ISLLC Standard #6 ISLLC Standard #6 Monitoring Education Monitoring Education

StakeholdersStakeholders

NameWorkshop 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

Leadership ModelA Systems Thinking Approach: ISLLC Standards and

improvement strategies are managed through Key Processes

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

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 manner

6. Understanding, responding to, and influencing the political, social, economic, legal, and cultural context

Sample Application Focus APPLICATION FOCUS

ISLLC Standard #6: Education leaders ensure the success of all students by influencing interrelated systems of political, social, economic, legal, and cultural contexts affecting education to advocate for their teachers’ and students’ needs. (ISLLC 2008)

ISLLC Element, Criteria, or Targeted Behavior:

Current Reality (include evidence)

Ideas/Strategies to apply

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

My Application Focus Do WHAT? By WHEN?

Engages with educational organizations and resources like ASCD, NAESP, NASSP to contribute to educational policy

Other?

What ideas, strategies, and/or concepts presented/discussed in this professional development provided reinforcement for things you already do well?

What ideas, strategies, and/or concepts presented/discussed in this professional development may address refinement for growth in your leadership role?

What is the projected impact to teacher quality and student achievement?

Application Focus

• At the conclusion of this module you will identify key concepts and plan your application focus

• In the column labeled “Current Reality” – Rate yourself on a scale of 1-5

5 = Highly effective 3 = Satisfactorily Effective 1 = Ineffective

– Describe the evidence that supports your application of this concept

Monitoring Education Stakeholders Segment Guiding Questions

How does an educational leader monitor a policy initiative?

Anticipatory Set

Think about a time you had to monitor an activity or project?

What went well and why? What went wrong and why?

Share your thoughts with your table partners.

Task video clip:

Video Clip: The Navy Ship vs. Lighthouse http://youtu.be/ajq8eag4Mvc

As you listen and watch the video: Consider the importance of monitoring your

current course of action

Reflection

How does monitoring assist you in collecting the right data to make the necessary corrections?

What data might the ship have collected to indicate a course correction was needed?

Select a policy initiative in your district or school, what data might you collect to provide information about progress?

Paired Reading

Article: Why Monitor? by Rick A. Morris, PMP

Independently read the article Highlight key points

Working with a partner Make a list of agreed-upon key points

Discuss ways to monitor

Be prepared to share

Anticipating Stakeholder Issues

Handout: Monitoring Page 1

Using your selected policy … What issues might you anticipate

from the major stakeholder groups?

–Complete the form horizontally for at least 3 stakeholder groups

Planning for Monitoring

Handout: Monitoring Page 2

Using your selected policy … Consider the guiding questions

in the left-hand column and complete each row on the form

Can you add ONE more?

Things to Monitor

Handout: Monitoring Page 3

Using your selected policy … Consider the guiding questions

in the left-hand column and complete each row on the form

Can you add ONE more?

Reflection

With a shoulder partner share ONE significant point for each section of the handout…

Potential Issues Planning for Monitoring Things to Monitor

Application Focus

Consider the guiding question, and think about connects between the ISSLC Standard and workshop’s key concepts

Use column labeled “What’s Needed” and “Action Steps to Take” List at least THREE needs or actions per

boxPair Share ONE strategy you learned today

and how you plan to use it at your school.

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Workshop Closure

Review the following… Targeted Objectives ISLLC Standard (Elements, Criteria, or

Targeted Behavior list on Application Focus) Next Steps

What additional information do you need? Who will you involve in process? What resources do you need?

Application Focus Do what? By when?

Workshop Closure

Please complete “Participant Feedback” form Grant research Improve future workshops