Session #3 Superintendent’s
Network
“Getting results through people is a skill that cannot
be learned in the classroom”
Jean Paul Getty quotes (American Industrialist and
Founder of the Getty Oil Company, 1892-1976)
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Reality Check…
“Each of us has in our minds
a map of reality. The
problem is that the map is
not always indicative of the
territory.”
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True or False?
Cleveland, Ohio is northeast of
Tallahassee, Florida.
Toronto, Canada is southeast of
Minneapolis, Minnesota.
Los Angeles, California is southeast
of Reno, Nevada.
All True
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Learning Goals
By the end of today, we will:
Revisit Problem of Practice
Introduction to the Theory of Action
Continue to refine skills in observing instruction
Continue to build relationships within the group
Be excited to go observe real classrooms together in
April/May
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Group Norms
Covenant
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Homework review: Visits
In groups discuss from the text & be prepared to
share with the group:
What went well with descriptive
writing
What was difficult
Lessons Learned
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Developing the Discipline of Seeing
Seeing is a discipline
It’s like a muscle—it gets stronger with
repetition
Foundation of our practice:
1. Specific description
2. non-evaluative, non-judgmental description
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POP
Are the students able to rationalize and
justify their opinions?
Video Clip:
Looking for an argument: Students
Discuss
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More Practice
Video clip:
Teaching for Deep Understanding:
The Honeysuckle House
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What is a good Problem of Practice?
Connects to an improvement strategy
Directly observable in class
Actionable-within the districts control and
can be improved in real time
High leverage-if addressed will improve
student learning
Addresses the What not the How
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POP’s
Implementation question: What evidence do you see of Six Traits
Writing strategies? How Question
What evidence do you see that students are producing high level
writing? What Question
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Insights
Number off by 4’s and change seats
Discuss with new elbow partner:
What difference does sticking to evidence make in your
conversations?
What is challenging for you?
Insights?
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POP
Discuss at your table:
Review at your table each other’s POP
keeping in mind the elements of a
good POP.
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Theory of Action
 Vision
Strategy
 Problem of Practice
Theory of
Action
Theory of Action
 If………..Then Statements
 Connects to the Instructional Core
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THEORY OF ACTION
A way of making practice transparent and accessible to
yourself and others.
A way of tracking learning over time.
A way of focusing energy and attention on essential
dimensions of the work.
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THEORY OF ACTION
A set of If-Then propositions that capture the essential
connections between your practices and what happens
in classrooms.
Falsifiable – possible to know when you are wrong.
An accurate representation of our practice at this
moment.
Distinguishes the essential elements from the less
important ones.
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AEA 267 Theory of Action
If AEA staff have high levels of service
delivery/content competences, then AEA
267 will be more effective.
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Theory in more detail:
IF high levels of service delivery/content
competence, THEN they will be experts in their
field and highly qualified to teach adults.
IF experts in their field and highly qualified to
teach adults, THEN they will have more
creditability and be better accepted by LEA
partners.
IF they are highly creditable and well accepted,
THEN they will be more effective in their work.
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Practice Writing a Theory of Action
Question: How will common planning
time improve student achievement?
If “a” Then “b”
If “b” Then “c”
If “c”, Then “d”
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Theory of Action
Don’t need a Theory of Action now.
We will move forward without one. It is
Elmore’s experience that the further we
move into this work, the more a Theory of
Action for your district’s work will just
evolve.
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Theory of Action
 Vision: Every child will read and write at the highest level.
 Strategy: Curriculum & Professional Development in Literacy
(Reading First, Peer Coaching, Leadership Development,
Common Planning & Accountability).
 Theory of Action: If we provide teachers with curriculum
support and professional development, if teachers engage in
common planning of literacy lessons, and if we provide
principals & teachers with data on instructional practice and
student learning, then students will engage in higher level reading
and writing tasks and their learning will be evident in measured
performance.
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Moving Again!
Partner up as follows:
Line up quickly in the back of room in the order from most veteran
superintendent to the newest.
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Task: Theory of Action
Using the problem of practice you have defined,
develop a theory of action that will address it.
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Theory of Action
However, after a Rounds visit, we will make
recommendations for the next level of
work in the district.
How does that next level lead to improved
teaching and learning?
In other words, what is our Theory of
Action.
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Getting Started!
 How to Schedule a Rounds Visit:
Notes for the Host School
 Debriefing Classroom Observations
 Next Level of work
 Who is first?
 Date for visit, date for May
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Reflection: 3-Track Processing
What was your experience like as a learner today?
 Content: Insights into teaching and learning? Questions?
 Process: When were you most alert? What kind of learning
worked best for you? Challenges?
What did the facilitators do that contributed to that
experience?
 What could they do to help your learning in the future?
What are the implications for your own work?
 What is one protocol, question, idea, or practice you might
bring to your own work?
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Reminder
 April 28 - Facilitator meeting with Harvard team at
SAI.
 April 29 - Special opportunity for your Network
superintendents to meet with Dr. Elmore and the
Harvard team at Des Moines location TBD.
Facilitators should attend with their
superintendents. Chief Administrators who are not
facilitators are invited.
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