instructional leadership supporting adult learning

InstructionalLeadership

Supporting

Adult Learning

© AZ Board of Regents, All rights reserved, 2012.

• Name of Superintendent– Welcome & Why important?

• Name of Facilitator– Overview / Agenda– Enduring Understandings– Guiding Questions– Targeted Objectives– Introductions

Overview & Introductions


• Consider the current reality for supporting teacher growth and development

• Connect adult learning theory to effective practices to support teacher growth and development

• Surface and Address Levels of Concern.• Create a plan of action to take back to your

building to plan for quality instruction.

Intended Outcomes

Proposed Norms & Expectations

• Stay focused and fully engaged– no competing conversations please

• Participate to grow– share openly and monitor your listening

• Be a learner– create your own meaning and application

• Get your needs met– ask questions that benefit the group– personal questions on breaks

• Housekeeping– silence cell phones– handle business later– share ONE point …then next person


Student Achievement Teacher Quality

Instructional Leadership

Implementing

Monitoring

Supporting

Communicating

Advocating

Planning

Instructional LeadershipQuality Instruction


There are effective instructional practices that

maximize student academic and social learning.

Quality Instruction


How do instructional leaders support teachers’ opportunities to improve their instructional practices?

How do instructional leaders support collaboration among faculty to improve instruction that maximizes student learning?

How do instructional leaders secure resources necessary to deliver high quality instruction?

How do instructional leaders allocate instructional resources to maximize the quality of instruction?

Research-Based Critical Behaviors


• By the end of this workshop you will develop an action plan focused on applying the Research-Based Critical Behaviors.

• In the column labeled “Current Reality” – Rate yourself on a scale of 1-5

5 = Highly effective 3 = Satisfactorily Effective 1 = Ineffective

– Describe the evidence that supports your application of this concept

Action Plan


• How do instructional leaders support learning among faculty to improve instruction that maximizes student learning?

Adult Learning Theory

Segment Guiding Question


On Post- its jot down the answer to the following:

• How do you support teacher growth and learning?

Record only 1 idea per post-it.


• For each activity recorded consider the effectiveness. – Has this activity been effective to support

teacher growth? – What evidence can you provide?

• Share with your table group and organize the post-its on a chart under a + for effective and – for ineffective.

Evaluating Current Reality


• Locate in your participant packet, Twelve Principles for Effective Adult Learning by Jane Vella.

• Read your assigned section with your group.• Plan a 3-5 minute presentation for your principle.• During the presentation record what the principle

is and how it could be applied in your school.

Adult Learning Theory Research

Source: Learning to Listen, Learning to Teach, Jane Vella, San Francisco: Jossey-Bass Publishers, 1994.)


In your presentation, please record your key points on chart paper including the following:

• What is the principle?• How does that principle apply in the school

setting?• How does that principle support teacher

acquisition of effective instructional strategies?

Group Presentations


• How does your chart of Effective / Ineffective Practice align with the research on adult learning as presented in article?– What is similar? What is Different?

• Discuss why some of those activities you listed earlier as ineffective with consideration of adult learning theory.

• How does this influence your practice?

Making Connections


• On your own, make notes about three events in your school during the past year, and describe how the application of adult learning theory could improve each event.

Making Improvements


• At your table groups, consider the different ways Adult Learning Theory can be applied at your school to support your teachers’ growth and development.

• Each group will share a specific example.

Task: Adult Learning Theory


• Consider the guiding question• Use column labeled “Strategies/Ideas”

– Connect today’s discussions with the “Research-Based Critical Behaviors.”

– List at least THREE things per box

• Pair Share ONE strategy you learned today and how you plan to use it at your school.

Closure for this Segment

17


• Review the following…– Targeted Objectives– Research-Based Critical Behaviors

• Next Steps – What additional data do you need?– Who will you involve in process? – What resources do you need?

• Action Plan– Do what? – By when?

Conclusion and Development of an Action Plan


• In table groups (in a round robin format)– Share one new learning and describe how

you will apply it in your job– NO REPEATS!

Workshop Closure


Please complete

“Participant Feedback” form

– Grant research– Improve future workshops

Workshop Closure

instructional leadership supporting adult learning

Documents

quality of instruction

instructional resources

high quality instruction

able share

student learning

effective practices

teacher growth

plan of action