High Reliability Schools: Office Hours 2022-2023

Office Hours Dates:

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September 9th, 2022

Leading Indicator 2.4

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2.4 Teachers are provided with clear, ongoing evaluations of their pedagogical strengths and weaknesses that are based on multiple sources of data and are consistent with student achievement data.

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September 9th, 2022

Using the HRS Level II Teacher Survey, we will walk through some of the possible evidences that schools can use to demonstrate lagging indicators for certification review in the spring of 2023.

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September 9th, 2022

2.4 Possible Lagging Indicator

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• School leaders use highly specific rubrics to give me accurate feedback about my pedagogical strengths and weaknesses.

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September 9th, 2022

2.4 Possible Lagging Indicator

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• School leaders use multiple sources of information to give me feedback and evaluate me, including direct observation, teacher self-reports, video analysis, student reports, and peer feedback from other teachers.

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September 9th, 2022

2.4 Possible Lagging Indicator

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• School leaders regularly talk to me about the evaluation data they have collected for me.

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September 9th, 2022

2.4 Possible Lagging Indicator

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• School leaders observe me frequently.

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September 9th, 2022

2.4 Possible Lagging Indicator

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• School leaders give me feedback frequently.

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September 9th, 2022

2.4 Possible Lagging Indicator

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• I can explain which of my instructional strategies have the strongest and weakest relationships to student achievement.

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September 9th, 2022

Here are are couple of possible resources school leaders can use with teachers that would serve as lagging indicators for 2.4. They are both related to the HRS Level II teacher survey prompt: I can explain which of my instructional strategies have the strongest and weakest relationships to student achievement

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8 Strategies Robert Marzano & John Hattie Agree On

Visible Learning Effect Size

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Office Hours Dates:

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October 7th, 2022

Leading Indicator 2.2

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2.2 Support is provided to teachers to continually enhance their pedagogical skills through reflection and professional growth plans.

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Moodle:

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Task A: From Your Survey Data

• Is this an area of strength or an area for growth?
• What does the data tell you?
• Explain why this is an area of strength or an area for growth based on your data.

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Task A-Examples Data Points From Staff/Admin Survey:

• Teachers/Staff have written growth goals
• Teachers/Staff track their growth goals
• School leaders meet to discuss growth goals with staff
• Teachers/Staff can describe their progress on their growth goal

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Task A-Examples Data Points From Staff/Admin Survey:

• School Leaders hire effective teachers
• Their is a process in place to hire/select new teachers
• Schools have a new teacher induction process/program
• There is a system to evaluate and revise our new-teacher induction program
• School leaders retain effective teachers
• School leaders can provide evaluation results, growth plans, and evidence of support for struggling teachers

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Task A-Examples Data Points From Student Survey:

• Teachers at my school are good teachers
• My teachers have goals to help them become better teachers
• New Teachers at my school take classes to help them become better teachers
• Good teachers stay at my school
• If a teacher is having trouble teaching, my school’s leaders help him or her

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Task A-Examples Data Points From Parent Survey:

• Teachers at my child’s school have growth goals to improve their instruction
• The leaders of my child’s school hire effective teachers
• New teachers at my child’s school complete a new-teacher induction program
• Leaders of my child’s school retain effective teachers
• Leaders of my child’s school provide support for struggling teachers

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Reflect, Plan, Execute, Monitor

Identify areas of growth and craft a plan to address that leading indicator. Execute and monitor your plan.

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Moodle:

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Task B-Submit Lagging Indicators:

• HRS survey data results
• Teachers goals in iObservation
• Classified staff smart goals
• Calendar screenshot of goal meetings
• Teacher goal group meetings
• Teacher tracking of their goals
• New Teacher Workshop schedules
• New Teacher Workshop survey results

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Task B-Submit Lagging Indicators:

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Task B-Submit Lagging Indicators:

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Task B-Submit Lagging Indicators:

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Task B-Submit Lagging Indicators: Brainstorm Additional Indicators

• HR retention data
• HR average teacher service years by building

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Lagging Indicators

Submit lagging indicators for leading indicator 2.2.

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Moodle:

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Task C-Lagging Indicator Data “If your 2.2 leading indicator is …..

• An area of growth that your school focused on, submit your action plan to improve this leading indicator area and the data you collected that indicates improvement took place at your school
• An area of strength, enter the phrase “area of strength” into the online text box

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Lagging Indicators

Submit lagging indicators for leading indicator 2.2.

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Moodle:

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Task D-Video Reflection Activity

• Submit a hyperlink to a YouTube/Vimeo video of yourself explaining the content of tasks 2.2A, 2.2B, and 2.2C

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Task D-Video Reflection Activity

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Office Hours Dates:

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October 28th, 2022

Leading Indicator 2.5

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2.5 Teachers are provided with job-embedded professional development that is directly related to their instructional growth goals.

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2.5 Teachers are provided with job-embedded professional development that is directly related to their instructional growth goals.

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Grand Forks Central Toolkit

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(Thank you Dr. Dahl!)

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Introducing…

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Goal Conferences�Fall and spring conversations based on professional and personal goals

Monthly Growth

Focuses each month there's a different focus

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September

Growth Meetings w/ Loren��Growth Plan Created & Submitted

October

Learning Walks

Video & Reflection

December

Winter Goal Reflection

November

Monthly Growth

Focuses each month there's a different focus

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January

Instructional Rounds

February

Instructional Rounds

Goal Meetings w/ Loren

Learning Walks & Collab w/ Wilder

March

May

Final Growth Reflections

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April

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Learning Walks

Volunteers open their doors to others & It’s required for everyone to participate

Growth with Others

Collaboration with Wilder to capture a different lens from other practitioners

What We Believe

L&C Playbook

Showcase our examples of teaching and learning & Linked to the HRS indicators and our Instructional Framework

Teaching of SEL: (Empathy, Compassion, & Connections) �(HRS 1.1 & 1.7)

• Room Transformation: ”Glow Day”�
• Opening meeting-Sharing>We have a different sharing theme for each day of the week�
• Closing meeting. This is where we share 1st our lows of the day, then our highs for the day. Goal is to leave the classroom on a high note.�
• Weekly Class meetings (what have we done well, what can we do better)�
• Monday check in- students have a sticky note and place it under how they are feeling after the weekend.

Teaching of SEL: (Empathy, Compassion, & Connections) �(HRS 1.1 & 1.7)

• Which Superhero are you? Leader, Innovator, Encourager.�
• Fostering the love for books and reading by meeting with Head Start.�
• Teaching students to give a “Bug & A Wish” instead of yelling at each other or going to a teacher without trying to problem solve. - Based on this book https://www.youtube.com/watch?v=DUdA_eIu-9s�
• Second Step and Sources of Strength lesson

Engaging Learning Environments �(HRS 2.1 & 2.6)

• We have established “Learning Buddies”. This is the students first person they go to for support on an assignment or having something clarified for them�
• Music songs with activities attached. https://drive.google.com/file/d/1FrUkdAyKiI3LmasP82DskMD7dOQhQpsa/view?usp=sharing�
• Jack Hartmann is my “teaching co-partner” We love his songs for learning and brain breaks !

Engaging Learning Environments �(HRS 2.1 & 2.6)

• Growing corn to support reading unit.�
• Theme based centers that also teach skills�
• Theme days - Twos day, Camping, and going to do a beach day�
• “Colonial Day”

Accountability �(HRS 2.1, 2.3, & 2.6)

• Writing Conference-”Light On”�
• Daily Student led work (Entrance song, rhythm, rhythm and beat together, visual vocabulary)�
• Classroom Jobs/responsibilities�
• Exit songs on the ring at the door.�
• Work folders containing work needing finishing, correcting, and work that can be pulled into their portfolios.�
• Portfolios�
• Math independent Work Time (Number Grid Incentive with random generator)

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THANK YOU!

Office Hours Dates:

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December 2nd, 2022

Leading Indicator 2.3

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Predominant instructional practices throughout the school are known and monitored.

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Leading Indicator 2.3

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Goal:

• To establish common language for teaching and student learning
• To ensure the predominant instructional strategies are being implemented throughout the school
• To inform leaders on professional development, resources to improve instructional practices, and areas for growth

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Leading Indicator 2.3

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How this is Done:

• Completing walkthrough observations and organizing the data to capture and organize prominent themes regarding instructional practices.
• Aggregated data should be transparent and shared among teachers and administrators
• To acknowledge and celebrate instructional practices that are commonly occurring
• To review and re-engage in practices that are not observed
• To determine if the Instructional Model needs to be reviewed and/or edited

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Leading Indicator 2.3

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How this is Done:

• Continuous monitoring throughout the year
• Organized into sections of time
• Some practices need a recommitment
• Some practices may be improving
• Some practices may be observed less frequently
• Some practices may remain stable

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Leading Indicator 2.3

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How this is Done:

• Be Transparent
• Have data accessible to all staff when they would like to see it
• Review it with staff periodically

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Leading Indicator 2.3

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Collaborative Teams are Powerful in this Process:

• Cycle of Continuous Improvement
• Monitor Practice
• Share Results
• Developing Actions to Improve

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Leading Indicator 2.3

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Guiding Questions for Teams:

• What do we expect to see in our classrooms?
• To what extent is our team implementing the instruction we expect?
• Based on student data, what are some exemplary practices we would like to replicate?
• What do we need to improve?

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Leading Indicator 2.3

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Leading Indicator 2.3

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Leading Indicator 2.3

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Examples of Evidence:

• When asked, the school leader can describe the predominant instructional practices in the school
• When asked, teachers can describe the predominant instructional practices in the school
• Analyzing walk-through data to clearly indicate which predominant instructional practices are occurring in the school
• This data should indicate if Instructional Strategies are increasing, decreasing, or maintaining the same frequency
• Can set goals related to this data

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Leading Indicator 2.3

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Examples of Evidence:

• The school leader(s) provide feedback to teachers regarding their instructional practices
• The school leader is able to describe effective practices and problems of practice
• During staff meetings, predominant instructional practices are discussed with teachers

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Leading Indicator 2.3

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Quick Data:

• Conduct quick walk-throughs and tally what instructional practices are observed
• Audit teacher observation documents for the instructional practices that were observed
• Have the school leadership team divide and conduct quick walk-throughs, looking for specific instructional practices

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THANK YOU!

Leading Indicator 2.3

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Leader Accountability:

• Ensure the predominant instructional strategies are monitored so that they have the desired effect
• Develop a system to monitor instruction over small chunks of time so that it is evident when an instructional practice occurs
• This indicates if a practice was occurring by no longer is, if it wasn’t occurring and now is, or if it continues to be practiced with the same frequency
• Make sure this data is transparent to staff
• No names should be attached to this information

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Office Hours Dates:

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2.6 Teachers have opportunities to observe and discuss effective teaching.

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January 13, 2023

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Opportunities

• Plural! Multiple times
• Requirements & balance
• TIME - organized & organic

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Observe

Various Modalities

• “Live, Videos, Round Tables (?), YOU!
• Look-fors & your Model
• Content / grade level variety pros & cons

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The “DESIRED EFFECT”

DISCUSS!

• Evidence
• Art & Science
• Desired Effect
• Celebrations & Opportunities

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Organizing Instructional Rounds

Rounds should be facilitate by a lead teacher or Instructional Design Coach, not a principal.

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Survey staff to determine areas of interests

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Example of Survey

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Schedule for Instructional Rounds

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• Observation groups no larger than 3-5

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• Groups should be mixed (not all same

grade or content area)

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• Observations limited to 15 minutes

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• Schedule debriefing session immediately

after the observation

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• This schedule shows 1 observation but

Can do two 15 min observations with

½ hour debrief if time allows.

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Focus of Debriefing

Assign a facilitator (typically IDC to start until teachers feel comfortable taking the lead)

• Use NASOT as guide during debrief (language)
• Remain Positive, non evaluative in nature

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1. What did I observe that affirmed practices I use in my room?

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• What did I observe that I would like to learn more about?

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• What did I observe that I plan to implement in my classroom?

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• End with a THANK YOU note for those who were observed

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Gather Feedback from staff following Instructional Rounds

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Show and Tell with Carla

• Strategic Instructional Rounds Selections and Groupings
• Best Practices Mashup from a Variety of Models
• Art of Debriefing

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Other Ideas or Comments from the Group?

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THANK YOU!

Office Hours Dates:

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February 3rd, 2023

Leading Indicator 2.1

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2.1 The school leader communicates a clear vision as to how instruction should be addressed in the school.

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school leader

communicates a clear vision as to how instruction should be addressed in the school

Purpose (WHY)

VISION (WHAT)

Values (HOW & WHO…and ALL)

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Aligning the instructional vision with the data; Solidifying the “WHY”

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Examples from your Colleagues

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QUESTIONS FOR KRIS?

Collegial Example Number Two

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Intentional planning with the instructional leadership team.

Intentional planning with the instructional leadership team.

Clear communication from those who lead instructional initiatives.

Clear communication from those who lead instructional initiatives.

Data Digs

Data Digs

Data Digs

Data Digs

Data Digs

Differentiated instructional needs for different teams/teachers.

Early Out/PLC work connected to instructional vision

Instructional Framework ~

Revisiting this as working document

Mission & Vision ~ visible, shared, live it everyday!

Challenges we continue to problem-solve…

Anyone Else Care to Share?

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THANK YOU!

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2.2 Next Steps and Pieces to Consider:

• Shari’s portfolios-evidence on goals and monitoring them
• District surveys coming out soon-when should they be sent out? Is this possible before conferences? (HRS Leadership team)
• HRS campus based work sessions at MSEC for support (HRS leadership team)
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