building on success! norms for our learning...• build a common language of leadership practice...
TRANSCRIPT
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Building on Success!Local District Northeast
Byron J. MaltezSuperintendent
Friday, August 7, 2015
Getting off to a good start . . .
Norms for Our Learning:We agree:• to be present• to value each other’s input• to listen to understand• to say it in the room
Overview• Welcome
• Local District Northeast Administrative Structure
• Local District Northeast Beliefs, Vision and Mission
• Local District Northeast Goals
• Local District Northeast Values
• Critical Reminders
Embrace learning rather than teaching as the fundamental purpose of your school.
Richard DuFour
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New Local District Northeast Principals
Welcome and Bienvenidos!
Principal Assignment Changes
Thank you for leading in a new
assignment!
Administrative Structure
• Unit Leads• Instructional Directors• Operations Staff• Instructional Staff• Parent and Community
Engagement
Our LAUSD Mission
LAUSD will provide high quality instruction and a coherent and rigorous curriculum in every
classroom to facilitate student learning and achievement.
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Board of Education Theory of Action
Overarching Goals:100% GraduationProficiency for All100% Attendance
Engaged Parents/FamiliesSafe Schools
If we focus on building strong school cultures, engage all students through robust first instruction, and improve student outcomes using data, then we will graduate students who are college and career ready.
Key Drivers • Deepen the capacity of grade levels and departments to use student academic and behavioral
data to improve teaching and learning and school culture and climate• Create a clear vision, culture, and expectations for college and career readiness and A-G
completion with all stakeholders• Build a common language of leadership practice through the School Leadership Framework• Deepen the professional learning practices to focus on the implementation of teaching strategies,
techniques, and pedagogy that impacts student learning• Build and deepen the capacity of instructional leadership teams to promote professional
learning grounded in the content of teaching and organized around collaborative problem solving
Key Drivers • Engage families and communities in fostering shared responsibilities for creating learning
environments that lead to increased student attendance and achievement, and makes students feel valued, challenged, and supported
• Engage and empower parents to access and interpret data, to understand the learning pathways necessary for promoting college and career readiness, and to provide social emotional supports to promote positive behavior and motivation for learning
Key Drivers • Provide professional development on the ELD/ELA Framework, CSSS Math, and NGSS• Focus on literacy and numeracy to build a foundation of academic success across all content
areas and across all grades• Focus on effective instructional practices for English Learners that develops content knowledge
and academic language proficiency• Build capacity for instructional improvement through the Teaching and Learning Framework • Incorporate the effective use of technology to enhance student learning and to provide students
with differentiated learning opportunities• Provide tiered academic interventions and supports to increase A-G completion and access to
core content curriculum
Local District Northeast Theory of Action
College and Career Readiness Goals
• Promote a nurturing school culture that creates a climate where students feel supported behaviorally, social-emotionally, and academically
• Achieve literacy benchmarks in Grades PreK-2
• Increase EL reclassification within 5 years; decrease the number of LTELs
• Attain A-G benchmarks in grades 9-12 for all students
• Increase 4-year cohort graduation rates for all students
• Increase the proficiency rates for students in Grades 3-8 on the Language Arts and Math SBAC assessments
• Increase the proficiency rates for students in Grade 11 for College Readiness Level on the SBAC assessments
Focus on Improving Instruction
Focus on Leadership
Focus on Social-
Emotional Systems of
Support
LAUSD College and Career Ready Task Force
Vision for Local District Northeast
Every student will receive a state-of-the-art education in a safe, caring environment, and every graduate will be college prepared and career ready.
SRI Proficiency by Grade Level
Demographic Filter: LEPDate Range: April 27, 2015 – May 30, 2015
All ESCs
432 Lexile = 2nd grade reading level
Grade Level
Students Tested
Below Basic
Basic Proficient Advanced Average Lexile
6 5,233 4,713 475 26 9 410
7 4,690 4,217 441 24 8 428
8 4,250 3,748 470 24 8 472
9 5,845 5,352 424 56 13 427
Totals 20,008 18,030 1,810 130 38 432
PROGRESS MONITORING
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Leadership as Practice: Our Charge
Our charge is to fundamentally improve the interaction between
the teacher and the student to create critical thinkers prepared to
participate in a diverse and complex society.
What we believe
• All students can achieve high standards given significant time and full access to the best learning opportunities.
• All teachers can teach to high standards given the right conditions and assistance.
• High expectations and early intervention are essential.• Educators need to learn all the time and we need to be
able to articulate both what we do and why we do it.• Every student, regardless of disability, has the right to
access the best learning opportunity.
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Learner-Centered
• Standards-based, grade-level
• Constructivist: we make meaning ourselves
• Efforts-based
• Inclusive
• Personalized
• Has reciprocity
• Values diversity
• Ensures access and equity
Learner Centered
Collaboration Collaboration
Grounded in trust and
in a growth mindset
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Facets of Trust Instructional Core
If you can’t see it in the core, it’s not there. Instructional Rounds
Increases in student learning occur only as a consequence of improvements in the
level of content, teachers’ knowledge and skill and student engagement.
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Instructional Rounds
The task predicts performance.The real accountability system is
in the tasks that students are asked to do.
Instructional Rounds
• We learn to do the work by doing the work, • NOT by telling people to do the work, • NOT by having done the work at some time
in the past, and • NOT by hiring experts who can act as
proxies for our knowledge about how to do the work.
• “Teaching a 20th century curriculum in the 21st century prepares our
students for a world that no longer exists."
CRITICAL REMINDERS
• Principal Meetings: Mandatory• Assistant Principals Meetings:
Mandatory• Check email regularly• Check Inside LAUSD regularly• Contact your Director first• Observe line/staff
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CRITICAL REMINDERS
•ISTAR/ Child Abuse •Evaluation Deadlines•Overtime concerns•Media (call your Director and Office of Communications)
•Customer Service Focus
CRITICAL REMINDERS
• Budget• Williams• Parent Elections• Contracts
• (no After-The-Fact)• Absence Forms/Flex Time
“Learning is essentially a collaborative, rather than an individual, activity – that educators learn more powerfully in concert with others who are struggling with the same problems.”
Richard Elmore
Onward and Upward!
Let’s have aGREAT year
working together!