Photos by Susie Fitzhugh

Northwest ESD Thursday, August 7, 2014

Mike Starosky, Principal Leadership Coach Seattle Public Schools

Big G little e

•Growth• evaluation

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Impact of Adult Learning

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Instructional Leadership is intentionally teaching and learning with adults that utilizes adult learning principles over time which impacts adult learning centered on impacting outcomes for students.

Instructional Leadership

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Students

Teachers

Principals/AP’s

Executive Directors

Me

Ripple Impact Adult Learning

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Leadership as Learning &

Teaching1. Engage in Cycle of

Inquiry process2. Support the

learning of others: (Assistance relationships)

Start with a

Problem of

Practice

Develop a Theory of ActionPlan to

Collect and Use Evidence

of Progress

Take Action

Understand What

Happened

Honig and Ishimaru, 2013

• Purpose: Administrators will become more familiar with the AWSP Leadership Framework.

• Outcome: All administrators will create one SMART professional goal directly tied to student outcomes and supported in the AWSP Leadership Framework.

Outcome

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• In SPS we do not have this figured out• Leadership Framework is complex and

nuanced• Principal/AP dynamic• Cycle of Inquiry

Some “truth” telling

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What is a Theory of Action?

Argyris: “A set of rules that individuals use to design and implement their own behavior as well as understand the behavior of others” (p.7) City… & Elmore: “A story line

that makes a vision and a strategy concrete… a narrative… a map” (p. 40); clarification of actions as if…then statements.

• Assists Staff to Use Data (3.4)• Assists Staff in Aligning Curricula (4.1)• Monitors Instruction and Assessment (5.1)• Demonstrates a Commitment to Closing the

Gap (8.2)

SPS AWSP “core” Competencies

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• Planning with Data (3.5)* (all or most)• Improving Instruction (5.5)* (subset teacher(s)• Closing the Gap (8.3)* (subset of students)• Monitoring Instruction (5.1)**

AWSP

*Includes student growth**Because I like it

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• Proficient: Develops and uses observable systems and routines for regularly monitoring instruction and assessment; uses data consistently to provide staff meaningful, personal feedback that is effective for improving instruction and assessment practices

5.1 Monitors Instruction and Assessment Practices

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How can we (you) develop goals that are more comprehensive?

•Protocol:• Individual Work Time – Improve a goal (10 min.)• Find a partner – Share work, give feedback (10 min.)

• How is the goal tied to AWSP Leadership Framework?• To what degree are SMART goal components

addressed?• How could the goal be improved or made more

comprehensive?

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Me

Teachers

Students

AP’s

ED’s

Supports

SMART

AWSP

How can we develop goals that are more comprehensive yet specific?

•SMART Goals:• Specific. What will the goal accomplish? How and why will it be

accomplished?• Measurable. How will you measure whether or not the goal has been

reached (this ties back to the Claims/Evidence pieces of your Capstone)?• Achievable. Is it possible? What knowledge, skills, abilities, and

resources do you have or need to accomplish the goal? Will meeting the goal stretch and challenge you without defeating you or burning you out?

• Results-focused. What is the reason, purpose, or benefit of accomplishing the goal? What is the result (not activities) of the goal?

• Time-bound. What is the established completion date and does that completion date create a practical sense of urgency?

• How would/could will you use all or parts of this process with your teachers in their goal setting?

Quick 3

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• Based on this mornings activity, what is one thing you are committed to doing directly connected to your own personal goal setting?

• What question(s) do you have?• Something you would like me to consider

Exit Ticket

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To ALL of us

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