Developing Teacher Leaders through Instructional Leadership TeamsMaria Matlack

Lumberton School District

What comes to mind when you hear “PLC”??Describe how PLC’s are functioning in your school or district.• What members comprise your PLC’s?• How is the agenda created?• What is the typical work of the PLC?• Does their professional learning impact other

teachers? If so, how?

A Teacher Leadership Team is a PLC

Why are teacher leaders so important?

The gap between the most proficient and least proficient teacher in any school is twice as large as the gap between the teachers in that school and those in other schools.

Professional Capital

Teachers in the same school are not on the same page.

Andy Hargreaves & Michael Fullan

“If we are to truly improve student learning, it is vital that we identify the most important barrier to school improvement. And that barrier is the effect of within-school variability on learning. The variability between schools in most Western countries is far smaller than the variability within schools.”

John Hattie (Visible Learning)

Average variability between schools: 36%Average variance within schools: 64%“There is every reason to assume that by

attending to the problem of variability within a school and increasing the effectiveness of all teachers there will be a marked overall increase in achievement.”

John Hattie: “Too often attempts at collective action lead to forming groups, such as professional learning communities, but the focus of these groups is rarely on sharing evaluative evidence and thinking about what has been effective….Too often, collaboration is about sharing resources, sharing anecdotes and war stories and sharing beliefs about why or why not something might work in ‘my’ context.”

Do you think your PLC’s address this?

“This professional community would enhance equity so that everyone can aim for excellence, make schools inviting places to learn for all and develop the conditions (trust, leadership, passion, and success) for collaboration to maximize the impact on learning.”

“Teaching Like a

Pro”

Individual Team

Whole professio

n

Professional Capital

Human capital

Social capital

Decisional capital

Americas competitors know that the main point is not the effect of an individual teacher…that counts, but rather how you maximize the cumulative effect of many, many teachers over time for each

and every student..”

Do you think your PLC’s build Professional Capital across your school/district?

One more question:

“What messages are you getting about the value of your own professional development

when the only professional learning community time is low-cost meetings to

implement laid-on agendas?” -Hargreaves and Fullan

Increasing student achievement Implementing new curriculum/standards Achieving buy-in Multiplying the results for your efforts Horizontal articulation Vertical articulation Consistency in instruction and teacher

quality across the school/district

What are your goals?

Effectively developing teacher leaders can help you achieve any one or all of these!

K-8 suburban school district Approximately 1300 students Single-attendance schools

K-1 2-3 4-5 6-8

Lumberton Schools: Who we are

Increase student achievement Implement new curriculum/standards Achieve buy-in Multiply the results for your efforts Horizontal articulation Vertical articulation Consistency in instruction and teacher

quality across the district

Our Goals

Literacy Leadership

Team

Math Leadership

Team

Science Leadership

Team

Special Education Leadership

Team

Our Journey

2011 2014 2014-15 2015

Literacy Leadership Team (LLT), 2011New Common Core ELA curriculum

Getting Started

Reading specialist from each school At least one teacher “volunteer” from

each grade

Selecting Members

Unpack the standards Deeply understand the Units of Study

in the new curriculum Recognize the progression from grade

to grade to arrive at the “big picture” Turnkey these understandings to

colleagues at the grade level Achieve consistency across each grade

and appropriate vertical progression

Goals

Monthly half-day release dates Some whole district meetings and some

school or grade level-band meetings

Methods

AgendasDriven mostly by Unit of Study

Driven by membersWorked with a literacy consultant

Driven by membersSome school teams work with TCRWP staff developer

Year 1

Year 2

Year 3

Planned turnkey meetings to help colleagues see the overall intent and goals of each unit, thus strengthening instructional decisions

Studied progression from one grade to the next in an area of skill development

Identified possible anchor and mentor texts Studied and turn-keyed the use of

rubrics/continuum to analyze formative assessments Refined and turn-keyed instructional “best

practices” Engaged in horizontal and vertical inquiry,

reflection and problem solving

Examples

1. LLT collected students’ writing notebooks across the grade levels

2. They examined them, looking for patterns and exceptions

3. They shared their observations with their colleagues

4. The whole school discussed conclusions and steps to increase writing volume.

6th grade received push-back from parents regarding homework.

LLT members brought issue to the group.

They viewed the progression for grades 5-7 and identified some appropriate revisions to the 6th grade approach.

This not only solved the homework issue but also created an opportunity for deep discussion regarding our learning goals and how they could be best achieved.

Are our students writing enough?

How does 6th grade homework fit between 5th and 7th?

For instance…

Our students can’t do this!

Our students CAN do this!Our students ARE DOING this!

September

January

Outcomes

Voices from the Field

How do we know this impacted learning?

Measurable ResultsGrowth 2012-2013 in Students Scoring

Proficient or Advanced Proficient in ELA on NJ ASK

Grade 3 4 5 6 7 8

Total Stud 0.5% 10.2%

4.5% 1.3% 2.5%

General Ed 8.5% 3.5% 5.0% 2.0%

Special Ed. 7.0% 27.6%

15.2%

Afr Amer 18.1%

10.3%

15.6%

3.1%

Econ Dis 8.7% 12.0%

14.7%

6.5% 2.0%

Voices from the field

Click icon to add picture

Our first graders grew so much. As I went through the few papers that I’d saved from the beginning of the

year, I was pulled back to September and the memory of how

these little guys worked so hard just to put down a few words on their papers. And now, they are churning out their own poems, how-to’s, realistic fiction, and adventure books. It’s a good

feeling to know that we “got them started”!

“At first we were skeptical about the ability of first graders to function in

nonfiction book clubs. Then we saw them do it! Students

were sprawled out next to each other on the floor with

multiple nonfiction books open in front of them, moving across

all the texts to compare and contrast.

Informational Writing- Grade 2

“Teachers were very pleasantly

surprised by the quality of these books! We learned

not to underestimate our 2nd grade

writers!”

Even among books on the same topic, every book was as unique as its author. The reader

could see what was important to the book’s

author. Just like published informational

books, each had its own angle.

“I can honestly say that in the beginning of the year, I felt writing progress was very slow.  But during the test prep unit, when we were writing a variety of things all of the time, I began to see such marked improvement.  Not only in volume but also in willingness to write, a desire to succeed, and desire to apply all they had learned.

This led right into the revision unit, which has been my most favorite unit of the year.  The kids have had a blast rereading their earliest entries and published pieces, and I overhear, ‘Oh my gosh. This stinks!  I have GOT to revise this!’  They are showing an ability to apply what they have learned.”

GROWTH!

Peer talk - increased in volume and in an ability to sustain meaningful conversations, be it about books or writing.

We have kids who truly enjoy writing and can write with stamina and volume

In the self-contained special education class, the students were excited by mid-year to write. Now every time I mention writing they say, “Yeah, can’t wait to get started!” This thrills me that they see themselves as good writers who enjoy their craft.

› In clubs, students researched topics and presented their information through a selected lens.

Grade 4- Researchers One and All!

“Some people think jellyfish are fish, but they’re

really not…”

“Sharks are not really as

dangerous as you might think.”

I was just doing this read-aloud, and suddenly-

spontaneously- my students began applying everything they learned in reading this year. They connected the

story with other read-alouds that had similar themes;

they compared and contrasted; they….

Grade 5

As writers, our students are better prepared for NJ ASK than they have ever

been before.

Grade 6

This is the best writing I have ever seen in my

seventh grade

students.

I cannot wait to start getting kids who

have had this teaching, as they trickle up to me.

Math Leadership Team (MLT), 2014

The Next Stage

At least one teacher “volunteer” from each grade

No overlap with members of LLT

Selecting Members

Unpack the standards with special attention to the Math Practices

Recognize the progression from grade to grade to arrive at the “big picture”

Turnkey these understandings to colleagues at the grade level

Improve instruction and test scores Identify resources to supplement

Everyday Math K-5 Create common assessments

Goals

Monthly half-day release dates 5 meetings with Math consultant 5 meetings on our own

Some whole district meetings and some school or grade level-band meetings

Methods

Agendas

Driven by members based on feedback from grade level colleagues and their own identified needs

Studied Math Practice standards and presented workshop to colleagues

Unpacked standards with focus on the progression, refining understanding of the expectations at each grade

Facilitated collaborative meetings Created common assessments Explored resources to supplement

Everyday Math

Examples

Outcomes

This is too hard for our

students!

Wow! Look at our students’ growth!Math

SGO’sHighlyEffectiv

e

September

January

May

Adoption of a new math program K-5

An unexpected outcome:

Previewing modules to provide springboard to colleagues

Working with consultant to optimize implementation

Developing new common assessments

Developing rubrics and data collection methods for the standards-based report card

Studying brain-based techniques for improving concept development and retention

Working with consultant to optimize use of program

Developing common assessments

Grades K-5 Grades 6-8

Continuing our Work 2015-2016

Science Leadership Team (SLT), 2014-2015

Moving Forward

At least one teacher “volunteer” from each grade

No overlap with members of LLT or MLT

Selecting Members

Unpack the NGSS standards in preparation for curriculum writing

Turnkey these understandings to colleagues at the grade level to build capacity for curriculum implementation and effective instruction

Goals

Subset of members participated in gap analysis work at Rider University

Other members attended outside workshops offered throughout the year

Debriefed in May

Methods

To Come in 2015-2016• Continuing partnership with Rider University• Subset of members working on model curriculum with

Burlington County Curriculum Consortium• Turnkey training to full staff• Experimenting with NGSS –aligned lessons• Materials Review

Feedback from Leadership Team Members

“Being a member of the Literacy Leadership Team makes me part of a group of professionals who want to learn from each other, improve their teaching and share their expertise with their colleagues. The benefit of being on the team is that I get to dive into the curriculum and pull it apart piece-by-piece. As the committee discusses the teaching points, I am able to clarify my thinking. I think the grade level meetings are beneficial to all because the Literacy Leadership Team members are able to guide the discussion, while our colleagues are able to add their input.”

“You feel as though you are in a position where your colleagues are all depending on you, and you certainly can’t let them down! ‘Team before self’ becomes your motto. You learn to put the work of the team before your individual work, and you question your decisions more than if these decisions only affected you.”

LLT: Karen Gutekunst, Reading Specialist

MLT: Marge Morrone, 5th grade teacher

Feedback from Team Members

Being provided with outside resources Having professional development rolled

into the process Having an opportunity to see the math

consultant demonstrate a Common Core-aligned lesson at various grade levels

Being given large chunks of time through release time

Benefits They Identified

Providing release time shows that you are serious about this.

Make sure you have a group that gels.

When the work is “finished” provide opportunities to reconvene for updates 2-4 times per year.

You can make a difference.

Be open-minded. The subject doesn’t

have to be your strong suit to begin with; you will grow a lot with your team.

For AdministratorsFor Potential Teacher Leaders

Advice They Offered

Increased number of teacher leaders Greater collegiality and collaboration Increased respect among teachers Shared decision-making, causing more teachers to be “on

board” A “continual learning “ mindset among teachers Higher teacher engagement Increased trust between teachers and administration A solid progression of skill/standards instruction from one

grade to the next More consistency across grade levels Professional, collegial relationships across schools and grades Increased student engagement and learning

Overall Outcomes

Implement new curriculum/standards Achieve buy-inMultiply the results for your effortsHorizontal articulationVertical articulationConsistency in instruction across the districtIncreased student achievement

Our Goals

Professional Capital

Human capital

Encourages and increases natural

talents of members

Social capital

Collaboration among team, within grade and across grades

Decisional capital

Members exercise judgment and make

decisions with collective

responsibility and openness to

feedback

Less-able teachers perform as well as average teachers if they have strong social capital in their school.

Carrie Leana (business professor at University of Pittsburgh)

Consider overlapping with curriculum writing team. Make your best effort to NOT have a teacher on

more than one leadership team. If possible, have two representatives per grade. Ask for volunteers but approach those that you

think would be the best choice and encourage them to volunteer. Choose people who are enthusiastic; that matters more

than skill level. Choose people who can be persuasive with colleagues. Consider people who like to lead but may not necessarily be

completely “on board”… yet. Look for combinations of “types” at each grade level.

Recommendations- Creating your team

Front load some PD. Consider what outside resources might

be beneficial. Consultants Professional literature workshops

Recommendations-Offering support

Agree on norms for how meetings will go and the roles of the members.

Be present and supportive but do not direct the meetings.

Release as much responsibility as you can. Who sets the agenda?

I elicited suggestions from team members and then set the agenda.

This task could be delegated to a member. In delicate circumstances, it is sometimes better

to allow someone else to take charge and possibly not even be in attendance. This takes trust!

Recommendations-Facilitating

Be an active listener! Build trust! Make sure the agendas include study of

student performance. Express your gratitude. Use the team as your point people with their

colleagues. They can achieve buy-in more effectively than you can.

If you work at the district level, collaborate with principals in the process.

Teachers sometimes burn out. Allow them to bow out gracefully.

Recommendations-Maximizing the Potential

Strong bonds with a large and growing number of teachers

A team working with me in the trenches- a team with credibility

A general sense among teachers that their voices are heard and that they have the power to impact administrative decisions and drive improvement efforts

Excellent survey results in spite of new challenges teachers face that could easily be blamed on me

Greater success with curriculum implementation than I had reason to expect

Positive energy among faculty

My “Personal” Rewards

Leadership Teams •Developing and multiplying teacher leaders•Teacher ownership of their professional growth

Professional Capital •Collaboration and articulation at every level in every direction•Shared decision-making and collective responsibility

Consistency•Growth for all•Engagement for most•Less variance across grades and improved vertical articulation

Student Achievement •Best Practice instruction delivered with intention •Ideal progression

• What most resonated with you?• What similarities do you see between this

approach and what is being done in your school/district?

• How do you envision using this information back “at home”?

• What questions linger?

Processing Time

Questions?

Comments?

For the Good of the Group

Hargreaves, Andy and Fullan, Michael (2012) Professional Capital: Transforming Teaching in Every School. New York: Columbia Teachers Press

Hattie, John (2015) What Works Best in Education: The Politics of Collaborative Expertise. Pearson

Leana, C.R.(2011, Fall) The Missing Link in School Reform. Stanford Social Innovation Review, p.34

References