Ohio Instructional Leadership Academy OILA Breakout Session Ensuring

Ohio Instructional Leadership Academy (OILA) Breakout Session: Ensuring Effective Shared Leadership Practices

OUTCOMES Ø To understand student achievement and growth improve only when adult practices improve Ø To understand development and implementation of effective Building Leadership Teams (BLTs) Ø To understand development and implementation of effective Teacher Based Teams (TBTs) Ø To identify and use OLAC and OIP resources available

The Ohio Improvement Process (OIP): Four Stages of Continuous Improvement

Stage 0: Planning and Preparing for the Ohio Improvement Process

STAGE 1: IDENTIFY CRITICAL NEEDS in DISTRICT and BUILDINGS DATA -ask and answer essential and probing questions to identify strengths, needs and DECISION FRAMEWORK

Student Academic Performance and Growth Instructional and Administrative Staff Data Curriculum and Instruction Assessment Processes Decision Framework Discipline Attendance Graduation Drop-out Culture Shared Leadership Practices Infrastructure and Systems

STAGE 2: DEVELOP FOCUSED PLAN Produce one focused, integrated plan that directs all district and/or building work and resources Goals Strategies Action Steps Indicators

Outcomes of Stage 2 The DLT will develop: § SMART Goals o One or two Student Performance o One Climate/Conditions § 2 -3 research-based Strategies for each Goal § Adult Implementation and Student Performance Indicators for every Strategy The BLTs will: § Implement the District OIP Plan with fidelity using building data and processes § Develop building-level Action Steps and Tasks to support Strategies

Stage 3: Implement and Monitor the OIP Focused Action Plan Implementation Carry out the planned strategies and actions with fidelity Monitoring Ensure that both adults and students fulfill focused action plan expectations

Stage 4: Evaluate the Improvement Plan and Process Outcomes of Stage 4 Identify and apply lessons learned Compare projected results with actual results Identify strategies and actions with greatest impact Assess which adult practices impact student performance Extend successes and eliminate unsuccessful practices

Benefits of the Ohio Improvement Process Reduces Duplication of Effort Focuses on student success not programs Streamlines processes and procedures Promotes shared leadership and collaboration at all levels Builds personnel capacity Sustains entire system as learning organization

THE QUESTION WE NEED TO ANSWER: What can we learn together about improving student achievement?

Leadership practices that contribute to better instruction: 1. Focusing on goals and expectations for student achievement 2. Creating structures and opportunities for teacher collaboration 3. Attending to teachers’ professional development needs Leadership and Learning Center from Wahlstrom K. L. et. al. 2010

District/Community School Leadership Teams Building Leadership Team Teache r Based Team Teache r Based Team

DLT/ CSLT • Build Capacity to Train TBTs in Ohio 5 -Step Process • Provide TBT Training in Ohio 5 -Step Process • Collect Data on Quality of TBT Implementation • Set Benchmark Standards • Use BLT Student Performance and Adult Implementation Data to Provide Guidance and Support to BLTs • Determines district wide and/or building-to-building support needed from internal and external sources BLT • Monitor TBT Implementation and instructional practices • Use the data to make decisions around professional development and other supports needed by TBTs • Identify Strengths and Weaknesses of TBT Student Data • Provide timely flow of BLT Data to DLT Level (as defined by DLT) • Articulate roles and responsibilities of BLT to building staff TBT • Give common assessment to students • Analyze results • Use assessment data to group students by needs or deficit skills • Provide intervention/enrichment- by differentiating instruction • Re-assess students, evaluate effectiveness of practices • Summarize student performance and instructional practice data and report to BLT

DLT/ CSLT BLT s TBTs

TEACHER BASED TEAMS in Support of All Students? Ø Create shared responsibility for each student as part of “all of our kids” Ø Eliminate teachers working alone Ø Provide effective ways for differentiated instruction Ø Establish ongoing and embedded professional development within the TBT

A growing body of evidence suggests that when teachers collaborate to pose and answer questions informed by data from their own students, their knowledge grows and their practice changes. David, J. L. , (2008/2009). What the research says about … Collaborative inquiry, Educational Leadership, ASCD, Alexandria, VA

With a balance of administrative support and pressure, teacher groups are more likely to persist with addressing problems long enough to make a causal connection between instructional decisions and achievement gains. Gallimore et. al 2009

Teacher Implementation related to Student Achievement % of Teachers Implementing with Fidelity Student Scores

Teacher Based Teams Responsibilities ØImprove instructional practices by following the Ohio 5 -Step Process ØReport results to the Building Leadership Team (BLT) ØShare work and celebrate successes

Non-negotiables for Implementing Effective Teacher Based Teams 1. Team structure for collaboration 2. Common focus 3. Shared formative assessments 4. 5 -Step Process as a protocol

Non Negotiable #1 Team Structure for Collaboration

Example TBT Norms q. Start on time; end on time. q. Come prepared and ready to work. q. No personal electronic devices. q. Seek to understand before being understood q. Offer constructive criticism for ideas, not fellow team members. q. Keep focus on teaching and learning through the 5 -Step Process.

Example TBT Roles Ø FACILITATOR: Directs the procedures to be used in the meeting, and maintains a focus on one content and one process at a time. Ø TIMEKEEPER: Monitors the use of time as allocated in the agenda. Ø RECORDER: Takes electronic minutes of the meeting using the district-designated agenda, and reports meeting minutes to BLT, Principal, staff members, etc. per building/ district process. Ø PROCESS FACILITATOR: Ensures the team follows the intended protocol/process.

Grade Level Teacher Based Teams Cross Content Subject Area Vertical TBTs should include ALL instructional personnel, including Intervention Specialists

Four Corners Discussion Activity 1. Grade Level TBTs 2. Content Area TBTs 3. Subject Area TBTs 4. Vertical TBTs Post answers on poster following group discussion

Non Negotiable #2 Common Focus Content and/or Skills

CONTENT SKILLS What students need to KNOW What students need to be able to DO

Handout: Using Ohio’s New Learning Standards Take out the representative set of standards from 9 th grade Identify the verbs because those are typically skills Discuss what is common across the different content areas

Non Negotiable #3 Shared Formative Assessments

Formative or Summative? It’s all in the use!

Importance of Common Formative Assessments (CFA) “Schools with the greatest improvements in student achievement consistently used common assessments. ” Douglas Reeves, 2004

Effect Size on Feedback. 73 Hattie 2009

Hattie describes feedback…. . “Feedback is not something teachers provided to students…. It was only then when I discovered that feedback was most powerful when it is from the student to the teacher… When teachers seek, or at least are open to, feedback from students as to…. what students know, what they understand, where they make errors, when they have misconceptions, when they are not engaged…. then teaching and learning can be synchronized and powerful. Feedback to teachers helps make learning visible. ” Hattie 2009, pg. 173

Effect Size on Formative Evaluation! 0. 90 Hattie 2009

Powerful Research Five reviews synthesizing 4, 000 research studies conducted over 40 years concluded: “When well-implemented, formative assessment can effectively double the speed of student learning. ” Dylan William, Education Leadership, December 2007/January 2008, p. 36

Tools for Understanding Formative Assessments Battelle for Kids: Formative Instructional Practices (FIP) Modules http: //portal. battelleforkids. org/FIPOhio /fip-home? sflang=en

Non Negotiable #4 The 5 -Step Process Is the Protocol

Why the Urgent Need for Collaboration? • Implementing Ohio’s New Learning Standards • Transitioning to Next Generation of Assessments • Implementation of OTES and OPES • Accountability of New Report Cards • Closing the Gaps

OLAC Video: Ohio’s 5 Step Process

Step 1 Collect and chart data Step 5 Collect, chart and analyze post data The Ohio 5 -Step Process: A Cycle of Inquiry Step 4 Implement changes consistently across all classrooms Step 2 Analyze student work specific to the data Step 3 Establish shared expectations for implementing specific effective changes in the classroom

TBT 5 -Step Process Meeting Agenda Template

How Effective Is Your TBT in Using the 5 -Step Process? v. Use the TBT 5 -Step Process Rubric üFor determining your baseline behaviors as a team üFor benchmarking your improvement as a team

Building Leadership Teams Responsibilities Develop, implement, and monitor the focused building improvement plans Build a school culture that supports effective data-driven decision making Ensure conditions for, support and monitor Teacher Based Teams Report building-level adult and student results to DLT and TBTs Establish priorities for instruction and achievement aligned with district goals Monitor and provide effective feedback on adult implementation and student progress using the Ohio 5 Step Process Make recommendations of resources, time, and personnel to meet district goals

Int erv BLT Membership ent i on Sp eci a list Guidance Counselor Classroom Te ti c u r t s In l na o ch a o C om o r s s a l C Teacher ELL Specialist acher Principal Cl ass on s i ia L t en ro om Te ac Par Other Stakeholder he r

Relationship of Building-level Teams BLT Rt. I PBIS

Step 1: Collect and chart adult implementation and student performance data Step 5: Define adult implementation and student performance data for review at next meeting Step 4: Establish buildingwide implementation and monitoring actions steps/tasks for Step 3 The Ohio BLT 5 -Step Process: A Cycle of Inquiry Step 2: Analyze adult implementation and student performance relative to the data Step 3: Review and/or refine the building action steps relative to the data and BLT needs

BLT 5 -Step Process Meeting Agenda and Minutes Template

How Effective Is Your BLT? v. Use the draft BLT Practice Profile üFor determining your current level of performance as a shared leadership team üFor identifying strategies and action steps for improvement

Using the BLT Practice Profile ØAs a team, review one area of the “Target Performance” column ØThink about your BLT relative to the “Target Performance” expectations ØDetermine two ways you will use the information from the draft BLT Practice Profile before our next session

Support from OLAC/OIP Website Ohio Leadership Advisory Council (OLAC) www. ohioleadership. org Modules on Ohio Shared Leadership Framework components Training OIP Modules

Navigating the OLAC/OIP Website Before our next session… ü Use the OLAC/OIP Website Online Help Guide to explore various OLAC/OIP online resources at www. ohioleadership. org ü Be prepared to share out how your BLT and/or TBTs improved their shared leadership practices based on module content

OLAC Video: “Responsibility of the Building Leadership Team”

Thanks for Being Such a Great Group!