Professional Development to Practice
Becoming the Instructional
Leader of Your Building
A Critical Action Guide for
Leaders
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
School Leadership
Professional Development to Practice
Where It All Started
Member
Organization
John Edgar
Diane Feeley
Kim Finch
Jennee BarnesGregory
Joe Sartorius
South Central RPDC
MO PBIS
University of Missouri-Columbia
Missouri State University
Coordinator Master’s Degree in Educational
Administration
Counseling, Leadership, and Special Education
North West RPDC Continuing Education
Associate Professor of Education, Graduate Studies
Coordinator for Programs in the St. Louis Area for
Southwest Baptist University
Jennifer Tiller
Chief Academic Officer Learning Services
Education Plus, St. Louis
Carla Williams
Research Associate,
UMKC Institute for Human Development
Professional Development to Practice
Original Topic Areas
5-steps of the Essential
Leadership Process
Collaborative Culture
and Climate
Effective Teaching and
Learning Practices
Assessments
Data for Decision Making
Engaging Students,
Parents, and Community
Professional Development to Practice
Instructional Leadership
Provides initial
guidance to building
leaders as they
develop the
necessary skills to
lead their buildings in
strong instructional
practices.
Professional Development to Practice
Five Sections to Becoming the
Instructional Leader
Overview and Use Guide
Handouts Packet
PowerPoint
EPI
Building Implementation Plan
Professional Development to Practice
The Process
February
2015
First Meeting
of the minds
June 2015
Draft #1
Completed
Nov. 2015
Draft #2
completed
– Focus on
I.L.
February
2016
Draft #25
Completed
April 2016
June 2016
Vetting #1
Draft #36
Vetting #2
Draft #40
Sept.
2016
Roll-out
Draft WhoKnows
Professional Development to Practice
Becoming the Instructional
Leader of Your Building
A Critical Action Guide for
Leaders
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
Openings & Introductions
Introductions
Training Norms
Learning Intentions
Session-at-a-Glance
Success Criteria
Pre-Session Readings
Professional Development to Practice
Welcome and Introductions
Welcome
Introductions
Housekeeping
Professional Development to Practice
Training Norms
Begin and end on time
Be an engaged participant
Be an active listener—open to new ideas
Use notes for side bar conversations
Use electronics respectfully
Professional Development to Practice
Learning Intentions
How will the educational leader:
1. Promote a culture that is safe for collaboration?
2. Gain knowledge and understanding of researchbased effective teaching/learning practices?
3. Gain knowledge and understanding regarding the
importance and use of common formative assessments
to drive instruction?
4. Determine the current reality of the building through
the use of data?
Professional Development to Practice
Session-At-A-Glance
 Opening
 Leadership: Management and Instructional Practices
 Becoming the Instructional Leader of the Building: How to Get
Started
 Define The Areas of Instructional Focus
 Define Key Actions of the Building Instructional Leader
 Employ the Key Actions of the Building Instructional Leader Across the
Areas of Instructional Focus for the Building
 Closing and Follow-Up
Professional Development to Practice
Becoming the Instructional Leader of
Your Building
This guide is intended to be a “getting started” package
to develop skills enabling you to become the instructional
leader of your building. Its focus is on strategies to
develop a collaborative building working in four areas
that have been shown to have a positive impact on
school performance and student outcomes. Those areas
include:
 Collaborative Culture and Climate
 Effective Teaching and Learning Practices
 Assessments
 Data for Decision Making
Professional Development to Practice
Key Terms
Collaboration includes support, encouragement,
discussion, sharing, reflection, and problemsolving by all about a common goal
Effective Teaching and Learning Practices at
the classroom level are evidence-based
effective methods that are content neutral and
when implemented with fidelity and informed
through data can produce positive, sustained
results for every student.
Professional Development to Practice
Key Terms
Data-based decision making (DBDM) involves
small teams meeting regularly and using an
explicit, data-driven structure to:




disaggregate data
analyze student performance
set incremental student learning goals
engage in dialogue around explicit and deliberate
classroom instruction create a plan to monitor
instruction and student learning
 Identify effective key teaching and learning
practices to implement
Professional Development to Practice
Critical Action Guide
Success Criteria
Educational leaders:
Will develop, support and maintain a collaborative culture
and climate
Will promote effective teaching and learning practices that
align to leader standards
Will provide for the development and use of common
formative assessments
Will use data to make decisions, determine learning
priorities, and expend resources
Professional Development to Practice
ALIGNMENT WITH MISSOURI LEADER STANDARDS
STANDARD #2:
Teaching and
Learning
QUALITY INDICATOR:
1 - Promote Positive School Culture
2 - Provide an Effective Instructional Program
3 - Ensure Continuous Professional Learning
STANDARD #3:
Management
of
Organizational
Systems
QUALITY INDICATOR:
1 - Manage the Organizational Structure
2 - Lead Personnel
3 - Manage Resources
STANDARD #6:
Professional
Development
QUALITY INDICATOR:
1 - Increase Knowledge and Skills Based on Best Practices
Missouri Department of Elementary and Secondary Education
(2013). Principal: Missouri leader standards. Retrieved from:
http://dese.mo.gov/sites/default/files/LeaderStandards.pdf
Professional Development to Practice
Preparatory Reading Reflection
High Impact Leadership
Review the article titled High Impact Leadership
Mark with a star 1-2 items in the article that
are powerful to you
When directed share your starred items with a
shoulder partner
Professional Development to Practice
Leadership:
Research About
Management Practices and
Instructional Practices
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
Effect Size
 Effect Size is:
• A way to quantify the differences
between two groups
• An effect size of d=1.0 indicates an
increase of one standard deviation and
would mean that, on average, students
receiving the intervention would exceed
84% of students not receiving the
intervention
• Typical impact d = 0.20 to d = 0.40
• Above average impact d > 0.4
• Excellent impact d > 0.60
(Hattie, 2009)
.40
Professional Development to Practice
Effect Size
Hattie (2009)
Professional Development to Practice
Effect Sizes for Specific Leadership Practices
As stated in Hattie (2015), not all practices are equal:
 Leaders who believe their major role is to evaluate their impact
(ES=.91)
 Leaders who get everyone in the school working together to know
and evaluate their impact (ES=.91)
 Leaders who learn in an environment that privileges high-impact
teaching and learning (ES=.84)
 Leaders who are explicit with teachers and students about what
success looks like (ES=.77)
 Leaders who set appropriate levels of challenge and who never
retreat to ‘just do your best’ ES=.57)
Hattie, J. (2015). High impact leadership. Educational Leadership,
72(5), 38.
Professional Development to Practice
Instructional Leadership
Leaders in Educational Thought: Dr. John Hattie
Vol. 1, No. 2, 2011
Presented by The Student Achievement Division
https://youtu.be/9UYGrk1VpcQ
Professional Development to Practice
Hattie’s Ten Mind Frames
for Educators
1. My fundamental task is to evaluate the effect of my teaching
on students’ learning and achievement.
2. The success and failure of my students’ learning is about
what I do or don’t do. I am a change agent.
3. I want to talk more about learning than teaching.
4. Assessment is about my impact.
5. I teach through dialogue not monologue.
6. I enjoy the challenge and never retreat to “doing my best.”
7. It’s my role to develop positive relationships in class and
staffrooms.
8. I inform all about the language of learning.
9. I recognize that learning is hard work.
10. I collaborate.
Professional Development to Practice
Moving Your Numbers
Districts that have “moved their numbers” for all children have or
are engaged in developing district-wide processes that allow for
more collective use of relevant data to make smarter decisions,
including the ongoing assessment of teaching and learning at the
classroom, school, and district levels.
Key Practices Include:
• Use Data Well
• Focus Your Goals
• Select and Implement Shared Instructional Practices
• Implement Deeply
• Monitor and Provide Feedback and Support
• Inquire and Learn
Telfer, D.M. (2011). Moving your numbers: Five districts share how they used assessment and accountability to
increase performance for students with disabilities as part of district-wide improvement. Minneapolis, MN:
University of Minnesota, National Center on Educational Outcomes.
Professional Development to Practice
The Mirage Report Findings Concerning
Teacher Development
More disciplined and coherent system for teacher
development
Network-wide culture of high impact
Opportunities to “practice” teaching
Increase collaborative practice with other teachers
Shared sense of commitment
http://tntp.org/assets/documents/TNTP-Mirage_2015.pdf
Professional Development to Practice
The Big Question: Where to Focus Your
Time and Effort?
Examples of Instructional
Focused Tasks
• Schedule time for targeted, jobembedded professional
development on non-content,
research-based, key instructional
practices to help teachers improve
• Meet with collaborative teams
• Ensure that teachers work
collaboratively and support each
other
• Provide necessary resources
•
•
•
•
Examples of Management
Focused Tasks
Management of budgets
Management of building
personnel
Management of building
processes (lunch, bus, master
schedules, etc.)
Manage student discipline
Professional Development to Practice
Where Do You Spend Your Time?
Management
Create master
building schedule
Manage building
budget
Instructional
Ensure alignment
of curriculum to
MO Teaching
Standards
Engage in
classroom
walkthroughs
Professional Development to Practice
Activity
Test Your Knowledge About What Works!
Influences on Achievement
What impact (high, medium, or low) does each
factor have on student achievement?
Professional Development to Practice
Influences and effect sizes related to student achievement
Retrieved from: http://visible-learning.org/nvd3/visualize/hattieranking-interactive-2009-2011-2015.html
Professional Development to Practice
Top 10 influences and effect sizes related to student achievement
Retrieved from: http://visible-learning.org/nvd3/visualize/hattieranking-interactive-2009-2011-2015.html
Professional Development to Practice
Becoming the Instructional
Leader of the Building:
How to Get Started
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
Steps to Get Started
Know the critical areas of INSTRUCTIONAL FOCUS
Professional Development to Practice
AREAS OF INSTRUCTIONAL FOCUS
Focus Area #1: Collaborative Culture and Climate:
How can we work in an environment that promotes collaboration to
improve performance for all students?
Focus Area #2: Highly Effective Teaching/Learning Practices:
What are the teaching/learning practices that are known to be highly
effective and have a high impact on student learning?
Focus Area #3: Assessment:
How is student learning monitored?
Focus Area #4: Data-Based Decision-Making:
How are our students performing? What are the current gaps in
student learning?
Professional Development to Practice
Steps to Get Started
Know the critical areas of INSTRUCTIONAL FOCUS
Identify KEY ACTIONS of a building instructional
leader
Professional Development to Practice
KEY ACTIONS OF A BUILDING
INSTRUCTIONAL LEADER
1.
2.
3.
4.
5.
Establish Collaborative Culture and Climate
Set Time for Implementation
Establish Expectations
Ensure Resources
Monitor for Implementation and Collaboration
Establish
Collaborative
Culture and
Climate
Set Time for
Implementation
Ensure Resources
Establish
Expectations
Monitor for
Implementation
and Collaboration
Professional Development to Practice
Establish Collaborative Team Structures
•Analyze building and
classroom level student data.
•Analyze and prioritize
strengths and weaknesses
related to instruction.
Building
Leadership
Team
•A team representing different
departments within the organization
•This team works towards common goals.
•They analyze building and classroom
level student data
Collaborative
Teams
Establish
Collaborative
Culture and
Climate
Set Time for
Implementation
Ensure Resources
Establish
Expectations
Monitor for
Implementation
and Collaboration
Professional Development to Practice
Team Membership Configurations
Building Leadership Team
Collaborative Teams
• School principal
• Teachers (regular, special
education, paraprofessional,
library/art/music)
• Instructional coach
• Support staff
(paraprofessionals,
interventionist, counselor,
etc.)
• General education teachers
from a grade level
• Special education teacher(s)
from a grade level
• Support staff
(paraprofessionals,
interventionist, counselor,
etc.)
Professional Development to Practice
Building Leadership Team Configurations
Elementary Example
• School Leader/Principal
• PK and Primary Grade
Representation
• Intermediate Grade Level
Representation
• Noncore Teacher
Representation
• Student Support Staff
(Intervention, Sped,
Counselor, Etc.)
Secondary Example
• School Leader/Principal
• Department Staff
Representation (Core and
Noncore)
• Student Support Staff
(Intervention, Sped,
Counselor, Etc.)
Professional Development to Practice
Reflect
Do you have a building leadership team already
established? What are the functions of the team and
the team members’ roles and responsibilities?
Do you have collaborative teams established across
grade levels or content areas? Are all staff on at
least one of these teams? What are the functions of
the team and what are the team members’ roles and
responsibilities?
If established, are both or either of these teams
ensuring they are running efficiently and effectively?
Professional Development to Practice
KEY ACTIONS OF A BUILDING
INSTRUCTIONAL LEADER
1.
2.
3.
4.
5.
Establish Collaborative Culture and Climate
Set Time for Implementation
Establish Expectations
Ensure Resources
Monitor for Implementation and Collaboration
Establish
Collaborative
Culture and
Climate
Set Time for
Implementation
Ensure Resources
Establish
Expectations
Monitor for
Implementation
and Collaboration
Professional Development to Practice
Key Action: Set Time For Implementation
Teachers need time during the school day
set aside for collaboration that includes:
Training/professional development
Data collection
Data analysis
Team planning
Establish
Collaborative
Culture and
Climate
Set Time for
Implementation
Ensure Resources
Establish
Expectations
Monitor for
Implementation
and Collaboration
Professional Development to Practice
Reflect
Think how time can be set aside during the
school day (job-embedded) for:
 Collaboration
 Training/professional development
 Data collection
 Data analysis
 Team planning
Professional Development to Practice
KEY ACTIONS OF A BUILDING
INSTRUCTIONAL LEADER
1.
2.
3.
4.
5.
Establish Collaborative Culture and Climate
Set Time for Implementation
Establish Expectations
Ensure Resources
Monitor for Implementation and Collaboration
Establish
Collaborative
Culture and
Climate
Set Time for
Implementation
Ensure Resources
Establish
Expectations
Monitor for
Implementation
and Collaboration
Professional Development to Practice
Key Action: Establish Expectations
Practitioners have identified these as nonnegotiables in establishing expectations –
What are ours?
• Support, build and sustain a collaborative culture and
climate through a collaborative process
• Evaluate continuously, collectively and as individuals
• Expect all new teachers to learn required material
Professional Development to Practice
Key Action: Establish Expectations
Develop and communicate high expectations:
 Sit with the staff and develop together, ‘What
is our vision for our students?” “How do we
make this happen?”
 Ensure consensus from the entire staff.
Establish
Collaborative
Culture and
Climate
Set Time for
Implementation
Ensure Resources
Establish
Expectations
Monitor for
Implementation
and Collaboration
Professional Development to Practice
Key Action: Establish Expectations
All educators:
• Accept responsibility for all students in all grade levels
• Participate in at least one meaningful collaborative
teacher team that focuses on learning and implementing
effective teaching/learning practices and analyzes
common formative assessments to evaluate the
teaching/learning process
• Encourage and support each other to be successful
learners and implementers of effective
practices
Professional Development to Practice
Reflect
What are the high expectations for my district?
What are the high expectations for my
building?
What are the high expectations for the
educators in my building?
How are these expectations infused into the
culture and communicated across all levels of
the system?
Professional Development to Practice
KEY ACTIONS OF A BUILDING
INSTRUCTIONAL LEADER
1.
2.
3.
4.
5.
Establish Collaborative Culture
Set Time for Implementation
Establish Expectations
Ensure Resources
Monitor for Implementation and
Collaboration
Establish
Collaborative
Culture and
Climate
Set Time for
Implementation
Ensure Resources
Establish
Expectations
Monitor for
Implementation
and Collaboration
Professional Development to Practice
Ensure Resources
The building leader needs to ensure that the
following resources are available to allow staff
to carry out the activities essential to learning.
People (internal/external)
Time (job-embedded)
Training/Professional Development
Materials
Establish
Money
Collaborative
Culture and
Climate
Set Time for
Implementation
Ensure Resources
Establish
Expectations
Monitor for
Implementation
and Collaboration
Professional Development to Practice
Reflect
How will you ensure the needed resources to
facilitate the instructional work in the building?
AREAS
People
Time
Materials
Training/Professional
Development
Money
Mentors
WHAT RESOURCES ARE NEEDED/ALREADY IN
PLACE?
Professional Development to Practice
KEY ACTIONS OF A BUILDING
INSTRUCTIONAL LEADER
1.
2.
3.
4.
5.
Establish Collaborative Culture
Set Time for Implementation
Establish Expectations
Ensure Resources
Monitor for Implementation and
Collaboration
Establish
Collaborative
Culture and
Climate
Set Time for
Implementation
Ensure Resources
Establish
Expectations
Monitor for
Implementation
and Collaboration
Professional Development to Practice
Monitor for Implementation and
Collaboration
Practice Profiles
Fidelity Checklists
Walk Throughs/Observations
Peer Observations
Surveys
Establish
Collaborative
Culture and
Climate
Set Time for
Implementation
Ensure Resources
Establish
Expectations
Monitor for
Implementation
and Collaboration
Professional Development to Practice
Reflect
1. Do you have a process in place to monitor
teams for collaboration and are they running
effectively and efficiently?
2. What tools or resources do you need to
perform this task?
Professional Development to Practice
Steps to Get Started
Know the critical areas of INSTRUCTIONAL FOCUS
Identify KEY ACTIONS of a building instructional
leader
Employ the KEY ACTIONS of the building
instructional
leader ACROSS THE AREAS OF INSTRUCTIONAL
FOCUS for the building
Professional Development to Practice
Putting it All Together: Employing the Five Key Actions of the
Instructional Leader Across the Areas of Instructional Focus
ESSENTIAL
PLANNING
INVENTORY
Collaborative Culture
and Climate (CCC)
Highly Effective
Teaching and Learning
Practices (TLP)
Assessment (A)
Data-Based DecisionMaking (DBDM)
Establish
Collaborative
Culture
Set Time Aside
Establish
Expectations
Ensure Resources
Monitor for
Implementation
and Collaboration
Professional Development to Practice
Moving Into Application
Professional Development to Practice
Moving Into Application
Professional Development to Practice
Steps to Get Started
Know the critical areas of INSTRUCTIONAL FOCUS
Identify KEY ACTIONS of a building instructional
leader
Employ the KEY ACTIONS of the building
instructional leader ACROSS THE AREAS OF
INSTRUCTIONAL FOCUS for the building
Professional Development to Practice
Closing & Follow-Up
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.