VL Leadership Mindframe Slide Deck

Developing Teacher and Administrative Leadership through

the VL Mind frames

Michael McDowell, Ed.D.

#vlconf2014

Theory of action– If all students have clarity regarding

outcomes, success criteria, knowledge of current performance, and voice and choice in the learning process, then students will substantially improve in their learning and take greater responsibility over their learning.

How do we develop and enhance teacher and administrative leadership so that we may actualize a “theory of action” that substantially enhances student learning?

#vlconf2014

Why?

How?

What?

Our Story

Our Story

Learning System Infrastructure

Daily operation

OUTCOMES

• Model- Understand how the VL mind frames and VL research were utilized as the foundational elements of a system-wide distributed leadership model

• Approach- Understand the implementation pathway for the relational and tactical aspects of leadership development.

• Lessons Learned- Review implementation milestones and challenges associated with leadership work

• Next Steps- Relate current system-wide efforts in embedding the VL Mindframes and VL research with the work of the Tamalpais Union High School District.

#vlconf2014

• Model Understand how the VL mind frames and VL research were utilized as the foundational elements of a system-wide distributed leadership model

Relational

Tactical

Project

Relational

• “We are change agents”• Talk more about learning

than teaching• Engage in dialogue not

monologue• Enjoying the challenge• Positive relationships

Tactical

• Evaluate the effects of their teaching

• Assessment as feedback regarding their impact

• Inform all about the language of learning

#vlconf2014

• “We are change agents”

• Talk more about learning than teaching

• Engage in dialogue not monologue

• Enjoying the challenge

• Positive relationships

• Hiring Practices• Creating a CIA defined

autonomy Infrastructure• Meeting Structure and

Function• Codifying Capacity

Building• Developing a

Distributed Leadership Team

Model, Model, Model

#vlconf2014

Ideal

Professional culture

Existing

Know thy Impact

Know thy Impact

Progress

Proficiency

Research Guidance

Strategy EffectTeachers working together to evaluate their impact and responding to that impact 0.93

Teachers conduct pre-assessments, utilizing data to inform instruction, and providing students with a clear understanding of expectations for meeting learning outcomes (Where are we

going?, where are we now?, and what’s next?

0.77

Teachers using practices in the classroom that values errors and trust 0.72

Teachers receive feedback on their impact on student learning 0.72

Teachers are providing an appropriate proportion of surface and deep level knowledge 0.71

Providing students with challenge and practice at the right level 0.60

Research Guidance

Strategy EffectTeachers working together to evaluate their impact and responding to that impact 0.93

Teachers conduct pre-assessments, utilizing data to inform instruction, and providing students with a clear understanding of expectations for meeting learning outcomes (Where are we

going?, where are we now?, and what’s next?

0.77

Teachers using practices in the classroom that values errors and trust 0.72

Teachers receive feedback on their impact on student learning 0.72

Teachers are providing an appropriate proportion of surface and deep level knowledge 0.71

Providing students with challenge and practice at the right level 0.60

What do we want all students to know and be able to do?

How do we know when students are learning?

What do we do based on such results?

How do we work together to review and respond to student learning?

What do we want all students to know and be able to do?

What do we do based on these results?

How do we work together to review and respond to student learning?

Common Outcomes

Common Scales

Common Intervention Criteria

Common Culture and Work

How do we know when students are learning?

Common Outcomes

Common Scales

Common Intervention Criteria

Common Culture and Work

Customized Instruction

Customized Assessment

Customized Collaborative Structures

Customized Intervention

#vlconf2014

• Evaluate the effects

of their teaching• Assessment as

feedback regarding their impact

• Inform all about the language of learning

Teaching [and learning] in the dark is a questionable practice” (Taba, 1966)

#vlconf2014

- Where is the learner now?

Score Description

4 ExtensionApplying Understanding

3 RelationalMaking Meaning

2 Single/MultipleBuilding Knowledge

1 Direct Support

Proficiency

Not Yet Proficiency

Score Description

4 ExtensionApplying Understanding

3 RelationalMaking Meaning

2 Single/MultipleBuilding Knowledge

1 Direct Support

DEEP

SURFACE

Connections

Limited Growth (0.0-0.39) Expected Growth (.40 +)

Not Yet Proficient (0.0-2.25)

Proficient (2.5-4.0)

Limited Growth (0.0-0.39) Expected Growth (.40 +)

Not Yet Proficient (0.0-2.25)

Make A Change!

• Review & Make Changes to Instructional Strategies

Keep it up!

• More Time • Same Instructional

Program• Celebrate Success

Proficient (2.5-4.0) Cruising

• Review & Make Changes to Instructional Strategies

Success

• Capture Instructional Strategies

• Celebrate Success• Continue Practices

Limited Growth (0.0-0.39) Expected Growth (.40 +)

Not Yet Proficient (0.0-2.5)

Make A Change!

• Review & Make Changes to Instructional Strategies

Keep it up!

• More Time • Same Instructional

Program• Celebrate Success

Proficient (2.5-4.0) Cruising

• Review & Make Changes to Instructional Strategies

Success

• Capture Instructional Strategies

• Celebrate Success• Continue Practices

Capture Success/Replicate

Change

Single/Multiple Ideas- What instructional approaches will support students in understanding foundational knowledge (e.g. facts, vocabulary terms) related to learning outcomes? Relating ideas- What instructional approaches support students in connecting and contrasting ideas? What are generalizations and principles that can be made about these ideas? Extending ideas- What instructional approaches support students in applying the learning outcomes to project expectations?

Next Steps

Aligning “High Probability Strategies” from the Art and Science of Teaching to Progression Levels.

Outcome Questions Activities

Applying understanding What do I typically do to engage students in cognitively complex tasks involving hypothesis generation and testing?

Experimental-inquiry tasksProblem-solving tasks

Making meaning What do I typically do to organize students and deepen knowledge?

Venn diagramsComparison matrix

Building knowledge What do I typically do to identify critical information?

Identifying critical input experiences

Relational

Tactical

Know thy Impact

Strategy EffectTeachers working together to evaluate their impact and

responding to that impact 0.93Teachers conduct pre-assessments, utilizing data to inform

instruction, and providing students with a clear understanding of expectations for meeting learning outcomes (Where are we

going?, where are we now?, and what’s next?

0.77

Teachers using practices in the classroom that values errors and trust 0.72

Teachers receive feedback on their impact on student learning 0.72

Teachers are providing an appropriate proportion of surface and deep level knowledge 0.71

Providing students with challenge and practice at the right level 0.60

Progress

Proficiency

What? So What? Now What?

Moving from Data Analysis to Response

Be honest with where I am at on learning progressions. I definitely am honest with where I am in this class. This way of assessment has completely made me feel alright with being in the pit because I know that I am not stuck there and that I can get myself out of it. I really appreciate all that you have done to make us feel comfortable with progress. 

 Be open to struggling…Before this class I was not open to struggling at all, so this took me a while to get used to. Now I know that I can get myself out of the pit, so I feel comfortable being in it! I just wish it was this way in the rest of my classes. ):

My annotations and thoughts on written pieces were at about a 1 level at the beginning of the semester, but with guidance in class and a lot of practice I have grown to getting a four on the last annotation. Next semester I hope to grow further.

#vlconf2014

Approach

Boundary Management

Introduction

Initiation

Application

Capacity Building

Introduction

Initiation

Application

Capacity Building

Introduction

Initiation

Application

Capacity Building

Governance/District Leadership

Distributed Leadership

Site/Department/Classroom

#vlconf2014

Lessons Learned

A story of infusion

What?

What?

What?

Behavioral Change

Customization

Common Features

ProfessionalSupport

Stay small

Stay

focused

#vlconf2014

Next Steps

What do you need to know?

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