Www.engageNY.org The Principal As Instructional Leader Under the Regents Reform Agenda 25 September...

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The Principal As

Instructional LeaderUnder the Regents Reform Agenda

25 September 2012NYSCOSS Fall Conference


Our Challenge Graduating All Students College & Career Ready

New York's 4-year high school graduation rate is 74% for All StudentsHowever, the gaps are disturbing.

June 2011 Graduation Rate

Graduation under Current Requirements Calculated College and Career Ready*

% Graduating % Graduating

All Students 74.0 All Students 34.7

American Indian 59.6 American Indian 16.8

Asian/Pacific Islander 82.4 Asian/Pacific Islander 55.9

Black 58.4 Black 11.5

Hispanic 58.0 Hispanic 14.5

White 85.1 White 48.1

English Language Learners 38.2 English Language Learners 6.5

Students with Disabilities 44.6 Students with Disabilities 4.4

*Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates with success in first-year college courses.Source: NYSED Office of Information and Reporting Services

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A New Place In History…

“Our once unchallenged preeminence in commerce, industry, science and technological innovation is being taken over by competitors throughout the world. The educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a nation and a people”


Which Requires a New Set of Remedies…• Increase aid to low wealth school districts• Setting of standards and increasing math

and science requirements• Lengthening the school day and year• Increase in compensation for teachers• Salary, tenure, retention and promotion

should be tied to an effective evaluation system that rewards superior teachers, encourages average teachers and improves or terminates poor performing teachers


A Nation at Risk…..

From….

April 26, 1983


Regents Reform AgendaA Strategic Response to the Program Challenges

College and Career Ready

Students

Highly EffectiveSchool Leaders

Highly Effective Teachers

Implementing Common Core standards and developing curriculum and assessments aligned to these standards to prepare students for success in college and the workplace

Building instructional data systems that measure student success and inform teachers and principals how they can improve their practice in real time

Recruiting, developing, retaining, and rewarding effective teachers and principals

Turning around the lowest-achieving schools

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Building Student Readiness…More than an academic pursuit

Moving away from Persistently Dangerous and towards Safe Climates

Focus on Educating the Whole Child

Finding new and better ways to engage parents

Access to and equity in opportunities for all students

Raising our Expectations

Building Engaging Pathways

Allowing demonstration of Competency

Realigning Fiscal Priorities

Engaging Engaging PathwaysPathways

ParentParentEngagementEngagement

Safe School Safe School ClimateClimate

Meaningful Meaningful ContentContent

Access Access and Equityand Equity

Social Social EmotionalEmotional

DevelopmentDevelopment

Higher Higher ExpectationsExpectations

ConsistentConsistentSupportsSupports

CCR CCR StudentsStudents

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Questions

• Why focus on instructional leadership?• How can we support the shift from

management to instructional leadership?• What are the common elements of a

principal who has a relentless focus on teaching and learning?

• How do we build an effective distributed instructional leadership model?


Key Lessons

School leadership is the second greatest influence on student learning, second only to teacher effectiveness.

(Leithwood & Riehl, 2003)


Key Lessons

Principal and teacher quality account for nearly 60% of a school’s total impact on student achievement, and principals alone for a full 25% (Marzano et al., 2005).

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

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Leadership for Reform


Leadership in the Common Core

ELA Shift One: Balancing Literary & Informational Text

ELA Shift Two: Building Knowledge in the Disciplines

Principals should:

• Purchase and provide equal amounts of informational and literacy texts for each classroom

• Hold teachers accountable for building content knowledge through text

• Provide PD and co-planning opportunities for teachers to become more intimate with nonfiction texts and the way they spiral together

• Support and demand the role of all teachers in advancing students’ literacy

• Support and demand ELA teachers’ transition to a balance of informational text

• Give teachers permission to slow down and deeply study texts with students

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Leadership in the Common CoreELA Shift Three: Staircase of Complexity

ELA Shift Four: Text Based Questions

ELA Shift Five: Writing from Sources

Principals should:

•Ensure that texts are appropriately complex at every grade and that complexity of text builds from grade to grade. •Support and demand that teachers build a unit in a way that has students scaffold to more complex texts over time•Support and demand that teachers work through and tolerate student frustration with complex texts and learn to chunk and scaffold that text•Provide planning time for teachers to engage with the text to prepare and identify appropriate text-dependent questions.•Hold teachers accountable for fostering evidence based conversations about texts with and amongst students.•Protect time for knowledge-building through Science, Social Studies, and Arts Instruction.•Support , enable, and demand that teachers spend more time with students writing about the texts they read – building strong arguments using evidence from the text.

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ELA Shift Six: Academic Vocabulary

Principals should:

•Shift attention on how to plan vocabulary meaningfully using tiers and transferability strategies•Provide training to teachers on the shift for teaching vocabulary in a more meaningful, effective manner.

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Leadership in the Common CoreMath Shift One: Focus

Math Shift Two: CoherencePrincipals should:

• Work with groups of math teachers to determine what content to prioritize most deeply and what content can be removed (or decrease attention).

• Determine the areas of intensive focus (fluency), determine where to re-think and link (apply to core understandings), sampling (expose students, but not at the same depth).

• Give teachers permission and hold teachers accountable for focusing on the priority standards immediately.

• Ensure that teachers have enough time, with a focused body of material, to build their own depth of knowledge.

• Ensure that teachers of the same content across grade levels allow for discussion and planning to ensure for coherence/threads of main ideas

GradePriorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding

K–2 Addition and subtraction, measurement using whole number quantities

3–5 Multiplication and division of whole numbers and fractions

6 Ratios and proportional reasoning; early expressions and equations

7 Ratios and proportional reasoning; arithmetic of rational numbers

8 Linear algebra

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Math Shift Three: Fluency

Math Shift Four: Deep Understanding

Math Shift Five: Application

Math Shift Six: Dual Intensity

Principals should:

•Take on fluencies as a stand alone CCSS aligned activity and build school culture around them.•Allow teachers to spend time developing their own content knowledge•Provide meaningful professional development on what student mastery and proficiency really should look like at every grade level by analyzing exemplary student work•Ensure that math has a place in science instruction•Create a culture of math application across the school•Reduce the number of concepts taught and manipulate the schedule so that there is enough math class time for teachers to focus and spend time on both fluency and application of concepts/ideas

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Engaging Families in the Common Core

• Encourage reading aloud and shared reading early and often (fiction and non-fiction)

• Launch family-nights with academically enriching themes for families and students (e.g., Math Games Night, Literacy Night)

• Schedule family/school field trips to museums and cultural events (take the opportunity to stress the power of knowledge building)

• Emphasize the development of routines for academic success (e.g., nightly reading, homework)

• Leverage family and community assets (e.g. texts in home language, community-based organizations as partners)

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Leadership in Data Driven Instruction

Leadership TeamIntroductory & Ongoing PD

CalendarBuild by Borrowing

Leadership TeamIntroductory & Ongoing PD

CalendarBuild by Borrowing

Common PeriodicTransparent Starting Point

Aligned to State TestsAligned to Instruction

Cyclical

Common PeriodicTransparent Starting Point

Aligned to State TestsAligned to Instruction

Cyclical

ImmediateUser Friendly

Teacher OwnedTest-in-Hand

Deep

ImmediateUser Friendly

Teacher OwnedTest-in-Hand

Deep

Plan new LessonsTeacher Action PlansOngoing Assessment

AccountabilityEngaged Students

Plan new LessonsTeacher Action PlansOngoing Assessment

AccountabilityEngaged Students

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The Principal’s Role:Implementing Data Driven Instruction

• If you are not yet using common interim or periodic assessments aligned to state tests establish a plan to do so by school year 11/12

• Use individual conference time to examine student performance data – whatever data you currently have

• Use common planning time for analysis meetings through which teachers with common data sets or student work make meaning out of their results

• Foster an environment where teachers feel safe to take risks and examine their practice publicly

• Institute a cycle through which teachers are drafting periodic action plans based on data analysis and effectively re-teaching content students haven’t yet mastered.

• Focus on your own skill development regarding the management of the data driven instruction cycle

• Create risk-taking opportunities for teacher reflection on which students are not yet proficient and what they can do differently to ensure achievement.

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What is the Work?Leadership in Driving Teacher Effectiveness

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The Principal’s Role:Leadership in Driving Teacher Effectiveness

• Be in classrooms, as often as possible, collecting valid evidence about teacher practice and student learning

• Provide high quality, evidence based feedback

• Drive and protect a culture where risk-taking discourse about classroom practice, amongst teachers, is happening every day.

• Meet (and/or ensure that your APs meet) with teachers individually on a regular basis, look at current student results & evidence from observations, and agree on actionable change. Hold teachers accountable for this change.

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Preparing and Evaluating Future Principals


Changing Roles for Principals

Leadership of Instructional change: Common Core Data-driven instruction Evidence-based observation and feedback to

teachers

Shift time away from other administrative duties Delegation Time management Leverage district and shared service resources


Standards for School Leaders Interstate School Leaders Licensure Consortium (ISLLC)

An Education Leader Promotes the Success of Every Student by:

•facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders;

•advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth;

•ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment;

•collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources;

•acting with integrity, fairness, and in an ethical manner;

•understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

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SBL Exam “Before” SBL Exam “After” (2014)Competencies Tested:

Revisions aligned to 2008 ISLLC Standards, CCLS

Revisions emphasize instructional leadership tasks

Developing, Communicating, and Sustaining an Educational Vision

Managing Change, Making Decisions, and Ensuring Accountability

Leading the School wide Educational Program

Managing School Resources, Finances, and Compliance

Instructional Leadership for Student Success

School Culture and Learning Environment to Promote Excellence and Equity

Developing Human Capital to Improve Teacher and Staff Effectiveness and Student Achievement

Family and Community Engagement

Operational Systems, Data Systems, and Legal Guidelines to Support Achievement of School Goals

Test Format:

Revisions increase focus on performance tasks

120 multiple choice questions across 2 part exam (50% of exam score)

4 performance tasks across 2 part exam (50 % of exam score)

80 multiple choice questions across 2 part exam (40% of exam score)

6 performance tasks across 2 part exam (60% of exam score)

Changes to the exam:

Increased emphasis on instructional leadership

Increased emphasis on data-driven instruction

Increased emphasis on teacher evaluation, including a video observation and analysis task

More emphasis on performance related tasks

More rigorous


Discussion

Currently when you recruit/hire principals do they have the knowledge, skills, and dispositions to enable them to “hit the ground” running?

What are the preparation programs doing well? What would you like them to improve in order to better

prepare school leader candidates for these changing roles?


Thank You.

Www.engageNY.org The Principal As Instructional Leader Under the Regents Reform Agenda 25 September...

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