ESD 113 Superintendent W.A.L.K. Year 3 WSLA Coaches Meeting November 5, :00 am to 12:00 pm Experience with WALKS? What is our collective experience with Walkthroughs? Share your experience with walkthroughs with a partner. What did you take away from that experience? In the table provided record positives and challenges. Be prepared to share the highlights of your discussion Tyee Dr SW, Tumwater, WA P: | F: (360) Other Instructional Rounds Networks Leadership Matters A positive correlation of.24 exists between district leadership and student achievement. - Waters & Marzano Capitol Region ESD 113 Superintendent W.A.L.K. Network W Work Collaboratively A Assess & Monitor L Lead & Model K Know & Apply Capitol Region ESD 113 Superintendent W.A.L.K. Network W Work Collaboratively A Assess & Monitor L Lead & Model K Know & Apply A positive correlation of.24 exists between district leadership and student achievement. - Waters & Marzano A positive correlation of.24 exists between district leadership and student achievement. - Waters & Marzano 4.Quality Classroom Instruction 5.High Expectations and Accountability for Adults and Students 6.Coordinated and Aligned Curriculum & Assessment 7.Coordinated and Embedded Professional Development Gaps in Student Growth Safety of Students & Adults A Assess & Monitor Building capacity to improve practice and accelerate student growth. Building capacity to improve practice and accelerate student growth. 8.(1) Focus on Student Learning 9.(2) Dynamic/Distributed Leadership 10.(3) Sustained Improvement Efforts Effective Communication L Lead & Model K Know & Apply 11.(8) Effective Use of Data 12.(9) Strategic Allocation of Resources 13.(10) Policy & Program Coherence Student Growth Measures Instructional Framework W Work Collaboratively 1.(11) Professional Culture and Collaborative Relationships 2.(12) Clear Understanding of School and District Roles & Responsibilities 3.(13) Interpreting & Managing the External Environment Walk is an opportunity to build collective wisdom about effective practices in education through a variety of venues. -Doris Bolender, Southside ESD 113 W.A.L.K. Network Components ESD Superintendent sponsorship and participation as a learner Only Superintendents or Job-Alike Groups External facilitators Application of leadership literature Incorporating new network members Fall/Spring Full Day Workshops WALK Days: from to Full Days Measured Impact Valued Take Away Quotes April 2015 The opportunity to observe and discuss effective teaching practices, digging deeper with colleagues. Classroom visits have strengthened my observation skills without bias. Ive gained a deeper understanding of the value of receiving external feedback can have on motivating continued growth. Passion and hope feed student success as much as instructional strategies We can advocate for each other at a deeper level. Affirmation that we are not as alone as we are when we are on the job in district. The clear impact of superintendent on student success. Leadershipsuperintendent as learning leaders/sense of team and support/ place to exhalebalcony with others. WALK Year Leaders for Learning Together we are better leaders for learning than by ourselves. If we value learning and excellence, we model this with and for each other as a Supt. PLC. If student learning and academic excellence are the outcomes, then our ability to grow/learn in the face of the ever changing educational landscape in public education is dependent on our ability to network, collaborate and innovate. - Krestin Bahr, Eatonville Evolution of WALK Framework Resources Four Corner Process Change Leadership Alignment Roles for Change Results Pyramid Characteristics of Improved Districts Instructional Rounds Connecting Our Learning Superintendent WALK Network W orking Collaboratively A ssessing and Monitoring L ead and Model K now and Apply Characteristics of Improved Districts Effective Leadership Quality Teaching and Learning Support for System-wide Improvement Clear and Collaborative Relationships Instructional Rounds: WALKS Instructional Core: Student-Teacher-Content Seven Principles Learning to See; Unlearning to Judge Change Leadership Alignment Roles: Executive Sponsor, Sustaining Sponsor, Agent, Implementer, Advocate Change Conversation Doing What Matters Most Culture of Accountability Results Pyramid Results Actions Beliefs Experiences Building capacity to improve practice and accelerate student growth. Examining Mindset Characteristics of Improved Districtspubdocs/DistrictImprovem entReport.pdf Characteristics of Improved Districts Rubric W.A.L.K. Year Handout page 6 Fall 2013 Spring 2014 W.A.L.K. Year Fall 2014 Spring 2015 Characteristics of Improved Districts Application Example The Instructional Rounds TEACHER STUDENT CONTENT (Cohen & Ball, 1999) Sponsor The person with the authority to make things happen. Advocate Someone with a good idea about making things happen. Implementer The person who will do the work to make it happen. Agent The person with expertise and no authority. Alignment of Roles for Change Wisdom of Michael Fullan The Change Leader Model* Modified *Modified Change Leader, Michael Fullan, 2011 The Change Leader Model* Modified *Modified Change Leader, Michael Fullan, 2011 Motivate the Masses Collaborate to Compete Learn Confidently Be Resolute Know Impact Know Impact Realized Effectives Simplexity Do Deliberatively and Sustain Simplexity Practice Drives Theory - Connors, Roger; Smith, Tom ( ). Change the Culture, Change the Game The Results Pyramid Nothing, absolutely nothing, gets people to change the way they act faster than getting them to change the way they think. Building capacity to improve practice and accelerate student growth. - WALK Network Purpose Building capacity to improve practice and accelerate student growth. - WALK Network Purpose The Learning Connection Connecting Our Learning Superintendent WALK Network W orking Collaboratively A ssessing and Monitoring L ead and Model K now and Apply Characteristics of Improved Districts Effective Leadership Quality Teaching and Learning Support for System-wide Improvement Clear and Collaborative Relationships Instructional Rounds: WALKS Instructional Core: Student-Teacher-Content Seven Principles Learning to See; Unlearning to Judge Change Leadership Alignment Roles: Executive Sponsor, Sustaining Sponsor, Agent, Implementer, Advocate Change Conversation Doing What Matters Most Culture of Accountability Results Pyramid Results Actions Beliefs Experiences Building capacity to improve practice and accelerate student growth. Examining Mindset The purpose of rounds is to Elmores Purpose Deepen the understanding of crucial instructional problems Develop common language Decide how to scale up implementation into all classrooms. W.A.L.K. Purpose goal not just isolated pockets Our goal is to support systems of instructional improvement at scale, not just isolated pockets of good teaching in the midst of mediocrity. Wisdom of Richard Elmore Elmore 101 Traditional Balance of Attention CONTENT RIGOR TEACHER ACTIONS Student Performance The Instructional Core TEACHER STUDENT CONTENT (Cohen & Ball, 1999) The interaction of students and teachers in the presence of content. The Instructional Core Equals Richard Elmore What do we mean by the Instructional Core?adership/highlights.htmladership/highlights.html Elmores Key Principles We learn to do the work by doing the work. Focus on the core. Task predicts performance Accountability begins in the tasks that students are asked to do. If we change any single element of the instructional core we have to change the other two to effect student learning TEACHER STUDENT CONTENT Richard Elmore What do we mean by task predicts performance?leadership/highlights.htmlleadership/highlights.html Implications for District Improvement Scaling Up - Getting change to every classroom means: Focusing less on volunteer participants or those that are willing Making teaching and learning visible focusing on the practice, not the person. Developing a common language so we can talk about it together 6005 Tyee Dr SW, Tumwater, WA P: | F: (360) Take a BREAK! Learning to See Unlearning to Judge I am grateful that I am not as judgmental as all those censorious, self-righteous people around me. Anonymous Unlearning to Judge Elmore Lessons Discomfort is OK. Be hard-nosed about evidence-only right from the beginning practice, practice, practice. Understand the why behind staying in descriptive mode. Focus on what you see, not what you dont see. Description Only Judgment v. Description Only Fast paced lesson When the teacher moved to the next problem, I counted at least 5 students who were working on the earlier problem. The teacher had good rapport with students. While monitoring student work, the teacher was able to reinforce and reteach. Students were confused While monitoring student work, the teacher was able to reinforce and reteach. Students were compliant and polite Your words. Avoid all Assumptions: CONVERSATION STOPPERS! Avoid all Judgment words: Great, bad, weak, good CONVERSATION STOPPERS! How to unlearn? Whats the evidence that leads you to Practice makes betterdoable and essential to stick to the facts! Were all imperfect at thisknow that messiness is ahead! Description Essentials Problematic Description Statements Judgmental? Too general? Unclear? Grain size? Class was fast paced. T asked questions about passages students just read. Students practiced high- order think skills. Excellent classroom management. Teachers had student apply concepts of fractions. Too much time on discussion; not enough on individual work. T did great job transitioning class from group to independent work. T encourages Ss to think for themselves. Too much discussion; not enough individual work. Problematic Description Statements Judgmental? Too general? Unclear? Grain size? Class was fast paced. (J) T asked questions about passages students just read. (TG) Students practiced high-order think skills. (TG U) Excellent classroom management. (TG, J) Teachers had student apply concepts of fractions. (U) Too much time on discussion; not enough on individual work. (J) T did great job transitioning class from group to independent work. (J and Jargon) T encourages Ss to think for themselves. (open to wide interpretation) Too much discussion; not enough individual work. (J) Walk: Essentials Focus on the Instructional Core What are teachers doing/saying? What are students doing/saying? What is the task? Describe what you are observing Avoid assumptions and judgment words Stick to the evidence Focus on the dialogue and developing shared language Helping Us Describe Hmm Whats the evidence? What did you see or hear that made you think that? To help each other stay descriptive, a collective hmm or hum would help the observer become clearerwhat evidence led you to say that? WALK: Recording Sheet Lets Practice Watch this video and take notes on the Recording Sheet. Be prepared to share notes about your observations with your group. https://www.teachingchannel.org/videos/3rd-grade-ela-lesson Debriefing the WALK Record your noticings on the chart paper. As you share noticings check each other for assumptions or judgmental words with a hmm. What evidence did you see that makes you think that? Help members restate using only description Record your wonderings on post-it notes to share with the group. WALK Preparation: CRITICAL Facilitator meets with Superintendent and Principal Principal defines a problem of practice that he/she would like to learn about from outside observers Schedule is created for visits Sometimes same classes observed by all at different times of the lessons Other timesdifferent classes, debrief changes Superintendent and Principal prepare overview of district and school What Does a WALK Day Look Like? Opening meeting with Superintendent and Principal share problem of practice Observe 4-5 classrooms for 20 mins each Small group and large group debrief with principal present. Afternoon Problem Solving Protocol with Superintendents only. Provide a working lunch. WALK: Schedule for Classroom Visits WALK: Recording Sheet Debriefing WALK Steps WALK: Debriefing Process Individual note review to record noticings and wonderings to share with group. Work with a partner identify patterns focusing on the problem of practice. Identify patterns across all groups. Dialogue with host principal Brainstorm ideas for next steps Closing our Day: Power of Protocols Capitol Region ESD 113 Superintendent W.A.L.K. Network W Work Collaboratively A Assess & Monitor L Lead & Model K Know & Apply Capitol Region ESD 113 Superintendent W.A.L.K. Network W Work Collaboratively A Assess & Monitor L Lead & Model K Know & Apply A positive correlation of.24 exists between district leadership and student achievement. - Waters & Marzano A positive correlation of.24 exists between district leadership and student achievement. - Waters & Marzano 4.Quality Classroom Instruction 5.High Expectations and Accountability for Adults and Students 6.Coordinated and Aligned Curriculum & Assessment 7.Coordinated and Embedded Professional Development Gaps in Student Growth Safety of Students & Adults A Assess & Monitor Building capacity to improve practice and accelerate student growth. Building capacity to improve practice and accelerate student growth. 8.Focus on Student Learning 9.Dynamic/Distributed Leadership 10.Sustained Improvement Efforts Effective Communication L Lead & Model K Know & Apply 11.Effective Use of Data 12.Strategic Allocation of Resources 13.Policy & Program Coherence Student Growth Measures Instructional Framework W Work Collaboratively 1.Professional Culture and Collaborative Relationships 2.Clear Understanding of School and District Roles & Responsibilities 3.Interpreting & Managing the External Environment Superintendent WALK gives superintendents an opportunity to learn from each other, practice strategies for advancing our districts, and celebrate successes throughout our region. - Anonymous Thoughts? Application? How might you use what youve learned today in your different settings? Table/s Trios Share Out Feedback: ESD 113 WALK Model In what ways could we improve or enhance our process? Brainstorm Ideas Have you considered? What if you did x? Why dont you? Last Words Last Words Critical Elements of Success External Team facilitation Formative Worknot formulaic Executive Sponsorship Presence of Network Members Job-alike; Trust matter The 3 WALK Amigos from 113!