26-30years

(18Teachers)

(11Admins)

30+years

(28Teachers)

(6Admins)

OverallAverage

(267Teachers)

(4Admins)

Teachers Administrators


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5DAssessment:Distribu9onofScoresfor

OverallAverageandEachSubdimensionnumberofexams:1,52

0

200

400

600

800

1000

1200

1400

Num

bero

fPeop

leWho

Were

Gra

de

dw

ithEach

Score

(or

Score

Range

for

Overa

llAverage)

1

1.5

2

2.5

3

3.5

4

Score*

*OverallAveragecolumnsrepresent

arangeofscores:1-1.49

1.5-1.99,etc.


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TurnandTalk

1. Dotheseresultssurpriseyouinanyway?2. Whataretheimplica9onsfortheroleofprincipalsandcentralofficeleadersintheireffortstoimprove

thequalityofteachingprac9ce?


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Improvingteachingandleadershipprac3ce

Ittakesexper9setomakeexper9se


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TwoKindsofExper3se Rou5ne:Wellschema9zedandhence,rela9velyrou9ne.Ifweencounteraproblemthatissimilarto

previouslysolvedproblems,wearemuchmore

efficientaboutsolvingit.

Adap5ve:Peoplewhofunc9oninrapidlychangingenvironmentsmustlearntonavigateinsitua9ons

wheretheyareattheedgesoftheirexis9ngknowledge.Theabilitytomonitoronesapproachto

problemsolvingtobemetacogni9veisan

importantaspectoftheexpertscompetence.


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Innova9on

Efficiency

Adaptive

Expert

Routine

Expert

Frustrated

Novice

Novice

Adap3veExper3se&theneedtobalance

innova3on&efficiency(Hatano)Beginwithefficiency-->


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DevelopingtheLeadershipExper3setoImproveInstruc3on:ATwo-PartEqua3on

1.Developingacommonlanguageandsharedvisionforhighqualityinstruc9onbecomingmore

efficient;rou7neexper7se

2. Developinggreaterexper9seinleadingforinstruc9onalimprovementbecomingmore

innova7ve;adap7veexper7se


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DevelopingExper3seAcrosstheSystem

Learning:involvesthedegreetowhichwould-beexpertscon9nuallya[empttorefinetheirskillsand

atudestowardlearningskillsandatudesthatincludeprac9cing,self-monitoring,andfindingways

toavoidplateausandmovetothenextlevel.

Teaching:involvesavarietyofformsincludingbutnotlimitedtocoaching.Simplybeinganexpertin

somethingdoesnotguaranteethatoneisalsogood

atteachingthatexper9setoothers.


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DevelopingExper3se(con9nued)

Theideaoftwointegralkindsofexper9selearner

andteachersignificantlyincreasesthelevelof

complexityforschoolanddistrictleaders,fornotonlydotheyneedtoconsiderhowtonurturethelearners

roleintheacquisi9onofexper9se,theyalsoneedto

findand/ordevelopexpertseitherinternallyor

externallywhocanactuallyteachothers.


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Habits of Thinking for Instructional Leadership

What do leaders need to know to improve the quality of teaching practice?

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