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Report
leading learning
overview
Who is Lee Rutledge?
Kee, Kathryn. RESULTS Coaching: The New
Essential for School Leaders.
Design
of STAAR
TEKS
Study
Updates
14-15
Building Capacity
Where do we go and what will we find?
http://lead4ward.com/staar4ward
password: provided to you by the
campus principal
Online Videos
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Down
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staar4ward: taking the lead in learning 2014-15
continuing professional education (CPE hours)
Name
Directions:
Campus
Record your hours and have your campus principal initial or sign off.
Keep this document for your records.
Review TEA requirements: http://www.tea.state.tx.us/cpe/
Grade/Course
Leading Learning
Webinars
Focus
Content Area
Development
Professional
Development
Independent Study
Teaching or
Presenting CPE's
Mentor Educator
teacher to teacher
Learning Process, Learning
Strategies or Content
Planning Focus SEs
Leadership Team Meetings
PLC Meetings
Targeted PD
Studied the Webinar
Recordings and eGuides
Focus Standard Study
Teaching Strategies around
Focus SEs, Intervention,
etc.
Model Teaching,
Date
Before
School



August
2
Septembe
r
Planning Instruction
3
October
Organizing
Intervention
4
November
Adapting Intervention
5
December
/ January
Analyzing
Assessments
6
January/
February
Taking Stock
7
March
Engaged Review
8
April
Encouraging Success
9
May
Thinking Ahead
Summer
School
Maximizing
Intervention
Principal Signature
Date
Design of STAAR
TEKS Study
Updates
1
10
Hours
Building Capacity
Creating Focus
Date
Hours
Date
Hours
Date
Hours
Date
Hours
Explore Examples
Building Capacity
• Learn
– Watch the live webinar as a team
– Re-watch the recording and eGuides
• Practice
– Individually – to teach the team
– As a team – give feedback
The Learning Pyramid
We learn 95% of what we TEACH someone else.
We learn 80% of what we experience personally.
We learn 70% of what is discussed with
others.
How
do we
learn?
We learn 50% of what we both see
and hear.
We learn 30% of what we
see.
We learn 20% of
what we hear.
We learn 10% of what
we read.
Building Capacity
• Practice
– Individually – to teach the team
– As a team – give feedback
• Deliver
– Teach each other
• Reflect
Levels of support
Job-embedded professional learning
• District implementation support
– Webinars 1,2,3,5,7
• Campus implementation support
– Campus clusters of 2-3
One Story
Sanchez Elementary
McAllen, Texas
•
•
•
•
•
Basic Facts
25,300 students
33 campuses
3,265 employees
1,634 teachers
•
•
•
•
•
•
Demographics
91.9% Hispanic
65.3% At-Risk
67.3% Economically Disadvantaged
27.4% Limited English Proficient
*SOURCE: U.S. Department of Labor, 2012
• IB Learners strive to be:
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-Minded
Caring
Risk-Takers
Balanced
Reflective
Sanchez Elementary STAAR
Performance
All Students 2012
95%
90%
85%
83%
82%
80%
78%
75%
70%
69%
65%
Reading
Math
Writing
2012
Science
Sanchez Elementary STAAR
Performance
All Students - Level II Phase 1
95%
94%
90%
90%
% “Passing” STAAR
2012 to 2013
85%
83%
82%
80%
• Above 90% in 2013
in all 4 content
areas!
92%
91%
78%
75%
70%
69%
65%
Reading
Math
Writing
2012
2013
Science
Sanchez Elementary STAAR
Performance
Percent Passing 2012
65%
60%
55%
50%
45%
44%
40%
42%
41%
35%
31%
30%
Reading
Math
Writing
2012
Science
Sanchez Elementary STAAR
Performance
65%
62%
60%
55%
% “Passing at Level II
Final” STAAR 2012 to
2013
• Increases in all 4
content areas
• Approximately 50%
increase in Writing
in Science!
50%
48%
45%
48%
46%
44%
40%
42%
41%
35%
31%
30%
Reading
Math
2012
Writing
2013
Science
Sanchez Elementary STAAR
Performance
State Progress in Reading and Math
35%
30%
25%
20%
15%
16%
15%
10%
Reading
Math
State
Sanchez Elementary STAAR
Performance
% Exceeded Progress 2013
35%
Student Progress in
Reading and Math
• % Exceeding
Progress
• More than double
the State
performance in
Math
34%
30%
25%
20%
15%
16%
15%
16%
10%
Reading
Math
State
Sanchez ES
Sanchez Elementary STAAR
Performance
State Level III Performance 2013
25%
20%
15%
17%
15%
10%
5%
4%
0%
Reading
Math
State
Writing
Sanchez Elementary STAAR
Performance
% Level III 2013
25%
23%
22%
20%
STAAR Level III
Performance
Compared to State in
Reading, Math and
Writing
• More than triple
double the State
performance in
Writing
15%
17%
15%
14%
10%
5%
4%
0%
Reading
Math
State
Sanchez ES
Writing
In summary…
• Year 1 – Sanchez focused on …
– Taking stock
– Focus on standards: Readiness, Process,
Supporting
• Year 2
– Used HEAT maps and created instructional
action plans
– Implemented the use of the lead4ward Field
Guides
• Year 3
– Organized weekly team meetings
– Implemented student journals
Principal
• Schedule time for leadership team (to watch
webinars together)
• Monitor/manage the process
• Set expectations
• Encourage and celebrate wins
• Delegate and support teacher leaders
• Be present and visible (walk the talk)
Principal
• Provide time in the schedule for PLCs
• Ensure access to necessary resources (data, tools,
etc.)
• Provide time for targeted and differentiated PD
• Allocate/coordinate resources for professional
learning
• Identify a data manager
Teacher Leader
•
•
•
•
•
•
Review recorded webinar prior to PLC
Attend meetings
Practice staar4ward processes
Lead PLCs
Lead implementation of staar4ward processes
Build capacity in others to lead processes
Teacher Leader
• Maintain focus on the importance of Tier 1
instruction
• Know the strengths and weaknesses of the PLC
• Collaborate with teachers to collect resources and
identify successful instructional strategies
TEACHER LEADER
Key
words
ALWAYS
PRESENT
SOMETIMES
PRESENT
EXAMPLES
definition
NEVER
PRESENT
NONEXAMPLES
In your own words…
Leadership Team
• Watch webinars together
• Debrief webinars and practice processes
• Teach each other the staar4ward processes (practice,
practice, practice)
• Create and monitor the leadership lesson plan
• Determine professional learning focus areas
(common or team)
Leadership Team
•
•
•
•
•
•
Schedule professional learning
Organize and lead school-wide learning activities
Coach each other and PLC
Monitor, review, analyze, adjust
Maintain focus and direction for the work
Communicate consistently among all stakeholders
PLC
• Implement the staar4ward processes in a timely
manner
• Become content experts
• Ensure all members of the team know their students
• Ensure that all members of the team know their
standards
• Visit classrooms where success is occurring
• Learn together (focus standards, focus learning)
PLC
•
•
•
•
•
Strategically plan for instruction and intervention
Share innovations
Ask for help from campus leaders
Document meetings and work of the team
Determine formative strategies for monitoring
student performance
Central Office/ESC
• Set the vision
• Participate in/watch all webinars
• Integrate monitoring and support into regular
principal meetings
• Schedule central /ESC meetings
• Schedule campus meetings
• Practice processes
• Clearly define expectations for campus
leaders/teams
Central Office/ESC
• Allocate the necessary resources to ensure
staar4ward implementation (time, money,
individualized support)
• Serve as a coach to campus leaders and leadership
teams
• Encourage and celebrate wins
• Ensure access to data
high sense of competence
low sense of competence
high sense of confidence
low sense of confidence
1
high sense of competence
low sense of competence
high sense of confidence
low sense of confidence
1
CARELESS
-stop too early
-make low level mistakes
RANDOM
-don’t know how to start
-guess, pick something
PROGRESS
-know what they know
-have multiple strategies
FROZEN
-overthink actions
-may not follow through
low sense of confidence
high sense of competence
low sense of competence
high sense of confidence
1
Keep Going
Reinforce
Strategies
What should I
do first?
Cheerlead!
low sense of confidence
high sense of competence
low sense of competence
high sense of confidence
Model of Teacher Change
1
2
3
4
Which comes first:
Student learning outcomes
Teachers’ classroom practices
Professional Development
Teachers beliefs and attitudes
Model of Teacher Change
Change in
PROFESSIONAL
DEVELOPMENT
TEACHERS’
CLASSROOM
PRACTICES
Change in
Change in
STUDENT
LEARNING
OUTCOMES
TEACHERS’
BELIEFS &
ATTUTUDES
Guskey, 2002
ACTION PLAN!
deliver
plan
learn
how
what
why
Next steps
•
•
•
•
•
•
•
Complete CARE action plan
Gather resources
Review webinar recording
Practice processes as a leadership team
Reflect, refine, adapt processes
Organize professional learning for August
Send examples of how your team adapted the work
or questions to [email protected]
• Register for the next LIVE webinar – see schedule
lead learning
change the world
Any questions, concerns or support
needed:
Lee Rutledge
[email protected]

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