Module Three: Instructional Leadership for Learning A Collaboration between NCSA, NDE, and ESUs

Module Three: Instructional Leadership for Learning

A Collaboration betweenNCSA, NDE, and ESUs

Instructional Leadership for Learning

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Instructional Leadership for LearningoUse of DataoCurriculumoInstructionoAssessment

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Instructional Leadership Rubric

Component Level I Level II Level III Level IV Rating/Evidence

Use of Data

Data collection is left to chance by individual actors. Data are rarely analyzed or leveraged for improvement efforts.

A process for data collection has been drafted. Data are occasionally analyzed by individuals and occasionally leveraged for improvement efforts.

A systematic process for data collection is in place. Data are routinely analyzed by groups to inform collective action and leveraged for improvement efforts.

The school utilizes data to routinely inform decisions about fulfilling the school mission, teaching and learning, and to guide all improvement efforts.

Rubric Level:Evidence:

Curriculum

The decisions about what to teach are left to chance by individual actors. A guaranteed and viable curriculum is not evident.

The school has drafted curriculum documents. The school has begun a process to provide a guaranteed and viable curriculum.

The school has a guaranteed and viable curriculum. The school has declared the important skills and content necessary for all students.

The school routinely monitors the attainment of the guaranteed and viable curriculum. The curriculum is closely aligned to the mission of the school.


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Instructional Leadership RubricComponent Level I Level II Level III Level IV Rating/Evidence

Instruction

The decisions about instruction are left to chance by individual actors. Replication of success is unlikely.

The school has begun a process to identify instructional strategies that will improve student learning. The extent to which the strategies are used will vary. Replication of success is unlikely.

The school encourages the use of research based instructional strategies. The school has created pockets of success. Replication of success is dependent upon showcasing the methods.

The school employs a research based instructional program. The strategies are utilized by the staff to a large extent. Replication of success is likely.


Assessment

The assessment system and the subsequent data are left to chance by individual actors.

The school has begun the process of developing an assessment system. Some assessments are aligned to the curriculum.

The school has an assessment system aligned to the curriculum. Formative or summative assessments provide information about student learning.

The school has an assessment system aligned to the curriculum. The school utilizes a comprehensive system that provides timely feedback about teaching and learning.



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Data provides the power to… Make good decisions, work intelligently,

work effectively and efficiently, change things in better ways, know the impact of our hard work, help us prepare for the future, and know how to make our work benefit all children.

from Data Anlaysis for Comprehensive Schoolwide Improvement

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Quality Information Defined as the collection, management, and

use of information to enable the school or district to make informed decisions, take specific actions, and assess the results of improvement efforts.

from National Study of School Evaluation

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Quality InformationThe analysis of research indicated that

effective schools must:oTransform data into evidence.oData must be used consistently as the

basis for decision making.oStudent performance results must also

provide guidance that informs educators so as to allow mid-course adjustments.

oData feedback systems must rely on multiple sources of data.

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Schools must collect and analyze data to understand the…oCurrent and future needs of the school

community.oAbility of the current processes to meet

those needs.oWays in which the school and community

are changing.oRoot causes of problems.oTypes of education programs and expertise

that will be needed in the future.

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Four Essential Questions from Dufour’s Learning by Doing

o What do we want our students to learn?o How will we know when they have learned it?o How will we respond if they have not learned

it?o How will we respond if they have already

learned it?

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Implications for Leadership Effective superintendents ensure that each

school regularly examines the extent to which it is meeting achievement targets. The attainment of achievement goals is the primary indicator of success.

from School District Leadership that Works: The Effect of Superintendent Leadership on Student Achievement

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Leadership Team ReflectionoWhat are our current practices?oHow do we monitor current practices?oWhat new practices do we need to put in

place to increase the academic achievement of our students?

oHow will we monitor those practices?oWhat obstacles might impede progress?oWhat support systems will enhance our

progress?oWhat are our next steps?

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Use of Data

Data collection is left to chance by individual actors. Data are rarely analyzed or leveraged for improvement efforts.

A process for data collection has been drafted. Data are occasionally analyzed by individuals and occasionally leveraged for improvement efforts.

A systematic process for data collection is in place. Data are routinely analyzed by groups to inform collective action and leveraged for improvement efforts.

The school utilizes data to routinely inform decisions about fulfilling the school mission, teaching and learning, and to guide all improvement efforts.


Where would you place your school on the Instructional Leadership for Learning Rubric?

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Instructional Leadership for LearningUse of DataCurriculumInstructionAssessment

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Marzano’s “Guaranteed and Viable Curriculum”

o Identify and communicate the content considered essential for all students versus that considered supplemental or necessary only for those seeking postsecondary education.

o Ensure that the essential content can be addressed in the amount of time available for instruction.

o Sequence and organize the essential content in such a way that students have ample opportunity to learn it.

o Ensure that teachers address the essential content.o Protect the instructional time that is available.

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Leadership Team ReflectionoWhat are our current practices?oHow do we monitor current practices?oWhat new practices do we need to put

in place to increase the academic achievement of our students?



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Curriculum

The decisions about what to teach are left to chance by individual actors. A guaranteed and viable curriculum is not evident.

The school has drafted curriculum documents. The school has begun a process to provide a guaranteed and viable curriculum.

The school has a guaranteed and viable curriculum. The school has declared the important skills and content necessary for all students.

The school routinely monitors the attainment of the guaranteed and viable curriculum. The curriculum is closely aligned to the mission of the school.




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School and Teacher Scenario Achievement Percentile After Two (2) YearsAverage School and Average Teacher 50thLeast Effective School and Least Effective Teacher 3rdMost Effective School and Least Effective Teacher 37thLeast Effective School and Most Effective Teacher 63rdMost Effective School and Most Effective Teacher 96thMost Effective School and Average Teacher 78th

Core Tasks to Improve Teaching & Learning include. . .

oUsing instructional strategies that provide students with focus, feedback, and sufficient opportunity to master skills.

oUsing appropriate strategies to assess the performance of students’ academic, cognitive, and meta-cognitive skills.

oAdapting instruction to meet individual needs and engage students.

oMaximizing the use of time for instruction.

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The Big Nine

oMeta-analysis combines the results from a number of studies to determine the average effect of a given technique.

oResearchers translate the results of this meta-analysis into a unit of measurement referred to as the effect size.

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The Big Nineo Effect size of .20 is small

o Effect size of .50 is medium

o Effect size of .80 is large

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The Big Nine

Instructional Strategy Ave. ES %ile Gain

Identifying similarities & differences 1.61 45

Summarizing & Note Taking 1.00 34

Reinforcing Effort and Providing Recognition

.80 29

Homework & Practice .77 28

Nonlinguistic Representation .75 27

Cooperative Learning .73 27

Setting Goals & Providing Feedback .61 23

Generating & Testing Hypotheses .61 23

Questions, Cues, & Advance Organizers .59 2225

Planning for Instructiono Instructional planning needs to be

thoughtful and purposeful.o Instructional planning is more than

stringing together as many activities as can be completed in a unit of study.

oThe use of instructional strategies is to help the learner remember and apply information and skills, not just do schoolwork.

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Planning for InstructionTeaching Schema for Mastery Learners

from Improving Student Learning One Teacher at a Time

oSetting GoalsoAccessing Prior KnowledgeoNew InformationoApplying declarative & procedural

knowledgeoGeneralize or summarizeoHomework

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Instruction

The decisions about instruction are left to chance by individual actors. Replication of success is unlikely.

The school has begun a process to identify instructional strategies that will improve student learning. The extent to which the strategies are used will vary. Replication of success is unlikely.

The school encourages the use of research based instructional strategies. The school has created pockets of success. Replication of success is dependent upon showcasing the methods.

The school employs a research based instructional program. The strategies are utilized by the staff to a large extent. Replication of success is likely.




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Classroom-based

Assessments

State Tests

National Tests

Each tool has a different purpose and provides different data.

Multiple Tools, Different Purposes

Tools Purposes

National Tests National Comparison Summative Snapshot

New State Tests – NeSA NeSA-R NeSA-M NeSA-S NeSA-W

State Comparison

State and Federal Accountability

Summative Snapshot

Classroom-based Assessment

Instructional information

Learning Improvement

Formative Uses

Lezotte’s Frequent Monitoring of Student Progresso The First Generation: In the effective school,

student academic progress is measured frequently through a variety of assessment procedures. The results of these assessments are used to improve individual student performance and also to improve the instructional program.

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Lezotte’s Frequent Monitoring of Student ProgressoThe Second Generation: The use of

technology will permit teachers to do a better job of monitoring their students’ progress.

oA shift will occur from standardized norm-referenced paper-pencil tests and toward curricular-based, criterion-referenced measures of student mastery.

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Assessment Users and Useso Classroom Levelo Instructional Support Levelo Policy-Making Level

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Classroom LevelStudent:

Am I succeeding?Does my teacher think I’m capable of success?

Teacher:What does this student need?Are my students improving?

Parents:Is my child succeeding?Is this teacher doing a good job?

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Instructional Support LevelPrincipal:

Is this teacher producing results in the form of student learning?Is instruction in our building producing results?Are our students qualifying for college?

Curriculum Director:Is our program of instruction working?What adjustments need to be made to our curriculum?

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Policy-Making LevelSuperintendent:

Are our programs of instruction producing results in terms of student learning?Which schools deserve or need more or fewer resources?

School Board:Are our students learning and succeeding and how much is it costing us?

Department of Education:Are programs across the state producing results?

Legislature:Are our students achieving in ways that prepare them to become productive citizens?

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Assessment

The assessment system and the subsequent data are left to chance by individual actors.

The school has begun the process of developing an assessment system. Some assessments are aligned to the curriculum.

The school has an assessment system aligned to the curriculum. Formative or summative assessments provide information about student learning.

The school has an assessment system aligned to the curriculum. The school utilizes a comprehensive system that provides timely feedback about teaching and learning.



Discussion and Wrap-Upo What are the implications for leadership?

o What are the implications for change?

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The job of a leader is not just to defend the status quo, the job of a leader is to define a future . . . . .

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Thank You!o We hope that this session will be meaningful

for your schools and students.

Documents

Module Three: Instructional Leadership for Learning A Collaboration between NCSA, NDE, and ESUs