developing exceptional school leaders july 10-11, 2012 paul bambrick-santoyo
TRANSCRIPT
![Page 1: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/1.jpg)
Developing Exceptional School Leaders
July 10-11, 2012
Paul Bambrick-Santoyo
![Page 2: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/2.jpg)
![Page 3: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/3.jpg)
![Page 4: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/4.jpg)
NYS NAEP Scores Are Flat for 10 years:
![Page 5: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/5.jpg)
Goals for Today’s Workshop
• Establish a common language around the keys to student achievement and teacher development
• Manage and support leaders in developing teachers effectively and achieving stronger student achievement results
![Page 6: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/6.jpg)
Norms:• Start/end on time
• Hand raised
• All technology is on-task (no mid-session
breaks)
• Hold each other accountable
• Dive in to make this your own: no acting
• Write down burning questions as we go
![Page 7: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/7.jpg)
The 1st Lever: A Primer on DDI
July 10, 2012
Paul Bambrick-Santoyo
![Page 8: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/8.jpg)
Power of the Question
Analysis of Assessment Items
![Page 9: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/9.jpg)
Use ratio and rate reasoning to solve real-world and mathematical problems. (6.RP.3)
• Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities
Common Core Standard:
![Page 10: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/10.jpg)
Assessment Items:
1. Joe can mow a lawn in 2 hours. How long will it take him to mow three lawns?
2. Joe can mow three lawns in 4 hours. How long will it take him to move six lawns?
3. If it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?
4. If it took 2 hours to mow 3 lawns, how much can be mowed in 20 minutes?
5. Jeremy has two 7-foot-long boards. He needs to cut pieces that are 15 inches long from the boards. What is the greatest number of 15-inch pieces he can cut from the two boards?
![Page 11: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/11.jpg)
Standards (and objectives) are meaningless until you define how to
assess them.
Because of this, assessments are the starting point for instruction, not the
end.
Assessment Big Ideas:
![Page 12: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/12.jpg)
Power of Analysis & Action
Role Plays of Data Analysis Meetings
![Page 13: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/13.jpg)
• What did you learn about the teachers?
• How was this assessment analysis meeting different from a post-observation conference?
Role Play Analysis
![Page 14: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/14.jpg)
Impact of Data-Driven Instruction
Student Achievement Results 2003-2012
![Page 15: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/15.jpg)
Comparison of 02-03 to 03-04: How one teacher improved
TERRANOVA 2002 2003
N=43 students 5th Grade Pre-Test 5th grade CHANGE
Reading 36.6% 40.5% + 3.9Language 34.1% 40.5% + 6.3
5th Grade 2002-2003 -- Percentage at or above national avg
TERRANOVA 2003 2004
N=42 students 5th Grade Pre-Test 5th grade CHANGE
Reading 31.0% 52.4% + 21.4Language 21.4% 47.6% + 26.2
5th Grade 2003-2004 -- Percentage at or above national avg
![Page 16: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/16.jpg)
6th Grade 2002-2003 -- Percentage at or above grade level TERRANOVA 2002 2003
N=43 students 6th Grade Pre-Test 6th grade CHANGE
Reading 53.7% 29.3% - 24.4
Language 51.2% 48.8% - 2.4
6th Grade 2003-2004 -- Percentage at or above grade level TERRANOVA 2003 2004
N=42 students 5th grade 6th grade CHANGE
Reading 40.5% 44.2% + 3.7
Language 40.5% 79.1% + 38.6
Comparison of 02-03 to 03-04: How 2nd teacher improved
![Page 17: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/17.jpg)
North Star Middle Schools 2003 vs. 2008
![Page 18: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/18.jpg)
K-3 Results: Percentile of All 3 Schools
Median National Percentile Ranking of all grades K-3 across 3 schools
![Page 19: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/19.jpg)
SAT Best Scores—2005-2012
![Page 20: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/20.jpg)
% of Juniors & Seniors Taking AP Exams
AP Exam—History of % of Test Takers
![Page 21: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/21.jpg)
AP Results—Six-Year Score Summary
![Page 22: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/22.jpg)
Impact of Data-Driven Instruction
Sampling of Nationwide Results
![Page 23: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/23.jpg)
Dodge Academy: Turnaround Through Transparency
![Page 24: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/24.jpg)
Morell Park Elementary School:
![Page 25: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/25.jpg)
Stevenson High School 1995-2005:
Year ACT Comp. #Students taking AP
% of Students Passing AP
1985 21.9 162 83%
![Page 26: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/26.jpg)
Stevenson High School 1995-2005:
Year ACT Comp. #Students taking AP
% of Students Passing AP
1985 21.9 162 83%
1990 23.3 495 84%
![Page 27: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/27.jpg)
Stevenson High School 1995-2005:
Year ACT Comp. #Students taking AP
% of Students Passing AP
1985 21.9 162 83%
1990 23.3 495 84%
1996 24.2 1,375 88%
![Page 28: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/28.jpg)
DATA-DRIVEN INSTRUCTION AT ITS ESSENCE:
ASSESSMENTS
ANALYSIS
ACTION
in a Data-driven CULTURE
The Four Keys:
![Page 29: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/29.jpg)
A Leader’s Key Action
Leading Effective Analysis Meetings
![Page 30: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/30.jpg)
HS English:
• What role does the leader play with this teacher?
• What preparation has the teacher done for this meeting?
![Page 31: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/31.jpg)
MS Math:
• How does Jesse lead Paul to a more explicit action plan? What are the key questions/prompts that he uses to guide Paul?
![Page 32: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/32.jpg)
NETWORK TEAMS/INDIVIDUALS:
• Score a typical school in your district on the rubric.
• Where are the weakest areas that could be addressed first?
NETWORK TEAMS/PARTNERS:
• Review “What to Do when There’s a 2” in your weakest areas.
• Identify which actions will be most effective.
• Decide when you will implement these actions.
DDI Implementation Rubric
![Page 33: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/33.jpg)
The 2nd Lever:Observation & Feedback
The Key Lever for Teacher Development
![Page 34: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/34.jpg)
Confronting the Brutal Facts
Current State of Observation & Feedback
![Page 35: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/35.jpg)
Marzano’s Effective Supervision• Average number of observations for rookie teacher:
1-2 times per year
• Average number of observations for veteran teacher:
Once every 2-3 years
• Bottom Line:
Teachers aren’t receiving much coaching.
Leaders receive even less.
![Page 36: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/36.jpg)
Call to Action
Launch of Instructional Leadership Working Group
![Page 37: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/37.jpg)
Project Goals
two
![Page 38: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/38.jpg)
Seven Levers of Leadership--Instruction:Data-Driven Instruction:
• Define the roadmap for rigor and adapt teaching to meet students’ needs
Observation & Feedback: • Coach teachers to improve the learning
Planning: • Prevent problems and guarantee strong lessons
Professional Development: • Strengthen culture and instruction with hands-on
training that sticks
![Page 39: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/39.jpg)
Seven Levers of Effective Schools--Culture:Student Culture
• Creating a rigorous, joyful student culture that drives learning and character development
Staff Culture• Building a strong, supportive adult culture
Managing and Developing Leadership Teams• Developing and managed additional instructional
leaders who can lead implementation of the instructional levers
![Page 40: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/40.jpg)
A practical guide…
![Page 41: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/41.jpg)
Preliminary Results
Impact of Instructional Leadership Guide
![Page 42: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/42.jpg)
Preliminary Impact
• Instructional leadership: new leaders met or outpaced assessment results of their colleagues
• Instructional leadership: non-proficient teachers met proficiency on teacher evaluation rubric at twice the rate and speed
• Tripled in size and maintained or improved results
• Data-driven instruction—national impact
![Page 43: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/43.jpg)
Goals for Remainder of Today’s Workshop
• Establish a common language around observation & feedback to make it easier to coach leaders
• Understand how to implement all aspects of effective observation & feedback (and have a crack at doing so)
• Build schedules and leverage training to coach leaders in observation & feedback
![Page 44: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/44.jpg)
Seven Levers of Leadership--Instruction:Data-Driven Instruction:
• Define the roadmap for rigor and adapt teaching to meet students’ needs
Observation & Feedback: • Coach teachers to improve the learning
Planning: • Prevent problems and guarantee strong lessons
Professional Development: • Strengthen culture and instruction with hands-on
training that sticks
![Page 45: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/45.jpg)
Our Agenda
Keys to Observation & Feedback & How to Coach for it
![Page 46: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/46.jpg)
Agenda:Content
Introduction• The Four Keys to Observation & Feedback
First Two Keys•Identifying the Right Action Steps
3rd and 4th Key• Effective Feedback• Holding Teachers Accountable
Feedback on Feedback• Building a schedule to coaching leaders• Setting agendas to monitor leaders’ feedback
Putting it All Together:• Leaving with an Action Plan
![Page 47: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/47.jpg)
Time to Dive in!
Introductory Video
![Page 48: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/48.jpg)
Teaching Music:
• What does Yo-Yo Ma do to teach his musicians to play their instruments more effectively?
![Page 49: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/49.jpg)
What is the key to making observations effective?
Bite-sized feedback that you practice to perfect it.
Big Idea:
![Page 50: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/50.jpg)
Obstacles:
Write on a post-it and place on table tent in middle of table:
•What are the biggest challenges our leaders face in giving effective feedback and developing teachers?
![Page 51: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/51.jpg)
Why Teacher Development is So ChallengingA Case Study
![Page 52: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/52.jpg)
Failure Case Study:
• What positive attempts did the principal make to manage this teacher effectively?
• What went wrong in the principal’s attempts to manage this teacher?
![Page 53: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/53.jpg)
Four Keys
Making Observation & Feedback Effective
![Page 54: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/54.jpg)
The Four Keys:
• Regular Observation
• The Right Action Steps
• Effective Feedback
• Accountability
![Page 55: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/55.jpg)
The Four Keys:Regular Observation:
• Lock in frequent and regular observations
Right Action Steps: • Choose the best action steps for change in each
classroom observation
Effective Feedback: • Give face-to-face feedback that practices the action
step
Accountability: • Create systems to ensure feedback translates to
practice
![Page 56: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/56.jpg)
Regular Observation
Building the Schedule of Instructional Leaders to Lock in Observations & Feedback
![Page 57: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/57.jpg)
Building Your Principal’s Schedule:
![Page 58: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/58.jpg)
Building Your Principal’s Schedule:
![Page 59: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/59.jpg)
Building Your Principal’s Schedule:
![Page 60: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/60.jpg)
Evaluate Your Principal’s Schedule:
Where might this schedule not work? Is there a change we could make to mitigate that?
![Page 61: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/61.jpg)
What about this schedule makes regular observation happen more consistently?
What are the big takeaways for building your principal’s schedule and his/her leadership team’s schedules?
Reflection:
![Page 62: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/62.jpg)
• Face-to-face feedback is the most effective way to generate teacher improvement—emails only work for teachers who are hungry
• Don’t waste time tracking down teachers to give feedback—that will translate to not giving the feedback over time
• Use the meeting to incentivize yourself to get the observation done
Rationale For Locked-in Teacher Meetings:
![Page 63: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/63.jpg)
By receiving weekly observations and feedback,
a teacher gets as much development in one year
as most receive in twenty.
Core Idea:
![Page 64: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/64.jpg)
Choosing the Right Action Step
Now that You’ve Observed, Where Do you Focus?
![Page 65: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/65.jpg)
Adults can really only improve in 1-2 areas at a time.
The most effective coaches, then, narrow their focus to the highest leverage action steps—
and nothing more.
Core Idea:
![Page 66: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/66.jpg)
Criteria for Right Action Steps:Highest Leverage: • Will this help the teacher to develop most
quickly and effectively?
Clear and Measurable: • Can anyone understand the action? • Can you easily measure if the teacher has
made the change? What evidence will you have of mastery?
Bite-sized: • If you can’t make the change in a week,
the action step isn’t small enough
![Page 67: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/67.jpg)
Converting Long-Term Goals to Bite-Sized Action Steps--Management:PD Goal--Too High to be an Action Step• Increase on-task behavior during Opening
Procedures
Still Too High• Improve Strong Voice
Better• Develop 3-word instructions to use during
Opening Procedures• Square Up & Stand Still during Opening
Procedures
![Page 68: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/68.jpg)
Converting Long-Term Goals to Bite-Sized Action Steps--Rigor:
PD Goal--Too High to be an Action Step• Improve your questioning
Still Too High• Ask higher-order questions
Better• Script out inference questions on character
motive into the lesson plans
![Page 69: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/69.jpg)
Precise Action Steps
Your Turn
![Page 70: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/70.jpg)
Converting Professional Development Goals to Bite-Sized Action Steps--Management:• Too High
o Increase urgency
• Still Too Higho Improve pacing
• Bettero
![Page 71: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/71.jpg)
Criteria for Right Action Steps:Highest Leverage: • Will it make the biggest impact the most
quickly?
Clear and Measurable: • Can anyone understand the action? Can you
easily measure if the teacher has made the change?
Bite-sized: • If you can’t make the change in a week, the
action step isn’t small enough
![Page 72: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/72.jpg)
Feedback on Effective Action Steps:RECEIVE FEEDBACK (3 min)•Share the final action steps for each slide•Give feedback to the objectives based on the key questions:
o Is it high-leverage: will it make a significant impact?
o Is it clear & observable: does it refer to something a teacher will be able to do when they walk out of the meeting? Will you be able to easily evaluate if they accomplished the lever?
o Is it bite-sized: can a teacher accomplish this in one week?
![Page 73: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/73.jpg)
Converting Professional Development Goals to Bite-Sized Action Steps--Rigor
• Too Higho Increase rigor in in-class writing
• Still Too Higho Improve rigor in the Do Now
• Bettero
![Page 74: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/74.jpg)
Criteria for Right Action Steps:Highest Leverage: • Will this help the teacher to develop most
quickly and effectively?
Clear and Measurable: • Can anyone understand the action? • Can you easily measure if the teacher has
made the change? What evidence will you have of mastery?
Bite-sized: • If you can’t make the change in a week,
the action step isn’t small enough
![Page 75: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/75.jpg)
Feedback on Effective Action Steps:RECEIVE FEEDBACK (3 min)•Share the final action steps for each slide•Give feedback to the objectives based on the key questions:
o Is it high-leverage: will it make a significant impact?
o Is it clear & observable: does it refer to something a teacher will be able to do when they walk out of the meeting? Will you be able to easily evaluate if they accomplished the lever?
o Is it bite-sized: can a teacher accomplish this in one week?
![Page 76: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/76.jpg)
Reflection:
• What are your big takeaways for how to write quality action steps?
• Why could it be valuable to have principals write out their action step before going into a feedback meeting with a teacher?
![Page 77: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/77.jpg)
Writing down the action step builds the road map
for effective feedback.
When we aren’t clear where we’re headed,teachers won’t be either.
Core Idea:
![Page 78: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/78.jpg)
Choosing the Right Action Steps
Video Case Study #1
![Page 79: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/79.jpg)
Case Study #1—Debrief:• IDENTIFY ROLES: timer, facilitator, recorder (1 min)
o Recorder: write a T-chart with “management” and “content/rigor”
• BRAINSTORM: Identify possible action steps (10 min)o Go in order around the circle: each person has 30
secs to propose an action step and justify why they think it’s highest leverage (no one may comment!)
o If you don’t have an idea, say “Pass” o If you like an idea, when it’s your turn simply say, “I
would like to add to that idea by…”o Even if 4-5 people pass in a row, keep going for 10
mino Recorder: Put responses in “management” or “rigor”
![Page 80: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/80.jpg)
Write Final Action Steps (10 min):• Discuss & choose top 2 actions steps • Write them as precisely as you can• Criteria for selection of the 2 action steps:
Highest Leverage: • Will it make the biggest impact the most
quickly?
Clear and Measurable: • Can you easily measure if the teacher has
made the change?
Bite-sized: • If you can’t make the change in a week, the
action step isn’t small enough
![Page 81: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/81.jpg)
Reflection:
• What are your big takeaways for how to write quality action steps?
![Page 82: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/82.jpg)
The right action step is the first domino.
Once you knock it down correctly, you’ll see the next domino behind it, and the chain of
improvement begins.
Core Idea:
![Page 83: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/83.jpg)
Julie’s Top Ten
Top Ten Areas for Action Steps to use with Teachers
![Page 84: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/84.jpg)
Reflection:
• Which of these areas for action steps would be most fruitful for me in my work with leaders and teachers next year?
![Page 85: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/85.jpg)
Giving Feedback Effectively
What NOT to Do
![Page 86: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/86.jpg)
Breaking it Down
Six Steps of Effective Feedback
![Page 87: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/87.jpg)
Coaching Quarterbacks:
• How did Jon Gruden coach Andrew Luck to improve?
![Page 88: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/88.jpg)
Six Steps to Effective Feedback:1. PRAISE: narrate the positive with precise praise
2. PROBE: Use targeted open-ended question and scaffolds to identify the core issue
3. ACTION STEP: state concrete action step
4. PRACTICE: Role play/simulate how to improve current class
5. PLAN AHEAD: Design/revise upcoming lesson plan to implement action
6. FOLLOW-UP: Establish timeline when action step will be completed
![Page 89: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/89.jpg)
Taking a Closer Look
Breaking Down the Components of Effective Feedback
![Page 90: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/90.jpg)
Precise Praise:
• What makes Serena’s praise effective?
![Page 91: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/91.jpg)
The Six Steps to Effective Feedback:
Precise Praise•Genuine—heart-felt, authentic•Precise--targets a specific action the teacher took•Reinforce Positive Actions, particularly those that are connected to the teacher’s development goal
![Page 92: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/92.jpg)
Probe, Identify Problem & Action Step:
• How does Julie guide Carly to identify the problem in her class?
![Page 93: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/93.jpg)
The Six Steps to Effective Feedback:Probe—State a targeted question about the core issue•Data-driven: rooted in the end goal of the lesson•Data-gathering: figuring out why they took the action•Precise focus: narrows the talk to one part of the lesson
RIGOR EXAMPLE: “What was the end goal—what should students know and be able to do at the end of your lesson?”
MANAGEMENT EXAMPLE: “How long do you want your “You Do” to be during the lesson?”
![Page 94: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/94.jpg)
The Six Steps to Effective Feedback:CONCRETE ACTION STEP—Get teacher to identify the problem & how to address it:•Level 1: teacher comes to issue by self & states clear action step to address it
•Level 2: leader uses a series of scaffolded questions to lead teacher to the answer
•Level 3: leader presents data from the observation; then teacher realizes the issue & states action step
•Level 4: leader states the problem and action step clearly to the teacher
![Page 95: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/95.jpg)
Probe, Identify Problem & Action Step:
• How does Aja guide Alison to identify her action step?
![Page 96: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/96.jpg)
The Six Steps to Effective Feedback:CONCRETE ACTION STEP—Get teacher to identify the problem & how to address it:•Level 1: teacher comes to issue by self & states clear action step to address it
•Level 2: leader uses a series of scaffolded questions to lead teacher to the answer
•Level 3: leader presents data from the observation; then teacher realizes the issue & states action step
•Level 4: leader states the problem and action step clearly to the teacher
![Page 97: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/97.jpg)
Probe, Identify Problem & Action Step:
• How does Aja work with Dibran to build the right, precise action step?
![Page 98: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/98.jpg)
Probe, Identify Problem & Action Step:
• How does Aja work with Dibran to build the right, precise action step?
![Page 99: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/99.jpg)
Time to Practice!
Generate Effective Questions to Guide Feedback
![Page 100: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/100.jpg)
Preparation for Giving Feedback:• Assume you are about to give feedback to
the opening video that you observed this morning
• Generate:o PRECISE PRAISE (genuine, narrate positive)o PROBE—OPENING QUESTION (targeted, data-
gathering)o SCAFFOLDED QUESTIONS/DATA TO PRESENT
if teacher struggles to analyze his/her weakness
![Page 101: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/101.jpg)
Feedback Simulation, Round 1:
• IDENTIFY ROLES: Teacher, Principal
• ROLE PLAY GIVING FEEDBACK (4 min):o Begin from beginning of conversation, cut off
after 4 mino Attempt to follow the three steps:
oPrecise Praise, oProbing opening questiono ID problem and concrete action step
![Page 102: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/102.jpg)
Feedback Simulation, Round 1:
• DEBRIEF THE ROLE PLAY (3 min)o Teacher responds to how they felt during
conversation about the toneo Did the leader:
o Praise effectively?o Use an appropriate targeted opening
question?o Use scaffolded questions or data effectively
to get you to the right action step?o ID what went well and what to improve
![Page 103: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/103.jpg)
Feedback Simulation, Round 2:
• IDENTIFY ROLES: Teacher, Principal
• ROLE PLAY GIVING FEEDBACK (4 min):o Begin from beginning of conversation, cut off
after 4 mino Attempt to follow the three steps:
oPrecise Praise, oProbing opening questiono ID problem and concrete action step
![Page 104: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/104.jpg)
Feedback Simulation, Round 2:
• DEBRIEF THE ROLE PLAY (3 min)o Teacher responds to how they felt during
conversation about the toneo Did the leader:
o Praise effectively?o Use an appropriate targeted opening
question?o Use scaffolded questions or data effectively
to get you to the right action step?o ID what went well and what to improve
![Page 105: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/105.jpg)
Reflection:
• What are your major takeaways for how to give feedback effectively based on implementing the first three steps?
![Page 106: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/106.jpg)
Getting to Action
Practice, Plan Ahead, & Follow-up
![Page 107: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/107.jpg)
Plan Ahead:
• What does Serena do to support Eric in planning his next lesson?
![Page 108: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/108.jpg)
The Six Steps to Effective Feedback:
• PRACTICE---Role play/simulate how teacher could have improved the current class with this action step;o Concrete: generate the actual language or
actions teacher could have takeno Teacher-centered: teacher does the practice
(don’t just talk about it!o Levels 1: leader takes role of the student or the
teacher; serves as thought partner in the practice
![Page 109: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/109.jpg)
Practice:
• What does Aja do to lead Desiree in practicing her questioning?
![Page 110: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/110.jpg)
Actual practice makes perfect; you can’t just talk about it.
Core Idea:
![Page 111: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/111.jpg)
The Six Steps to Effective Feedback:• PRACTICE---Role play/simulate how teacher could
have improved the current class with this action step;o Concrete: generate the actual language or
actions teacher could have takeno Teacher-centered: teacher does the practice
(don’t just talk about it!o Levels 1: leader takes role of the student or the
teacher; serves as thought partner in the practice
o Levels 2-4: leader plays the student, teacher role plays his/her actions
![Page 112: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/112.jpg)
Plan Ahead:
• What actions does Juliana take to make her planning with Sarah effective?
![Page 113: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/113.jpg)
The Six Steps to Effective Feedback:• PRACTICE---Role play/simulate how teacher could
have improved the current class with this action step;o Concrete: generate the actual language or
actions teacher could have takeno Teacher-centered: teacher does the practice
(don’t just talk about it!o Levels 1-2: principal and teacher brainstorm
together, then teacher does lesson planso Levels 3-4: principal models, then teacher
follows
![Page 114: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/114.jpg)
Follow-up:
• What are all the things that Julie has in place to make her follow-up with Rachel effective?
![Page 115: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/115.jpg)
The Six Steps to Effective Feedback:• FOLLOW-UP--Set time when action should
be accomplished and how teacher will show that it’s doneo Teacher and leader write down the timeline:
“Email it to me by 5 pm tomorrow.”o Observe teachers: write when you’ll observe
them (e.g., Thursday Oral Drill)o Observe master teacher: write when you’ll
observe master teacher doing the same skill
![Page 116: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/116.jpg)
Developing A Common Language
Summary Guide to Six Steps of Feedback
![Page 117: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/117.jpg)
Reflection:
• What is the value of having a common language around giving feedback?
![Page 118: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/118.jpg)
Time to Practice, Part 2!
Practice, Plan Ahead & Set Timeline
![Page 119: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/119.jpg)
Preparation for Giving Feedback:• Prepare For The Role Play
o Plan how you’ll implement the last three steps: practice, plan ahead, and timeline
o Use the One-Pager “Six Steps of Feedback: use the prompts that work best
![Page 120: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/120.jpg)
Feedback Simulation, Round 1:
• IDENTIFY ROLES: Teacher, Principal
• ROLE PLAY GIVING FEEDBACK (5 min)o Begin from the identified action stepo Attempt to follow the three steps: Practice,
plan ahead, state timeline
![Page 121: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/121.jpg)
Feedback Simulation, Round 1:
• DEBRIEF THE ROLE PLAY (3 min)o Teacher responds to how they felt during
conversation about the toneo Did the leader:
o Get you to practice effectively?o Get you to plan ahead effectively?o Have follow-up actions to hold you
accountable?o Get you to write it down—and wrote it down
as a leadero ID what went well and what to improve
![Page 122: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/122.jpg)
Feedback Simulation, Round 2:
• IDENTIFY ROLES: Teacher, Principal
• ROLE PLAY GIVING FEEDBACK (5 min)o Begin from the identified action stepo Attempt to follow the three steps: Practice,
plan ahead, state timeline
![Page 123: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/123.jpg)
Feedback Simulation, Round 2:
• DEBRIEF THE ROLE PLAY (3 min)o Teacher responds to how they felt during
conversation about the toneo Did the leader:
o Get you to practice effectively?o Get you to plan head effectively?o Have follow-up actions to hold you
accountable?o Get you to write it down—and wrote it down
as a leadero ID what went well and what to improve
![Page 124: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/124.jpg)
Reflection:
• What are your biggest takeaways for giving effective feedback?
![Page 125: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/125.jpg)
Accountability
Staying on Top of your Principals
![Page 126: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/126.jpg)
The Four Keys:Regular Observation:
• Lock in frequent and regular observations
Right Action Steps: • Choose the best action steps for change in each
classroom observation
Effective Feedback: • Give face-to-face feedback that practices the action
step
Accountability: • Create systems to ensure feedback translates to
practice
![Page 127: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/127.jpg)
System #1—Observation Tracker:ONE TRACKER FOR ALL TEACHER INTERACTIONS•Tab for each teacher: date, type of interaction, 1-2 action steps from each meeting, evidence of accomplishment•Summary tab with all teachers and most recent actions
PURPOSE
•Make sure all teachers are receiving the right proportion of teacher observations according to their needs•Track action steps more systematically to be able to hold teachers accountable to implementation•Set specific goal for teacher success & accurately track progress toward that goal•See trends in recommendations through the year
![Page 128: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/128.jpg)
Sample Observation Tracker—Individual Teacher Tab:
![Page 129: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/129.jpg)
Sample Obs. Tracker—Global Summary:
![Page 130: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/130.jpg)
Accountability in Action
Coaching Leaders on Observation & Feedback
![Page 131: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/131.jpg)
The Four Keys:Regular Observation:
• Lock in frequent and regular observations
Right Action Steps: • Choose the best action steps for change in each
classroom observation
Effective Feedback: • Give face-to-face feedback that practices the action
step
Accountability: • Create systems to ensure feedback translates to
practice
![Page 132: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/132.jpg)
Coach Continuously
Build Schedule of Principal Managers/Supts to Develop Principals
![Page 133: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/133.jpg)
Building Schedule of Principal Mgrs:
![Page 134: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/134.jpg)
Building Your Schedule:
![Page 135: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/135.jpg)
Evaluate Your Principal Mgr’s Schedule:
Where might this schedule not work?
What changes could be made (personally or at the network level) to make this function more effectively?
![Page 136: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/136.jpg)
How can this schedule make your principal support more effective?
What are the big takeaways for building your principal schedule and your leadership team’s schedules?
Reflection:
![Page 137: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/137.jpg)
Coaching Leaders
Video Case Study
![Page 138: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/138.jpg)
Case Study of Ineffective Feedback:• Context/Pre-Work:
o Assume you have trained your principals and developed a common language around six steps of feedback
o Review leader’s observation tracker: what is the frequency of feedback and quality of action steps?
• Observe Feedback:o Use the One-Pager “Six Steps of Feedback”o Where could they most improve their feedback?
![Page 139: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/139.jpg)
Pairs—Plan feedback for principal:ID Action Steps:• Virtual: decide what you think the core action step is
for the teacher in question (we haven’t seen video, so make up a plausible action step based on what you heard!)
• ID core action step for the principal: what do you want principal to do differently when giving feedback?
Plan Feedback Using Six Steps (use template):
• Praise• Probe: opening question & scaffolds (questions &
data)• Practice & Plan Ahead• Follow-up
![Page 140: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/140.jpg)
Putting it Into Practice
Role Play Coaching Leaders
![Page 141: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/141.jpg)
Feedback Simulation, Round 1:
• FORM PAIRS:o Work with people with whom you haven’t yet
worked
• ROLE PLAY CONVERSATION WITH PRINCIPAL (6 min)o Follow the Six Steps of Effective Feedback
![Page 142: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/142.jpg)
Feedback Simulation, Round 1:• DEBRIEF THE ROLE PLAY (3 min)
o Principal responds to how they felt during conversation about the tone
o Did the principal manager:o Offer effective praise?o Get you to the right action step effectively?o Get you to practice and plan ahead effectively?o Plan follow-up actions to hold you accountable?o Get you to write it down—and also wrote it down?o Had effective follow-up steps?
o ID what went well and what to improve
![Page 143: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/143.jpg)
Feedback Simulation, Round 2:
• FORM PAIRS:o Work with people with whom you haven’t yet
worked
• ROLE PLAY CONVERSATION WITH PRINCIPAL (6 min)o Follow the Six Steps of Effective Feedback
![Page 144: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/144.jpg)
Feedback Simulation, Round 2:• DEBRIEF THE ROLE PLAY (3 min)
o Principal responds to how they felt during conversation about the tone
o Did the principal manager:o Offer effective praise?o Get you to the right action step effectively?o Get you to practice and plan ahead effectively?o Plan follow-up actions to hold you accountable?o Get you to write it down—and also wrote it down?o Had effective follow-up steps?
o ID what went well and what to improve
![Page 145: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/145.jpg)
Reflection:
• What are your major takeaways for how to give feedback effectively to your principals?
![Page 146: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/146.jpg)
How to make principals better: observe them,
give real-time feedback, and get them to practice.
Effective feedback and practice changes
results.
Core Idea:
![Page 147: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/147.jpg)
Building the Content
Setting up a Scope & Sequence for Principal Check-ins
![Page 148: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/148.jpg)
If you want to assess the quality of a leader, evaluate them on the seven levers.
Not only will you be able to predict their future
success, you’ll also know what to do to improve that
outcome. .
Core Idea:
![Page 149: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/149.jpg)
Principal-Chief Check-ins—Six-week Cycle:Week 1:
• Review observation tracker: have they observed enough? Are the action steps measurable and bite-sized? Are teachers making progress?
• Observe teachers with the leader: does action step in tracker match what you observe?
Week 2: • Review Observation Tracker• Plan and role play upcoming feedback session for teacher
Week 3: • Observe live feedback: how well does principal
implement six steps?• Role Play improving the feedback meeting and plan for
next one
![Page 150: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/150.jpg)
Principal-Chief Check-ins—Six-week Cycle:Week 4:
• Student Culture Walkthrough: where is the school succeeding and needs to grow on student culture?
• Observe/review PD: what is quality of school’s PD?
Week 5: • Spot check—Curriculum and Lesson Plans: what are
implications for improving teacher planning?
Week 6—Interim Assessment Cycle: • Analyze data from interim assessments• Plan & role play analysis meetings with teachers• Debrief core teacher actions based on data
![Page 151: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/151.jpg)
Putting it All Together
Developing Principals for Results
![Page 152: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/152.jpg)
Train Your Principals:• 24 hours of training
materials: agendas, PPTs, handouts, etc.
• Training Modules: Obs/Feedback, Planning, Leading PD, Student Culture, Finding the Time
• 30 videos of leaders in action
June 2012
![Page 153: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/153.jpg)
Next Steps
Observation & Feedback
![Page 154: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/154.jpg)
Next Steps—Prior to Starting the School Year:• Set up training of principals around DDI &
Obs/Feedback• Set up observation tracker for each principal• Set up principal’s schedules• Plan the Roll Out: How to Share Change in
Approach with Staff• Set up cycle of agenda items for principal check-
ins
![Page 155: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/155.jpg)
Applying to Your Own School:
What are the next steps we want to take as a network or region?
![Page 156: Developing Exceptional School Leaders July 10-11, 2012 Paul Bambrick-Santoyo](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5517376455034603568b5fe9/html5/thumbnails/156.jpg)
Conclusions
Observation & Feedback