Teacher Leader Teacher Leader AcademyAcademy

Best Practices in Responsive TeachingDifferentiated Instruction

Building a Systemic & Sustainable Building a Systemic & Sustainable Professional Development Professional Development From the Ground UpFrom the Ground Up

Sarah Booth RissMerlene Gilb

Tom HavrilkaWebster Groves School District

Show-Me ConferenceMarch, 2009

On a note card at your table write in the following order:On a note card at your table write in the following order:

• Something that is true about you and a large group of Something that is true about you and a large group of people in this room. people in this room. (I live in Missouri.)(I live in Missouri.)

• Something that is true about you and about 25% of Something that is true about you and about 25% of the people in this room. the people in this room. (I have a cat.)(I have a cat.)

• Something that is true about you and about 10% of Something that is true about you and about 10% of the people in this room. the people in this room. (I Zumba.)(I Zumba.)

• Something that is true only about you. Something that is true only about you. (I . . . )(I . . . )

WHO IS IT?WHO IS IT?

LINE UPLINE UP

KNOWKNOW Phases, underpinnings, and Phases, underpinnings, and

resources that support a capacity resources that support a capacity building professional building professional development model for development model for implementing differentiation.implementing differentiation.

DODO

Determine “first steps” in Determine “first steps” in designing and supporting designing and supporting a differentiation initiative. a differentiation initiative.

UNDERSTANDUNDERSTAND Cultivating and nurturing Cultivating and nurturing

teachers as leaders is critical in teachers as leaders is critical in the implementation of the implementation of differentiation for lasting differentiation for lasting change. change.

Differentiation is a journey – a Differentiation is a journey – a process over time that requires process over time that requires years of commitment to become years of commitment to become and integral part of a school or and integral part of a school or district culture.district culture.

ESSENTIAL QUESTIONESSENTIAL QUESTION

How can school leaders How can school leaders implement the principles of implement the principles of differentiation in a school or differentiation in a school or district system that will make district system that will make a meaningful difference in a meaningful difference in the lives of ALL students?the lives of ALL students?

WHO IS IT?WHO IS IT? “People in a school community are involved in one another’s lives, and sometimes we forget

about the importance of the way they interrelate with one another and how that makes a difference in a way learning takes place.

This is about not forgetting the people.”Barbra SchneiderUniv. of Chicago

“Trusting School Community Linked to Student Gains”

Leading for ChangeLeading for ChangeCritical ComponentsCritical Components

• Vision . . .Vision . . .Develop a compelling case for change

• Moral Purpose . . .Moral Purpose . . .Acting with the intention of making a positive

difference in the lives of EVERY student• Effective Structures . . .Effective Structures . . .

Build an arrangement for improvement; structures (learning in context), roles and role relationships

Based on the work of Michael Fullan

• Capacity Building . . . Capacity Building . . . Seek out, train, and support key leaders

• Lateral Capacity BuildingLateral Capacity Building . . . . . .Connect schools to build a shared sense of identity

• Ongoing Learning . . . Ongoing Learning . . . Keep learning as you go and building powerful assessments to guide your work – “slow knowing”

Leading for ChangeLeading for ChangeCritical ComponentsCritical Components

Based on the work of Michael Fullan

• Productive Conflict . . . Productive Conflict . . . Redefine resistance as a potential positive force

• High Pressure and High Support . . .High Pressure and High Support . . .Maintain a demanding culture where career is combined with high expectations

• External Partners . . .External Partners . . .Connect with selective external groups to enhance internal capacity building

• Use of Resources . . .Use of Resources . . .Focus financial investments that will eventually pay off politically, morally and through improved performance

Based on the work of Michael Fullan

Leading for ChangeLeading for ChangeCritical ComponentsCritical Components

FIRST Order Change . . .FIRST Order Change . . .

First-Order ChangeFirst-Order Change is incremental. is incremental. Incremental change fine-tunes the system Incremental change fine-tunes the system through a series of small steps that do not through a series of small steps that do not depart radically from the past. It is a way to depart radically from the past. It is a way to solve problems using our previous solve problems using our previous repertoire of solutions. It allows teachers to repertoire of solutions. It allows teachers to retain current beliefs about teaching and to retain current beliefs about teaching and to generally retain current classroom routines generally retain current classroom routines and practices.and practices.

Taken from The Differentiated SchoolThe Differentiated School (p. 23)

SECOND Order Change . SECOND Order Change . . .. . Second-Order ChangeSecond-Order Change is anything but incremental. is anything but incremental.

It involves "dramatic departures from the It involves "dramatic departures from the expected, both in defining a given problem and in expected, both in defining a given problem and in finding a solution." It is also referred to as "deep finding a solution." It is also referred to as "deep change" (p. 66). Such change asks teachers to alter change" (p. 66). Such change asks teachers to alter beliefs and practices.beliefs and practices.

Change toward more effectively differentiated Change toward more effectively differentiated classrooms is classrooms is Second-Order ChangeSecond-Order Change . .

Taken from The Differentiated SchoolThe Differentiated School (p. 23)

SECOND Order Change . SECOND Order Change . . .. . Leaders for Second-Order ChangeLeaders for Second-Order Change understand that understand that

the change is dependent on the will and skill of the change is dependent on the will and skill of others. They do not see teachers as factory others. They do not see teachers as factory workers. Rather they are respectful of the people workers. Rather they are respectful of the people whom they ask to invest in the demanding work of whom they ask to invest in the demanding work of change. They are mindful and respectful of the change. They are mindful and respectful of the complexity of teachers’ personal lives and complexity of teachers’ personal lives and professional lives, and they understand the professional lives, and they understand the anxiety-producing nature of change. anxiety-producing nature of change.

Taken from The Differentiated SchoolThe Differentiated School (p. 23)

SECOND Order Change . SECOND Order Change . . .. . Leaders for Second-Order ChangeLeaders for Second-Order Change persist in persist in

getting to know teachers, understanding getting to know teachers, understanding their particular strengths and needs, and their particular strengths and needs, and listening to their ideas and concerns. They listening to their ideas and concerns. They connect with those whom they lead. connect with those whom they lead.

Taken from The Differentiated SchoolThe Differentiated School (p. 23)

FIRST & SECOND FIRST & SECOND Order ChangeOrder Change

The WHY of LeadershipThe WHY of LeadershipAsking . . .

• What is school about?• What do we believe in?• Why do we do what we do the way we do it?• How are we unique?• What do we want to become?• What role might each of us play in becoming

something better?

Taken from The Differentiated SchoolThe Differentiated School (p. 23 - 28)

The WHO of LeadershipThe WHO of Leadership• Change is dependent on the will and skill of others• Teachers are not seen “factory workers (Sarason,

1996) • Respectful of people who are asked to invest in the

demanding work of change • Mindful and respectful of the complexity of teachers

personal lives and professional lives• Understand the anxiety-producing nature of change

Taken from The Differentiated SchoolThe Differentiated School (p. 23 - 28)

The WHO of LeadershipThe WHO of Leadership• Key role of leaders for significant school change is

RELATIONSHP BUILDING• Help others tolerate ambiguity• Appreciate varied perspectives represented in the group• Build community even as the group grapples with

difficult issues• Enlist others in common beliefs, shared ideas, shared

principles and shared responsibilities• Build “distributed leadership”

Taken from The Differentiated SchoolThe Differentiated School (p. 23 - 28)

The WHAT of The WHAT of LeadershipLeadership

• To move too quickly is intimidating to many people but to move too slowly results in missed opportunity. (Fullan, 2001, Saphier, King, & D’Auria, 2006)

• Change requires both pressure and support from leaders. An organization that changes must change beliefs as well as practices. An organization that changes practices without changing beliefs will quickly revert to the old practices. (Fullan, 2001, Evans, 1996, Schlechty, 1997)

• Change necessarily causes ambiguity, tension, and self examination and an absence of mistakes likely indicates an absence of growth. (Fullan, 2001, Hoerr, 2005, Saphier, Kind, & D’Auria, 2006)

Taken from The Differentiated SchoolThe Differentiated School (p. 23 - 28)

The HOW of LeadershipThe HOW of Leadership• Stay focused• Stay the course – Real change takes a LONG time• Provide intensive, intelligent and sustained support for

those asked to implement the change• Accept that leaders are entrusted with significantly

improving conditions for this in their care; and that doing so requires conviction, knowledge, and risk

• Understand the dangers of NOT undertaking change is greater than those of change itself

Taken from The Differentiated SchoolThe Differentiated School (p. 23 - 28)

Why Change?Why Change?

Because we become irrelevant if we do not. It’s as simple (and complex) as that. Where does differentiation fit into the mandate for change? We cannot have high quality schools that effectively develop productive and engaged learners in the absence of responsive classrooms.

It’s as simple (and complex) as that.Leadership for Differentiating Schools & Classrooms – (p. 35)Leadership for Differentiating Schools & Classrooms – (p. 35)

Michael FullanMichael Fullan

"Never a "Never a checklist, checklist, always always complexity. complexity. There is no step-There is no step-by-step shortcut by-step shortcut to to transformation;”transformation;”

WHO IS IT?WHO IS IT? “People in a school community are involved in one another’s lives, and sometimes we forget

about the importance of the way they interrelate with one another and how that makes a difference in a way learning takes place.

This is about not forgetting the people.”Barbra SchneiderUniv. of Chicago

“Trusting School Community Linked to Student Gains”

Teacher Leader Academy –Best Practices in Responsive Teaching

(Differentiation)

www.webster.k12.mo.us/rtdi

Quiz, Quiz, TradeQuiz, Quiz, Trade

Respecting IndividualsRespecting Individuals

Owning Student SuccessOwning Student Success

Building CommunityBuilding Community

Providing High Quality CurriculumProviding High Quality Curriculum

Creating Varied Avenues to LearningCreating Varied Avenues to Learning

Asseing to Inform InstructionjAsseing to Inform Instructionj

Sharing Responsibility for Teaching and LearningSharing Responsibility for Teaching and Learning

Implementing Flexible Classroom RoutinesImplementing Flexible Classroom Routines

OUR FIRST STEPSOUR FIRST STEPS

• Define Define DIFFERENTIATION DIFFERENTIATION (common language)(common language)• Outline reasons for differentiation to support the Outline reasons for differentiation to support the

school/district missionschool/district mission• Align initiativesAlign initiatives• Develop and present a model for capacity buildingDevelop and present a model for capacity building• Identify leadersIdentify leaders• Identify stakeholders and share the messageIdentify stakeholders and share the message

NSDC's NSDC's Standards for Standards for Staff Staff DevelopmentDevelopment

QUESTIONS???QUESTIONS???

WHO IS IT?WHO IS IT? “People in a school community are involved in one another’s lives, and sometimes we forget

about the importance of the way they interrelate with one another and how that makes a difference in a way learning takes place.

This is about not forgetting the people.”Barbra SchneiderUniv. of Chicago

“Trusting School Community Linked to Student Gains”

CREATING A CREATING A FRAMEWORKFRAMEWORK

• What are you doing currently that supports the implementation of differentiation?

• What are we doing that might restrict the implementation of differentiation?

• Principals are instructional leaders

• Support from the superintendent

• Strongly supported mission statement

• Funding is not in place to support the initiative

• Initiatives, priorities are fragmented, not coherent

• Differentiation is not one of the elements on the teacher evaluation

DRIVERSDRIVERS RESTRAINERSRESTRAINERS

GUIDING QUESTIONSGUIDING QUESTIONS

• Why are we heading down this path?Why are we heading down this path?• What will it look like when we get there?What will it look like when we get there?• What do we expect to accomplish?What do we expect to accomplish?• How will we get there?How will we get there?• What do we have to do?What do we have to do?

Anchor ActivityAnchor Activity

WHO IS IT?WHO IS IT? “People in a school community are involved in one another’s lives, and sometimes we forget

about the importance of the way they interrelate with one another and how that makes a difference in a way learning takes place.

This is about not forgetting the people.”Barbra SchneiderUniv. of Chicago

“Trusting School Community Linked to Student Gains”

SHARINSHARINGG

Give One, Get One

Stay Encouraged . . .Stay Encouraged . . .

• To move too quickly is intimidating to many people, but to more too slowly results in missed opportunity.

• Change requires both pressure and support from leaders. An organization that changes must change beliefs as well as practices. An organization that changes practices without changing beliefs will quickly revert to the old practices.

• Change necessarily causes ambiguity, tension and self-examination. An absence of mistakes likely indicates an absence of growth.

Research Based Statements from The Differentiated SchoolThe Differentiated School (p. 26)

Learning from Learning from ExperiencesExperiences

• Top Down• Too Much, Too Fast• Expect Change After One

Workshop• Admiring the Problems• Trying to Fix Everything• Gifted/Spec. Ed. is the Answer• Model is Only for Gifted/Special

Ed. Students• Follow the Agenda No Matter

What• Ignore Your Instincts – Fear

Taking a Risk

• Establish a Culture of Collaboration

• Provide Time and Support• Expect Change Over Time X 4• Celebrate Successes• Pinpoint Next Steps• Keep it a General Ed. Initiative• Weave the Model Into the Life

of School/District• Listen to and Watch Your

Learners• When You See the Signs Act

Fast

ADVICE TO LENDADVICE TO LEND• Use the chart paper by your table.

• List ONE piece of advice that you learned and will use today in planning for professional development supporting differentiation.

• List ONE question you will ask in your district.

• List ONE lingering thought that you must remember when planning professional development for differentiation.

• As soon as you are complete, take a gallery walk around the room reviewing and commenting on the thoughts of others.

• When the chime sounds, please find your seat.

Helpful Resources . . .

• Sarah RissSarah Riss

riss.sarah@wgmail.orgriss.sarah@wgmail.org• Merlene GilbMerlene Gilb

gilb.merlene@wgmail.orggilb.merlene@wgmail.org• WGSD Responsive Teaching WebsiteWGSD Responsive Teaching Website

www.webster.k12.mo.uswww.webster.k12.mo.us

Helpful Resources . . . Books –Books –

• Leading in a Culture of ChangeLeading in a Culture of Change, Michael Fullan

• Leadership for Differentiating School and ClassroomLeadership for Differentiating School and Classroom, Carol Ann Tomlinson & Susan Demirsky Allan

• The Differentiated School: Making Revolutionary The Differentiated School: Making Revolutionary Changes in Teaching and LearningChanges in Teaching and Learning, Carol Ann Tomlinson, Kay Brimijoin, Lane Narvaez

• Fulfilling the Promise of the Differentiated ClassroomFulfilling the Promise of the Differentiated Classroom, Carol Ann Tomlinson

• Professional Development for Differentiating Professional Development for Differentiating Instruction: An ASCD Action ToolInstruction: An ASCD Action Tool, Cindy A. Strickland