developing exceptional school leaders july 10-11, 2012 paul bambrick-santoyo
TRANSCRIPT
Developing Exceptional School Leaders
July 10-11, 2012
Paul Bambrick-Santoyo
NYS NAEP Scores Are Flat for 10 years:
Goals for Today’s Workshop
• Establish a common language around the keys to student achievement and teacher development
• Manage and support leaders in developing teachers effectively and achieving stronger student achievement results
Norms:• Start/end on time
• Hand raised
• All technology is on-task (no mid-session
breaks)
• Hold each other accountable
• Dive in to make this your own: no acting
• Write down burning questions as we go
The 1st Lever: A Primer on DDI
July 10, 2012
Paul Bambrick-Santoyo
Power of the Question
Analysis of Assessment Items
Use ratio and rate reasoning to solve real-world and mathematical problems. (6.RP.3)
• Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities
Common Core Standard:
Assessment Items:
1. Joe can mow a lawn in 2 hours. How long will it take him to mow three lawns?
2. Joe can mow three lawns in 4 hours. How long will it take him to move six lawns?
3. If it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?
4. If it took 2 hours to mow 3 lawns, how much can be mowed in 20 minutes?
5. Jeremy has two 7-foot-long boards. He needs to cut pieces that are 15 inches long from the boards. What is the greatest number of 15-inch pieces he can cut from the two boards?
Standards (and objectives) are meaningless until you define how to
assess them.
Because of this, assessments are the starting point for instruction, not the
end.
Assessment Big Ideas:
Power of Analysis & Action
Role Plays of Data Analysis Meetings
• What did you learn about the teachers?
• How was this assessment analysis meeting different from a post-observation conference?
Role Play Analysis
Impact of Data-Driven Instruction
Student Achievement Results 2003-2012
Comparison of 02-03 to 03-04: How one teacher improved
TERRANOVA 2002 2003
N=43 students 5th Grade Pre-Test 5th grade CHANGE
Reading 36.6% 40.5% + 3.9Language 34.1% 40.5% + 6.3
5th Grade 2002-2003 -- Percentage at or above national avg
TERRANOVA 2003 2004
N=42 students 5th Grade Pre-Test 5th grade CHANGE
Reading 31.0% 52.4% + 21.4Language 21.4% 47.6% + 26.2
5th Grade 2003-2004 -- Percentage at or above national avg
6th Grade 2002-2003 -- Percentage at or above grade level TERRANOVA 2002 2003
N=43 students 6th Grade Pre-Test 6th grade CHANGE
Reading 53.7% 29.3% - 24.4
Language 51.2% 48.8% - 2.4
6th Grade 2003-2004 -- Percentage at or above grade level TERRANOVA 2003 2004
N=42 students 5th grade 6th grade CHANGE
Reading 40.5% 44.2% + 3.7
Language 40.5% 79.1% + 38.6
Comparison of 02-03 to 03-04: How 2nd teacher improved
North Star Middle Schools 2003 vs. 2008
K-3 Results: Percentile of All 3 Schools
Median National Percentile Ranking of all grades K-3 across 3 schools
SAT Best Scores—2005-2012
% of Juniors & Seniors Taking AP Exams
AP Exam—History of % of Test Takers
AP Results—Six-Year Score Summary
Impact of Data-Driven Instruction
Sampling of Nationwide Results
Dodge Academy: Turnaround Through Transparency
Morell Park Elementary School:
Stevenson High School 1995-2005:
Year ACT Comp. #Students taking AP
% of Students Passing AP
1985 21.9 162 83%
Stevenson High School 1995-2005:
Year ACT Comp. #Students taking AP
% of Students Passing AP
1985 21.9 162 83%
1990 23.3 495 84%
Stevenson High School 1995-2005:
Year ACT Comp. #Students taking AP
% of Students Passing AP
1985 21.9 162 83%
1990 23.3 495 84%
1996 24.2 1,375 88%
DATA-DRIVEN INSTRUCTION AT ITS ESSENCE:
ASSESSMENTS
ANALYSIS
ACTION
in a Data-driven CULTURE
The Four Keys:
A Leader’s Key Action
Leading Effective Analysis Meetings
HS English:
• What role does the leader play with this teacher?
• What preparation has the teacher done for this meeting?
MS Math:
• How does Jesse lead Paul to a more explicit action plan? What are the key questions/prompts that he uses to guide Paul?
NETWORK TEAMS/INDIVIDUALS:
• Score a typical school in your district on the rubric.
• Where are the weakest areas that could be addressed first?
NETWORK TEAMS/PARTNERS:
• Review “What to Do when There’s a 2” in your weakest areas.
• Identify which actions will be most effective.
• Decide when you will implement these actions.
DDI Implementation Rubric
The 2nd Lever:Observation & Feedback
The Key Lever for Teacher Development
Confronting the Brutal Facts
Current State of Observation & Feedback
Marzano’s Effective Supervision• Average number of observations for rookie teacher:
1-2 times per year
• Average number of observations for veteran teacher:
Once every 2-3 years
• Bottom Line:
Teachers aren’t receiving much coaching.
Leaders receive even less.
Call to Action
Launch of Instructional Leadership Working Group
Project Goals
two
Seven Levers of Leadership--Instruction:Data-Driven Instruction:
• Define the roadmap for rigor and adapt teaching to meet students’ needs
Observation & Feedback: • Coach teachers to improve the learning
Planning: • Prevent problems and guarantee strong lessons
Professional Development: • Strengthen culture and instruction with hands-on
training that sticks
Seven Levers of Effective Schools--Culture:Student Culture
• Creating a rigorous, joyful student culture that drives learning and character development
Staff Culture• Building a strong, supportive adult culture
Managing and Developing Leadership Teams• Developing and managed additional instructional
leaders who can lead implementation of the instructional levers
A practical guide…
Preliminary Results
Impact of Instructional Leadership Guide
Preliminary Impact
• Instructional leadership: new leaders met or outpaced assessment results of their colleagues
• Instructional leadership: non-proficient teachers met proficiency on teacher evaluation rubric at twice the rate and speed
• Tripled in size and maintained or improved results
• Data-driven instruction—national impact
Goals for Remainder of Today’s Workshop
• Establish a common language around observation & feedback to make it easier to coach leaders
• Understand how to implement all aspects of effective observation & feedback (and have a crack at doing so)
• Build schedules and leverage training to coach leaders in observation & feedback
Seven Levers of Leadership--Instruction:Data-Driven Instruction:
• Define the roadmap for rigor and adapt teaching to meet students’ needs
Observation & Feedback: • Coach teachers to improve the learning
Planning: • Prevent problems and guarantee strong lessons
Professional Development: • Strengthen culture and instruction with hands-on
training that sticks
Our Agenda
Keys to Observation & Feedback & How to Coach for it
Agenda:Content
Introduction• The Four Keys to Observation & Feedback
First Two Keys•Identifying the Right Action Steps
3rd and 4th Key• Effective Feedback• Holding Teachers Accountable
Feedback on Feedback• Building a schedule to coaching leaders• Setting agendas to monitor leaders’ feedback
Putting it All Together:• Leaving with an Action Plan
Time to Dive in!
Introductory Video
Teaching Music:
• What does Yo-Yo Ma do to teach his musicians to play their instruments more effectively?
What is the key to making observations effective?
Bite-sized feedback that you practice to perfect it.
Big Idea:
Obstacles:
Write on a post-it and place on table tent in middle of table:
•What are the biggest challenges our leaders face in giving effective feedback and developing teachers?
Why Teacher Development is So ChallengingA Case Study
Failure Case Study:
• What positive attempts did the principal make to manage this teacher effectively?
• What went wrong in the principal’s attempts to manage this teacher?
Four Keys
Making Observation & Feedback Effective
The Four Keys:
• Regular Observation
• The Right Action Steps
• Effective Feedback
• Accountability
The Four Keys:Regular Observation:
• Lock in frequent and regular observations
Right Action Steps: • Choose the best action steps for change in each
classroom observation
Effective Feedback: • Give face-to-face feedback that practices the action
step
Accountability: • Create systems to ensure feedback translates to
practice
Regular Observation
Building the Schedule of Instructional Leaders to Lock in Observations & Feedback
Building Your Principal’s Schedule:
Building Your Principal’s Schedule:
Building Your Principal’s Schedule:
Evaluate Your Principal’s Schedule:
Where might this schedule not work? Is there a change we could make to mitigate that?
What about this schedule makes regular observation happen more consistently?
What are the big takeaways for building your principal’s schedule and his/her leadership team’s schedules?
Reflection:
• Face-to-face feedback is the most effective way to generate teacher improvement—emails only work for teachers who are hungry
• Don’t waste time tracking down teachers to give feedback—that will translate to not giving the feedback over time
• Use the meeting to incentivize yourself to get the observation done
Rationale For Locked-in Teacher Meetings:
By receiving weekly observations and feedback,
a teacher gets as much development in one year
as most receive in twenty.
Core Idea:
Choosing the Right Action Step
Now that You’ve Observed, Where Do you Focus?
Adults can really only improve in 1-2 areas at a time.
The most effective coaches, then, narrow their focus to the highest leverage action steps—
and nothing more.
Core Idea:
Criteria for Right Action Steps:Highest Leverage: • Will this help the teacher to develop most
quickly and effectively?
Clear and Measurable: • Can anyone understand the action? • Can you easily measure if the teacher has
made the change? What evidence will you have of mastery?
Bite-sized: • If you can’t make the change in a week,
the action step isn’t small enough
Converting Long-Term Goals to Bite-Sized Action Steps--Management:PD Goal--Too High to be an Action Step• Increase on-task behavior during Opening
Procedures
Still Too High• Improve Strong Voice
Better• Develop 3-word instructions to use during
Opening Procedures• Square Up & Stand Still during Opening
Procedures
Converting Long-Term Goals to Bite-Sized Action Steps--Rigor:
PD Goal--Too High to be an Action Step• Improve your questioning
Still Too High• Ask higher-order questions
Better• Script out inference questions on character
motive into the lesson plans
Precise Action Steps
Your Turn
Converting Professional Development Goals to Bite-Sized Action Steps--Management:• Too High
o Increase urgency
• Still Too Higho Improve pacing
• Bettero
Criteria for Right Action Steps:Highest Leverage: • Will it make the biggest impact the most
quickly?
Clear and Measurable: • Can anyone understand the action? Can you
easily measure if the teacher has made the change?
Bite-sized: • If you can’t make the change in a week, the
action step isn’t small enough
Feedback on Effective Action Steps:RECEIVE FEEDBACK (3 min)•Share the final action steps for each slide•Give feedback to the objectives based on the key questions:
o Is it high-leverage: will it make a significant impact?
o Is it clear & observable: does it refer to something a teacher will be able to do when they walk out of the meeting? Will you be able to easily evaluate if they accomplished the lever?
o Is it bite-sized: can a teacher accomplish this in one week?
Converting Professional Development Goals to Bite-Sized Action Steps--Rigor
• Too Higho Increase rigor in in-class writing
• Still Too Higho Improve rigor in the Do Now
• Bettero
Criteria for Right Action Steps:Highest Leverage: • Will this help the teacher to develop most
quickly and effectively?
Clear and Measurable: • Can anyone understand the action? • Can you easily measure if the teacher has
made the change? What evidence will you have of mastery?
Bite-sized: • If you can’t make the change in a week,
the action step isn’t small enough
Feedback on Effective Action Steps:RECEIVE FEEDBACK (3 min)•Share the final action steps for each slide•Give feedback to the objectives based on the key questions:
o Is it high-leverage: will it make a significant impact?
o Is it clear & observable: does it refer to something a teacher will be able to do when they walk out of the meeting? Will you be able to easily evaluate if they accomplished the lever?
o Is it bite-sized: can a teacher accomplish this in one week?
Reflection:
• What are your big takeaways for how to write quality action steps?
• Why could it be valuable to have principals write out their action step before going into a feedback meeting with a teacher?
Writing down the action step builds the road map
for effective feedback.
When we aren’t clear where we’re headed,teachers won’t be either.
Core Idea:
Choosing the Right Action Steps
Video Case Study #1
Case Study #1—Debrief:• IDENTIFY ROLES: timer, facilitator, recorder (1 min)
o Recorder: write a T-chart with “management” and “content/rigor”
• BRAINSTORM: Identify possible action steps (10 min)o Go in order around the circle: each person has 30
secs to propose an action step and justify why they think it’s highest leverage (no one may comment!)
o If you don’t have an idea, say “Pass” o If you like an idea, when it’s your turn simply say, “I
would like to add to that idea by…”o Even if 4-5 people pass in a row, keep going for 10
mino Recorder: Put responses in “management” or “rigor”
Write Final Action Steps (10 min):• Discuss & choose top 2 actions steps • Write them as precisely as you can• Criteria for selection of the 2 action steps:
Highest Leverage: • Will it make the biggest impact the most
quickly?
Clear and Measurable: • Can you easily measure if the teacher has
made the change?
Bite-sized: • If you can’t make the change in a week, the
action step isn’t small enough
Reflection:
• What are your big takeaways for how to write quality action steps?
The right action step is the first domino.
Once you knock it down correctly, you’ll see the next domino behind it, and the chain of
improvement begins.
Core Idea:
Julie’s Top Ten
Top Ten Areas for Action Steps to use with Teachers
Reflection:
• Which of these areas for action steps would be most fruitful for me in my work with leaders and teachers next year?
Giving Feedback Effectively
What NOT to Do
Breaking it Down
Six Steps of Effective Feedback
Coaching Quarterbacks:
• How did Jon Gruden coach Andrew Luck to improve?
Six Steps to Effective Feedback:1. PRAISE: narrate the positive with precise praise
2. PROBE: Use targeted open-ended question and scaffolds to identify the core issue
3. ACTION STEP: state concrete action step
4. PRACTICE: Role play/simulate how to improve current class
5. PLAN AHEAD: Design/revise upcoming lesson plan to implement action
6. FOLLOW-UP: Establish timeline when action step will be completed
Taking a Closer Look
Breaking Down the Components of Effective Feedback
Precise Praise:
• What makes Serena’s praise effective?
The Six Steps to Effective Feedback:
Precise Praise•Genuine—heart-felt, authentic•Precise--targets a specific action the teacher took•Reinforce Positive Actions, particularly those that are connected to the teacher’s development goal
Probe, Identify Problem & Action Step:
• How does Julie guide Carly to identify the problem in her class?
The Six Steps to Effective Feedback:Probe—State a targeted question about the core issue•Data-driven: rooted in the end goal of the lesson•Data-gathering: figuring out why they took the action•Precise focus: narrows the talk to one part of the lesson
RIGOR EXAMPLE: “What was the end goal—what should students know and be able to do at the end of your lesson?”
MANAGEMENT EXAMPLE: “How long do you want your “You Do” to be during the lesson?”
The Six Steps to Effective Feedback:CONCRETE ACTION STEP—Get teacher to identify the problem & how to address it:•Level 1: teacher comes to issue by self & states clear action step to address it
•Level 2: leader uses a series of scaffolded questions to lead teacher to the answer
•Level 3: leader presents data from the observation; then teacher realizes the issue & states action step
•Level 4: leader states the problem and action step clearly to the teacher
Probe, Identify Problem & Action Step:
• How does Aja guide Alison to identify her action step?
The Six Steps to Effective Feedback:CONCRETE ACTION STEP—Get teacher to identify the problem & how to address it:•Level 1: teacher comes to issue by self & states clear action step to address it
•Level 2: leader uses a series of scaffolded questions to lead teacher to the answer
•Level 3: leader presents data from the observation; then teacher realizes the issue & states action step
•Level 4: leader states the problem and action step clearly to the teacher
Probe, Identify Problem & Action Step:
• How does Aja work with Dibran to build the right, precise action step?
Probe, Identify Problem & Action Step:
• How does Aja work with Dibran to build the right, precise action step?
Time to Practice!
Generate Effective Questions to Guide Feedback
Preparation for Giving Feedback:• Assume you are about to give feedback to
the opening video that you observed this morning
• Generate:o PRECISE PRAISE (genuine, narrate positive)o PROBE—OPENING QUESTION (targeted, data-
gathering)o SCAFFOLDED QUESTIONS/DATA TO PRESENT
if teacher struggles to analyze his/her weakness
Feedback Simulation, Round 1:
• IDENTIFY ROLES: Teacher, Principal
• ROLE PLAY GIVING FEEDBACK (4 min):o Begin from beginning of conversation, cut off
after 4 mino Attempt to follow the three steps:
oPrecise Praise, oProbing opening questiono ID problem and concrete action step
Feedback Simulation, Round 1:
• DEBRIEF THE ROLE PLAY (3 min)o Teacher responds to how they felt during
conversation about the toneo Did the leader:
o Praise effectively?o Use an appropriate targeted opening
question?o Use scaffolded questions or data effectively
to get you to the right action step?o ID what went well and what to improve
Feedback Simulation, Round 2:
• IDENTIFY ROLES: Teacher, Principal
• ROLE PLAY GIVING FEEDBACK (4 min):o Begin from beginning of conversation, cut off
after 4 mino Attempt to follow the three steps:
oPrecise Praise, oProbing opening questiono ID problem and concrete action step
Feedback Simulation, Round 2:
• DEBRIEF THE ROLE PLAY (3 min)o Teacher responds to how they felt during
conversation about the toneo Did the leader:
o Praise effectively?o Use an appropriate targeted opening
question?o Use scaffolded questions or data effectively
to get you to the right action step?o ID what went well and what to improve
Reflection:
• What are your major takeaways for how to give feedback effectively based on implementing the first three steps?
Getting to Action
Practice, Plan Ahead, & Follow-up
Plan Ahead:
• What does Serena do to support Eric in planning his next lesson?
The Six Steps to Effective Feedback:
• PRACTICE---Role play/simulate how teacher could have improved the current class with this action step;o Concrete: generate the actual language or
actions teacher could have takeno Teacher-centered: teacher does the practice
(don’t just talk about it!o Levels 1: leader takes role of the student or the
teacher; serves as thought partner in the practice
Practice:
• What does Aja do to lead Desiree in practicing her questioning?
Actual practice makes perfect; you can’t just talk about it.
Core Idea:
The Six Steps to Effective Feedback:• PRACTICE---Role play/simulate how teacher could
have improved the current class with this action step;o Concrete: generate the actual language or
actions teacher could have takeno Teacher-centered: teacher does the practice
(don’t just talk about it!o Levels 1: leader takes role of the student or the
teacher; serves as thought partner in the practice
o Levels 2-4: leader plays the student, teacher role plays his/her actions
Plan Ahead:
• What actions does Juliana take to make her planning with Sarah effective?
The Six Steps to Effective Feedback:• PRACTICE---Role play/simulate how teacher could
have improved the current class with this action step;o Concrete: generate the actual language or
actions teacher could have takeno Teacher-centered: teacher does the practice
(don’t just talk about it!o Levels 1-2: principal and teacher brainstorm
together, then teacher does lesson planso Levels 3-4: principal models, then teacher
follows
Follow-up:
• What are all the things that Julie has in place to make her follow-up with Rachel effective?
The Six Steps to Effective Feedback:• FOLLOW-UP--Set time when action should
be accomplished and how teacher will show that it’s doneo Teacher and leader write down the timeline:
“Email it to me by 5 pm tomorrow.”o Observe teachers: write when you’ll observe
them (e.g., Thursday Oral Drill)o Observe master teacher: write when you’ll
observe master teacher doing the same skill
Developing A Common Language
Summary Guide to Six Steps of Feedback
Reflection:
• What is the value of having a common language around giving feedback?
Time to Practice, Part 2!
Practice, Plan Ahead & Set Timeline
Preparation for Giving Feedback:• Prepare For The Role Play
o Plan how you’ll implement the last three steps: practice, plan ahead, and timeline
o Use the One-Pager “Six Steps of Feedback: use the prompts that work best
Feedback Simulation, Round 1:
• IDENTIFY ROLES: Teacher, Principal
• ROLE PLAY GIVING FEEDBACK (5 min)o Begin from the identified action stepo Attempt to follow the three steps: Practice,
plan ahead, state timeline
Feedback Simulation, Round 1:
• DEBRIEF THE ROLE PLAY (3 min)o Teacher responds to how they felt during
conversation about the toneo Did the leader:
o Get you to practice effectively?o Get you to plan ahead effectively?o Have follow-up actions to hold you
accountable?o Get you to write it down—and wrote it down
as a leadero ID what went well and what to improve
Feedback Simulation, Round 2:
• IDENTIFY ROLES: Teacher, Principal
• ROLE PLAY GIVING FEEDBACK (5 min)o Begin from the identified action stepo Attempt to follow the three steps: Practice,
plan ahead, state timeline
Feedback Simulation, Round 2:
• DEBRIEF THE ROLE PLAY (3 min)o Teacher responds to how they felt during
conversation about the toneo Did the leader:
o Get you to practice effectively?o Get you to plan head effectively?o Have follow-up actions to hold you
accountable?o Get you to write it down—and wrote it down
as a leadero ID what went well and what to improve
Reflection:
• What are your biggest takeaways for giving effective feedback?
Accountability
Staying on Top of your Principals
The Four Keys:Regular Observation:
• Lock in frequent and regular observations
Right Action Steps: • Choose the best action steps for change in each
classroom observation
Effective Feedback: • Give face-to-face feedback that practices the action
step
Accountability: • Create systems to ensure feedback translates to
practice
System #1—Observation Tracker:ONE TRACKER FOR ALL TEACHER INTERACTIONS•Tab for each teacher: date, type of interaction, 1-2 action steps from each meeting, evidence of accomplishment•Summary tab with all teachers and most recent actions
PURPOSE
•Make sure all teachers are receiving the right proportion of teacher observations according to their needs•Track action steps more systematically to be able to hold teachers accountable to implementation•Set specific goal for teacher success & accurately track progress toward that goal•See trends in recommendations through the year
Sample Observation Tracker—Individual Teacher Tab:
Sample Obs. Tracker—Global Summary:
Accountability in Action
Coaching Leaders on Observation & Feedback
The Four Keys:Regular Observation:
• Lock in frequent and regular observations
Right Action Steps: • Choose the best action steps for change in each
classroom observation
Effective Feedback: • Give face-to-face feedback that practices the action
step
Accountability: • Create systems to ensure feedback translates to
practice
Coach Continuously
Build Schedule of Principal Managers/Supts to Develop Principals
Building Schedule of Principal Mgrs:
Building Your Schedule:
Evaluate Your Principal Mgr’s Schedule:
Where might this schedule not work?
What changes could be made (personally or at the network level) to make this function more effectively?
How can this schedule make your principal support more effective?
What are the big takeaways for building your principal schedule and your leadership team’s schedules?
Reflection:
Coaching Leaders
Video Case Study
Case Study of Ineffective Feedback:• Context/Pre-Work:
o Assume you have trained your principals and developed a common language around six steps of feedback
o Review leader’s observation tracker: what is the frequency of feedback and quality of action steps?
• Observe Feedback:o Use the One-Pager “Six Steps of Feedback”o Where could they most improve their feedback?
Pairs—Plan feedback for principal:ID Action Steps:• Virtual: decide what you think the core action step is
for the teacher in question (we haven’t seen video, so make up a plausible action step based on what you heard!)
• ID core action step for the principal: what do you want principal to do differently when giving feedback?
Plan Feedback Using Six Steps (use template):
• Praise• Probe: opening question & scaffolds (questions &
data)• Practice & Plan Ahead• Follow-up
Putting it Into Practice
Role Play Coaching Leaders
Feedback Simulation, Round 1:
• FORM PAIRS:o Work with people with whom you haven’t yet
worked
• ROLE PLAY CONVERSATION WITH PRINCIPAL (6 min)o Follow the Six Steps of Effective Feedback
Feedback Simulation, Round 1:• DEBRIEF THE ROLE PLAY (3 min)
o Principal responds to how they felt during conversation about the tone
o Did the principal manager:o Offer effective praise?o Get you to the right action step effectively?o Get you to practice and plan ahead effectively?o Plan follow-up actions to hold you accountable?o Get you to write it down—and also wrote it down?o Had effective follow-up steps?
o ID what went well and what to improve
Feedback Simulation, Round 2:
• FORM PAIRS:o Work with people with whom you haven’t yet
worked
• ROLE PLAY CONVERSATION WITH PRINCIPAL (6 min)o Follow the Six Steps of Effective Feedback
Feedback Simulation, Round 2:• DEBRIEF THE ROLE PLAY (3 min)
o Principal responds to how they felt during conversation about the tone
o Did the principal manager:o Offer effective praise?o Get you to the right action step effectively?o Get you to practice and plan ahead effectively?o Plan follow-up actions to hold you accountable?o Get you to write it down—and also wrote it down?o Had effective follow-up steps?
o ID what went well and what to improve
Reflection:
• What are your major takeaways for how to give feedback effectively to your principals?
How to make principals better: observe them,
give real-time feedback, and get them to practice.
Effective feedback and practice changes
results.
Core Idea:
Building the Content
Setting up a Scope & Sequence for Principal Check-ins
If you want to assess the quality of a leader, evaluate them on the seven levers.
Not only will you be able to predict their future
success, you’ll also know what to do to improve that
outcome. .
Core Idea:
Principal-Chief Check-ins—Six-week Cycle:Week 1:
• Review observation tracker: have they observed enough? Are the action steps measurable and bite-sized? Are teachers making progress?
• Observe teachers with the leader: does action step in tracker match what you observe?
Week 2: • Review Observation Tracker• Plan and role play upcoming feedback session for teacher
Week 3: • Observe live feedback: how well does principal
implement six steps?• Role Play improving the feedback meeting and plan for
next one
Principal-Chief Check-ins—Six-week Cycle:Week 4:
• Student Culture Walkthrough: where is the school succeeding and needs to grow on student culture?
• Observe/review PD: what is quality of school’s PD?
Week 5: • Spot check—Curriculum and Lesson Plans: what are
implications for improving teacher planning?
Week 6—Interim Assessment Cycle: • Analyze data from interim assessments• Plan & role play analysis meetings with teachers• Debrief core teacher actions based on data
Putting it All Together
Developing Principals for Results
Train Your Principals:• 24 hours of training
materials: agendas, PPTs, handouts, etc.
• Training Modules: Obs/Feedback, Planning, Leading PD, Student Culture, Finding the Time
• 30 videos of leaders in action
June 2012
Next Steps
Observation & Feedback
Next Steps—Prior to Starting the School Year:• Set up training of principals around DDI &
Obs/Feedback• Set up observation tracker for each principal• Set up principal’s schedules• Plan the Roll Out: How to Share Change in
Approach with Staff• Set up cycle of agenda items for principal check-
ins
Applying to Your Own School:
What are the next steps we want to take as a network or region?
Conclusions
Observation & Feedback