Instructional Leadership Planning an Accountability System Name Workshop Facilitator

Instructional LeadershipInstructional LeadershipPlanning anPlanning an

Accountability SystemAccountability System

Name

Workshop Facilitator

Welcome

• Name of Superintendent – Welcome– Why Important

© AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Overview & Introductions

• Name of Facilitator– Introductions– Overview / Agenda– Guiding Questions– Targeted Objectives– ISLLC Standards

© AZ Board of Regents, BEST Professional Development, All rights reserved, 2012.

Proposed Norms & ExpectationsProposed Norms & Expectations

• Stay focused and fully engaged– no competing conversations please

• Participate to grow– share openly and monitor your listening

• Be a learner– create your own meaning and application

• Get your needs met– ask questions that benefit the group– personal questions on breaks

• Housekeeping– silence cell phones– handle business later– share ONE point …then next person

ISLLC Standards• A principal may choose to implement specific strategies to meet the ISLLC

Standards and/or improve his/her performance relevant to the ISLLC Standards. The standards are:1. Facilitating the development, articulation, implementation, and

stewardship of a vision of learning

2. Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth• Element C - Accountability

3. Ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment

4. Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources

5. Acting with integrity, fairness, and in an ethical manner6. Understanding, responding to, and influencing the political, social,

economic, legal, and cultural context

Leadership ModelA Systems Thinking Approach: ISLLC Standards and improvement

strategies are managed through Key Processes

Working Definition forPerformance Accountability

• Leader holds self and others responsible for realizing high standards of performance for student academic and social learning.

• There is individual and collective responsibility among the faculty and students.

©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

Research-based Critical Behaviors

• Develops a plan to hold teachers and self accountable for student academic and social learning

• Develops a plan for individual and collective accountability among faculty for student learning

• Develops a plan emphasizing accountability to stakeholders for student academic and social learning

• Develops a plan to hold students accountable for their academic and social learning


Action Plan: How do You View Your Performance Accountability Work?

• Review & make notes regarding…• Performance Accountability

– Definition of core component (top)– Definition of key process (left-top)– Research-Based Critical Behaviors

• Rate self– 5 = highly effective– 3 = effective– 1 = ineffective

• List evidence to support rating


Planning an Accountability SystemSegment Guiding Questions

Why is it important to understand accountability planning?

How does a leader apply critical components to the School Improvement Plan which focus on the accountability plan?


McREL ResearchSchools Do Make a Difference

• An analysis of research conducted over a 35 year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds.

• Robert Marzano, What Works in Schools, 2003


MCREL RESEARCHSCHOOL LEADERSHIP RESPONSIBILITIES

Monitor and Evaluate is one of 21 leadership behaviors that has a statistically positive impact on student learning.

Monitor and Evaluate is 1 of two behaviors that has a positive impact with both first order and second order changes.

Robert Marzano, What Works in Schools, 2003


McREL Research

• Instructional leaders must collect and analyze data relevant to the following:– Assess student results (effectiveness)

• Attend to benchmarks and other leading indicators

– Assess the teachers’ implementation of research-based best practices

• Attend to agreed-upon strategies per goal

– Check the impact on the implementers• Attend to personal transitions


Performance Accountability• Hattie (1992) – Review of almost 8000 studies

– Concluded that “the most powerful single modification that enhances achievement is feedback.”

– Creating a system that provides “feedback” is at the core of Monitor and Evaluate

• Performance Accountability = Feedback to School, Individuals & Community to impact student achievement


Reflecting on Expectations

• Describe your expectations for…– continuous improvement– implementation of your school plan– accountability for meeting expectations

• What student results are expected?– How do you know expectations are met?

• What teacher performance is expected?– How do you know expectations are met?

Consider the following…

• If we were to visit your school, how would we know you as the instructional leader have…– A continuous school improvement plan in

place?– An accountability plan in place?

• If we asked your teachers and other stakeholders, could they articulate the school’s accountability plan?

• Pair share

Important Alignment COMMON FOCUS

17

District Goals

School Goals

Learning Team Goals(Grade or Department)

Individual Teacher

How can you improve alignment?

Examining Alignment (1st Perspective)

• FIRST: Select ONE Goal from your school plan (that is also in your District Title 1 Plan)

• Discuss & make notes about– ONE Goal (single priority)– Strategies (research-based approach)– Action Steps (steps for implementation)

– Measures (accountability)• This defines your work, so be sure everyone

agrees on these items


Is the goal written in SMART format?

Was Goal based on Trend v Goal Line?

• Trend-Line

– Graph “percentage passing” the past 3 years and extrapolate line to 5 yrs in the future

• Goal-Line:

– Draw a line from latest score 100% (5 yrs in future)

• Minimum reasonable Goal

– Minimum goal must close the gap

– Minimum goal must be “above trend line”

Was the goal based on needs assessment?

Are needs assessment based on multiple data sources?

Is data collected?Is there a data collection system?

(Sample #1 Tracking Form)

Another Data Perspective(Sample #2 Tracking Form)

Improving Accountability• For your selected goal consider…

– What would provide evidence of impact?

• Student achievement data?

• Student work samples?

• For significant agreed-upon strategies…

– What would provide evidence of implementation?

• Quality, Fidelity, Intensity, & Consistency?

• Impact on implementers (concerns, use, etc)

• Inventory YOUR accessible data

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Improving Accountability

• Develop a plan for data collection– What Data?– Who collects? – What display format?– When available?

• Develop a plan for the initial data analysis– (Someone should be responsible for organizing

the data so the teachers can interpret the data)


• As school leadership team (or table group), collaboratively brainstorm ways to improve …

• Your summary of data needed/wanted

• Your inventory of accessible data

• Your plan for data collection & initial analysis

• You accountability plan

– Including data-based follow-up conversations

– Make a list

– Check the 2-5 most significant

• Remember, too many items = lost focus

– Update YOUR continuous improvement plan

Stretch Break

…

Systems Thinking in School ImprovementSegment Guiding Questions

• How can you use a Systems Thinking Approach as a framework for continuous improvement planning?

• How can you use a Systems Thinking Approach as a framework for planning accountability?

• How does the Systems Thinking Approach help your school improve teacher performance & student achievement?

In High Performing SchoolsStrategic Thinking Execution

• What is our vision?• What goals, strategies,

action steps will move us toward that vision?

• What is the current reality?• What are the gaps, causes

of the gaps, & leverage point to close the gap?

• What PD is needed?• How do we monitor?

• How will we communicate the vision & goals (target)?

• How will we implement the strategies & action steps?

• How will we monitor… – Implementation?– Effectiveness?

• How will data drive…– Student intervention?– Teacher training?– Resource allocation?

• There is focus on improving the system structures & processes rather than focusing on improving the people

• There is an intentional plan for Leading Change to ensure all levels within the organization are aligned for improvement

In High Performing Schools

In High Performing Schools

Leadership is committed to “monitoring” data relevant to the continuous improvement plan

Implementation:• Quality• Fidelity• Intensity• Consistency

These components are aligned & work together!

Perspective:• Classroom level• Learning team • School-wide• District-wide

Effectiveness:• Student results• Student work• Teacher Results• TAP-SKR

connections

Are Your efforts aligned?(A systems thinking approach focuses on aligning

components & strategies to positively impact results)

Not aligned / Ineffective Aligned / Effective

Systems Thinking Approach: Aligned Vision, Mission, & Goals, Standards/Curriculum, Standards/Instruction, PD, Assessment,

Culture, Resource, & Accountability

Process: Teachers teach standards during

a consistent timeframe (month) Teachers use standardized core

materials and resources Discussions of curriculum topics

occur during common planning time as well as personal preparation for instruction

Use of standardized assessments across grade levels and district

Outcomes Students receive the same

amount of quality instruction on standardized topics during the same unit

Students receive quality instruction from the same resources across schools

Teachers receive support from colleagues and help with solving issues with struggling students

Data can be examined individually, across classrooms and schools to make decisions

Why is this scenario likely to be more impactful?

Handout: Arizona CIP Standards (worksheet)

• Consider the following Standards / Components:• Effective Leadership

• Accountability• Rigorous Curriculum

• Quality Instruction• Interventions

• Data, Assessment, & Evaluation• School Culture & Continuous Improvement• Professional Development Needs

Examining Alignment


• Effective Leadership– Focuses on State & Federal Accountability– Roles for Teacher leadership are articulated– Leadership Team allocates time to observe classroom

instruction, review student work, and study student results– Allocates time for teacher collaboration– Ensures systems are aligned with priorities– L5 Implements a system of academic accountability for

every student’s success (focus on student results)

• What data will be collected to provide evidence that this part of the plan is implemented & effective?

Examining Alignment


• Rigorous Curriculum– Implements Arizona Standards (CCSS & AS)

• How do you know students are provided learning opportunitiesto learn the RIGHT stuff?

– Systematically monitors to ensure alignment of Written, Taught, & Tested Curriculum• How do you know these are aligned?• How do you know teachers are teaching standards?• How do you know they are at the appropriate cognitive level?

– CI 1 Implements an LEA-wide comprehensive [and rigorous] curriculum aligned to college and career ready standards.


Examining Alignment


• Quality Instruction– Focuses on research-based best practices

• How do you know teachers are using appro. strategies?• How do you know teachers have the appro. resources

(including technology)?– Student work and student results are used to adjust learning

• How do you know data/evidence is used to adjust instruction?• How do you know teachers are scaffolding, providing

differentiation, and collaborative interventions?– CI 4 Provides job-embedded professional development


Examining Alignment


• Interventions + Data, Assessment, & Evaluationo How do you know classroom assessment align with Standards?o Includes multiple data sets (AIMS, benchmark, & classroom)o Includes summative & formative assessmentso Includes analysis of student work and student resultso How are results used to identify gaps in the curriculum,

instructional effectiveness, and/or student readiness?o SSIS 2 Provides timely and accurate data to determine

interventions at the school and individual level.o D3 Coordinates a process to collect, share,

analyze, and use data for continuous improvement at all levels.

Examining Alignment


• School Culture & Continuous Improvemento Shared vision, mission, & goalso High expectations/achievement is valued & celebratedo Teachers accept responsibility of student resultso Positive relationships exist between staff & studentso School staff functions an effective team o Change is accepted (even embraced)o IMP1 Commits to a culture continuous improvement.

o What data will be collected to provide evidence that this part of the plan is implemented & effective?

Examining Alignment


• Professional Development– Faculty mtg & Learning Team mtg discuss ways to improve

alignment, rigor, and instruction– Job embedded professional development to support teachers

• How do you know professional development is integrated into classroom teaching?

• How do you know Learning Teams (grades or departments) and teachers are getting the support they need to improve alignment, rigor, & instruction

– Focused on student results (used to plan PD)


Examining Alignment


• Implements a system of academic accountability for every student’s success (focus on student results)

• Data Driven Decision Making is applied• Data is used to evaluate…

– Curriculum alignment & rigor?– Instruction effectiveness? (teacher performance)– Student readiness? (student results)

• Data is used to monitor and evaluate programs too• How do you know the performance accountability system at

your school impacts student learning?

Back to Leadership & Accountability


• Data collection relevant to…

– Impact on the implementers? (stages or levels)

– Implementation fidelity? (doing the “right thing”)

– Teacher performance (quality of “doing”)?

• “People Perspective”

– What are THEIR mental models?

– Who are the key players (formal & informal)?

– Who can influence others to “get on board”

• “Change Leadership”

– Creating demand (buy-in)

– Managing personal transitions

Other Considerations


Stretch Break

…


• As a school leadership team (or table group), collaboratively brainstorm ways to improve …

• Your summary of data needed/wanted• Your inventory of accessible data• Your plan for data collection & initial analysis• You accountability plan

– Including data-based follow-up conversations

• Make a long list of ideas (per area)– Then check the 2-5 most significant per area

• Remember, too many items = lost focus


• Identify ONE area of reinforcement– good, but let’s get better

• Identify 1-3 areas for refinement– Not good enough & priority for improvement

• What is the accountability plan?

• How will your school Leadership Team communicate this accountability plan to teachers, students, and parents?

Closure for this Segment• Consider the guiding question:

– How can you use a systems thinking approach as a framework for planning accountability?

• Action Plan column labeled “Strategies/Ideas” – Connect today’s discussions with the

“Research-Based Critical Behaviors.”– List at least THREE things per box


Workshop Closure

• Review the following– Targeted Objectives– Research-Based Critical Behaviors

• Next Steps – What additional data do you need?– Who will you involve in process? – What resources do you need?

• Action Plan– Do what? – By when?

Workshop Closure

• In table groups (in a round robin format)– Share one new learning and describe how

you will apply it in your job– NO REPEATS!

Workshop Closure

• Please complete “Participant Feedback”

• THANK YOU!

Documents

Instructional Leadership Planning an Accountability System Name Workshop Facilitator