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Engaged Leaders

Engaged Learners ��

CLAS Leadership Institute - April 2022�

@mjshields

@AlabamaAchieves

@ALSDEOSI

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Dr. Melissa Shields, NBCT

OSI Coordinator

mshields@alsde.edu

@mjshields

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Good Morning!

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To Do:

Check out the OSI Website.

3

@mjshields

@AlabamaAchieves

@ALSDEOSI

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Do you know this school leader?

http://www.youtube.com/watch?v=nVXhA_hs2J8&feature=youtu.be

@mjshields

@AlabamaAchieves

@ALSDEOSI

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The

highest honor

in life

is to live

in service of others.

Thank you Principal Greer

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ENGAGING

Teachers & Staff

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What teacher feedback is most impactful?

and

the least?

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Removing the Compliance Mindset

Creating Shared Leadership
Recognizing the Teacher Expertise
Building Time to Connect (PLCs, Cognitive Coaching, Check-Ins, etc.)
“How can I help?”
Celebrating Innovation

Best practices are often born in “rule breakers’” classrooms.

8

@mjshields

@AlabamaAchieves

@ALSDEOSI

Shout out to

Dr. Marguerite Early &

Dr. Charles Gardner!

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PLCs/Vertical and Horizontal Teams/Common Planning

Be actively involved

That means no phone…

Provide ample time (subs, schedules, etc.)
Provide guidance
Set expectations

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@mjshields

@AlabamaAchieves

@ALSDEOSI

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ATOT Dimensions

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Culture & Climate

What behaviors does the teacher demonstrate that cultivates a positive learning culture and climate?

Learning

What teacher demonstrated behaviors ensure students are learning at his/her level that also pushes the student?

Essentials

What teacher behaviors demonstrate competency of craft, content, and management of the learning environment?

Agency

What behaviors does the teacher demonstrate that promotes student responsibility for learning, etc.?

Relationships

What behaviors does the teacher demonstrate that ensures students are respected and respect each other?

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#OBSERVEME

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Coach

(noun)

one who gets you to do what you don’t want to do to be who you want to be.
hard to find, difficult to part with, and impossible to forget.
YOU

12

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13

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14

#5

Incorporates Evidence and Data to Support Instructional Improvement

Continuous Improvement Cycle
Guides decision making
Identifies priorities

#4

Utilizes Effective Communication to Promote Growth

Clear & consistent

Timely feedback
Constructive
Reflective questioning

#2

Builds a Relationship-

Oriented Collaborative Approach

Partners in learning
Respect
Invitation
Professional

#3

Applies Knowledge and Experience of Both Adult and Student Learning

Connects to needs
Knows latest research
Bridges gaps from research to practice

#1

Leads by Example and Influence

Begins at the top!
“Walk the Walk”
Changing perspectives

Five Pillars of

Effective Coaching

and Leading

AJ

Pop a word or phrase that you find the most impactful? Of these pillars where do your coaches need to grow? Where do they excel?

Intent:

To deepen understanding of the components of effective instructional coaching in practice.

Trainer Talking Points:

What might these pillars look like in practice? Take a moment to jot down a word or a phrase that describes or captures each of these components for you (as participant). For example, a phrase connected to Evidence and Data might be “continuous improvement”; a phrase connected to Effective Communication might be “reflection”.

Leads by Example and Influence: Effective instructional coaching for all teachers begins with system-wide commitment from leadership. Not only is the coach leading by example and influence, so is the principal, central office support and the state. It also means you need a commitment to not just “talk the talk” but also “walk the walk”.

Builds a Relationship Oriented Collaborative Approach: And that walk is a key part of building collaborative relationships across the board—with leadership, support staff and classroom teachers. It includes a willingness to be a partner on the learning journey and an exchange of mutual respect as well as invitation.

Applies Knowledge and Experience of both Adult and Student Learning: One of the ways to create that respect and invitation is to acknowledge the different needs of adult and student learners. Understanding the latest research for both is critical to providing appropriate and targeted support for learning. Bridging the research-to-practice gap is a key part of effective problem-solving.

Utilizes Effective Communication to Promote Growth: That takes clear and consistent communication protocols and practices including timely and constructive feedback. Effective coaching frames communication strategically with the intent to improve learning outcomes (for adult and student learners).

Incorporates Evidence and Data to Support Instructional Improvement: At its core, effective coaching relies on data—all different kinds of data. Data is essentially the way effective coaches “do business”, never taking their eye off of the goal of supporting teachers in providing quality instruction through the continuous improvement cycle process.

These pillars are key components of effective instructional coaching. And they are not compensatory. In other words, you can’t take away one pillar…(NEXT SLIDE)

Training Activities (options for engagement):

Give participants time to respond individually, then review each component with examples, referring to bullet points provided above.

Variations:

Gallery walk with individual charts (each component)

Extension activities

Participants can make connections to the need for differentiation of coaching support.

Variations for virtual training:

Jamboard or Padlet brainstorming activity.

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#1 - Leads By Example and Influence

Effective coaching requires intrinsic motivation, passion, and vision for guiding educator and student improvement with a servant leadership approach.

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#2 - Builds a Relationship Oriented Collaborative Approach

Effective coaching fosters collaborative relationships that support and empower efficacy in educators to support all students.

16

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#3 - Knowledge and Experience of Both Adult and Student Learning

Effective coaching uses expert knowledge and experience to support educators in their continual improvement in knowledge of content, curriculum, standards, and pedagogy to empower educators to be critical consumers of resources and strategies.
Effective coaching includes the knowledge of and needs for adult learners and applies this mindset to the coaching practice with educators.
Effective coaching requires all participants to be ongoing active learners in practice, not just in theory.

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Effective coaching uses expert knowledge and experience to support educators in their continual improvement in knowledge of content, curriculum, standards, and pedagogy to empower educators to be critical consumers of resources and strategies.

Effective coaches encompass expertise in the content area being coached.
Effective coaches understand adult and student progression of learning in the content area and the knowledge to determine the most appropriate practices to support the learner.
Effective coaches have knowledge and experience with content specific evidence-based instructional practices and support other educators to best implement these practices.
Effective coaches understand how to identify and address student misconceptions to help educators to anticipate and uncover student thinking to drive instructional decision making.

Effective coaching includes the knowledge of and needs for adult learners and applies this mindset to the coaching practice with educators.

Effective coaches understand the importance and practice of confidentiality and trust when working with educators.
Effective coaches ensure the focus consistently stays on using best practices to influence adult behavior to meet student needs.
Effective coaches are flexible, fluid, and adaptive to best anticipate and respond to the needs of the educators they support.
Effective coaches are reflective of their own practices in working with adult learners.

Effective coaching requires all participants to be ongoing active learners in practice, not just in theory.

Effective coaches are continually engaged in action research with educators in the implementation of evidence-based best practices.
Effective coaches are coach-able themselves, understanding and pursuing their own growth needs to best support educators and students.
Effective coaches recognize that they are learners themselves and focus on continuous professional growth.

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#4 - Utilizes Effective Communication to Promote Growth (p. 12)

Effective coaching relies on strong communication skills to provide constructive improvement through feedback and questioning.

Effective coaching provides individualized and differentiated feedback on specific content knowledge.

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# 5 - Incorporates Evidence and Data to Support Instructional Improvement (p. 12)

Effective coaching is evidence-informed and uses multiple data sources (e.g., formative, summative, observational) to inform coaching practices.

Effective coaching includes an understanding of and the ability to analyze data and teach others to do the same.

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Evidence informed and uses multiple data sources

Effective coaches are skilled in the collection and organization of data to best support and target instructional practices and learning targets for both educators and students.
Effective coaches partner with educators and use data to facilitate their thinking towards making connections between content, curriculum, and standards.
Effective coaches understand that preparation is important when working with data and come to coaching meetings prepared.

Analyze data and teach others to do the same.

Effective coaches know how to best share data with educators and empower them in their own examinations and uses of data.
Effective coaches understand and can apply best practices on how to manage their time in order to have meaningful conversations centered around evidence and data.

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20

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#5

Incorporates Evidence and Data to Support Instructional Improvement

Continuous Improvement Cycle
Guides decision making
Identifies priorities

#4

Utilizes Effective Communication to Promote Growth

Clear & consistent

Timely feedback
Constructive
Reflective questioning

#2

Builds a Relationship-

Oriented Collaborative Approach

Partners in learning
Respect
Invitation
Professional

#3

Applies Knowledge and Experience of Both Adult and Student Learning

Connects to needs
Knows latest research
Bridges gaps from research to practice

#1

Leads by Example and Influence

Begins at the top!
“Walk the Walk”
Changing perspectives

Five Pillars of

Effective Coaching

and Leading

AJ

Pop a word or phrase that you find the most impactful? Of these pillars where do your coaches need to grow? Where do they excel?

Intent:

To deepen understanding of the components of effective instructional coaching in practice.

Trainer Talking Points:

What might these pillars look like in practice? Take a moment to jot down a word or a phrase that describes or captures each of these components for you (as participant). For example, a phrase connected to Evidence and Data might be “continuous improvement”; a phrase connected to Effective Communication might be “reflection”.

Leads by Example and Influence: Effective instructional coaching for all teachers begins with system-wide commitment from leadership. Not only is the coach leading by example and influence, so is the principal, central office support and the state. It also means you need a commitment to not just “talk the talk” but also “walk the walk”.

Builds a Relationship Oriented Collaborative Approach: And that walk is a key part of building collaborative relationships across the board—with leadership, support staff and classroom teachers. It includes a willingness to be a partner on the learning journey and an exchange of mutual respect as well as invitation.

Applies Knowledge and Experience of both Adult and Student Learning: One of the ways to create that respect and invitation is to acknowledge the different needs of adult and student learners. Understanding the latest research for both is critical to providing appropriate and targeted support for learning. Bridging the research-to-practice gap is a key part of effective problem-solving.

Utilizes Effective Communication to Promote Growth: That takes clear and consistent communication protocols and practices including timely and constructive feedback. Effective coaching frames communication strategically with the intent to improve learning outcomes (for adult and student learners).

Incorporates Evidence and Data to Support Instructional Improvement: At its core, effective coaching relies on data—all different kinds of data. Data is essentially the way effective coaches “do business”, never taking their eye off of the goal of supporting teachers in providing quality instruction through the continuous improvement cycle process.

These pillars are key components of effective instructional coaching. And they are not compensatory. In other words, you can’t take away one pillar…(NEXT SLIDE)

Training Activities (options for engagement):

Give participants time to respond individually, then review each component with examples, referring to bullet points provided above.

Variations:

Gallery walk with individual charts (each component)

Extension activities

Participants can make connections to the need for differentiation of coaching support.

Variations for virtual training:

Jamboard or Padlet brainstorming activity.

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22

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ENGAGING

in

Curriculum

&

Instruction

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“Everything that can be invented, has been invented.”

Charles H. Duell, the Commissioner of U.S. Patent Office in 1899.

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If we want something we’ve never had in our schools…

we need to do something we’ve never done.

@mjshields

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Our Students Want to Learn…

Technology
With one another
Online
In their own time
In their own place
Doing things that matter

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And what about those

CIPs

and

“walk-

throughs?”

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@mjshields

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Data Tools

Academic and Non-Academic Data

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Place your screenshot here

Workforce Development

@mjshields

@AlabamaAchieves

@ALSDEOSI

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Data-Informed Decision Making

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Perception Data

Local Demographics

Student Learners

School Processes

School Location and Size

Student Characteristics

Poverty, IEPs migrant, race, ethnicity, mobility

Staff Characteristics (Experience, Attendance, Turnover)

Feeder pattern

Local Demographics

Instruction

Curriculum and Instructional Materials

Services and/or Programs (Title, Special Ed)

Interventions

Family/Community Involvement

Evaluations of School

Discipline Referrals and Suspension Rates

School Processes

Interim Assessments

Student Work Samples

Classroom Assessments (Type and Frequency)

Student Learning

Teaching and Learning Surveys

Perception Survey Data (e.g., parents, students, teachers, community, school leaders) Self-Assessment Tools

Perception Data

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LITERACY

Across Content

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Standards-Based Planning, Grading, & Reporting

Proficiency Scales

ACAP & ACT Performance Levels Descriptors

Exit Conferences

Student Goal Setting

Rubrics

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Student Goal Setting and Tracking

Research shows that when students track their own learning and data, they take ownership of their learning, have intrinsic motivation, and perform better in school.
On average, this practice was associated with a 32% gain with individual students.

Marzano, 2010

www.marzanoresearch.com/research/strategy20_trackingprogress.aspx

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@mjshields

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ENGAGING

the

Whole Child,

Whole Community, &

Whole Teacher

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It’s not just about reading and math…

@mjshields

@AlabamaAchieves

@ALSDEOSI

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MTSS

“MTSS is a comprehensive continuum of evidence-based, systemic practices to support all students’ strengths and needs, with regular observation to facilitate data-based decision-making.”

ESSA

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ABUSE

NEGLECT

HOUSEHOLD

DYSFUNCTION

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ACEs in an Alabama 9th Grade Classroom

(24 students)

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You

can’t teach

(or lead)

me if you don’t know me…

@mjshields

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Zones and Mood Meters

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“Be a student �of your students.”�

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Manual Scott

(Freedom Writers)

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Every Moment, Every Adult Can Make the Difference

#KnowYourStudents

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https://learningforward.org/wp-content/uploads/2018/08/the-moral-imperative-of-social-and-emotional-learning.pdf?utm_source=Informz&utm_medium=Email&utm_campaign=various_promos&_zs=xfdNg1&_zl=WGF75

https://www.youtube.com/watch?time_continue=1&v=VxyxywShewI&feature=emb_title

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Restorative Practices in Upper Grades

Behavior	Traditional Response	Restorative Response
Student under influence of and/or has small amount of marijuana	Automatic five-day suspension with D&A assessment	Student may return to school next day with D&A assessment and meeting with parents and admin. Parents are more appreciative and supportive.
Student disrespectful towards a teacher	Student removed from class next day or short-term suspension	Student, teacher, and admin meet in order to repair broken relationship and student apologizes face to face.
Skipping School	Suspend student following day of return	Meet with teachers as a team to discuss attendance and determine supports to increase attendance.

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Trauma-Informed Teaching Strategies

Expect Unexpected Responses
Employ Thoughtful Interactions
Be Specific About Relationship Building
Promote Predictability and Consistency
Teach Strategies to "Change the Channel"
Give Supportive Feedback to Reduce Negative Thinking
Create Islands of Competence
Limit Exclusionary Practices

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Small changes in classroom interactions can make a big difference for traumatized students.

http://www.ascd.org/publications/educational_leadership/oct19/vol77/num02/Trauma-Informed_Teaching_Strategies.aspx?utm_source=ascdexpress&utm_medium=email&utm_campaign=coronavirus

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Secondary Trauma for Educators is REAL...

School -Wide Responses

Buddy Classrooms
Recognizing and awarding each other
Reducing stigma around mental health
Tap in / Tap Out
Setting boundaries for expectations
What else?

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The single biggest problem in communication is the illusion that it has taken place. -George Bernard Shaw

https://allysonapsey.com/2020/02/10/the-power-and-simplicity-of-a-weekly-staff-check-in/ https://allysonapsey.com/2020/03/15/covid-19-edition-of-the-monday-morning-staff-check-in/

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https://www.youtube.com/watch?v=ZR451_EZYs0

@mjshields

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“Schools don't need more things to do. They need to do less with greater focus.”

From Instructional Rounds in Education

@mjshields

@AlabamaAchieves

@ALSDEOSI

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Suit Yourself – Reflection

Hearts: Something from the heart.

How did you feel? What did it mean to you?

Clubs: Things that grew.

New ideas, new thoughts, a new point of view?

Diamonds: Gems that last forever.

Some things we talked about today that are going to stay with you?

Spades: Used to dig in the garden.

New ideas or ways of thinking ?

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Dr. Melissa Shields, NBCT

OSI Coordinator

mshields@alsde.edu

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Slides

https://drive.google.com/file/d/1cea2QvSrJ0XWo4E0PLiVIXHdExpRbDR9/view

@mjshields

@AlabamaAchieves

@ALSDEOSI

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