Download - Yakima School District
GETTING RESULTS THROUGH EFFECTIVE GETTING RESULTS THROUGH EFFECTIVE INSTRUCTIONALINSTRUCTIONAL
LEADERSHIPLEADERSHIP
Accountability with CreativityAccountability with Creativity
Heather KnightHeather Knight, President, Leadership Innovations Team LLC, President, Leadership Innovations Team LLC
Cece MahreCece Mahre, Associate Superintendent for Teaching and Learning, Yakima School District, Associate Superintendent for Teaching and Learning, Yakima School District
Kris SeibelKris Seibel, Director of Elementary Education, Yakima School District, Director of Elementary Education, Yakima School District
Today’s Objective
Learn how to align the district system and resources to support excellence in instructional leadership
Introductions
• We are….– Heather Knight, President, Leadership Innovations Team LLC
– Cece Mahre, Associate Superintendent for Teaching and Learning, Yakima School District
– Kris Seibel, Director of Elementary Education, Yakima School District
• Who are you?
• Your hope for today?
Yakima Demographics
“Fruit Bowl of the Nation”: wine grapes, apples, cherries, pears, mint, hops
243 Manufacturing Innovations: bread ties, Controlled Atmosphere
Median Age: 32 yearsWhite: 52%Hispanic/Latino: 40%Other: 7%Income: Less than $10,000-10%
$50,000-24% $100,000 or more-9%
Yakima Demographics
• Student Enrollment: 14,562
• 2 Comprehensive High Schools
• 1 Alternative High School
• 4 Middle Schools
• 14 Elementary Schools
Yakima Demographics
• Migrant– State 1.8% YSD 22.7%
• Transitional Bilingual– State 8.0% -YSD 26.0%
• Free and Reduced– State 40.4% -YSD 77.6%
Earning A Diploma in Washington StateBeginning with the End in Mind
• P-12 System
• 22 credits to graduate
• Changes each year….
March 20, 2008 Based on OSPI: Characteristics of Improved School Districts: Themes from Research
Shannon, G.S. & Bylsma, P. October 2004
Characteristics of Improved School Districts: Categories and Themes
Effective Leadership
Focus on Student Learning
Establishes shared beliefs, values and a clear focus on student learning throughout the district
Sets and maintains a commitment to all students learning to high standards
Sets goals, builds commitment to the goals and removes competing programs and practices
Holds all district staff, programs and operations responsible for student learning
Dynamic/Distributed Leadership
Demonstrates visibility in schools and creates unity of purpose in supporting quality instruction and improving student learning
Expands the concept of leadership to encompass central office, principals, teacher leaders and others
Maintains clear expectations of themselves, each other and all staff in improving student learning over time
Provides moral leadership that moves leaders and those whom they lead from talking to doing to ensure that all students learn and achieve at high levels
Sustained Improvement Efforts
Views educational improvement as long-term commitment and processes
Assists schools in implementing changes created by the improvement process and monitoring for improved student achievement
Stays the course, especially in times of resistance and push back
Helps staff internalize changes so they become part of routine practice
Quality Teaching and Learning
Support for Systemwide Improvement
Clear and Collaborative Relationships
Quality Classroom Instruction
Develops a common vision of what effective instruction look like
Pays close attention to classroom practice; provides guidance and oversight for improving teaching and learning
Guides improvement efforts so that the needs of all students are met
High Expectations and Accountability for Adults
Holds all adults accountable for student learning
Expects excellence, monitors performance, and provides feedback
Focuses on high expectations, effective practice, and student learning as part of personnel decisions and recommendations
Coordinated and Aligned Curriculum and Assessment
Aligns standards, instructional resources, assessments and policies
Centralizes and coordinates instructional approaches and decisions
Uses multiple measures to assess student learning
Coordinated and Embedded Professional Development
Supports professional development of adults based on teaching and learning needs in the schools
Fosters high quality, ongoing, professional learning focused on improving classroom instruction
Incorporates school-based collaboration, coaching and support for instruction and leadership
Effective Use of Data
Provides resources, time and training to support the use data
Uses data to monitor results of student achievement, allocate resources, and as a basis for accountability
Uses evidence to monitor equity, make decisions about curriculum alignment, and target professional development efforts
Strategic Allocation of Resources
Provides, allocates, reallocates, and finds resources – time, personnel, materials, and facilities - for quality instruction so all students achieve high levels of learning
Provides additional resources to support struggling students
Extends to schools flexibility with accountability for the use of resources in meeting the needs of students
Policy and Program Coherence
Develops, interprets, and implements policies in ways that reinforce and support a vision for high standards for all students
Ensures systemic coherence between policies, programs and practices to advance district learning goals
Ensures system-wide district improvement efforts supersede specific programs, departments, building or individual preferences
Professional Culture and Collaborative Relationships
Builds with intention a professional culture of mutual respect, and trust
Develops reciprocal, interdependent relationships between the central office and schools that contribute to continuous district improvement
Develops data-driven collaborative learning communities at the central office and school levels that promote continuous learning for all adults and shared responsibility for student learning
Clear Understanding of School and District Roles and Responsibilities
Balances district authority and school autonomy by setting expectations, and then decentralizing responsibility and support to schools
Establishes the support of teaching and learning as the primary focus of central office staff
Interpreting and Managing the External Environment
Analyzes, interprets, and mediates state and federal policy with district policy and procedures
Buffers schools from internal and external disturbances
Involves families and community members in improving student learning
Mobilizes external stakeholders’ support for reaching the goal of all students learning and achieving at high levels
BUILD our SCHEMA
? QUESTION ?
• What is perhaps the most important piece of research we know in education?
INSTRUCTIONAL CORE
Content Curriculum, content and assessments are aligned to state standards Content being taught has high levels of rigor, is meaningful and has
applicability
Teacher Effective instructional practices have been identified, are implemented
and monitored on a consistent basis Frequent interim, formative and summative assessments are used to
inform instruction and monitor student progress Effective classroom management strategies are implemented
Student Students are highly engaged in the content and learning Students are able to articulate what they are learning, why they are
learning what they are learning, and how what they are learning will be useful
P-12 Leadership Team
YSD District Priorities
1. P-12 Literacy: P-3 Alignment
2. P-12 Mathematics: 6th-12th Grade Accelerated Math Plan
3. On-Time Graduation Rate
4. 21st Century Teaching and Learning
YSD is committed to aligning resources to meet district priorities
Strategies for Supporting the Instructional Core and Achieving District
Goals/Priorities• Increase effective instruction in the classroom
• Increase leaders’ skills and abilities to coach to improve instruction
• Increase leaders’ skills and abilities to model best practices with teams and in staff meetings
• Implement highly effective PLC’s focused on instruction
• Identify, collect and analyze data to inform differentiated instruction, professional development and program modifications
COHERENCE of SYSTEMS
District Goals and Priorities
Roles and ResponsibilitiesSupervision and EvaluationAssessment and MonitoringProfessional Development
Communication and Collaboration
District-School-Instructional Plans
YSD Board Policy 1000.1.0Global Ends Statement The Yakima School District will create hope for the future by preparing all
students to be constructive members of the community, society and the world, and to live productive, satisfying lives. This will be done in a manner which efficiently manages the resources of the district in order to maximize the desired student goals. Academic achievement is the community focus of the Yakima School District.
1. Mastery of the Basics and Beyond1.1 Of primary importance is that all students will demonstrate
academic proficiency, incorporating technology tools necessary for such proficiency. For the purpose of section 1.1, all students means by grade level and building level, and by subgroups (including poverty, race/ethnicity, primary language and gender). Students will:
1.1.1 have fluency with basic skills in reading, writing, math and science;,1.1.2 read and write with comprehension in all content areas;,1.1.3 know, understand and apply science and mathematical concepts;,
and1.1.4 demonstrate critical thinking and problem-solving skills.
2. Civic and Global Participation2.1 All students will be actively engaged in the community and be
prepared to participate in a global society, culturally and socially. Students will:
2.1.1 understand civic rights and responsibilities and participate in the democratic process;,
2.1.2 understand history and appreciate the richness of diverse cultures;,2.1.3 communicate in a second language;, and 2.1.4 understand global, social and economic independence.
3. Innovation and Creative Expression3.1 All students will demonstrate creativity and artistic expression
beginning early in their educational process, resulting in creative problem-solving, critical thinking, and an increased appreciation for the arts.
4. Skills for Successful Living 4.1 Through a collaborative process involving the school,
community, parents and families, all students will demonstrate skills necessary for success in work, school, and life.
4.1.1 Work skills are defined as: 4.1.1.1 Discipline4.1.1.2 Teamwork4.1.1.3 Punctuality4.1.1.4 Positive attitude4.1.1.5 Organization4.1.2 Interpersonal and life skills are defined as: 4.1.2.1 Integrity 4.1.2.2 Conflict resolution4.1.2.3 Communication4.1.2.4 Self-confidence4.1.2.5 Respect 4.1.2.6 Responsibility4.1.2.7 Life-long learning4.1.2.8 Adaptability and flexibility4.1.2.9 Resilience4.1.2.10 Healthy habits
And then….Provide Support!
• Align professional development, resources, talent and strategies to support priorities
REFLECTION
2001-2002
• Original YSD Roadmap created
2004-2005
• District Priority: All students will read on grade level by end of 3rd grade
2005-2006
• Effective Instructional Practices training introduced
• Effective Teams training introduced
• Principals required in classrooms
Principal Support
REFLECTION
2006-2007
• Administrators trained in communication and strategies to address mediocre teaching performance
Principal Support
2007-2008
• P-12 Leadership Team evolves
• Policy Governance
• YSD Policy 1000.1.0
• Assistant Superintendent for Business and Operations assigned to ILT
2007-2008 cont’d
• 4 Characteristics of Improved Districts
• PELP Coherence Framework
• Director of Elementary Education begins supervising and evaluating elementary principals
• Principal portfolios implemented
Principal Support
REFLECTION
2008-2009
• Leadership Innovations Team collaboration begins with YSD in developing and implementing embedded PD and coaching model
TYPE LENGTH LEVEL OF USE LEVEL OF IMPACTOne-time workshop Episodic Awareness of new idea or
strategyLittle or nonLess than 5%
Series of workshops 2-3 days Awareness, practice Beginning use - less than 5%
Series of workshops 3 months-1 year Awareness, practice, beginning implementation
Implementation, developmental level less than 10-15%
Conferences Periodic Awareness and Sharing Little or none Less than 10%
Summer Institutes Periodic Awareness, development, practice, reflection
Little or none – less than 10%
Practice, feedback, coaching
Ongoing Ongoing coaching Continued use – 85-90% use
Job embedded Daily Research into practice Inquiry into practice 85-90% use
Cycle of Inquiry, Action Research
Ongoing Research into practice Study of issue, understanding
Professional Development Processes: Impact and Use
Source: Adapted from the research of Joyce & Showers (2002) and Speck & Knipe (2001).
The Process for Holding a Coaching Conversation
Principal Support
REFLECTION
2009-2010
• On-site, customized support
• Data collection at each building
Learning Walk Data Collection
What? How? Impact?
REFLECTION
Planning Forward
• Teacher Principal Evaluation Model
• Creativity-Autonomy-Accountability
Principal Support
REFLECTION
Feedback
• Objective met…
• What worked….
• What needs fine-tuned…
• Now I need…
More Information?
www.powerfulteaching.com
To learn more about being coached:
360.490.9989
To learn more about on-site training for staff:
same
More Information?
www.yakimaschools.org
(509)573-7003
Thank You!