Region 12 Sept 26, 2019

Views:
 
Category: Education
     
 

Presentation Description

No description available.

Comments

Presentation Transcript

Planning Backwards to Leadership Actions that Move Forward:

Planning Backwards to Leadership Actions that Move Forward Steve Barkley September 26, 2019

Planning backwards from desired student learning outcomes leads educators to identify::

Planning backwards from desired student learning outcomes leads educators to identify : The required student production behaviors Possible teacher actions and behaviors to generate and support student production behaviors Collaborative teacher learning options (Professional Learning Communities) Key roles for teacher leaders Administrator/Leadership roles to build capacity throughout the school Analyze your current practices and reflect upon areas for growth and change. Substantial opportunities will be provided for participant conversation and exploration. Consider the big question: What do our students need us to learn?

Slide3:

Planning Backwards for School Improvement

Slide4:

Planning for change Identifying the desired change in student outcomes, leads to identifying the necessary changes in student and teacher behaviors and thus sets the action plan for principals.

Student Achievement:

Student Achievement What is the definition of student achievement that drives your work?

Coaching From the Teacher’s Goals:

Coaching From the Teacher’s Goals STUDENT ACHIEVEMENT GOALS ACADEMICS - knowledge and skills to be successful in school and life. LIFE SKILLS - aptitude, attitude and skills to lead responsible, fulfilling and respectful lives. Difference Maker- Innovator, Reflective Thinker, Collaborator, Critical Thinker, Responsible Thinker

Student Behaviors:

Student Behaviors What student behaviors need to be initiated or increased to gain the desired student achievement?

Student Achievement:

Student Achievement When you identify your student achievement goals for improvement, what are some of the student behaviors you identify as being necessary for generating the desired learning? Outcome Behavior Indicators Production Behaviors

Student Behaviors:

Student Behaviors Outcome: Increased Vocabulary Production: Hear new vocabulary in teacher reading and speaking Conversation with others using new vocabulary Reading material with new vocabulary Writing for purpose that requires new vocabulary

Slide10:

Planning Backwards School Change

Teacher Changes:

Teacher Changes What changes in teacher practices are most likely to generate the changes we seek in students?

Teacher Behaviors:

Teacher Behaviors Teach the desired student behavior. Model the desired student behavior.

Slide13:

Planning Backwards School Change

Slide14:

Teacher Relationships Parallel Play Adversarial Relationships Congenial Relationships Collegial Relationships Roland S. Barth Relationships Within the Schoolhouse ASCD 2006

Teaching in a Learning Community:

Teaching in a Learning Community Teaching is a Team Sport Teaching is a Public Act

Slide16:

My Work My Time Design together Implement individually Shared responsibility for student achievement Helping each other Modify Individual Behavior Consensus on implementation Individual Franchise Team Vulnerability Trust Vulnerability ACTION Trust

Collective Efficacy --- the #1 influencer of student learning:

Collective Efficacy --- the #1 influencer of student learning Collective teacher efficacy refers to the collective self-perception that teachers in a given school make an educational difference to their students over and above the educational impact of their homes and communities. ( Tschannen -Moran and Barr, Leadership and Policy in Schools) How teachers collectively think about their impact and student progress is most relevant to success for their students. ( Hattie) This Photo by Unknown Author is licensed under CC BY

What’s your school’s current culture?:

What’s your school’s current culture?

What Leadership Actions Can Influence This Culture?:

What Leadership Actions Can Influence This Culture?

Slide20:

Planning Backwards School Change

Leadership Behaviors:

Leadership Behaviors When planning backwards, we arrive at leadership behaviors last. When implementing, leaders go first

Select a desired student outcome for achievement ____________________:

Select a desired student outcome for achievement ____________________ What student behaviors are critical for students to reach this outcome? What teacher behaviors are most likely to create these desired student behaviors?

Slide23:

Analysis Identify classrooms in your school that are closest to full implementation of your vision for learning. Describe in detail the observable student behaviors. Describe in detail the observable teacher behaviors.

Slide24:

Analysis Identify classrooms in your school that must change the most to reach full implementation of your vision for learning. Describe in detail the observable student behaviors. Describe in detail the observable teacher behaviors.

Slide25:

Appraise Consider one area of teacher practice that is crucial to your desired student achievement. Rank your classrooms along this continuum. 1 2 3 4 5 6 7 8 9 10 11 12 Most Change Needed Full Implementation

Slide26:

Evaluation/Appraisal Select one skill set that you believe is most important. __________________ Rank teachers according to this system: Unwilling Unaware Getting Ready Started Developing

Slide27:

Unconsciously Talented Unconsciously Unskilled Consciously Unskilled Consciously Skilled Unconsciously Skilled Gordon’s (1974) Skill Development Ladder Gordon’s Skill Development Ladder The Art of Teaching

Leadership Behavior to Support Change:

Leadership Behavior to Support Change EVALUATION Outside Criteria MENTORING PEER COACHING Teacher’s Choice SUPERVISION

Slide29:

Differentiated Support How do you respond to teachers who are…… Unaware Getting Ready Started Developing Unwilling

Coaching from the Backwards Plan:

Coaching from the Backwards Plan AGENDA FOCUS

Creating a Coaching Culture:

Creating a Coaching Culture In a coaching culture, most staff use a coaching approach in their daily life – with each another, and with external stakeholders and customers. A true coaching culture is just ‘part of the way we do things around here ’. But it’s not all motherhood and apple pie . A coaching culture is about delivering results, improving performance and making the most of people’s potential . The emphasis is on delivering results and making each other (and the wider organisation ) stronger and more capable. It’s NOT about having coaching conversations for their own sake, or as a diversion from other activities! Ed Parsloe

authorStream Live Help