Missouri School Boards Association Fall 2014 Conference Dr. Sherry Copeland; Assistant...

Missouri School Boards AssociationFall 2014 Conference

Dr. Sherry Copeland; Assistant Superintendent, Cape Girardeau Public Schools

Dr. Kim Finch; Assistant Professor, Missouri State University

Dr. Pam Hedgpeth; State Coordinator for NISL,Associate Professor, Southwest Baptist University

Missouri Leadership Summit 2

Session Learning Goals

Recognize some of the key leadership tenets school leaders learn and apply through MoLEAD/NISL participation

Understand the implications of the MoLEAD/NISL instructional leadership philosophy for improved instruction leading to higher student achievement for all

Understand how some colleges and universities are incorporating the MoLEAD curriculum.


Introductions

Who is in the audience?Have you, or anyone at your school, been

involved in the the MoLEAD program now or in the past?

As you think about your campus leaders, what istheir biggest challengein ensuring all students graduate college andcareer ready?


Session Agenda

Overview of MoLEAD

Partnership with Universities

Practitioner Perspective

Missouri Leadership Summit

A closer look at

Overview of MoLEAD

5


Principals are responsible for over 25% of school effects on student learning...

… and also impact the hiring, training, and retention of teachers – who account for 33% of the effects.

Principals Teachers

Marzano, R.J.; Waters, T.: & McNulty, B. (2005) School Leadership that Works: From Research to Results. Alexandria, VA: Association for Supervision and Curriculum Development

6


Foundations DevelopmentThe

Result

Four Years, $11 Million Dollars on Research and Development

Execut ive Deve lopment

Program T M

7


Literacy

Gay Su Pinnell

Barbara Forman

Lucy Calkins

Sally Hampton

Standards- Based Instruction

Marc Tucker

Judy Codding

Peter Hill

Peter Senge

Lester Thurow

Marie Eiter

Bob Joss

Leadership &Organization

Math

Liping Ma

Barbara Forman

Phil Daro

Professional Development

Marie Eiter

Peter Hill

Tom Sobol

Bob Hughes

Ethics

Gen. Tom Moorman

George Thibault

Strategic Thinking

Scott McDonald

Science

A Leadership Program Developed by Leaders in Their Fields

8


Cohort Based

Job-EmbeddedFacilitation

Focused

MOLEAD Delivery is Research-Based and Engaging

Best Practices in Adult

9


Instructional Leadership

Leadership Skills

Best Practices in Education

Content Area Expertise

The guidance, direction, and support of sustained instructional improvement

leading to higher student achievement.

10


Resources—Two

Phases

26 Days Instruction—Four Courses

40 HoursOnline

Learning

11

Strategic Thinking

Ethical Thinking

Change Agent Thinking

Instructional Thinking

Systemic Thinking

Visionary Thinking

Ends – where we goVision

Ways:How we do it

Means:What we use

INSTRUCTIONAL LEADERSHIP

World-Class Vision and

Goals

• The Educational Challenge• Principal as Strategic Thinker• Standards-based Instructional Systems • Foundations of Effective Learning

Focus on Teaching and

Learning

• Leadership for Excellence in Literacy• Leadership for Excellence in Mathematics• Leadership for Excellence in Science• Promoting Professional Learning and

Phase I Simulation

Developing Capacity and Commitment

• Principal as Instructional Leader and Team Builder• Principal as Ethical Leader

Driving for Results

• Principal as Driver of Change• Leading for Results• Culminating Simulation

Source: NISL website

Instructional leadership is at the heart of the NISL program

Phase 1:

Understanding what needs to

change

Phase 2:

Learning how to change it


The Action Learning Project:Real-World, Real-Time Impact

Concepts learned in program are applied to their school

Aligned to needs of principal, school and district

• Runs throughout duration of program• Participants receive feedback and

support from peers and facilitator• Aligned to CSIP

14


45 Trainer Candidates

All Area Supervisors Involved

217 Participants

MOLEAD PARTICIPANTSCADRE 1

15


12 Trainer Candidates

Area Supervisors Monitoring ALPS

79 Participants

MOLEAD PARTICIPANTSCADRE 2

16


Three cohorts across the state.

Possibly a fourth.

MOLEAD PARTICIPANTS—Cadre 3

17


Cadre I from NISL: Cadre II NISL/MOCadre III Missouri Trainers with NISL

SupportRelevant, successful leadership

experienceContent specific expertise

Trainings=Two Facilitators

18


• Developing a cohort of state-wide trainers• Trainers must go through program + units on

facilitation and coaching• MO trainers are observed and mentored• Certification contingent on observations• Continued support for Missouri Trainers

Train-The-Trainer Model Maximizes Effectiveness

19


Ongoing Tailoring for Missouri

Missouri facilitators collaborating and developing activities which include Missouri initiatives

Fidelity checks through NISL

Missouri Teaching Standards

Missouri Data

MSIP/DESE Updates

English Language Arts Unit Outstanding!

20


Ongoing, Continued Learning

• Online community established for participants

• Continued learning opportunities through Leadership Academy 21


Community Partnerships

Community foundations have shown interest in partnering with schools participating in MoLEAD.

22


Curriculum Overview—First Four Units Focus on Need to Change

Phase One Phase Two

Course 1: World-Class Schooling: Vision and Goals

Course 2: Focusing on Teaching and Learning

Course 3: Developing Capacity and Commitment

Course 4: Driving for Results

Unit 1: The Educational Challenge

Unit 2: The Principal as Strategic Thinker

Unit 3: Elements of Standards-Based Instructional Systems

Unit 4: Foundations of Effective Learning

Unit 5: Leadership for Excellence in Literacy

Unit 6: Leadership for Excellence in Math

Unit 7: Leadership for Excellence in Science

Unit 8: Promoting Professional Learning & Johnson Simulation

Coaching Institute

Unit 9: Principal as Instructional Leader and Team Builder

Unit 10: Principal as Ethical Leader

Unit 11: Principal as Driver of Change

Unit 12: Leading for Results

Final Simulation

Cohort Based Classroom LearningOnline Learning

Action Learning Project (ALP)

Coaching crosses the bridge from knowing what needs to change to knowing how to change it.


Globalization

Challenges

URGENCY

Globalization LEADERSHIP

Unit 1


Urgency about our work

What is the urgency at your school now?

25

Unit 2: Strategic Thinking

Context

Analysis (Internal/External) Opportunities and Challenges

Vision

Strategic Intent

Strategy Assumptions Interests Objectives Capabilities Threats Risks

Decision/Action

26


Key Question

Why is it critical for a school to get its

vision right?


School Vision

School VisionAn effective instructional leader offers a vision for

instruction and student learning that will inspire the faculty

School vision and goals should include: Clear expectations about high levels of student

learning measured against challenging performance standards

Commitment to improving learning outcomes for all students through improved teacher practice

Clear view of what constitutes effective instruction


School Vision Criteria by NISL

Achievable/DoableFocused on results and leads to accountabilityMeasurableSimple and clearActionableLends itself to developing a clear strategy for

making the vision possibleLeads to hard choicesWorth fighting for


Support and Expectations GridE

xpec

tati

on

s

Support High

Hig

hLo

w

Low

1 - The Charles Darwin School“We believe all kids can learn . . . based on their ability.”

We believe that all students can learn, but the extent of their learning is determined by their innate ability or aptitude. This aptitude is relatively fixed, and as teacher we have little influence over the extent of student learning. It is our job to create multiple programs or tracks that address the different abilities of students and then guide students to the appropriate program. This ensures that students have access to the proper curriculum and an optimum opportunity to master material appropriate to their ability.

4 - The Henry Higgins School“We believe all kids can learn . . . and we will work to help all students achieve high standards of learning.”

We believe that all students can and must learn at relatively high levels of achievement. We are confident that students can master challenging academic material with our support and help. We establish standards all students are expected to achieve, and we continue to work with them until they have done so.

2 - The Pontius Pilate School“We believe all kids can learn . . . if they take advantage of the opportunity we give them to learn.”

We believe that all students can learn if they elect to put forth the necessary effort. It is our job to provide all students with an opportunity to learn, and we fulfill our responsibility when we attempt to present lessons that are both clear and engaging. In the final analysis, however, while it is our job to teach, it is the student’s job to learn. We should invite students to learn, but if they elect not to do so, we must hold them accountable for their decisions.

3 - The Kansas City Chiefs Fan School“We believe all kids can learn . . . something, and we will help all students experience academic growth in a warm and nurturing environment.”

We believe that all students can learn and that it is our responsibility to help all students demonstrate some growth as a result of their experience with us. The extent of the growth will be determined by a combination of the student’s innate ability and effort. Although we have little impact on those factors, we can encourage all students to learn as much as possible and we can and will create an environ-ment that fosters their sense of well-being and self-esteem.


Review the vision statements presented

Which NISL elements does your vision contain?


School Vision Criteria by NISL

Achievable/DoableFocused on results and leads to accountabilityMeasurableSimple and clearActionableLends itself to developing a clear strategy for

making the vision possibleLeads to hard choicesWorth fighting for


Man on the Moon

“I believe that this nation should commit itself to achieving the goal, before this decade is out, of landing a man on the moon and returning him safely to the earth.”

John F. Kennedy, May 25, 1961


Unit 3--Standards-Based Instructional Systems


The Principal’s Role in Alignment

The Principal must ensure ….

Alignment

Coherence


Unit 4--What is Good Instructional Practice?

Good instructional practice involves Identifying effective teaching and learning Providing coaching to teachers based on the knowledge

acquired Developing effective tools for observing and analyzing

classroom instructional practice

The Principles of Learning:

Effort produces achievement.

Learning is about making connections.

We learn with and through others.

Learning takes time.

Motivation matters.

The Principles of Teaching:

The teacher matters.

Focused teaching promotes accelerated learning.

Clear expectations and continuous feedback activate learning.

Good teaching builds on students’ strengths and respects individuals’ differences.

Good teaching involves modeling what students should learn.

The Principles of Curriculum:

The curriculum should focus on powerful knowledge.

All students should experience a “Thinking Curriculum.”

The best results come from having an aligned instructional system.


Curriculum Overview—Units 5-13

Phase One Phase Two

Course 1: World-Class Schooling: Vision and Goals

Course 2: Focusing on Teaching and Learning

Course 3: Developing Capacity and Commitment

Course 4: Driving for Results

Unit 1: The Educational Challenge

Unit 2: The Principal as Strategic Thinker

Unit 3: Elements of Standards-Based Instructional Systems

Unit 4: Foundations of Effective Learning

Unit 5: Leadership for Excellence in Literacy

Unit 6: Leadership for Excellence in Math

Unit 7: Leadership for Excellence in Science

Unit 8: Promoting Professional Learning & Johnson Simulation

Coaching Institute

Unit 9: Principal as Instructional Leader and Team Builder

Unit 10: Principal as Ethical Leader

Unit 11: Principal as Driver of Change

Unit 12: Leading for Results

Final Simulation

Cohort Based Classroom LearningOnline Learning

Action Learning Project (ALP)

Coaching crosses the bridge from knowing what needs to change to knowing how to change it.



Dr. Sherry Copeland, Assistant SuperintendentCape Girardeau Public Schools

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University Connection


University Connection

Dr. Kim Finch, Assistant Professor Missouri State University Director of MILE

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KEY MISSION OF MISSOURI STATE UNIVERSITY:

A key mission of Missouri State University is to prepare innovative schools leaders with a strong understanding of leadership-based practice because they recognize school leaders play a major role in establishing and maintaining high student performance in schools.


MISSOURI INSTITUTE FOR LEADERSHIP AND EDUCATION (M.I.LE.)

MILE is a new pilot Educational Administration Preparation Program being offered in partnership with

Missouri State UniversityNational Institute of School Leadership Missouri Department of Elementary &

Secondary Education


MILE combines the nationally developed NISL curriculum with an education administration program to help leaders develop as:

Strategic thinkersInstructional leaders, andCreators of just, fair, and caring cultures

where school leaders understand what it takes to change the trajectory of school and student performance.


M.I.L.E. Program includes:

36 hours 30 participants from 7 school districts Cohort-based Professional Learning Community 15-18 months; 1 school day and 1

Saturday/month Summer classes Location: Local school district site Taught by two highly-qualified, experienced

school leaders Results in Master’s Degree or Specialist Degree

in Educational Administration


Research Questions:

Over time, we will determine:1) To what extent does MILE significantly impact

student academic achievement in classrooms where teachers are trained using the MoLEAD curriculum and MSU Educational Administration coursework?

2) 2) To what extent does MILE significantly impact student academic achievement where building administrators are trained using the MoLEAD curriculum and MSU Educational Administration coursework?

Closing Remarks, Dr. Pam Hedgpeth

Characteristics of Effective Learning Organizations

Ability to embrace diversity at all levels

Existence of problem-solving structures

Critical review and reflection

Trust and teamwork

Ongoing renewal

Peter Senge


Improving Instruction

“For public schools to survive and flourish, leaders will look very different from the way they presently look, both in who leads and in what these leaders do.”

“Leadership is the guidance and direction of instructional improvement.”

Richard Elmore


A good leader is not the person who does things right, but the person who finds the right things to do.

Anthony T. Dadovano

Missouri School Boards Association Fall 2014 Conference Dr. Sherry Copeland; Assistant...

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