Student Centered Instructional Leadership Teams

Outline

I use an engaging an empowering process to engage learners through inquiry. My disposition has allowed me to warm up new audiences quickly resulting in high levels of engagement.

Opening – 5-7 minutes

I will share with the participants two personal experiences where I worked in school systems on the state’s negative accountability list. In both locations, nearly 100% of students were free/reduced lunch, our student with disability percentage exceeded 30% and there was a history of low academic performance. As a school principal in New York, we moved into Good Standing in by raising our academic performance moving from a state growth score of Zero in 2013 to 16 of 20 in 2018 and into Good Standing. We also had more than 100 students earn high school credit while in middle school. As an assistant superintendent in Philadelphia, our network comprised of 12 schools in negative accountability, demonstrated the most significant increases in the district on the literacy Keystone exams, having a network wide proficiency improvement of 5% compared to the district’s decline of 2%. One school made a gain on 20%. How did we do this in two different states and in two different roles? Student-centered instructional leadership teams.

What is an Instructional Leadership Team – 7-10 minutes – Device Based Activity

Using a Frayer model and interactive technology, we will develop a shared understanding of an effective instructional program. Using a word cloud, participants will be asked to list the first words that come to mind when thinking about what an ILT is NOT. We will repeat the activity but this time by focusing on what an ILT IS. I will conclude this portion by ensuring the participants are clear that the ILT is responsible for defining what effective instruction looks like at each of their schools.

Developing the Team – 10-15 minutes – Peer to Peer

Participants will be asked to consider: What may go wrong with taking teachers, administrators, and students, and asking them to define and support school wide acceptance of effective instruction as your school is currently designed? They will discuss this with an elbow partner. Pairs will then join together to create 4 larger groups. They will share their findings from the smaller groups. Volunteers will be asked to share one idea from each of the groups with the entire group.

We will identify common obstacles and concerns (i.e. – How to create safety for open and honest communication; etc.) Through a Q and A, I will prepare to respond to questions and concerns about how to effectively build the team.

I will also review 3 key points to consider:
1) All change is loss – Consider how doing something differently, even when good, can be disruptive. Employ proven change theory in introducing this work.
2) The goal is improvement – This growth process will always generate questions to consider, in an effort to enhance instructional practices across the school. The fixed mindset encourages us to think of the process as evaluative.
3) Students are the center – Consider the needs of student leaders in this process. Be deliberate about modeling creativity, collaboration, and high expectations.

Resource Deep Dive – 20-25 minutes

During the portion of the presentation, I will review the framework for the instructional leadership team. During this process, there are e-documents that will be shared supporting the following practices. I will offer a two to three minute overview of each component of the framework. Participants are encouraged to discuss their thoughts and questions about each component for 3-5 minutes.

Defining the focus
Based on the goal for the year, the ILT would define specific strategies to be used while delivering instruction in support of the goal

Teaching the strategies
Professional learning will be provided to all instructors. The learning will promote shared commitment to incorporating the identified strategies.

Observing the Impact of the Strategies
Determining classroom visit protocols is a key function of the ILT. Adherence to shared norms promoting creative and collaborative practices to maintain a safe earning environment will be developed.

Making Revisions
The ILT will determine how to share their learning from the process and recommended action steps.

 Summary – 3-5 minutes.

 We will review the process and discuss any remaining questions.

Supporting research

Instruction support remains a top topic requested for professional development. https://eab.com/resources/blog/k-12-education-blog/most-in-demand-topics-for-district-leaders/

ASCD is reporting on two topics this workshop supports, Strengthening Instructional Cultures and What's Going Right in Education. This workshop is based on a model used in two successful school turnarounds.