Being a Leader around Teaching and Learning

Cynthia Cuellar RodriguezMath Leader

November Academic Coach-Math TrainingNovember 2, 2012

Learning Intention: We are deepening our understanding of the PRIME Leadership Framework and what it means to be a leader around Teaching and Learning.

Success Criteria: We know we are successful when we can articulate specific strategies to use to advance our PRIME Teaching and Learning Leadership to ensure high expectations and access to meaningful mathematics instruction every day.

The Prime Leadership Framework

Prim

e Le

ader

ship

Fr

amew

ork

“Ultimately, leaders must ensure that teacher actions translate from ‘all students can learn’ to ‘each student will achieve’.”

Wha

t Com

es to

Mi

nd? When you think

about the PRIME Leadership Framework, what comes to mind?

Leadership Framework for vision of what “ought to be”

Focus energy and efforts on the “right set of things” Principles, Indicators, specific action steps

“What to do” document Underlying Assumptions:

success for every student, teacher, and leader research informed teacher actions teacher collaboration and professional learning

Moving ourselves and those we lead toward commitment

The Leadership Principles Assessment Leadership

Principle 4: Ensure timely, accurate monitoring of student learning and adjustment to teacher instruction for improved student learning

Equity Leadership Principle 1: Ensure high expectations and access to

meaningful mathematics learning Teaching and Learning

Principle 2: Ensure high expectations and access to meaningful mathematics instruction every day

Curriculum Leadership Principle 3: Ensure relevant and meaningful

mathematics in every lesson

Stage 1 of Leadership Development

“I’ll go first approach” Closing the “Knowing-Doing” gap Making a difference in self Leadership of Self

Self knowledge, awareness, development and modeling of leadership indicators;

Leader is respected for own teaching and learning skills Know and Model Stage

Stage 2 of Leadership Development Moving those we lead toward commitment “It will be so worth it to you approach” What are the benefits for you, your colleagues, your

students? What are the dangers of not making commitment to action? Making a difference Leadership of others

Leadership of all students and teachers within the mathematics program

Leadership and development of other teachers, teams of teachers, and administrators of the leadership indicators

Respected for interpersonal skills and commitment for leading change

Collaborate and Implement Stage

Stage 3 of Leadership Development Moving those we lead toward commitment The “Grander Vision Approach” The “bigger than me approach” Making a difference beyond the school Leadership in the Extended Community

Leadership of district, state or province reform efforts through sustained deepened systemic implementation of the 12 leadership indicators.

Respected for his or her influence and engagement with an expanded community of educational stakeholder

Advocate and Systematize Stage

Prim

e Le

ader

ship

Fr

amew

ork

“Math education leaders need to assume and exercise professional

responsibility and accountability for their practice and the practice of the teachers they lead.”

Professional PracticeSelf-Evaluation Rubrics

Know

ledg

e Cr

eatio

n an

d Sh

arin

g

With a partner, decide which Principle you will discuss: Prime Assessment Leadership Prime Equity Leadership

Discussion questions: How did you rate yourself on

the Indicators? Based on the action summary

for your indicator, what specific actions or behaviors support your rating?

What specific strategies could you use to advance your leadership for each indicator?

Give

Me

Five

Share a specific strategy that we could you use to advance our leadership around the Assessment Principle or the Equity Principle

Teaching and Learning Leadership

Ensure high expectations and access

to meaningful mathematics instruction every day

Teac

hing

and

Le

arni

ng

Prin

ciple

“A highly effective mathematics education leader is

skilled in supporting the growth of every teacher.”

Vision of Teaching and LearningStudents are

actively engaged in doing mathematics making connections and relationships between the

experience and learning active constructors of knowledge

Teachers plan for experiences that stimulate interest and intellect orchestrate classroom discourse use technology and tools assess existing knowledge; extends knowledge reflect and take actions to improve their practice foster professional and collegial relationships

The planning for instruction and instructional practices must align with well-articulated goals, instruction, and assessment

Teaching and LearningEnsure high expectations and access to meaningful mathematics instruction every day

Indicator 1:Every teacher pursues successful learning of mathematics for every student

Stag

e 1

Lead

er

will…

Develop and model knowledge about instructional strategies for improved student learning

Identify student population in need of additional support for success within the mathematics curriculum, and use strategies to meet the needs of those students

Know and Model: Leadership of Self Stage 1 leaders

Pursue growth in knowledge of differentiation and intervention strategies

Actively integrate differentiation and intervention strategies into practices

Model newly acquired knowledge and strategies Pursues and recognizes the importance of performance

analysis for all students Awareness of multiple perspectives on learning and

teaching Understanding of how to effectively help students

interact with new knowledge and deepen their understanding of that knowledge

Identify student populations in need of additional attention

Collaborate and Implement: Leadership of Others

Stage 2 leaders Work collaboratively with teachers to ensure

every student achieves his/her full potential Teacher teams work together to identify

essential student learning for each unit Teacher teams develop effective lessons by units Provides professional development around

instructional strategies to differentiate Teacher teams analyze student achievement,

share teaching strategies, identify specific learning outcomes, and create lessons

Teaching and Learning in Action

The

Criti

cal R

ole

of H

igh

Qual

ity In

stru

ctio

n Individually Read and unpack assigned

element As a table group, discuss

assigned element connections to the Teaching

and Learning Principle connections to the CMSP suggestion to make this

visible in instruction a coaching question

Complete poster Share out whole group

Give

Me

Five

Reflect on the whole group presentations you heard and the table group conversation you participated in.

What specific strategies do you plan on using to advance Leadership of Self to Leadership of Others to ensure high expectations and access to meaningful mathematics instruction every day?

Learning Intention: We are deepening our understanding of the PRIME Leadership Framework and what it means to be a leader around Teaching and Learning.

Success Criteria: We know we are successful when we can articulate specific strategies to use to advance our PRIME Teaching and Learning Leadership to ensure high expectations and access to meaningful mathematics instruction every day.

Form

ative

Ass

essm

ent

Clas

sroo

m Te

chni

ques

Give Me FiveI Thought…Know

I Know

Feed

back

form

As you reflect on being a leader around Teaching and Learning, how have your ideas changed or became more detailed compared to what you knew at the beginning of the session?

I used to think…but now I know…

Prim

e Le

ader

ship

Fr

amew

ork “Communities of

adult learning are the building blocks that will establish a new foundation in America’s school.”

Milwaukee Public SchoolsCoaching Conversations: Paraphrasing

MPS Board of School Directors

Dr. Michael Bonds, PresidentLarry Miller, Vice PresidentMark Sain, District 1Jeff Spence, District 2Annie Woodward, District 4Dr. Peter Blewett, District 6David Voeltner, District 7Meagan Holman, District 8Terrence Falk, At-Large

Senior Team

Dr. Gregory Thornton, Superintendent

Naomi Gubernick, Chief of StaffDarienne Driver, Chief Innovation OfficerTina Flood, Interim Chief Academic OfficerDr. Karen Jackson, Chief Human Resources OfficerMichelle Nate, Chief Operations OfficerGerald Pace, Esq., Chief Financial OfficerAnita Pietrykowski, Director, School AdministrationDenise Callaway, Communications & PartnershipsPatricia Gill, Executive Director, Family Services Sue Saller, Coordinator to the Superintendent