leading learning overview. who is lee rutledge?
TRANSCRIPT
leading learning overview
Who is Lee Rutledge?
Kee, Kathryn. RESULTS Coaching: The New Essential for School Leaders.
Design of STAAR
TEKS Study
Updates 14-15
Building Capacity
Where do we go and what will we find?
http://lead4ward.com/staar4wardpassword: provided to you by the
campus principal
Online Videos
Scroll Down
x
x
Scroll Down
READY!
x
Name Directions: Record your hours and have your campus principal initial or sign off. Keep this document for your records. Review TEA requirements: http://www.tea.state.tx.us/cpe/
Campus Grade/Course
Leading LearningWebinars
Focus
Content Area Development
Professional Development
Independent Study Teaching or Presenting CPE's
Mentor Educator teacher to teacher
Learning Process, Learning Strategies or Content Planning Focus SEs
Leadership Team MeetingsPLC MeetingsTargeted PD
Studied the Webinar Recordings and eGuides
Focus Standard Study
Teaching Strategies around Focus SEs, Intervention,
etc.Model Teaching,
Date Hours Date Hours Date Hours Date Hours Date Hours
Before School
Building Capacity Design of STAAR TEKS Study Updates
1 August Creating Focus
2September
Planning Instruction
3 OctoberOrganizing Intervention
4 November Adapting Intervention
5December/ January
Analyzing Assessments
6January/February
Taking Stock
7 March Engaged Review
8 April Encouraging Success
9 May Thinking Ahead
10Summer School
Maximizing Intervention
Principal Signature Date
staar4ward: taking the lead in learning 2014-15
continuing professional education (CPE hours)
Explore Examples
Building Capacity
• Learn– Watch the live webinar as a team– Re-watch the recording and eGuides
• Practice– Individually – to teach the team– As a team – give feedback
The Learning Pyramid
We learn 95% of what we TEACH someone else.
We learn 80% of what we experience personally.
We learn 70% of what is discussed with others.
We learn 50% of what we both see and hear.
We learn 30% of what we see.
We learn 20% of what we hear.
We learn 10% of what we read.
How do we learn?
Building Capacity
• Practice– Individually – to teach the team– As a team – give feedback
• Deliver– Teach each other
• Reflect
Levels of support
Job-embedded professional learning• District implementation support
– Webinars 1,2,3,5,7• Campus implementation support
– Campus clusters of 2-3
One StorySanchez Elementary
McAllen, Texas
• Basic Facts• 25,300 students• 33 campuses• 3,265 employees• 1,634 teachers
• Demographics• 91.9% Hispanic• 65.3% At-Risk• 67.3% Economically Disadvantaged• 27.4% Limited English Proficient• *SOURCE: U.S. Department of Labor, 2012
• IB Learners strive to be:InquirersKnowledgeableThinkersCommunicatorsPrincipledOpen-MindedCaringRisk-TakersBalancedReflective
Sanchez Elementary STAAR Performance
Reading Math Writing Science65%
70%
75%
80%
85%
90%
95%
83%
78%
82%
69%
All Students 2012
2012
BEFORE
Sanchez Elementary STAAR Performance
% “Passing” STAAR 2012 to 2013
• Above 90% in 2013 in all 4 content areas!
Reading Math Writing Science65%
70%
75%
80%
85%
90%
95%
83%
78%
82%
69%
90% 91% 92%94%
All Students - Level II Phase 1
2012 2013
AFTER
Sanchez Elementary STAAR Performance
Reading Math Writing Science30%
35%
40%
45%
50%
55%
60%
65%
44%
41%42%
31%
Percent Passing 2012
2012
BEFORE
Sanchez Elementary STAAR Performance
% “Passing at Level II Final” STAAR 2012 to 2013• Increases in all 4
content areas• Approximately 50%
increase in Writing in Science! Reading Math Writing Science
30%
35%
40%
45%
50%
55%
60%
65%
44%
41%42%
31%
48% 48%
62%
46%
2012 2013
AFTER
Sanchez Elementary STAAR Performance
Reading Math10%
15%
20%
25%
30%
35%
15%16%
State Progress in Reading and Math
State
STATE
Sanchez Elementary STAAR Performance
Student Progress in Reading and Math• % Exceeding
Progress• More than double
the State performance in Math
Reading Math10%
15%
20%
25%
30%
35%
15%16%16%
34%
% Exceeded Progress 2013
State Sanchez ES
SANCHEZ
Sanchez Elementary STAAR Performance
Reading Math Writing0%
5%
10%
15%
20%
25%
17%
15%
4%
State Level III Performance 2013
State
STATE
Sanchez Elementary STAAR Performance
STAAR Level III Performance Compared to State in Reading, Math and Writing• More than triple
double the State performance in Writing Reading Math Writing
0%
5%
10%
15%
20%
25%
17%
15%
4%
23%22%
14%
% Level III 2013
State Sanchez ES
SANCHEZ
In summary…
• Year 1 – Sanchez focused on …– Taking stock– Focus on standards: Readiness, Process,
Supporting
• Year 2– Used HEAT maps and created instructional
action plans– Implemented the use of the lead4ward Field
Guides
• Year 3– Organized weekly team meetings– Implemented student journals
Principal
• Schedule time for leadership team (to watch webinars together)
• Monitor/manage the process• Set expectations• Encourage and celebrate wins • Delegate and support teacher leaders• Be present and visible (walk the talk)
Principal
• Provide time in the schedule for PLCs• Ensure access to necessary resources (data, tools,
etc.)• Provide time for targeted and differentiated PD• Allocate/coordinate resources for professional
learning • Identify a data manager
Teacher Leader
• Review recorded webinar prior to PLC• Attend meetings • Practice staar4ward processes• Lead PLCs• Lead implementation of staar4ward processes• Build capacity in others to lead processes
Teacher Leader
• Maintain focus on the importance of Tier 1 instruction
• Know the strengths and weaknesses of the PLC• Collaborate with teachers to collect resources and
identify successful instructional strategies
TEACHER LEADER
definition
ALWAYSPRESENT
SOMETIMES PRESENT
NEVER PRESENT
EXAMPLES
NON-EXAMPL
ES
Key words
In your own words…
Leadership Team
• Watch webinars together• Debrief webinars and practice processes • Teach each other the staar4ward processes (practice,
practice, practice)• Create and monitor the leadership lesson plan• Determine professional learning focus areas
(common or team)
Leadership Team
• Schedule professional learning• Organize and lead school-wide learning activities• Coach each other and PLC• Monitor, review, analyze, adjust• Maintain focus and direction for the work• Communicate consistently among all stakeholders
PLC
• Implement the staar4ward processes in a timely manner
• Become content experts• Ensure all members of the team know their students• Ensure that all members of the team know their
standards• Visit classrooms where success is occurring• Learn together (focus standards, focus learning)
PLC
• Strategically plan for instruction and intervention • Share innovations• Ask for help from campus leaders• Document meetings and work of the team• Determine formative strategies for monitoring
student performance
Central Office/ESC
• Set the vision• Participate in/watch all webinars• Integrate monitoring and support into regular
principal meetings• Schedule central /ESC meetings• Schedule campus meetings• Practice processes • Clearly define expectations for campus
leaders/teams
Central Office/ESC
• Allocate the necessary resources to ensure staar4ward implementation (time, money, individualized support)
• Serve as a coach to campus leaders and leadership teams
• Encourage and celebrate wins• Ensure access to data
high sense of confidence
low sense of confidence
high sense of competencelo
w s
ense
of c
ompe
tenc
e
high sense of confidence
low sense of confidence
high sense of competencelo
w s
ense
of c
ompe
tenc
e
1
high sense of confidence
low sense of confidence
high sense of competencelo
w s
ense
of c
ompe
tenc
e
1
PROGRESS-know what they know-have multiple strategies
CARELESS-stop too early-make low level mistakes
FROZEN-overthink actions-may not follow through
RANDOM-don’t know how to start-guess, pick something
high sense of confidence
low sense of confidence
high sense of competencelo
w s
ense
of c
ompe
tenc
e
1
Reinforce Strategies
Keep Going
Cheerlead!What should I
do first?
4321
Model of Teacher Change
Which comes first:Student learning outcomesTeachers’ classroom practicesProfessional DevelopmentTeachers beliefs and attitudes
Change in TEACHERS’ BELIEFS &
ATTUTUDES
Change in STUDENT LEARNING
OUTCOMES
Change in TEACHERS’
CLASSROOM PRACTICES
PROFESSIONAL DEVELOPMENT
Model of Teacher Change
Guskey, 2002
ACTION PLAN!
why
what
how
learn
plan
deliver
Next steps
• Complete CARE action plan• Gather resources• Review webinar recording• Practice processes as a leadership team• Reflect, refine, adapt processes• Organize professional learning for August• Send examples of how your team adapted the work
or questions to [email protected]• Register for the next LIVE webinar – see schedule
lead learningchange the world
