Brevard Public Schools 2012-2013

Instructional Leadership Personnel Appraisal System

(ILPAS)

Moving from ‘very good’ to GREAT!

DELIBERATE PRACTICE

What will be the “golden thread” that flows through your school improvement initiatives, your

personal professional growth, your collaboration with your colleagues, and improvement in teaching and

learning at your school?

Essential Question

Specific instructional leadership that had the greatest effects on student outcomes were: • Promoting and participating in

teacher learning and development • Planning, coordinating, and

evaluating teaching and the curriculum

Why? New Research

• Strategic resourcing • Establishing goals and

expectations • Ensuring an orderly and supporting

environment --Hattie, J (2009) Visible Learning

Why? New Research

“The more leaders focus their relationships, their work, and their learning on the core business of teaching and learning, the greater will be their influence on teacher outcomes.” --Robinson, V.M.J. (2011). Student-centered leadership. San Francisco, CA: Jossey-Bass.

“To date we have not found a single case of a school improving its student achievement record in the absence of talented leadership.” --Louis, K. S., Leithwood, K., Wahlstrom,

K.L. & Anderson, S.E. (2010). Investigating the links to improved student learning. The Wallace Foundation.

Domain I: Student Achievement Focus--leadership practices that impact

prioritization and results for student achievement on priority learning goals—knowing what’s important, understanding what’s needed, and taking actions that get results

• 2 proficiency areas, 8 indicators

• 20% of the FSLA score

What? Florida School Leadership

Assessment (FSLA: 30 points)

1. Student Learning Results: Effective school leaders achieve results on the school’s student learning goals.

2. Student Learning as a Priority: Effective school leaders demonstrate that student learning is their top priority through leadership actions that build and support a learning organization focused on student success.

Domain I: Student Achievement

Domain II: Instructional Leadership • Focus--what the leader does and

enables others to do that supports teaching and learning

• 3 proficiency areas, 17 indicators

• 40% of the FSLA score

Florida School Leadership Assessment

3. Instructional Plan Implementation: Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs and assessments.

4. Faculty Development: Effective school leaders recruit, retain and develop an effective and diverse faculty and staff.

Domain II: Instructional Leadership

5. Learning Environment: Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida’s diverse student population.

Domain II: Instructional Leadership

Domain III. Organizational Leadership • Focus--school operations and leadership

practices that integrate operations into an effective system of education

• 4 proficiency areas, 16 indicators

• 20% of the FSLA score

Florida School Leadership Assessment

6. Decision Making: Effective school leaders employ and monitor a decision-making process that is based on vision, mission and improvement priorities using facts and data.

7. Leadership Development: Effective school leaders actively cultivate, support, and develop other leaders within the organization.

Domain III: Organizational Leadership

8. School Management: Effective school

leaders manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment.

Domain III: Organizational Leadership

9. Communication: Effective school leaders

practice the two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community.

Domain III: Organizational Leadership

Domain IV. Professional and Ethical Behaviors • Focus--the leader’s professional conduct

and leadership practices that represent quality leadership

• 1 proficiency area, 4 indicators

• 20% of the FSLA score

Florida School Leadership Assessment

10. Professional and Ethical Behaviors: Effective school leaders demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader.

Domain IV: Professional and Ethical Behaviors

What is Deliberate Practice? • Targeted effort to achieve a priority

goal • A “thin slice” • School improvement can be achieved

in less time than previously thought, if clear, measurable goals are established and action plans are developed, implemented, and monitored

Deliberate Practice: 17 points

A mindset focused on continuous improvement

• What is working?

• What is not?

• What do I need to do differently to make a difference?

Deliberate Practice

Each Instructional Leader will establish 3 goals:

•School Improvement Goal

•Personal Professional Growth Goal

•Collaboration and Mutual Accountability Goal

Deliberate Practice

1. Self reflect.

2. Establish goals/targets.

3. Develop action steps.

4. Identify in-process measures.

5. Seek collegial feedback and support.

How?

As you engage in deliberate practice, you are sharing and growing as an instructional leader with your colleagues, guiding the school improvement process, and gathering evidence that will support your “highly effective” leadership rating.

Deliberate Practice

PGP: I will develop and implement monitoring and feedback processes to increase teachers’ use of higher order questions and Common Core literacy standards in the content areas.

SIP FOCUS: USE OF HIGHER ORDER QUESTIONING

SIP: I will direct resources including time during the workday and substitute monies to provide increased opportunity for teachers to engage in training, PLCs, and peer observation to improve their skills in using higher order questioning.

SIP FOCUS: USEOF HIGHER ORDER QUESTIONING

CMA: I will collaborate with my peers at LTM or Elem. AP and CC meetings, Area Meetings, and through my feeder chain to develop and improve my monitoring and feedback processes to support increased use of higher order questions at my school.

SIP FOCUS: USEOF HIGHER ORDER QUESTIONING

CMA: I will engage in observations and exchange feedback with other principals or assistant principals in my feeder chain in order to improve my monitoring and feedback processes.

SIP FOCUS: USEOF HIGHER ORDER QUESTIONING

∗How will you in your current leadership position positively influence improvement in teaching and learning at your school?

∗Discussion in role-alike groups

Next Step:

• You Make a Difference. • Credibility in the Foundation of

Leadership. • Values Drive Commitment. • Focusing on the Future Sets Leadership

Apart. • You Can’t Do It Alone.

Leadership Truths

• Trust Rules. • Challenge is the Crucible for Greatness. • You Either Lead by Example or You Don’t

Lead At All. • The Best Leaders are the Best Learners. • Leadership is an Affair of the Heart. --Kouzes, J.M., & Posner, B.Z. (2010). The truth about leadership: the no-fads, heart-of-the-matter facts you need to know. San Francisco, CA: Jossey-Bass.

Leadership Truths

School improvement + PGP’s + Deliberate Practice + Collaboration = Improved Professional Practice and

Student Achievement

The Golden Thread